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

教学设计方案 1.学习阶段： PEP Book1 Senior School English (2019) The 1th and 2 th lesson of Unit 4 Natural disasters: Listening and speaking & Reading and thinking. 2.授课时长： 90 minutes 3.语篇主题语境： Human and Nature 4.文本分析： What：The text revolves around the topic of "Tangshan Earthquake", describing the 1976 Tangshan earthquake in chronological order before, during, and after the earthquake. The city was destroyed during the earthquake and turned into ruins. After the earthquake, with the assistance of all parts of the country, the strong support of the government, and the unremitting efforts of the local people, it was able to regain its vitality. Why: It reflects the spirit of unity and optimism of the Chinese people in the face of disasters and perceive people's reactions and emotional changes before, during, and after the earthquake. How: The genre of this essay is reportage. The language is vivid, and the use of a variety of rhetorical devices such as personification, repetition, metaphor, simile, etc., leaves a deep impression on the reader. The text also uses a large amount of data to highlight the details and increase the realism of the events, which reflects the documentary characteristics of reportage. 5.学情分析： The teaching object of this lesson is the students of the first grade. The topic of natural disasters may not be experienced by every student, and compared with the content of the first four units of Book 1, this unit is very difficult for students in terms of vocabulary and expression, as well as in the textual sense. Through the construction of existing knowledge and experience in the overall perception part, students have a preliminary understanding of this topic. Teachers can use students' perception and desire to explore natural disasters to design a series of student activities to guide students and ask them to talk about what they know about natural disasters and their destructive powers. Then it leads students to think about what the disaster has brought us, in addition to some losses, but also the love and warmth that are reflected in the disaster. 6.教学目标： 1.Describe a natural disaster in different ways by listening to and reading different texts to have a better understanding of natural disasters. 2.Write a summary for a natural disaster news by learning from a daily news about tsunami. 3.Report how to prepare for natural disasters and how to protect and rescue yourself and others in natural disasters in your own words. 7.教学重难点： 1.Guide students to use listening strategies and active thinking to predict the listening points; 2.Help students appreciate the rhetoric and writing skills used in the text to understand the feelings and writing intention expressed in the works; 3.Describe a natural disaster in your own words or in journalistic jargon. 8.教学过程： 学习任务创造 学习过程实施 学习领导力提升 Step 1 Daily routine Design intent: Warm up Teacher -greets the whole class as usual. Students -greet the teacher. Training before class: 1.Layered training： Train the group leader how to organize the discussion; the content of the discussion; the way of the discussion; the mobilization of the students’ enthusiasm; the attention to the participation in the class. 2.Efficient Investigation team to find new problems in class, give feedback in time and behave their best to set an example for others. 3.The group leaders to organize the learning process in groups and collect the mistakes they have during the whole process. Training during the class: 1.Train the students to display their work and get ready for presentation. 2.Train students to take notes if necessary. When taking notes, just write down the key words,such as names, places, dates, and numbers. They will help you remember things later on. 3.Train students how to use the materials in 271BAY and where and how to submit their works. 4.Presuppose the problems that will occur in the class: Students have different opinions about the questions. 5.Pay attention to students' newly generated problems and give timely guidance. Training after class: 1.Students sort out what they have learned in this lesson and further thinking for more. 2.Investigate students' gains and problems in this class to prepare for the next period of this unit. Step 2 Lead-in 1.Speak out the name of the natural disaster. 2.Do a class report on the unit theme. Design intent: Use GIFs to lead students to further understand disasters, and combine the content of the last period "Report natural disasters" to continuously explore the meaning of the theme in the form of pre-class speeches. The video is about a girl making a class report on natural disasters. To the teacher: -Prepare proper questions to raise the students’ interest and exercise their ability to extract information. To the audience: -Listen carefully; -Ready to answer questions. Step 3 Pre-reading Predict the content. Design intent: To improve students’ ability of making reasonable predictions. Based on the title and the picture, students are expected to predict the main idea of this text. Step 4 While-reading Read for main idea and structure. Design intent: To improve students’ ability of summarizing the main idea and structure. Read for detailed information. Design intent: To improve students’ ability to find detailed information and inspire students to sort the information they get. To guide students to keep an eye open for the strange things around. To describe the passage by their own words, Read for writing style and language features. Design intent: To help students better understand the writing style and language features of literary journalism. 1. Invite students quickly find out the key sentences of each paragraph through fast reading, and analyze where the key sentences of the paragraph generally appear. 2. Analyze how the article is organized. 3. Analyze how the whole article can be divided into several parts, and the main idea of each part. 1. Invite students to read the passage again and think about the questions in each part. 2. Ask students to exchange their ideas in groups. 3.Comb the passage together by analyzing the questions one part after another and a mind map of the passage will be formed. 4.Ask students to describe the passage according to mind map.(by themselves---with their partner---to the whole class) 1.Invite students to find out the numbers and the figure of speech used in the passage and think about the functions. 2.Compare the features of language between news report and literary journalism. Step 5 Read for thinking Design intent: To exercise students’ oral expression, transfer and consolidate knowledge. To help students form the idea of helping each other when faced with a disaster and to inspire them to adopt a positive attitude to life. To enrich students’ knowledge about how to protect themselves in an earthquake. Teacher pushes the students’ thoughts by raising the following questions: 1.After learning so much about natural disasters, do you have a different understanding of the quote “Live to Tell: Raising Awareness, Reducing Mortality” we learned at the very beginning of this unit? 2.As a student, what can we do to protect ourselves and others in an earthquake? 3.Do you think you are qualified enough to save yourself and others in a real earthquake? Students do a questionnaire to compete in the contest of disaster precaution knowledge. Step 6 Consolidation & Homework Design intent: Provide questions for students to think about. Thinking & Discussion: If the 1976 Tangshan earthquake had happened today, would it have caused the same damage as it did in 1976, and why? Think about the possible results and the supporting reasons as many as possible. 9.教学评价 学习目标达成评价： Learning aims Standards Describe a natural disaster in different ways by listening to and reading different texts to have a better understanding of natural disasters. ※I can further enrich the construction of the understanding of natural disasters. ※※I can describe a natural disaster in a certain way and establish a sense of disaster precaution. 10.教学反思 Compared with the previous units, the learning content of this unit has obviously improved the difficulty. So in the teaching process, teachers should be more patient, preset the problems that students may have in advance, give students more time to prepare for discussion, improve the tolerance for the mistakes made by students, and actively guide them to build up their confidence. Teaching activities must be student-centered and we must pay attention to teaching students in accordance with their aptitude and follow the principle of consistent teaching evaluation. Different students have different goals and tasks to achieve. 学科网（北京）股份有限公司 $$