资源简介

Discovering Useful Structures
教学 目标 复习 that、which、who（whom）引导的定语从句； 学习并掌握用 whose引导的定语从句；能够运用关系代词引导的定语从句描述事物的具体信息。 掌握定语从句，并能够将这些定语从句用于对具体事物的描述，以提升自己的语言表达和运用能力。 通过观察、分析与归纳，掌握现在进行时表示将来计划的用法，并运用这一表达与同伴讨论周末计划。 在语篇中理解并运用现在进行时表示将来，丰富语篇表达内容，提高语篇质量。
重 点 引导学生理解定语从句对丰富句子内容和描述事物特征、补充信息的功能；引导 学生运用定语从句补充信息，丰富自己的语言表达。
难 点 结合话题，用定语从句描述特定的图片内容。
教 学方 法 Self-learning approach; asking-and-answering activity.
教 学 内 容 与 过 程 Step 1 Discovering 1.学生阅读课文，然后根据初中时学习过的定语从句的知识，找出找出课文中出现的定语从句。 There were deep cracks that appeared in the well walls. (Paragraph 1) Eleven kilometres directly below the city, one of the most deadly earthquakes of the 20th century had begun, a quake that even caused damage more than 150 kilometres away in Beijing. (Paragraph 2) Two thirds of the people who lived there were dead or injured. (Paragraph 2) The number of people who were killed or badly injured in the quake was more than 400,000. (Paragraph 2) ... the army sent 150,000 soldiers to Tangshan to dig out those who were trapped and to bury the dead. (Paragraph 4) Workers built shelters for survivors whose homes had been destroyed. (Paragraph 4) Teaching Tip Before starting the activity, write two sentences on the board, each using a restrictive relative clause (but use different relative pronouns in each sentence: that, which, or who). Underline the restrictive relative clause in each sentence and tell students that they are going to study how to create restrictive relative clauses which help to add necessary information to sentences. 2. 教师通过教学软件或板书呈现这些句子，然后通过下列问题引导学生思考定语从句的修饰和限定作用。 Translate the sentences into Chinese. Think about which noun is modified by the relative clause. Why do we use the relative clause What if relative clauses are not used in these sentences 教学提示：英文和中文在语法句式上有很大的区别，适当的英汉翻译练习可以帮助学生利用母语知识理解英文句子的含义和结构。 3. 学生回看主篇阅读文本，找出文本中的定语从句，然后和同桌互相核对并翻译这些句子，最后找出这些从句所修饰的先行词。 教学提示：教师应重视在语境中呈现新的语法知识，让学生观察所学语法项目的使用场合、形式、意义及语用功能。单从句子层面的观察是不够的，学生更需要在语篇的语境中体验语法。 4. 教师将学生在主篇阅读文本中找到的含有定语从句的句子呈现出来，把它们与活动1中的句子放在一起，让学生按关系代词进行分类，并在小组内讨论其用法，然后说出定语从句的使用规律。最后教师补充并总结。 教学提示：学生在总结过程中可以使用表格或思维导图，说明定语从句的关系代词与先行词之间的关系。就学生对规律的掌握而言，让他们通过主动观察、探究而总结出规律比直接听教师讲授的效果好。教师尽量把主动体验、思考、学习的机会留给学生，在学生总结的基础上再进行系统的或补充性的讲解。 Step 2 Practice 两个句子合成一个定语从句，之后师生核对答案。 1 The CCTV reporter is interviewing a woman. The womans family survived the earthquake, (whose) 2 The soldier will remember the rescue worker. The soldier worked with the rescue worker during the quake, (with whom) 3 The house was heavily damaged in the earthquake. The house will be rebuilt by the government, (which/that) 4 The rescue workers had to walk slowly through the bricks. The bricks covered the ground, (that/which) 5 My family will always be thankful for the people. We received aid from the people, (from whom) 6 The people lost everything in the quake. We need to help them prepare for the coming winter, (who) Step 3 Consolidation Complete the passage with that, which, who, whose， or prep + whom. For people_________love the sun, summer is a time of fun. But for people_________families were destroyed by the super typhoon _________hit East China in July 2016； that summer was a time of great sadness. The floods and landslides caused by the typhoon killed 161 people； left 61 missings and forced the evacuation of hundreds of thousands of people. The victims________ the typhoon brought death or great loss were in several provinces along the Yangtze River. In the months_________have passed since then, much has been done to make things better and help the thousands of people_________homes were destroyed； although the sadness will never leave those_________summer now marks the death of a loved one. 拓展活动 设计谜语，用定语从句修饰某人或某物，然后在班内举行一次猜谜活动。 Step 4 Homework 1.使用定语从句解释本单元学习的 disaster、drought、landslide、flood、volcano、 shelter、ruin、trap等词。 2. 仿效主篇阅读文本记述汶川地震，使用定语从句增加语言的丰富性、生动性和准确性。 备注Unit 4 Natural disasters
Listening and Talking
课题 Report natural disasters & Prepare for a disaster 单元 Unit 4 学科 English 年级 高一
教材分析 The subject context of this lesson is man and nature, the subject group is natural disasters, and the subject context content is to understand and report natural disasters. In this part, by listening to four news reports about natural disasters, students can understand the types of natural disasters and their impacts, learn to extract the key information in listening, master the characteristics of natural disaster news reports and try to broadcast the news by themselves. The second part focuses on Mrs Fors, a rescue worker, and her rescue dog going to a middle school to talk to students about earthquakes. After the introduction, the students asked Mrs Fors questions about how to protect and save themselves before, during and after an earthquake. Mrs Fors gave advice and guidance. The dialogue in this article is a conversation between Mrs Fors and her students about self-protection knowledge before, during and after an earthquake. The conversation began with the teacher moderating a question and answer session and asking the students if they had any questions for Mrs Fors. The first student asked about how to protect themselves before an earthquake and how to cope in an earthquake. The second student asked what to do after the earthquake. The student also asked the rescue dog if he liked his job. The rescue dog barked twice, which made the listening material more lively and humorous.
学情分析 As for the subject of natural disasters, students may be familiar with floods and earthquakes because they live in inland cities, but not familiar with other types of natural disasters, especially tornadoes, tsunamis and volcanic eruptions. In addition, this is the first time for students to contact news reporting discourse in high school, and they do not know much about the discourse features (such as the lead) and organizational structure of news reports. In terms of language, students were less familiar with the names of natural disasters, proper nouns for places like Seoul, Ecuador, and words related to disaster relief. In terms of grammar and sentence patterns, students should be able to better understand the shorter active and passive sentences in the text. In addition, since students have learned the past simple tense, present continuous tense and present perfect tense in junior high school, they should be able to understand the meaning of their expressions, but they are not familiar with the use of tenses in specific sections of news reports. Finally, students are not proficient in using detailed listening strategies corresponding to reverse thinking questions.
学习 目标与核心素养 Language ability 1. Record details such as digital time in news listening; 2. Understand the characteristics of natural disaster news reports (format, tense, expression...); 3. Correct use of tenses and common news expressions for the news broadcast of natural disasters; 4. Build awareness to actively respond to natural disasters.
Learning ability
Cultural awareness
Thinking qualities
重点 Record the digital time and other details in news listening. Understand the characteristics of news reports, and briefly report sudden natural disasters. Understand what people should do before, during and after a natural disaster.
难点 Use tenses and common news expressions for the news broadcast of natural disasters correctly. Describe the essential items in the emergency kit and explain why.
教学方法 PWP mode; The activity-based learning approach to EFL; CAI(Computer Assisted Instruction); Cooperative language learning
教学过程
教学环节 教师活动 学生活动 设计意图
读前准备及导入新课 Step I Lead in Words revision Watch the video and write down the names of the following disasters. Do you know what these disasters are Review the words learnt from this unit Watch the video and write down the names of the disasters. Remind students of words they can use to describe natural disasters. Arouse their interest in the topic and provide basic information for them, which helps them listen to find the answers easily.
听中环节 Activity1: Listen to the news reports and tick the disasters that you hear. Activity2: Circle the key word(s) in the questions below and write the kind of information they refer to. Activity3: Discuss and think. What are the main details in a news report Read about the disasters below and prepare a short news report on one of them. Then present your news report to a partner. Activity4: Prepare for a disaster. What should we do to protect ourselves in the earthquake Activity5: Listen to the conversation and select the correct answer. Activity6: Mrs Fors is a rescue worker. She and her dog, Lucky, are visiting a senior high school. Listen to the conversation and complete the table below. Listen and tick the disasters. Help Ss obtain the details of the dialogues according to the listening tips provided. Discuss and prepare for a news report. Then report it to others. Answer the question. Listen and circle the correct answers. Listen for details while completing the table below. Based on the background information, enable the students to locate the key words while listening more quickly and exactly. Listening again for details enables the students to better understand the listening material using listening strategy. By summarizing the content covered by news reporting disasters, understanding the characteristics of such news, commonly used sentence patterns and accurate tenses, and finally being able to use accurate sentence patterns and tenses to report a natural disaster. Lead the topic of preparing for a disaster in. Enable the students to get the information about what people should do to prepare and protect themselves before, during and after an earthquake.
听后环节 Activity 1: Work in groups. Choose a disaster and prepare a list of safety instructions. Activity 2: Having an emergency kit prepared is also very important, look at the emergency supplies below. Discuss with your partner what else you would add. Report to the class the safety instruction you lifted and then explain what emergency supplies people should keep on hand. Enable the students to think creatively based on the information learnt from the listening material. Enable to express their ideas on safety instruction to deal with a disaster.
作业 Make a disaster preparedness plan. Review what learnt in the class. Consolidate the knowledge and skills students have learned in this lesson.
板书设计 Commonly used expressions When: Today is… Where: in… What: A disaster struck… It is…today. city/town/province An earthquake… It was just now that… North/west/southwest… a typhoon hit/landed… Help Ss understand how to discuss and give reasons in a conversation.Listening, Speaking and Pronunciation
教学 目标 1.语音：复习清辅音和浊辅音的发音规律，并利用这些规律准确辨音，有效记忆单词。 2.了解新闻播报应包含的基本要素和语言特征，能够简要模仿新闻播报，报道突发的自然灾害。 3. 能根据听力问题，预判听力内容并能提炼出关键信息，例如：数字、时间、日期、 事由等。 4.运用自己的语言提取新闻播报的关键信息并向他人汇报。 5.从历史事件的角度了解国内外发生过的一些重大自然灾害，树立防灾意识和自我保护意识；
重 点 引导学生运用听力策略，主动思考、预判听力要点；引导学生运用新闻套语，模 仿听力文本，完成自然灾害的新闻播报。
难 点 通过观看视频并听新闻播报，最终完成模拟播报自然灾害新闻的活动。
教 学 方 法 Group work；audio-lingual approach.
教 学 内 容 与 过 程 Step 1 Warming up (1) 教师引入单元标题，激活学生背景知识。教师提问： What do you know about natural disasters How many kinds of natural disasters can you think of Have you ever experienced any natural disasters (2) 学生看主题图，回答Look and discuss中的问题1，教师追问： What problems/natural disasters do you see in the picture What do you think the soldiers are doing Can the person in the picture survive Can we stop natural disasters from happening (3) 学生阅读引言，教师通过以下问题引导学生思考并讨论。 How do you understand the quote Do you agree 教学提示：教师通过询问学生对引言的看法，启发学生思考，培养学生的思辨能力。教师需要加强正面引导，培养学生积极应对灾难的意识和态度。 Step 2 Pre-listening （1）学生观看活动1中的视频，记录谈论自然灾害的英文表达，随后根据图片写出相应的自然灾害的名称。学生完成后，教师核对答案并帮助学生熟悉和巩固这些词汇。 （2）师生讨论自然灾害给人类带来的影响，教师帮助学生熟悉录音中将出现的部分生词，例如：damage、survive、survivor、destroy。 教师提问并引入关键词的教学： How do these natural disasters affect our life What may happen in these disasters （People may be killed and homes may be damaged or destroyed. To damage something means to break it, or make it unable to work as usual. To destroy something means to cause so much damage to it that it is completely ruined. Some people may die, while some may survive. To survive means to manage to live and survivors are those who manage to live through the natural disasters.） Step 3 While-listening （1）学生浏览活动2的选项，然后听一遍录音并选出所听到的灾害名称。之后教师核对答案。 （2）学生浏览活动3的任务要求并看示例，在听第二遍录音前圈出关键信息。 教师引导学生关注活动3中的问题分别对应的要点，为了解与灾害相关的新闻播报的基本要素做好准备。 （3）学生听第二遍录音，完成活动3，并结对核对答案。 （4）教师根据有关灾害类新闻播报的基本要素设计如下表格，然后让学生听第三遍录音，并就时间、地点、受灾情况以及后续援助措施等要素填补关键信息。 （5）口头复述新闻播报。学生先独立补全表格内信息，然后以小组为单位，归纳新闻播报的要点，并复述新闻播报，在内化语言的同时再次熟悉新闻播报的主要元素。教师提问： What are the main points of a news report Can you report the news to your partner according to the information in the form 教学提示：这个听力材料适合让学生作复述或转述活动。学生在听完之后，可分组向对方复述这四则新闻播报的内容。复述或转述有利于学生在深度理解的基础上，运用自己的语言提取新闻播报的关键信息并向他人汇报。这个活动同时也为下面的口语表达活动做好了铺垫。 Step 4 Post-listening 该环节是听力理解完成后的口语输出活动，学生结对准备新闻播报。 （1）学生阅读活动4的任务要求，掌握其中的生词，为口语活动做好准备。 （2）学生选择一组信息，独立准备新闻播报。 （3）学生结对练习播报新闻，然后在班内展示。教师让学生根据新闻播报的要素和语言表达进行互评，最后教师作出评价。 Step 5 Pronunciation (1)学生自读活动1中的单词，然后听录音并进行比较，教师应提醒学生注意粗体字母和字母组合的发音，重点体会清辅音和浊辅音在发音上的差异。 (2)学生尝试朗读活动2中的单词，注意-ed的发音。在学生自主朗读后，教师对“动词+ed”的发音规律进行总结： 在清辅音后读作/t/，如asked、helped ；在浊辅音和元音后读作/d/，如listened、loved ；在/t/、/d/后读作/d/，如minded、landed。 (3)学生自主完成归类练习，将活动2中的单词填入相应的方框中。教师也可以把活动2和活动3结合起来操作，并补充更多的“动词+ed”词汇，并在此基础上要求学生主动观察、回忆，最后总结-ed在动词词尾的发音规律，以培养他们自主学习的能力，让他们体验探索知识的乐趣。 学生再听一遍录音，进一步明析“清辅音/浊辅音结尾+ed”的发音方式，感受-ed的发音。 Step 6 Homework 学生在课后寻找关于近期发生的自然灾害的资料，然后运用所学知识，准备有关这些灾害的新闻播报（Broadcast a recent natural disaster），并在第二天的课上展示；或将新闻播报制作成音频或视频文件，在班级多媒体交流平台上展示。 备注Unit 4 Natural Disasters
Reading for Writing
课程基本信息
学科 英语 年级 高一 学期 秋季
课题 Unit 4 Natural Disasters Reading for Writing
教科书 书 名：普通高中英语教科书英语必修第一册教材 出版社：人民教育出版社
学生信息
姓名 学校 班级 学号
学习目标
了解新闻报道文体的基本结构（倒金字塔）和特点； 梳理自然灾害报道的要点信息； 初步感知转换句子的一些技巧：如使用近义词，改变词性，改变句型等； 掌握新闻摘要的写作思路和步骤，尝试写一篇关于Henan洪灾报道的摘要。
课前学习任务
无
课上学习任务
【学习任务一】
Leading-in What natural disaster are we going to read about Where can we probably find the text
【学习任务二】 Reading and summarizing I. Learning about the structure of a news report. What are the basic elements of a news report Would you please find out the headline, byline, lead, body and ending of the text II. Reading for information about Tsunami What information can you get from the headline Can you find similar information from the lead What can we learn from the body part Does the last paragraph repeat the same thing If not, what does the author introduce in this part III. Discussing about what a good summary is and how to write a summary What is a summary What are the steps of writing a summary How can we paraphrase the main points wisely IV. Practicing Paraphrasing Paraphrase the listed main points following the given example. 【学习任务三】 Summary writing Please follow the following steps to write a summary for the text Henan flood death toll climbs to 33. Steps: Locate key points (work out the structure and list the main points) Cut unnecessary details Use your own words and draft your summary Check with the self-evaluation form Revise your draft
推荐的学习资源
Techniques for Paraphrasing https://www.lib.sfu.ca/about/branches-depts/slc/writing/sources/techniques-paraphrasing

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