资源简介

U4 Natural Disasters
Reading and Thinking 教案
教材分析：
本课时的主题是“describe a natural disaster”描述自然灾害。文章的主题是“Earthquake”，是介绍唐山地震的纪实性报告文学(documentary / reportage)。文本共有五个自然段，以地震前的预兆，地震带来的破坏，震后的援救以及震后重建为主线，串起了经历地震的人们在震前、震中、震后的反应及感受，即对震前的反常现象未觉察，地震造成的毁灭性破坏引发的震惊、恐惧，以及救援及时到位和震后重建给他们带来的希望、启示。
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。
采用自上而下的阅读教学模式(Top-down model)，通过文章中心-段落-句子-单词的步骤，不断对阅读文本猜测，验证，修正，再猜测。
教学目标：
在本课学习结束时，学生能够：
语言能力上，理解并恰当运用新学词汇及其搭配，同义词，如bury, breathe, trap, in ruins, in shock等。通过文本阅读理解长难句，掌握as if , everywhere作连词引导的句子结构。
思维品质上，深层理解文本中的拟人手法，批判地思考文中地震前预警信号的科学性；类比其他相似的地震，思考灾难带来的启示。
文化意识上，思考并达成共识，在“灾难之致命、生命之脆弱”的现实之下，人们唯有团结一致，方能以有情之心战胜无情灾难。
学习能力上，采用略读策略获取段落大意，利用文本情境猜测生词，进一步提升阅读技能。
教学重点：
学生能够利用上下文猜测生词；
学生能够独立思考并描述自然灾害。
教学难点：
学生根据上下文情境思考生词的含义；
学生深度理解拟人手法背后的真正含义。
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: T plays a video and asks Ss to think about what happened in the video. Suggested answers: Earthquake (T leads Ss to tell the things that happened in the video, such as a crack across the ground and buildings, everything is destroyed, people are in shock...) 观看视频，使学生身临其境，感受灾难的危害，引入主题“地震”。 2’ CW
Step 2 Pair work: Ss work in pairs and discuss what can happen to a city during the earthquake (T presents the picture to give Ss some clues). Suggested answers: A city can be damaged; Water can be unsafe to drink; People can panic and get severely injured; ... Discussion Ss discuss what can happen to a city during a big earthquake. Do: Stay away from the walls; Evacuate in order; ... Don’t: Take the elevator Stand under the overpass ... 读前讨论，激活学生的已有知识。 2’ GW
Step 3 Prediction: Ss predict what the text is about based on the title and the picture (T could lead Ss to think about what the title “The night the earth didn’t sleep” means). Ss may guess the text is about a natural disaster/an earthquake and that the title means people on the earth couldn’t sleep because of the earthquake. 通过图片和标题预测文章主旨，为接下来的阅读做好认知和心理上的准备。 2’ IW
Step 4 Skimming: Ss read the text and find out the main idea of each paragraph. (T provides helpful tips: Read the first sentence of each paragraph. Many paragraphs begin with a topic sentence that outlines the main idea. If the main idea is not stated in the first sentence, it may be stated in the last sentence.) Suggested answers: Para. 1: Warning signs before the earthquake. (clue: strange things were in the happening...) Para. 2: The happening of the big earthquake. (clue: everything began to shake) Para. 3: The immediate effects of the earthquake. (clue: ... there were nothing but ruins.) Para. 4: The rescue work. (the army .... doctors and nurses ...) Para. 5: The revival of the city. (clue: Tangshan started to revive itself ...) (At the same time, Ss check their predictions.) 利用略读策略提升学生获取段落主旨的能力。 4’ IW
Step 5 Strategy: T leads Ss to look though the strategy “use context to understand the new words” and explains that contextual clue includes synonyms, antonyms, examples, punctuation, helping words and so on. T gives some contexts and guides Ss to understand the new words through the strategy above. (①The animals feed on grasses, leafy plants, shrubs, and other vegetation. Grass, leafy plants, and shrubs are some examples, so “vegetation” means plants in general.②Unlike animals hunt during the day, nocturnal hunters must find their way in the darkness. “Unlike and darkness” are helping words, so “Nocturnal” means animals that are active in the night.) 通过讲授和呈现例句，让学生通过上下文理解生词，为接下来独立猜词打好基础。 5’ CW/IW
Step 6 Scanning: Ss read the text and guess the meanings of the new words “ruin, brick, trap, bury”. Suggested answers: “Ruin” means the parts of a building that remain after it has been destroyed. (contextual clue: crack, river of dirt) “Brick” means something used for building walls. (helping word: like) “Trap” means someone is in a dangerous place that they want to get out of but cannot. (contextual clue: dig out) “Bury” means covering with earth to deal with the dead. (contextual clue: the dead) 通过上下文理解生词，再次巩固猜词的方法。 5’ IW/CW
Step 7 Key words: T teaches the key words though pictures and examples. shock n.震惊 v. 使震惊 e.g. I was shocked to hear that he had resigned. breathe v.呼吸 breathe in/out; take a deep breath; hold your breath effort n. 努力 make an effort to do sth/in an effort to e.g. You should put more effort into your work. ... 通过图片，例句教单词，提高单词习得的效率。 4’ CW/IW
Step 8 Language points: T explains the main structures form the context and gives some examples. “It seemed as if the world were coming to an end! ” as if 是一个连词结构，用来引导从句，意为“好像，似乎，仿佛”。从句根据说话人所陈述内容的真实性和可能性，可用陈述语气或虚拟语气，例如：He talks as if he knows everything. “Everywhere survivors looked, there was nothing but ruins.” everywhere 在句中作连词用，引导状语从句，例如：Everywhere we go, we hear people predicting the election results. ... 通过语境和例句，掌握主要语法结构。 4’ IW
Step 9 Fill in the blank: Ss fill in the blanks with the correct forms of new words. 通过语境巩固新单词。 4’ GW/CW
Step 10 Read and answer: Ss read the text again and answer the following questions 1. What were some of the strange things happening before the earthquake Do you think they were warning signs Why or why not 2. What does the writer mean by “Slowly, the city began to breathe again” 3. What kind of help do you think people who have suffered an earthquake need Suggested answers: 1. (1) Deep cracks in the well walls; Water in it rose and fell; Some smelly gas came out of it; Chickens and pigs were too nervous to eat; ... (2) Yes, because animals can sense the incoming quakes before human can sense them./No, because earthquakes don’t always behave in a consistent way. Some signs occur at different times, whereas sometimes those signs do not occur at all. 2. The Tangshan city began to get help and there was hope to recover. 3. They need quick access to basic things such as water and food, because they cannot get them easily; They also need medical care, not just for injuries, but to protect against disease and other problems that happen after the earthquake; They need psychological care and help. 深度理解文章拟人手法背后的含义；批判地思考地震预警信号的科学性；发散学生思维，思考如何帮助受灾人民。 6’ CW
Step 11 Discussion: Ss work in groups and discuss the following questions: What do you think helped in the revival of Tangshan city What other cities or towns have gone through similar changes What lessons can we learn from these events What do you think the title of the text mean Suggested answers: Strong support from the government; Tireless efforts of city's people... Wenchuan. People should strengthen unity in the times of disaster; People should learn some survival skills and train themselves on what they need to ensure their safety during the quake. The earth shook so violently that no one could sleep all night; The earth was badly damaged by the quake... 思考地震带来的其实，升华主题的意义；再次理解标题的含义，达到对文章的深度理解。 6’ GW
Step 12 Homework: Watch the movie After Shock directed by Feng Xiaogang. 提高学生对自然灾害的进一步认知，并有所启发。 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新学词汇及其搭配，正确理解句子结构在语境中的含义；
通过本节内容学习，学生能否通过上下文猜测生词的含义；
通过本节内容学习，学生能否深度理解文章采用的拟人手法，思考文章传达的主要精神；
深入探讨和反思地震前、中、后的情境和人们的感受，形成对大自然的敬畏，灾难面前，万众一心，团结一致。

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