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《Unit4NATURAL DISASTERS》单元教案
Period 1 Listening,Speaking and Pronunciation
教学设计
课题 Unit4NATURAL DISASTE RS Listening,Speaking and Pro nunciation 学 科 英 语 班级 Class 授课 教师
教学 目标 1.Pronunciation:Review the pronunciation rules of clear and voiced cons onants,and use these rules to accurately distinguish sounds and effectively memorize words. 2.Understand the basic elements and language features that news reporting should include,and be able to briefly imitate news reporting and report on sudden natural disasters. 3.Able to predict listening content and extract key information based on listening problems,such as numbers,time,dates,etc Reasons,etc. 4.Use your own language to extract key information from news broadcasts and report it to others. 5.Understand some major natural disasters that have occurred both domest ically and internationally from the perspective of historical events,and establish awareness of disaster prevention and self-protection;
重点 Guide students to use listening strategies,actively think and predict listeni ng key points;Guide students to use news jargon,imitate listening texts,and complete news broadcasts on natural disasters.
难点 By watching videos and listening to news broadcasts,the activity of simul ating natural disaster news is ultimately completed.
教学 方法 Group work ;audio-lingual approach.
教 学 内 容 与过 程 Stepl Warming up 1.The teacher introduces unit titles to activate students' background knowledge.Teacher's question: 你对自然灾害了解多少 你能想到多少种自然灾害 你经历过自然灾害吗 2.学生查看主题图，回答“查看和讨论”中的问题1。老师问： 你在图片中看到了哪些问题/自然灾害 你认为士兵们在做什么 照片中的人能活下来吗 我们能阻止自然灾害的发生吗 3.学生 阅读引言，教师通过以下问题引导学生思考并讨论。 你如何理解这句话 你同意吗 教学小贴士：教师可以通过征求学生对引言的意见来激发学生的思 考，培养他们的批判性思维能力。教师需要加强积极引导，培养学 生积极应对灾害的意识和态度。 Step2 Pre-listening (1)Students watch the video in Activity 1,record the English expressions discussing natural disasters,and then write down the corre sponding names of natural disasters based on the pictures.After the st udents finish,the teacher checks the answers and helps them familiarize and consolidate these vocabulary words. (2)Teachers and students discuss the impact of natural disasters on hu manity,and teachers help students familiarize themselves with some u nfamiliar words that will appear in the recording, such as'damage'survive、survivor、destroy。Teaching with teacher questioning and introduction of keywords: 这些自然灾害如何影响我们的生活 在这些灾难中会发生什么 (人们可能会被杀害，房屋可能会被损坏或摧毁。损坏某物意味着 破坏它，或使其无法正常工作。破坏某物意味着对它造成如此大的 破坏，以至于它完全被毁。有些人可能会死亡，而有些人可能幸存 下来。生存意味着设法生存，幸存者是那些设法度过自然灾害的 人。) Step3 While-listening (1)Students browse the options for Activity 2,then listen to the recording once and select the name of the disaster they hear.Afterwards,the teacher checks the answers. (3)Students review the task requirements of Activity 3 and see exampl es,then circle the key information before listening to the second recor
ding.Teachers guide students to pay attention to the key points corresponding to the questions in Activity 3,in order to prepare for understanding the basic elements of news broadcasting related to disasters. (3)Students listen to the second recording,complete Activity 3,and p air up to check their answers. (4)Teachers design the following table based on the basic elements of dis aster news broadcasting,and then have students listen to the recording for the third time,filling in key information such as time,location,disaster situation,and follow-up as sistance measures. (4)Oral retelling of news reports.Students first independently complete the information in the table,and then work in groups to summarize the key points of the news broadcast and retell it.While internalizing the language,they become familiar with the main elemen ts of the news broadcast again.Teacher's question: What are the main points of a news report Can you report the news t o your partner according to the information in the form Teaching tip:This listening material is suitable for students to engage in retelling or paraphrasing activities.After listening, students can be grouped to retell the content of these four news broadc asts to each other.Retelling or paraphrasing is beneficial for students t o extract key information from news broadcasts using their own langua ge based on a deep understanding and report it to others.This activity also laid the foundation for the followi ng oral expression activities. Step4 Post-listening This stage is an oral output activity after completing listening comprehension,where students pair up to prepare for news broadcasts (1)The task requirements for Student Reading Activity 4 are to master the new vocabulary and prepare for oral activities. (2)Students select a set of information and independently prepare a news broadcast. (3)Students pair up to practice reporting news and then present it in cl ass.The teacher asks students to evaluate each other
based on the elements and language expression of the news broadcast, and finally the teacher makes an evaluation Step5 Pronunciation 1.Students should read the words in Activity 1 by themselves, then listen to the recording and compare them.Teachers should remind students to pay attention to the pronunciation of bold letters and letter combinations,and focus on understanding the differences in pronunciation between voiceless consonants and voiced consonants. 2.Students try to read the words in Activity 2 aloud,paying attention to the pronunciation of -ed.After students read aloud indepe ndently,the teacher summarized the pronunciation rules of "verb+ed": Pronounced as/t/after voiceless consonants,such as asked or helped;P ronounced as/d/after voiced consonants and vowels,such as listened,1 oved;Read as/d/after/t/and/d/,such as "mind"or "landed". 3.Students independently complete the classification exercise and fill in the corresponding boxes with the words from Activity 2.Teachers c an also combine Activity 2 and Activity 3 and add more "verb+ed"voc abulary.Based on this,students are required to actively observe and re call,and finally summarize the pronunciation rules of -ed at the end o f the verb,in order to cultivate their ability to learn independently and experience the joy of exploring knowledge. 4.Students listen to the recording again to further analyze the pronunciation of "voiceless consonant/voiced consonant ending+ed"a nd feel the pronunciation of "-ed", Step6 Homework Students search for information about recent natural disasters after class,then apply their learned knowledge to prepare news broadc asts about these disasters (Broadcast a recent natural disaster),and present them in the next day's class;Or the news broadca st can be made into audio or video files and displayed on the class multimedia communication platform.

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