Unit 4 Natural Disasters Listening and Speaking 教学设计-2024-2025学年高中英语人教版（2019）必修第一册

Teaching Plan Topic: Book 1 Unit 4 Natural Disasters Listening and Speaking Grade: Senior 1 The analysis of the materials In this lesson, we will focus on reporting news based on mind map and discussing how to deal with natural disasters. The analysis of students Through the first few units of study, students have a certain English learning foundation and a certain understanding of natural disasters, but the comprehensive use of language ability is not strong enough. Therefore, in the process of teaching, teachers should try their best to help students build up the relationship between the old and the new times through the teaching situation, and promote the development of individuals. Teaching Objectives In this class, students will: 1) Language ability Students can master the new words and understand the genre structure of the news report in the teaching situation. 2) Cultural awareness Students will be able to understand the types of natural disasters and the importance of preventing natural disasters as well as measures to deal with them. 3) Thinking ability Students can express their ideas to natural disasters by discussing with their partners. 4) Learning Ability Students can guess the meaning of words according to the situation. Important ＆Difficult Points: 1) Key points Help students understand the characteristics of different disasters and collect relevant information. 2) Different points Understand the essentials of news report and deliver accurate report of natural disasters. Teaching Method Task-based teaching method Teaching aids: PPT, Pictures, Video, Blackboard, Chalks. Type Listening and Speaking Period: 40mins Teaching Procedures Steps Activities Lead-in The teacher asks the students three questions. After the students think and discuss, the teacher can guide the students to express their ideas in English. Q1: What types of natural disasters are there in the world? Q2: What natural disasters have happened in our country? Q3: Can you describe this natural disaster? (Justification: According to the communicative theory, language knowledge can be better mastered through Communication of questions. Teachers create the problem situation according to what they have learned in the beginning. These three questions are closely related, which can guide students in the context of the gradual thinking to improve interest in learning, to naturally introduce the purpose of the subject. ) Listening 1. Present five pictures about different natural disasters, and lead students to discuss what these natural disasters are. (Justification: The teacher creates an intuitive situation through two pictures. The content displayed in the pictures is closely related to the content of the listening materials, which is conducive to the students entering the learning situation. ) 2. Listening to the tape for three times. After the first recording, the teacher asked the students to recall the situation and choose the main idea according to the key words they heard. Before playing the tape for the second time, the teacher shows the students the notes they need to complete in advance and reminds them to pay attention to the context when listening. After the second recording, the students will discuss and get the answer in the study group. Before playing the tape for the third time, the teacher asked the students to know six ways to guess the meaning of the English word using context. After the third recording, the students asked which way to guess the meaning of magnanimity, rescue and damage. (Justification: Through three times of listening, the students can collect the relevant information about the oral expression and at the same time help the students master the ability to guess the meaning of the word by using the context.) Speaking The teacher will show the students a complete news report in the listening material and then analyze the structure of the news report with the students and use mind map to help them understand it. News report: Title→Body→News lead(what, where, when) and details(how, why) After mastering the basic structure of the news report, the teacher present a piece of information about the Wenchuan earthquake, and the students have a group discussion about the factors contained in the mind map. (Justification: First of all, students can exercise their ability to speak English when they understand the factors contained in the news report genre, which meets the teaching objectives and improves students’ interest in learning. Secondly, the selected video of news report is not only in line with the theme of this lesson, but also close to the real life of the students, so it is easier for the students to discuss. Situational cognitive theory holds that classroom interaction is an important way to play the role of teaching situations, and the process of interaction between students and others is also a process of interaction with situations. So class discussion is very necessary.) Consolida- tion and Summary The teacher summed up the lesson and the significance of the topic, and played a video about preventing and responding to natural disasters. After the video is completed, teacher can discuss with the students. (Justification: Teachers should help students to review the teaching process by summarizing at the end. Secondly, teachers highlight the value of the theme leading role through the creation of multimedia audio-visual situation; students watch the video and will have a deeper understanding of the significance of natural disaster prevention, making cognitive and emotional development together.) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$