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

B1U4 Natural disasters PEP Book1 Senior School English (2019) The 1th and 2 th lesson of Unit 4 Natural disasters: Listening and speaking & Reading and thinking 2 CATALOGUE Teaching and learning methods 2 Analysis of the teaching material 3 Analysis of the students 4 Teaching and learning objectives 5 Teaching principles 1 6 7 8 Teaching procedures Blackboard design Teaching reflection 01 Teaching principles 3 1. Teaching principles Core competencies Six components of the curriculum Activity-based approach to English learning An effective class learning and understanding applying and practicing transferring and creating Language ability Cultural awareness Thinking ability Learning ability Theme Text 02 Teaching and learning methods 5 2. Teaching and learning methods Bloom’s taxonomy of objectives Constructivist view of learning ◆construction of new knowledge cannot be achieved without making a meaningful connection with the existing one ◆ learners: principal part of learning ◆ teachers: facilitators Teaching methods Learning methods Activity-based approach to English learning Learning through activities Cooperative learning method Inquiry-based learning method Teaching and learning philosophy 03 Analysis of the teaching material 7 1. Analysis of teaching material What 02 Why 01 How 03 Theme： Human and Nature Text type：Documentary style Main content: 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. 1. Analysis of teaching material What 01 Why 02 How 03 to reflect the spirit of unity and optimism of the Chinese people in the face of disasters. to perceive people's reactions and emotional changes before, during, and after the earthquake. 1. Analysis of teaching material What 01 Why 03 How 02 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. 04 Analysis of students 11 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 compulsory 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. 2. Analysis of students d400c969-6b1d-4484-a3b8-4051b77226bd.source.default.zh-Hans 12 05 Teaching and learning objectives 13 14 Develop a spirit of mutual help and solidarity and give some suggestions about how to keep safe in an earthquake. 3 Analyze the structure, writing style and language features of the text. 2 Predict the content of a text by its title and obtain basic information about the Tangshan earthquake. 1 3. Teaching and learning objectives Text here Focal points Text here Difficult points 1. Help students appreciate the rhetoric and writing skills used in the text to understand the feelings and writing intention expressed in the works; 2.Describe a natural disaster in your own words or in journalistic jargon. 14 06 Teaching procedures 15 Step I Leading-in Step II Pre-reading Step III While-reading Step IV Post-reading Step V Conclusion Step VI Homework Perceive natural disasters and report a natural disaster. Predict the content. Read for the main idea and structure. Read for detailed information. Read for writing style and language features. Read for thinking. Draw a conclusion on today’s topic. Self-evaluate. Learning and understanding Applying and practicing Transferring and creating Assign group projects. 6. Teaching procedures Class report Leading in 3’ Review &Prepare 6. Teaching procedures 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. Predict the content. 设计意图： To improve students’ ability of making reasonable predictions. 使用说明： Based on the title and the picture, students are expected to predict the main idea of this text. 6. Teaching procedures Read for main idea and structure. 设计意图： To improve students’ ability of summarizing the main idea and structure. 使用说明： 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. 6. Teaching procedures Read for detailed information. 设计意图： 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, 使用说明： 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) 6. Teaching procedures Read for writing style and language features. 设计意图： To help students better understand the writing style and language features of literary journalism. 使用说明： 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. 6. Teaching procedures Read for thinking 6. Teaching procedures 设计意图： 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. Thanks! People must unify and show the wisdom to stay positive and rebuild for a bright future in times of disaster. Learning aims： 1.Describe a natural disaster in differentwaysby 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 and share what kind of responsibilities and qualities rescue workers needin your own words. 6. Teaching procedures 23 Homework Can do: According to what we have learned in this unit, write about a disaster in the form of literary journalism. 6. Teaching procedures Must do: Keep retelling the passage in your own words. 24 07 Blackboard design 25 7. Blackboard design B1U4 Natural Disasters ---Describe a natural disaster 08 Teaching reflection 27 8. Teaching reflection 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. 设计思路特色与不足 Thank you for watching. Speaker name and title OfficePLUS hank 29 Lavf58.20.100 $$