资源简介

Unit 4 Natural Disasters教学设计
教材版本：新人教版（2019）必修一
课型及主题语境：语法课；人与自然——灾害防治
指导思想
1、教学设计一般可以分为以“教”为主的教学设计和以“学”为主的教学设计。以“学”为主的教学设计是指以建构主义理论为基础的教学设计，它主张设置学习的主题，并设计特定的情境，将学习者带入其中，同时给予其一定的认知工具，以便让学习者自我建构知识。教师要由知识的传授者转变为学生主动建构意义的帮助者、促进者。 2、《普通高中英语课程标准（2017年版2020修订）》中指出：“学科核心素养是学科育人价值的集中体现，是学生通过学科学习而逐步形成的正确价值观、必备品格和关键能力。英语学科核心素养主要包括语言能力、文化意识、思维品质和学习能力。”其中思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。思维品质体现英语学科核心素养的心智特征。思维品质的发展有助于提升学生分析和解决问题的能力，使他们能够从跨文化视角观察和认识世界，对事物作出正确的价值判断。 3、王蔷教授于2016年提出了英语学习活动观，认为英语课程要遵循以下原则：突出语言、文化与思维的关联；体现学生课堂学习的主体性；思维发展由低到高，层层推进，围绕主题意义探究，凸显建构与生成，重视内化与迁移创新；联系现实社会和学生实际生活，丰富认识，拓宽视野，立足正确的价值观培养。 基于以上理论，本次教学设计以“学”为主，采用“the guided discovery method”，在课堂情境“帮助CGTN记者Anna整理新闻材料”下，引导学生探索和建构自己对语法规律的认知，认识定语从句这一语法的功能。并且在对语法的探究过程中，运用语言技能让学生习得自然灾害有关的文化知识，帮助学生形成防范灾害、互帮互助的价值观念。
文本分析
本次课堂教学依托两篇语篇进行展开，在学习理解类和应用实践类活动依托本单元阅读课课文The Night The Earth Didn’t Sleep，在迁移创新类活动，结合学生词汇量以及本课教学内容，教师借助AI聊天机器人GPT-4改编了US News的一则有关非洲旱灾的新闻。 在内容上，两篇文本具有相似的主题：呼吁人们重视自然灾害，增强防范意识；彰显互帮互助的精神（集体主义与国际主义精神）。在形式上，两篇文本均使用了较为丰富的由关系代词that, which, who, whose, whom等引导的限制性定语从句，能够帮助同学们更好理解关系代词引导的限制性定语从句和先行词之间的关系。 两篇语篇的文本分析见下表： 层次The Night The Earth Didn’t Sleep改编语篇What讲述了1976年的唐山大地震，包括地震前夕的反常现象、地震发生时的情景、地震发生后的凄惨景象以及万众一心之下唐山的重建。讲述了2023年东非的旱灾，包括旱灾影响、成因、以及灾害影响在国际援助下的缓和。Why旨在介绍唐山大地震，呼吁读者：在灾难来临前，要防患于未然，增强地震灾害防范意识；在灾难来临后，要团结一心，实现“一方有难，八方支援”的集体主义精神。展现了发生在最近的气候灾害，旨在呼吁读者关注第三世界国家的自然灾害，增强保护环境的紧迫感和责任感，发扬互帮互助的国际主义精神。How通过两条线索展开。 其明线按照时间顺序，介绍地震前的迹象，地震发生时对人、建筑物、公共基础设施，以及动物带来的毁灭性破坏，以及地震发生后的灾后救援。时间节点明确，文章结构鲜明。 其暗线通过阐述人们对地震的认识：从漠不关心到恐惧、绝望，再到震后积极投身家园重建的历程，突出了灾难无情人有情，讴歌了“一方有难，八方支援”的价值观。因为用于课堂练习，因此语篇长度较短，共102词。 首句为中心句，介绍了气候变化与东非旱灾的关系；之后介绍了二者关系的具体内容，并指出这一场灾害既是天灾，也是人祸。在文章最后，指出国际援助下旱灾导致的饥饿情况有所缓解。新闻报道，语言简洁、生动。同样为新闻报道，但语言在简洁的同时更加严肃。在语言特点上，和本节课教学内容息息相关的是两篇文章中关系代词引导的限制性定语从句的使用。第一篇文章中这样的定语从句共出现了四处，第二篇文章中则出现了五处。 梁红梅（2021）指出，定语从句的使用“可能与其所在的语篇类型有关，因为……这些类型的语篇体裁往往需要使用定语从句来对人、物或概念进行附加性的解释和说明，例如报道类语篇往往要用限制性定语、状语来陈述事实要素，而较少使用形容词（短语）来进行评价性描述。” 由此可见，语法是为语篇服务的，定语从句这一语法具有其功能性，因此本课的语法教学将结合语篇类型特点挖掘语法的功能性，引导学生认识到限制性定语从句在新闻中“进行附加性的解释和说明，陈述实施要素”的主要功能。
PS：考虑到语法是本节课的主要教学内容，因此增加了本节课语法点在语法体系中的位置的分析，如下图所示，标红的文字为本节课主要关注的定语从句：关系代词引导的限制性定语从句。
学情分析
[学生的自然情况]本节课的授课对象是高中一年级的学生。刚步入高中，大部分学生不善干用较复杂的英语句式表达自己的观点，但思维能力发展较快，自我意识增强，有较强的求知欲，学习能力与理解能力较强，同时整体水平存在差异。部分学生存在不自信，羞于表现等思想顾虑。 [相关的学习经验]学生在人教版七年级下册及八年级上册有学习过定语从句的经验，对定语从句的句式结构有一定的了解，并在九年级全册第九单元综合性归纳整理了初中阶段的定语从句内容，学习了关系词为that, which, who, whom, whose, as, than的简单句式限制性定语从句，为理解本单元定语从句的学习有一定的帮助，打下一定的基础。 [已有知识和技能]学生在平时的学习过程中能够在教师引导下落实语言基础，经过初中三年的学习，学生词汇量较大，大部分学生能够掌握简单句式的句法结构。前期通过新课程理念的熏陶及学习实践，大部分学生已有了自主学习、合作探究的能力。 [可能产生的问题]学生在学习句式结构方面问题不大，但可能缺乏在实践部分的应用能力，需要教师对学生进一步的引领和指导。
教学目标
1.学习理解类：学生能够辨认定语从句，通过思维导图概括与整合先行词和关系词的关系； 2.应用实践类：学生能够通过先行词选择关系词，并为存在疑惑的同学讲述选择的方法和相应的语法规则，并对破损报纸的文章进行修补； 3.迁移创新类：学生能够对比新闻文本和非新闻文本，发表关于定语从句的作用的观点。
教学重点和难点
教学重点：学生能够通过先行词选择关系词，并为存在疑惑的同学讲述选择的方法和相应的语法规则，并对破损报纸的文章进行修补 教学难点：学生能够对比新闻文本和非新闻文本，发表关于定语从句的作用的观点。
教学资源
黑板、粉笔、多媒体设备。
教学过程
教学目标 教学活动及互动方式 设计 意图 活动 层次 效果 评价 时间
1.学习理解类：学生能够辨认定语从句，通过思维导图概括与整合先行词和关系词的关系； Activity 1 1.T gives a brief introduction of the earthquake that happened in Japan in 2011. Then T shows three pictures to Ss and asks them to describe the pictures. 2.After Ss describing the pictures, T gives a sentence as an example and asks Ss to think how to combine two sentences together. Then T invites some Ss to share their opinions. Picture 1: 3·11 （2011）Earthquake in Japan Picture2: The cars and planes were damaged Picture 3: the earthquake caused tsunami Picture 4: the tsunami and earthquake led to the nuclear leak. (核泄漏) Through making and obscuring sentences, Ss can pay attention to the restrictive relative clauses and think about how to use it correctly. （学习理解类）感知与注意 Ss can describe the pictures and share their opinions about how to combine two sentences together. 3mins
1.学习理解类：学生能够辨认定语从句，通过思维导图概括与整合先行词和关系词的关系 1.T asks Ss to read the article The Night the Earth Didn’t Sleep and find out the sentences that include restrictive relative clauses. Then T invites Ss to share their findings. 2.T shows the sentences both in the article and the textbook in PPT. Through this activity, Ss can know how to find out the sentences that include restrictive relative clauses and notice the basic structure of restrictive relative clause. （学习理解类）感知与注意，获取与梳理 Ss can find out the sentences that include restrictive relative clauses correctly. 5mins
1.学习理解类：学生能够辨认定语从句，通过思维导图概括与整合先行词和关系词的关系； 2.应用实践类：学生能够通过先行词选择关系词，并为存在疑惑的同学讲述选择的方法和相应的语法规则，并对破损报纸的文章进行修补 Activity 3 Draw a mind map T asks Ss to circle the subordinating conjunction and antecedent of each attributive clause and think about the rules of using them. Then T asks Ss to draw a mind-map in groups to show their ideas of the rules. Ss with a green cup should help those with a red cup. After the discussion, it is hoped that there will be no red cup in the class. Groups with the most green cups will be invited to share and analyze their mind-maps in class. If there are still red cups, they would be invited to ask questions about the rules or the mind maps. T gives a summary of what has been said by Ss. Ss can think the rules of relative words independently and through drawing a mind-map, Ss can understand the rules more logically. （学习理解类）获取与梳理，概括与整合 【课堂评价：红绿杯】给学生分发红绿纸杯，红色表示不明白，绿色表示明白。学生表达自己的困惑的时候可以不举手，用杯子色彩的方式来表示自己有没有听懂。绿色杯子的同学需要给红色杯子的同学解释。 8mins
2.应用实践类：学生能够通过先行词选择关系词，并为存在疑惑的同学讲述选择的方法和相应的语法规则，并对破损报纸的文章进行修补 Activity 4 Repairing the Newspaper T shows a newspaper polluted by some ink spots. T asks students to give fill in the black blank to make the report fluent. Ss can practice using the correlation words of the relative clause in a new context. 内化于运用（应用实践） 通过进行学生填空正确率统计分析，确定学生应用定语从句连接词的掌握程度 6mins
3.迁移创新类：学生能够对比新闻文本和非新闻文本，发表关于定语从句的作用的观点。 T shows the report they have just read without relative clauses. T asks students to search for the differences between the report with relative clauses and the report without relative clauses. Then Ss share their understandings of the functions of relative clauses in news reports. Ss can think deeply about the functions of relative clauses and it is beneficial to their understanding of when and why using relative clauses. 批判于评价（迁移创新） 在评价时针对学生的观点进行即时、鼓励性的评价，以期其产生更加深入的思考和理解。 6mins
板书设计
附：本节课文本
学习理解部分
1. 全文中寻找定语从句
THE NIGHT THE EARTH DIDN'T SLEEP
Strange things were happening in the countryside of northeastern Hebei. For several days, the water in the village wells rose and fell, rose and fell. There were deep cracks that appeared in the well walls. At least one well had some smelly gas coming out of it. Chickens and even pigs were too nervous to eat, and dogs refused to go inside buildings. Mice ran out of the fields looking for places to hide, and fish jumped out of the water. At about 3:00 a.m. on 28 July 1976, bright lights were seen in the sky outside the city of Tangshan and loud noises were heard. But the city's one million people were asleep as usual that night.
At 3:42 a.m., everything began to shake. It seemed as if the world were coming to an end! Eleven kilometres directly below the city, one of the most deadly earthquakes of the 20th century had begun, a quake that even caused damage more than 150 kilometres away in Beijing. Nearly one third of the whole nation felt it! A huge crack, eight kilometres long and 30 metres wide, cut across houses, roads, and waterways. Hard hills of rock became rivers of dirt. In less than one minute, a large city lay in ruins. Two thirds of the people who lived there were dead or injured. Thousands of children were left without parents. The number of people who were killed or badly injured in the quake was more than 400,000.
Everywhere survivors looked, there was nothing but ruins. Nearly everything in the city was destroyed. About 75 percent of the city's factories and buildings, 90 percent of its homes, and all of its hospitals were gone. Bricks covered the ground like red autumn leaves, but no wind could blow them away. Most bridges had fallen or were not safe to cross. The railway tracks were now useless pieces of metal. Tens of thousands of cows, hundreds of thousands of pigs, and millions of chickens were dead. Sand now filled the wells instead of water. People were in shock and then, later that afternoon, another big quake shook Tangshan again. Even more buildings fell down. Water, food, and electricity were hard to get. People began to wonder how long the disaster would last.
But hope was not lost. Soon after the quakes, the army sent 150,000 soldiers to Tangshan to dig out those who were trapped and to bury the dead. More than 10,000 doctors and nurses came to provide medical care. Workers built shelters for survivors whose homes had been destroyed. Hundreds of thousands of people were helped. Water and food were brought into the city by train, truck, and plane. Slowly, the city began to breathe again.
Tangshan started to revive itself and get back up on its feet. With strong support from the government and the tireless efforts of the city's people, a new Tangshan was built upon the earthquake ruins. The new city has become a home to more than seven million people, with great improvements in transportation, industry, and environment. Tangshan city has proved to China and the rest of the world that in times of disaster, people must unify and show the wisdom to stay positive and rebuild for a brighter future.
迁移创新部分文本
报纸填空
The ongoing drought in Eastern Africa which affects over 20 million people is worsened by climate change. An international team of 19 scientists from seven nations whom the report references assesses how climate change affected rainfall patterns in the region. Two main rainfall patterns in the area whose changes the scientists analyzed suggest that the drought is exceptional. Besides failed rainy seasons and high temperatures, there is conflict and poverty that are also to blame for the drought. Thanks to international aid, the situation is getting better in these countries whose food situation is addressed by raising money and with food distributions.

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