资源简介

U4 Natural Disasters
Listening and Talking 教案
教材分析：
本课时的主题是“prepare for a disaster”为灾害作准备。听力语篇是一段对话，救援工作者Mrs Fors介绍向同学们介绍了地震前、中、后分别应该要注意的安全知识，使学生学会如何在灾难中做好准备，保护自己。对话中重点呈现了祈使句的结构，以表示建议，要求，指令等含义。听完对话后，通过同伴合作，用上述结构汇报一个关于灾难中的安全知识和紧急装备。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握和运用祈使句的结构，表达建议，请求，要求，指令等。
思维品质上，发散思维，积极思考如何为灾难做好准备；全盘考虑，从不同的角度计划灾害前、中、后的注意事项。
文化意识上，了解灾难中的安全知识和必备的急救用品，提高自身的安全知识，懂得如何在灾害中保护自己。
学习能力上，利用听力策略准确获取细节信息，说话者的观点；用所学结构清晰、连贯地表达灾害准备计划。
教学重点：
学生能够掌握祈使句的意义和结构；
学生能够清晰流畅地汇报关于灾害的准备计划。
教学难点：
学生对灾害的安全知识和急救装备知识缺乏相关的储备；
学生清晰、连贯地汇报关于灾害的准备计划。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss watch a video and think about what they can learn from the video. Suggested answers: During an earthquake, we should: Drop, cover, and hold on. Stay away from trees, power lines and walls. Avoid windows and elevators. Avoid overpasses. ... ... 观看视频，引起学生注意力，初步了解地震中的安全知识，为听力做好认知上的准备。 3’ CW
Step 2 Prediction: Ss predict what we should do before, during and after an earthquake according to the table. (T leads Ss to look at the words around the blanks and guess possible answers.) Listen and select: Ss listen to the conversation and select the correct answer. Where does the conversation most probably take place A. In the teacher's office. B. In the classroom. C. At the police station. 2. What are the speakers talking about A. How to prevent natural disasters. B. How to predict the earthquake. C. Earthquake safety tips. Suggested answers: In the classroom. Earthquake safety tips. 第一遍泛听，推断对话发生的发生地点和中心内容。 2’ IW
Step 3 Listen and fill-in: Ss listen to the conversation and complete the table (Ss may not hear all the information, so T should play the recording again). 提升学生获取特定信息的能力。 4’ IW
Step 4 Listen and answer: Ss listen to the conversation again and answer the following questions: 1. Do you agree or disagree Mrs Fors’s opinions about natural disasters 2. What does “drop, cover, and hold on” mean Show them out. Suggested answers: Script: Well, there's no way to prevent earthquakes and storms. But if we prepare, we can keep them from becoming disasters that kill or injure people. Agree: Because there's no regular signs before the natural disasters. Disagree: Because the advancement of technology will make it possible to predict the natural disasters. 2. Drop down onto your hands and knees, cover your head with your hands, and hold on to the desk or table so it doesn't move away from you. (T invites Ss to show them out.) 提升学生获取观点和细节信息的能力。 4’ IW/CW
Step 5 Key words: T teaches new words through pictures and examples. power n. 电力供应；控制 e.g. The aim is to give people more power over their own lives. pipe v. 用管道输送 e.g. Water is piped from the reservoir to the city. calm adj. 镇静的 e.g. It is important to keep calm in an emergency. (T leads Ss differentiate some similar words. “Silent” is free from sound or noise; “Quiet” means something is not very loud; “Still” is not moving; “Calm” is (of a person) peaceful, quiet, especially free from anger and anxiety.) 词汇辨析，有利于学生正确理解词汇的含义，并区分易混淆概念。 4’ CW
Step 6 Language points: T explains the main structure “where + 不定式结构” and “Imperative sentences” 1. “To be ready, we should make a safety list of what to do, where to go, and who to contact.” 不定式可以和疑问代词what, which, who及疑问副词where, why, how连用，构成不定式短语，在句中充当主语、宾语、宾语补足语、表语等成分。例如：How to deal with the problem is the most important thing now. (作主语) 2. 祈使句是表达说话人的意愿、请求、叮嘱、号召、命令或建议的句子。他的主语you(听话人)通常省略，谓语动词用原形，句子末尾用感叹号或逗号，例如：Make sentences after the model. Be careful when crossing the street. 3. Negative imperative (祈使句的否定形式)：①在祈使句的肯定句式前加上Don't，构成“Don't + 行为动词原形 + 其他成分”的结构，例如：Don't say that again! ②在be动词引起的肯定句式前加上Don't，构成“Don't be+ 其他成分（形容、名词或介词短语等）”的结构，例如：Don't be careless. ③Let开头的祈使句，如果后面跟第一、第三人称名词或代词的宾格，可在let前加Don't，也可在let后宾格的名词或代词后加not；如果是以Let's开头的祈使句，必须在let's后加not。④在公共场合的提示语中否定祈使句常用“No + 名词/V-ing”结构，表示“禁止做某事”，例如：No photos! 熟悉祈使句结构的常见含义，为接下来写安全须知在语言上做好准备，降低任务难度。 8’ CW
Step 7 Pair work: Ss work in pairs and prepare a list of safety instructions for a disaster according to the possible expressions in the book “First of all, you should...; stay calm; Don’t drive or walk outside...”. Brainstorming: T asks Ss to choose a natural disaster and think about related safety instructions. e.g. Earthquake Safety Don’t panic, stay calm; Stay away from buildings and power lines; Drop, cover and hold on; Go to an assembly point... T give two samples. (e.g. First, don't panic. You should stay calm. Move to a safe place. Remember to drop, cover and hold on. Then find a way out after the earthquake. Stay away from buildings and power lines. Finally, go to an assembly point.) 通过合作，共同制定安全须知，提高学生对任务的兴趣；为学生提供可参考的范例，增加任务的可行性。 5’ GW
Step 8 Discussion: Ss look at the emergency kits in the book and discuss with their partners what else they could add. (T asks Ss to tell the functions of the emergency kits.) 2. T presents a picture about emergency supplies on the PPT. 头脑风暴，激发学生的想象力。 4’ CW
Step 9 Reporting: 1. Ss prepare a safety instruction and a list of emergency kit for a disaster and report them to the class. 2. T provides some tips of safety instructions and possible emergency supplies (After the reports, T provides his/her own example). 训练学生清晰流畅地表达观点的能力。 6’ GW/IW
Step 10 Questions: Ss work in groups and answer the following questions: Despite of safety instructions and emergency kits, what other things can be prepared for a natural disaster And give your reasons. What do you think we should do to get our school prepared for earthquakes Suggested answers: Learn emergency skills. Learning important emergency skills to help you and those around you in different situations could come in handy, and could even save someone’s life; ... ... Hold earthquake drills. Practice evacuation plans. Create a cache of emergency supplies. ... 进一步拓展相关的问题，使得学生联系生活实际，积极思考学校如何为灾害做好准备。 4’ GW/CW
Step 11 Homework: Make a disaster preparedness plan. (Calendar, kit creation tips, communication plans, evacuation routes) 通过制完整的计划，拓展学生的思维。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握祈使句的意义和结构；
通过本节内容学习，学生能否获取对话中的细节信息和说话人的观点；
通过本节内容学习，学生能否发散思维，积极思考灾害的安全知识和紧急装备；
全盘考虑，从不同方面深入思考如何为灾害作准备，用所学结构清晰、流畅地汇报关于自然灾害的计划。

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