资源简介

教学设计
单元（或主题）名称 Unit 4 Natural Disasters
教学设计说明：2017年，教育部制定并颁布的《普通高中英语课程标准》中明确规定高中英语课程应使得学生在义务教育阶段学习和掌握的基础上进一步明确英语学习的目的，注重发展学生的自主学习能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程应根据学生的个性特征和发展的需要，为学生提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，为他们的未来发展和终身学习奠定良好的基础。 基于单元整体主题意义，使学生在知识建构中逐步形成对单元话题的深层认知，从而提升英语学科核心素养，本单元的整体教学设计思路如以： 1.通过对单元内语篇的研读与分析，确定本单元的主题意义； 2.根据主题意义与学生实际情况，确定单元教学目标； 3.依据单元教学目标，整合大单元教学内容，确定大单元教学主要情景与任务； 4.在大单元教学的主要情景下，分解为每一课时的“小任务”，进行教学设计。
学习目标与重点难点： 教学重点： 1.听懂新闻报道的相关重点词汇，抓住主要信息； 2.通过对语篇的理解，学生获得关于地震的相关知识； 3.本单元重点词汇与短语； 4.定语从句的用法； 教学难点： 1.帮助学生了解相关自然灾害的知识，能将其运用到真实的生活中； 2.提高学生防灾减灾的意识，建立珍爱生命的价值观以及社会责任感。
教学思路： 本单元以“自然灾害”为话题，目的是通过单元教学内容使得学生了解关于自然灾害的相关知识。具体涉及内容有：①通过听力与口语课引入本单元话题，让学生学会播报有关自然灾害的新闻；②在阅读和思考的过程中深入了解最重要的自然灾害之一—“地震”的相关信息，使同学们了解在震前的一些奇特的信号，以及地震所带来的危害，从而使学生树立“敬畏生命”的价值观；③语言学习中词汇与语法（定语从句）以自然灾害为载体展开，内容与形式相辅相成，学生在了解自然灾害的同时掌握了与其相关的词汇和句式，并能运用定语从句更好地表达出来。 本单元话题贴近学生日常生活，使学生更好地了解自然灾害，培养学生的灾害自我防范意识，同时对学生进行防灾减灾安全德育教育
任务一 Listening and Speaking （1课时）
设计思路与意图
本节课体现新课程倡导的英语学习活动观，在本单元自然灾害与防范，安全常识与自我保护的主题意义指引下，始终以学生为主体，灵活运用多种方式完成任务。教师根据“做中学”的学习理念，以听力语篇为依托，创设学习活动，让学生在课堂活动中实现听力技巧的学习理解和应用实践，注重学生理解自然灾害与防范的文化意识和逻辑性思维品质的培养，达到知识-能力-情感的正向迁移。
活动目标
语言能力
教师 学科 英语 年级 高一
教学课题 B1U4 Listening and Speaking 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 This section is made up of two parts:Opening Page and Listening and Speaking. Opening Page aims to get students to learn facts about disasters, know their effects and increase students' awareness of taking precautions. Listening to news reports is still an essential way of obtaining information today.
教学目标 （核心素养） 1.To identify the common natural disasters. 2.To listen to news reports about natural disasters, listen for key words and details from a news report. 3.To present a brief news report with given details.
教学重点 Make predictions about listening material based on the questions and extract important details from the audio news.
教学难点 Apply what they have learned in news reports to describing a natural disaster by themselves.
实施策略 教学方法 Task-based Approach,Cooperative Learning method
教学资源 （信息技术应用） Seewo Whiteboard 5
教　　学　　过　　程 备 注
Step 1 Unit overview 1.Lead in Ask students the following questions: 1)What do you know about natural disasters 2)How many kinds of natural disasters can you think of 3)Have you ever experienced any natural disasters Ask students to read and explain the quote on the Opening Page. Ask students to read the learning goals and underline the key words. 2.Discussing the theme picture Ask students to work in groups of four and discuss the questions at the bottom of the Opening Page. Ask the following questions to help students think further on the topic: 1)What kind of disaster do you see in the picture 2)What do you think the soldiers are doing 3)Is there any way to prevent natural disasters 4)How do you understand the quote Step 2 Listening for details 1.Lead in Play the video in Activity 1. Ask students to take notes of the key words and expressions to describe natural disasters. Ask students to name the disasters in the photos. Check answers with the class. Read some of the words out loud as students follow. if students have difficulty pronouncing them. Raise questions to get students to talk more about these disasters: 1)Which of the disasters could affect our life here 2)What could people do if any of the disasters took place 2.Listening for details 1)Ask students to read through the options in Activity 2 before listening and explain the new words. Then play the recording for them to tick the disasters talked about in the audio. 2)Check the answers with the class. 3)Ask students to go through the chart in Activity 3. Then have them circle the key words and decide the type of information to listen for and make predictions about the answers. 4)Play the recording again for students to check their answers. Organize discussion for students to clear up any misunderstandings. Circulate around the class and provide instructions when necessary. Step 3 Speaking Ask students to go through the instructions and the information on three disasters. Ask students to choose any group of information, put the information into complete sentences and organize the sentences into a short paragraph. And then invite students to report their papagraph. Ask other students to listen carefully to the student presenter' s paragraph and evaluate his/ her performance with the following checklist: Does the presenter give all the information from the book 2)Does the presenter use expressions that are common in news reports What are they Step 4 Pronunciation 1.Practicing voiceless and voiced consonants 1)Ask students to read the words in Activity 1 by themselves. Play the recording for students to compare the differences. 2)Ask students to pay special attention to the letters and combinations of letters in bold and distinguish between voiceless and voiced consonants. 2.Practicing different pronunciations of"-ed” 1)Ask students to read the words in Activity 2 by themselves, focusing on the different pronunciations of “－ed", and then put the words in different boxes. 2) Play the audio of Activity 3 and ask students to check their answers. Play the audio several times for students to imitate and repeat. BLACKBOARD DESIGN Unit 4 Opening Page & Listening and Speaking Natural Disasters Words & Expressions Listening Strategy tornado damage Listening for details tsunami destroy earthquake survive/survival flood affect shelter
作 业 （体现分层设计） Ask students to write down the short news report in the speaking activity. Improve the draft with the help of comments from other students and the teacher.
教 学 反 思 成 效
困 惑
任务二 Reading and thinking（1课时）
设计思路与意图
对阅读文本进行深入解读，通过学生小组讨论，发挥学生主体地位，增强学生对新闻报道文体的特点和语篇内容的理解，自主运用新闻报道结构，结合有关自然灾害相关表达方式，培养严谨的英语文本阅读思维能力和写作输出能力。
活动目标
语言能力
通过阅读任务理解文章主旨大意，学生能够获取文本的基本信息，并学习应用阅读技巧，加强阅读能力。通过分析句子功能，帮助学生理解新闻报道文体特点和要素。
思维品质
通过阅读材料，学生能够从语篇中快速获取有效信息，在地震发生时，能辨别震前前兆、震中冷静应对，震后充满信心，借此培养学生严密的逻辑思维和创新能力。通过文本内容学习和文本体裁学习的紧密结合，培养学生严谨的英语学习逻辑思维。
学习能力
①通过不同形式的阅读任务，具备用英语提取信息、处理信息，简单表达自己的观点的能力。
②通过自主探究学习与合作交流学习的学习方式，增强学生深入分析文本的能力和提升新闻报道的写作能力。
具体活动
教师 学科 英语 年级 高一
教学课题 B1U4 Reading and Thinking 课时 共 1 课时 第1 课时
时间 年 月 日
课标要求 This section is made up of two parts:Opening Page and Listening and Speaking. Opening Page aims to get students to learn facts about disasters, know their effects and increase students' awareness of taking precautions. Listening to news reports is still an essential way of obtaining information today.
教学目标 （核心素养） At the end of this section, students will be able to : 1. identify and learn the words and phrases related to an earthquake, and get a good understanding of the text; 2.analyze the structural and language features of literary journalism,appreciate the rhetoric devices and descriptive techniques of the text; 3.master the strategy of using context to understand new words, predicting before reading, summarizing the main idea of each paragraph; 4.illustrate the damage that earthquakes have caused to people by listing the figures and think about what we can do to help after an earthquake.
教学重点 Identify and learn the expressions related to an earthquake,and get a good understanding of the text by analyzing the structural and language features of the text; appreciate the rhetorical devices and descriptive techniques of the text.
教学难点 Cultivate students' empathy with the people in disasters and pay attention to the relationship between humans and nature.
实施策略 教学方法 Communicative approach, Task-based Approach,Cooperative Learning method
教学资源 （信息技术应用） Multimedia, Seewo Whiteboard 5
教　　学　　过　　程 备 注
Activity 2 Predicting ·Ask students to look at the title and the photos, interpreting the title and predicting the content of the text. The teacher can ask the following questions: 1)How do you understand the title Does the earth sleep each night Try to imagine what will happen when the earth doesn't sleep. What do you think will be talked about in the text While-reading Activity 3 Skimming Ask students to skim the text and verify their predictions about the content. Ask students t write down the main idea of each paragraph in Activity 3. Then check the answers with the class. (Give instructions that help students to discover the main idea of each paragraph: First find the topic sentence, which usually comes at the beginning of a paragraph. Then find the key words that provide the most important information in the sentence. After that, paraphrase the topic sentence into a noun phrase that includes the key words.) Activity 4 Closing reading ·Ask students to read the text quickly and answer the following questions: 1)How many strange things are talked about in the first paragraph 2)Do you believe those strange things were warning signs of an earthquake Why or why not 3)When did the earthquake happen 4)Why was it one of the deadliest earthquakes of the 20th century 5)What happened to the city and the people 6)What happened later that afternoon 7)What do the words in Activity 4 mean Try to guess their meanings from the context. 8)Who came to the rescue What did they do 9)What does the author mean by "Slowly, the city began to breathe again" Activity 5 Appreciating the language Ask students to read the text again and focus on the language features (rhetorical devices and descriptive techniques). Raise the following questions to guide students into deeper thinking: 1)Which sentence in the text do you think paints a vivid picture of what happened Why 2)Why does the author use many numbers, dates and time 3)Many verbs and verb phrases are used in paragraph 1, such as "rose and fell, come out of,ran out of" and so on. Why does the author use them What effect have these expressions achieved 4)What is your understanding of the title Do you think it's a good title Why or why not
Post-reading Activity 6 Restating the event Ask students to draw a timeline of the event and retell the story of the earthquake in their own words. (Encourage students to use the vocabulary in the text as much as possible and try to remember as much information as possible.) Activity 7 Critical thinking Ask students in groups to discuss the questions in Activity 7 and express their opinions. Encourage students to develop a positive attitude toward such disasters, using questions such as: Is there any method we can use to reduce the damage done to cities by earthquakes What would you do to help people who suffered from a natural disaster BLACKBOARD DESIGN Unit 4 Section 2 Reading and Thinking THE NIGHT THE EARHT DIDN'T SLEEP Before the quake During the quake After the quake (strange things) (what happened) (rescue and help) wells, water, shake, come to an end, soldiers, doctors and nurses, gases, animals, cause damage, lie in ruins, workers, breathe, revive, lights and noises left without parents, rebuild, stay positive
作 业 （体现分层设计） Whole class: Listen and read the text fluently after class. Finish Activity 5 on page 51. Stronger students: Do a research of other natural events.
教 学 反 思 成 效
困 惑
任务三 Discovering useful structures （1 课时）
设计思路与意图
根据《高中英语新课程标准》的要求，英语教师在课堂教学中要正确引导学生，以学生为主体，培养学生自主学习能力和合作探究能力。同时，新课标明确指出，高中阶段英语语法知识的学习是义务教育阶段语法学习的延伸和继续，应在更加丰富的语境中通过各种英语学习和实践活动进一步巩固和恰当运用义务教育阶段所学的语法知识，本节课通过小组合作探究，教师加以引导，让学生在英语语境中体会并正确使用本单元核心短语词汇，学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。

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