资源简介

U4 Natural Disasters
Listening and Speaking 教案
教材分析：
本课时的主题是“report natural disasters”报道自然灾害，以听说课的形式呈现。听前活动通过观看视频和看图填词，使学生初步掌握tornado, tsunami, flood, landslide, earthquake等灾难相关的词汇，为接下来的听力做好语言和认知上的准备。听力文本是四则关于不同自然灾害的新闻报道，学生需要采取听力策略提取关键信息，如数字，时间，地点，活动，原因等。
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，识别和运用自然灾害相关词汇，如tornado, tsunami, flood, landslide, earthquake，flood， wildfire等；掌握和区分清辅音和浊辅音的发音技巧。
思维品质上，识别新闻报道的文体特征，通过思维导图掌握新闻报道的结构和阐述方法。
文化意识上，了解常见的自然灾害，并对其危害形成初步认知，形成对大自然的敬畏。
学习能力上，形成听前预测意识，通过识别问题中的关键信息，如数字，地点，时间，原因等，抓取听力文本中的细节信息。
教学重点：
学生能够识别问题的关键词，获取细节信息；
学生能根据新闻报道的文体特征，报道一则自然灾害新闻。
教学难点：
学生根据关键词抓取细节信息；
学生根据新闻报道的特征，准确、流畅地报道一则新闻。
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 Warm-up for unit (Activity 1): Ss think about the question “What's the meaning of the following slogan in bold What do you know about it ” “Live to Tell: Raising Awareness, Reducing Mortality—United Nations International Strategy for Disaster Reduction (2016)”. T gives Chinese meaning “用生命呼吁：增强减灾意识，减少人员伤亡—联合国国际减灾战略（2016）” and add that “It's the theme of International Day for Natural Disaster Reduction in 2016.”. T introduces International Day for Natural Disaster Reduction briefly. 了解联合国国际减灾日及其相关主题，拓宽视野，引入本单元主题。 2’ CW
Step 2 Warm-up for unit (Activity 2): Ss look at the picture and discuss the following questions: What's going on in this photo What kinds of natural disasters can you think of Suggested answers: Soldiers are saving the injured after the disaster. Earthquake (because there are ruins, injured people and soldiers). 观察图片，创设问题情境，激活学生已有知识与经验。 2’ CW
Step 3 Lead-in: Ss watch a video, look at the pictures and write down the names of natural disaster. Suggested answers: 1. tornado, 2. tsunami, 3. earthquake, 4. wildfire 5. flood 观看视频，提高学习兴趣；利用相关图片激活学生背景知识，熟悉自然灾害的名称，为接下来听做好铺垫。 2’ IW
Step 4 Listen and tick: 1. Ss listen to the news report and tick the disaster they hear. 获取特定信息，再次巩固相关的自然灾害名称。 2’ IW
Step 5 Strategy: T leads Ss to look through the listening strategy show how to listen for the details(Use key words and phrases in the question as alerts to help you find information; Take bullet-point notes to help you remember everything). Ss circle the key words in the questions and recognize the type of information (e.g. “what, magnitude, how many people” implies the number that they will hear; “where” implies the place that they will hear.) 听力策略讲解：通过关键词识别特定信息。提高学生对特定信息进行分类的能力，如时间，地点，数字等，为听力活动做好准备。 5’ CW
Step 6 Listen and answer: 1. Ss listen to the news reports again and answer the following questions. What was the magnitude of the earthquake in Ecuador How many people were killed and injured in Ecuador Where are the floods What are the rescue workers and soldiers doing in the flood-hit area When did people see the tornado in Memphis Which buildings were damaged in Seoul What caused landslide in Seoul Suggested answers: 7.8. 230/ more than 1500 people. In central China. Making sure of people's safety; Bring food and water to homeless people. Saturday 12 August. A library and a supermarket. The heavy rain. 利用关键词听细节信息，提升学生对数字，地点，时间，原因等特定信息的敏感度。 5’ IW
Step 7 Key words: T teaches the key words through demonstrating examples collocations and pictures. disaster n. 灾难 A/an natural/air disaster E.g. Thousands of people died in the natural disaster. drought n. 干旱 volcanic eruption n. 火山爆发 flood n. 洪水 A ~ of complaints 大量投诉 e.g. Refugees continue to flood into neighboring countries rescue v. 营救 ~ workers/boats/helicopters rescue sth/sb from ab/sth e.g. You rescued me from an embarrassing situation. damage v. 损坏 ~sb/sth （多指对无生命物体的损害，造成降低价值、破坏功能等后果。） 通过图片，例子，搭配教生词，增强词汇教学的效果；区分相似词汇，帮助学生排除困惑，正确运用相关词汇。 5’ CW
Step 8 Questions: T raises the questions “Have you ever watched the news report What contents did they have ” Suggested answers: greeting headline caption date full story ... ... 创设问题情境，唤醒学生对于新闻报道的已有认知。 2’ CW
Step 9 Reporting: T leads Ss to conclude the structure of a news report through a mind mapping. “The lead” (1-3 sentences, answer 5W’s: what, when, who, where, why) “The body” (supporting details: evidence, backgrounds, quotes, arguments…) “The tail” (extra information: extra items) The degree of importance is from high to low. T presents the language features of news report: Clear and concise. Written in 3rd person. Written in past time. (the event has already taken place) Factual and accurate (the news is a real fact,) Ss read about the disasters and prepare a short news report on one of them (T give a sample news report and uses different colors to mark different information, such as data, when, where, what, examples…, which helps Ss have a clear understanding.) 4. Finally, Ss present their own news reports to the class. 通过思维导图梳理新闻报道的结构，学生容易理解；了解新闻报道的文体特征，为学生自己写提供范例，降低任务难度，提高完成任务的可行性。 10’ CW/IW
Step 10 Key words: destroy v. 摧毁 （多指彻底地、毁灭性地破坏，含导致无用，不能或很难再修复的意味。） Affect means to influence; Effect means the result of influence. have an effect on sb/sth. （e.g. The layout of the book has an effect on students' interests of learning.书本的布局影响学生的学习兴趣。） Shelter take shelter form the storm 躲避暴风雨 a night shelter for the homeless 无家可归者夜间收容所 an animal shelter 动物收容处 3’ CW
Step 11 Pronunciation: Ss listen and repeat the words and notice the pronunciation of the letters in bold (p/b, t/d, k/g, f/v...). T plays video to help Ss tell voiced consonants from voiceless consonants. Ss pay attention to the pronunciation of the -ed endings. Then write the words in the boxes. Suggested answers: / t /: helped, laughed, embarrassed, shocked, watched, wished / d /: begged, breathed, described, confused, exchanged, learned, reserved, viewed / d /: concentrated, debated, depended, pretended T teaches the principles of pronunciation of the -ed endings. -ed在清辅音后面读：/t/ -ed在浊辅音后面读：/d/ -ed在/t/和/d/后面读：/ d/ 通过听和模仿，区分清辅音和浊辅音，利用视频再次巩固发音规则；通过词汇分类，总结-ed结尾的发音规则，提高学生发音的准确性。 6’ CW/IW
Step 12 Homework: Finish another two news reports on natural disasters in the book. 巩固新闻报道的结构。 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，学生是否理解和正确运用自然灾害相关词汇，掌握清辅音、浊辅音和-ed结尾的发音技巧；
通过本节内容学习，学生能否通过关键词获取细节信息；
通过本节内容学习，学生能否掌握新闻报道的文体特征和结构；
对信息进行分类并深入分析，总结归纳方法和策略，培养批判性思维；利用思维导图梳理新闻报道框架，并用恰当的语言流畅地进行报道。

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