高中英语教师资格证面试教案

课题名称: A Night the Earth Didn't Sleep (人教版高中英语必修一 Unit 4)

授课类型: 阅读课

授课时长: 15-20分钟 (试讲/模拟授课)

授课对象: 高一学生

教学目标

语言知识目标:

• 词汇: 学生能够理解和运用本课核心词汇，如 ruin, trap, rescue, shock, destroy, useless, survivor 等。
• 句型: 学生能够识别并理解描述过去事件的复杂句，特别是含有过去分词作定语的句子，如 "Many buildings were destroyed and many people were killed/injured."

语言技能目标:

• 阅读技能: 学生能够运用略读 和扫读 的阅读策略，快速获取文章大意和特定信息（如时间、地点、事件）。
• 口语技能: 学生能够在小组讨论中,用简单的英语分享自己对地震的感受或了解的防灾知识。

情感态度与价值观目标:

• 学生能够认识到自然灾害的破坏性,增强防灾减灾的意识。
• 学习人们在灾难面前表现出的坚韧不拔和互助精神，培养珍爱生命、积极乐观的人生态度。

教学重难点

教学重点:

• 引导学生掌握文章的主旨大意，理清故事发展的时间顺序（震前、震中、震后）。
• 帮助学生理解并运用描述灾难场景的核心词汇和短语。

教学难点:

• 如何引导学生从文本中获取深层信息,理解作者在描述灾难时所蕴含的情感。
• 如何将阅读输入有效转化为口语输出,鼓励学生进行有意义的讨论。

教学方法

• 任务型教学法: 设计一系列由浅入深的阅读任务,引导学生在完成任务的过程中学习语言知识。
• 交际教学法: 创设真实或接近真实的语言情境,鼓励学生互动交流。
• 情境教学法: 利用图片、视频等多媒体手段创设地震情境,激发学生学习兴趣。

教学准备

• 教师: 多媒体课件，包含唐山大地震的图片、短视频、关键词汇和阅读任务。
• 学生: 课本、笔记本。

教学过程

(总时长：约18分钟)

Step 1: Lead-in (导入) - (约2分钟)

• 活动: 视频导入与头脑风暴
• 教师活动:
  1. Greet the students. "Good morning, class. How are you today?"
  2. Show a short, silent video clip (about 30 seconds) of an earthquake or some powerful, shocking images of natural disasters.
  3. Ask questions to activate students' prior knowledge.
     • "Boys and girls, what did you see in the video? What natural disaster is it?" (引导学生回答: Earthquake.)
     • "What words come to your mind when you think of an earthquake?" (在黑板一侧写下学生可能说出的词，如: scary, loud, shake, dangerous, destroy.)
• 设计意图: 通过视觉和听觉冲击，迅速吸引学生注意力，创设情境，自然地引出本课主题,并激活相关背景词汇。

Step 2: Pre-reading (读前) - (约3分钟)

• 活动: 预测与词汇铺垫
• 教师活动:
  1. Present the title of the text: "A Night the Earth Didn't Sleep". Ask students to predict what the text is about based on the title.

     "Look at the title. What do you think this text will talk about? Who? What? When? Where?"

  2. Introduce the key words that might be new to students. Point to the words on the blackboard from the lead-in and add a few more.
     • "Now, let's learn some new words that will help us understand the story better." (Show PPT with pictures and simple definitions for ruin, trap, rescue.)
     • ruin: (show a picture of broken buildings) to destroy or badly damage something.
     • trap: (show a picture of someone stuck) to keep someone in a place where they cannot escape.
     • rescue: (show a picture of saving someone) to save someone from a dangerous situation.
• 设计意图: 激发学生的阅读兴趣，培养根据标题预测文章内容的能力，提前扫清部分词汇障碍,为顺利阅读铺平道路。

Step 3: While-reading (读中) - (约8分钟)

• 活动: 分层阅读任务
• 教师活动:
  1. Task 1: Skimming (略读) - Get the main idea.
     • "Now, please read the text quickly within 2 minutes. Don't worry about new words. Just try to find out the main idea and the 5 Ws: Who, What, When, Where, Why."
     • After reading, ask students to answer the questions.
       • Where did the earthquake happen? (Tangshan)
       • When did it happen? (In 1976, one night)
       • What happened? (A big earthquake happened and destroyed the city.)
       • Who is the writer? (A survivor)
  2. Task 2: Scanning (扫读) - Get specific details.
     • "Great! Now, let's read the text again, but this time more carefully. I want you to work in pairs and find out what happened in the three different stages: before, during and after the earthquake. You can fill in the table on the PPT."
     • (PPT shows a simple table) | Stage | What happened? | | :--- | :--- | | Before the quake | | | During the quake | | | After the quake | |
     • Ask students to share their findings and complete the table on the board together.
       • Before: strange things happened, like chickens and mice running out, water in the wells rose and fell.
       • During: a loud noise, the earth shook violently, people ran out, but then trapped.
       • After: army came to rescue, survivors lived in tents, the city was rebuilt.
• 设计意图: 遵循阅读教学的规律，从整体到局部，略读训练学生抓主旨大意的能力，扫读训练学生获取特定信息的能力，任务设计由浅入深,符合学生的认知规律。

Step 4: Post-reading (读后) - (约3分钟)

• 活动: 讨论与升华
• 教师活动:
  1. "After reading this sad but powerful story, what have you learned? What can we do to protect ourselves in an earthquake?"
  2. Divide students into small groups of 4 and give them 1 minute to discuss.
  3. Ask a representative from each group to share one or two ideas.

     (Possible answers: Stay calm, hide under a desk, know the emergency exits, have an emergency kit, etc.)

  4. Conclude the discussion with a positive note.

     "Excellent ideas. As we can see, even in the darkest times, human spirit and hope can survive. We should cherish our lives and always be prepared."

• 设计意图: 将阅读内容与学生的实际生活联系起来，进行情感态度和价值观的引导，小组讨论能促进合作学习，并为学生提供口语输出的机会,实现知识的内化与迁移。

Step 5: Summary and Homework (总结与作业) - (约2分钟)

• 活动: 归纳与延伸
• 教师活动:
  1. Summary: "Today, we read a touching story about the Tangshan Earthquake. We learned what happened before, during and after the disaster, and we also discussed how to protect ourselves. What a meaningful lesson!"
  2. Homework:
     • "For your homework, please write a short paragraph. Imagine you were a survivor of the Tangshan Earthquake. Write down your feelings and what you saw that night. Use at least 3 new words we learned today, like ruin, trap, or rescue."
• 设计意图: 总结本课重点，巩固学习成果，布置开放性的写作作业，既能锻炼学生的写作能力，又能让他们再次深入文本,进行情感体验。

板书设计

一个好的板书应该简洁、有条理、突出重点。

教学反思

(此部分在面试时通常不说,但作为教案的一部分必须思考)

• 成功之处: 本教案设计符合“任务型”教学理念，通过导入、读前、读中、读后、总结五个环节，层层递进，逻辑清晰，多媒体的运用和小组活动能够有效调动学生的积极性，课堂气氛应该会比较活跃,情感目标的渗透也比较自然。
• 待改进之处: 15-20分钟的试讲时间非常紧张，实际操作时需要严格控制每个环节的时间，特别是小组讨论环节，要给出明确的时间限制，对于词汇的处理，可以根据学生水平灵活调整，如果学生基础较好，可以鼓励他们在上下文中猜测词义，还可以考虑增加一个“朗读”环节，让学生感受文本的语调和情感,但时间可能不允许。