资源简介

Unit 2 Natural disasters
Reading 教案
教材分析：
本课时阅读文章是关于学生从地震中逃生及女孩通过知识从海啸中拯救一百人的故事。学生通过阅读文章，需要识别和提取新闻报道基本信息以及基本结构，其中包括新闻基本信息及事件细节。然后，进行演绎归纳并整合诠释。学生需要掌握单词的不同词性，使用在同一文章中原因，感知本单元主题“自然灾害”，积极调动思维，理解自然灾害的严重性和避难方法。
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，在语境中识别和运用本单元重点单词和短语；拓展主题相关的词汇，理解文章采用的结构。
思维品质上，厘清文章的结构框架，分析文章的主要信息和感官描述；发散思维，从不同视角思考问题，创造性地提出自己的观点。
文化品格上，从全球自然灾害的角度，综合已学相关知识，加深对主题的理解。
学习能力上，习得如何学习单词不同词性的方法，积极实践，提高词汇学习能力。
教学重点：
学生能够厘清文章的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
教学难点：
学生梳理文章的组织框架，获取关键信息。
了解词汇不同词性的运用以及背诵方法。
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 asks a question: How do you usually get breaking news And why Then T shows two pictures to represent two main sources for receiving news reports. Alternatively, T provides the reasons or features for each method. In addition, T asks a question: If you want to get info about current natural disaster, which way will you choose [linking to the subject of the unit] 激发兴趣，自然引出语篇题材以及本单元主题。 5’ CW/GW
Step 2 Warm up for reading: T plays a short video from a movie which tells what reaction people have during earthquake for leading in key words and the subject of reading materials. T says: Let’s watch a short video, and tell us what happened and what the signs of it What did people do Then, T plays pictures and gifs to show answers. Finally, Ss need to answer: What do you know about the signs of a natural disaster What would you do during an earth quake The slides show suggested answers: 激活学生与主题相关的背景信息和阅读兴趣，为后续活动埋下伏笔。 5’ CW/IW
Step 3 Review and reading (first time): T guides Ss to review what they’ve learnt about news reports and tells the key information for each part of news. Then Ss are given 5mins to find out what two news have specific information for each part. Finally, Ss needs to finish the task A (reading table). 应用跳读策略，进行整体阅读，把握文章大意与行文思路，复习已学新闻结构，感知新的阅读材料。 8’ IW/CW
Step 4 Discussion: Why do news reports widely use “inverted pyramid” to organise contents [for concluding the features of news structure.] 反思结构特点，掌握结构用意，为后续任务做铺垫。 3’ GW
Step 5 Reading (second time): The teacher asks each student to read the text carefully again. Q1: when reading the question, T guides Ss to review whether the answer is the most important info or detailed info. And locate the right paragraph even sentences. Q2: same teaching method as above. After checking the answer, T should analyse what happen if we don’t open the door. Q3: same teaching method as above. Alternatively, T plays a short video to describe what tsunami is and how to become. Q4: same teaching method as above. 进一步梳理细节信息，提取有关文章主旨的基本事实性信息，理清行文脉络，加深理解新闻语篇。 10’ IW/CW
Step 6 Discussion: T guides Ss to discuss three questions. Q1: Ss need to find out: what did they do to, then think about their personalities based on their behaviour. Students share their understanding of the two news reports from different aspects, like preparations to make for a natural disaster, role models mentioned in the news reports, and their strong desire to know more about preparations for natural disasters. 通过深度分析两篇新闻报道中的主人公的性格特征和人们成功自救或得救的直接原因，让学生深度理解并真正认同逃生方法的重要性，为后续教学活动做铺垫。 5’ GW/CW
Step 7 Language points: T analyses the key words and arouse Ss’ interests to know more. Tips: while analysing those words, T could give more examples of pollution as sample sentences. 提高语言能力，强化主题词汇。 5’ CW
Step 8 Building the language: Students consolidate the use of new words and phrases and finish task B1. Check the answers together. Then, T guides Ss to find out two sentences from new report 1 which contains escape’s different parts of speech. Using “crash” as example, T analyses the parts of speech first, then ask Ss complete “escape” individually. Then, T asks: Why do we use English words more than one part of speech Finally, T should teach some method for memorizing parts of speech and how to improve sentence or passage writing. Regular parts of speech, e.g. –ly (adv.) Keep reading Practice using different parts of speech Imitate sentence writing 在新的语境中运用生词，巩固新知。掌握语篇使用单词不同词性的原因，以及背诵词性的方法。 10’ IW/CW
Step 9 Description of senses: T reminds Ss there many senses description in two materials. Then, T shows five kinds of senses: sight, hearing, smell, touch and taste. Next, T leads Ss to search the sentences which contains description of senses from news reports, and analyse which senses are included. In addition, T asks: Why do we usually use description of senses Association and imagination Context awareness Authenticity Vividness Practice 掌握感官描述的使用方法与意义，鼓励学生生动描述场景，综合使用语言技能。 5’ CW
Step 10 Homework: Surf the Internet and search some videos about natural disasters, make notes about descriptions of senses and actions they made. 同主题资源分析，巩固新知。 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work

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