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

Unit4 Reading and Thinking 课时内容 Describe a natural disaster 主题语境：人与自然 主题群：灾害防范 子主题：自然灾害与防范，安全常识与自我保护 语篇类型：报告文学 文本分析： 【What】文本详细描述了唐山大地震震前的异象、震中的破坏及震后的救援及重建。文本着重刻画了地震造成的毁灭性破坏引发的震惊、恐惧，以及救援及时到位和震后重建带给人们的希望和启示。 【Why】文章通过对唐山大地震发生前各种异常现象的描述，说明地震发生前的很多预兆没有引起当时人们的注意和警觉，帮助学生了解一些关于地震前兆的知识。文章对地震发生时和发生后的介绍，不仅帮助学生更加具体地了解这段惨痛的历史，也让学生在阅读最后两段关于救援工作和地震重建工作的内容时为唐山人民的团结与智慧、拼搏与奋斗精神所震撼和鼓舞。 【How】本文是一篇介绍唐山大地震的纪实性报告文学，按时间先后顺序展开。为了表现地震的巨大破坏力和地震对唐山地区造成的巨大损失，作者在文章中多次使用具体的数字信息。在介绍地震的破坏程度时，作者也运用了列出具体数字的方法。此外，作者也用了everything、everywhere等词汇突现地震巨大的破坏力。作者在文章中还运用了很多修辞手法使文章的表达更加鲜活。为了生动再现唐山地震后满目疮痍的景象，作者在文中用了比喻的修辞手法，使文章的描写更加具体，让读者感同身受，为这场自然灾难唏嘘不已。 课时目标 学完本课后，学生能够： 1．梳理文本信息，获取关于唐山大地震震前、震中、震后的信息。 2．描述唐山大地震的场景，归纳唐山大地震对人类造成的巨大伤害。 3．讨论并反思唐山大地震带给当今的我们的警示意义。 重点难点 重点：获取唐山大地震的震前预兆、震中破坏、震后救援的主要信息。 难点：讨论并反思唐山大地震带给当今的我们的警示意义。 教学准备 教师准备 1．地震的相关信息。 2．准备好播放视频的设备。 学生准备 1．预习本课的相关词汇。 2．利用网络了解唐山大地震的相关信息。 精彩课堂 Step I 学习理解 活动一：感知与注意 1. Look and guess. Ask students to look at the photo and title in Activity 2. Then have them answer the questions. ·What is going on in this photo? ·What is the text about? Suggested answers: ·A city was damaged in ruins after an earthquake. People were rescuing the sufferers who were buried in ruins. ·The text is mainly about a terrible earthquake. 2.Watch a video. Ask students to watch a short video from the film After Shock and answer the question. ·What happened in Tangshan in the video? Suggested answer: ·I saw many strange things happened before the earthquake. Thousands of buildings fell down in the earthquake. Many people were killed or badly injured. 【设计意图】利用图片和视频激活学生的已知，引发学生的初步关注，同时复习本单元第一板块关于自然灾害的重点单词，为阅读活动做好准备。 活动二：获取与梳理 1.Recognise the text type. Before reading,ask students to look through the textfor the title, photo and any other information that might tell them what type of text it is. Suggested answer: The text is a literary journalism, which lies between news reports and literary works. 2. Read for the general idea. Ask students to go through the text quickly and choose the right answers. ①What does the title “The Night the Earth Didn't Sleep" mean? A. The earth was awake all night long. B. People on the earth couldn't fall asleep that night. C. The earth shook crazily that night. D. Animals on the earth would not sleep that night. ②Find out the main idea of the text. The text mainly talks about a terrible (What?)that happened in (Where?)on (When?) and caused great to people (What result?). Suggested answers: ①C ②earthquake; Tangshan city; 28 July; 1976; damage 3. Read for the structure. (1)Ask students to read the text carefully and then write down the main idea of each paragraph.(Activity 3) Suggested answers: Paragraph 1: Warning signs before the earthquake. Paragraph 2: The happening of the big earthquake. Paragraph 3: The immediate effects of the earthquake. Paragraph 4: The rescue work. Paragraph 5: The revival of the city. (2)Ask students to answer the question below. ·In what order does the writer organise the text? 4. Read and complete. Ask students to skim Paragraph 1 and find out some warning signs before the earthquake as quickly as possible. Then have students to complete the table. Things What happened Things What happened water in the wells ① well walls ② chickens and pigs ③ mice ④ dogs ⑤ fish ⑥ sky ⑦ sound ⑧ Suggested answers: ①rose and fell ②deep cracks appeared ③too nervous to eat ④ran out of the fields looking for places to hide ⑤refused to go inside buildings ⑥jumped out of the water ⑦bright lights were seen⑧loud noises 5.Read and think. (1)Ask students to read the text and find the numbers in the text. (2)Ask students to answer the question. ·Why does the writer use so many numbers in the text? Suggested answers: (1)..., a quake that even caused damage more than 150 kilometres away in Beijing. A huge crack, eight kilometres long and 30 metres wide,... ...were killed or badly injured in the quake was more than 400,000. About 75 percent of the city's factories and buildings,90 percent...were gone. (2)To show the earthquake was very serious and that it caused a lot of damage to people and the city. 6.Read and choose. Ask students to read the two sentences and choose their meanings according to the context. ①“But hope was not lost."means“ ” A. None of the hope was lost. B. There was no hope at all. C. Not all hope was lost. ②"Slowly, the city began to breathe again."means“ ” A. Slowly, the wind began to blow in the city. B. Slowly, the people in the city began to breathe. C. Slowly, the city began to function again. 【设计意图】通过快速阅读文本和精读文本，建构文本结构和提炼文本大意，包括震前预兆、震中破坏和震后救援与重建；赏析并总结文章是如何描写并呈现地震发生的场景和造成的危害，有助于加深对语篇意义的理解，并进行有效的表达与交流。 活动三：概括与整合 Read the text and make a mind map. Ask students to read the text again and try to make a mind map to sort out the information about the earthquake in Tangshan (before the earthquake, during the earthquake, after the earthquake and the revival). Then have them share with a partner. Suggested answer: （略） 【设计意图】设计思维导图的活动可以帮助学生将阅读到的信息进行结构化和条理化处理，从而形成语篇的结构化知识，加深对文本的理解，增强记忆。 Step II 应用实践 活动四：描述与阐释 Role-play. Ask students to imagine and talk about their possible experience. Suppose you were a survivor of this earthquake. You were at school when the earthquake struck. Imagine what you might experience before, during and after the earthquake. Then give a talk about your experience. 【设计意图】地震幸存者的角色设定可实现本课的核心目标：描述地震场景。学生在描述地震经历和感受的过程中实现对所学语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。 活动五：内化与应用 1. Scan and understand. (1) Learn the strategy. Ask students to go through the learning strategy and explain its meaning. Use contert to undersland new words When you see a word you do not know, do not stop and look it up in a dictionary. If you continue reading,the context will probably help you understand what it means. (2)Apply the strategy. Ask students to scan the text again, find the words and guess what they mean from the context.(Activity 4) Suggested answers: ①In less than one minute, a large city lay in ruins. The word ruin is a noun. It describes the city straight after the earthquake. In a short time, a lot of damage was done, so it must describe a place that has been badly damaged. ②Bricks covered theground like red autumn leaves, but no wind could blow them away.The word brick isa noun. It is used to describe the buildings that have fallen.They are red like leaves, but also heavy, because the wind cannot move them.They sound like the red clay blocks commonly used to bild buildings. ③④Soon after the quakes, the army sent 150,000 soldiers to Tangshan to dig out those who were trapped and to bury the dead. The word trap is a verb. It is used to describe people who are not dead, but they need help to be dug out, so it must mean they cannot move because they are stuck somewhere. The word bury is a verb. It is used to describe what happens to the dead bodies.They are often put into the ground and covered, so that could be what this means. 2. Read and fill. Ask students to read the sentences describing what happened after a huge earthquake.Then have them complete the sentences with the correct forms of the new words and phrases from the text.(Activity 5) Suggested answers: ①in ruins ②in shock ③electricity ④bricks; trapped ⑤breathing ⑥buried 【设计意图】通过完成与课文主题相关的练习，帮助学生复习、巩固所学词汇，提高学生的词汇运用能力。 Step III 迁移创新 活动六：推理与论证 Ask students to discuss the following questions. (Activity 7) ·What do you think helped in the revival of Tangshan city? ·What other cities or towns have gone through similar changes? What lessons can we learn from these events? Suggested answers: ·It was the strong support from the government and the tireless efforts of the city's people that helped in the revival of Tangshan city. ·Wenchuan county and some other towns near Wenchuan have the similar experiences. These towns were built up from the ruins. 【设计意图】通过思号卡他城市发生地冥所经历的事情，学生在新的语境中建构新的知识结构。通过讨论，学生能从这些宸后重建的经历中总结出：人们团结一致，守望相助，以积极的心态定能战胜困难。从而挖掘语篇背后的价值，加深对主题意义的理解。 活动七：批判与评价 Discuss. (1)Ask students to discuss the question and share their ideas freely. ·Which is more powerful, human or nature? (2)Ask students to use the quote from President Xi Jinping to conclude the best relationship between human and nature. Humanity and nature form a community of life. We, as human beings, must respect nature, follow its way and protect it. 【设计意图】通过问题提升主题，引用习近平主席的语录（人与自然是生命共同体。人类必须尊重自然、顺应自然、保护自然）来概括人与自然的理想关系。 活动八：想象与创造 Think and write. ·What should we do before/during/after a natural disaster? Suggested answer: ·Before a natural disaster: learn more knowledge about natural disasters, raise awareness of self-protection and get prepared if there are natural disaster warning sings.During a natural disaster: protect yourself and take part in the rescue work if you are safe. After a natural disaster: encourage and help other survivors and actively take part in the reconstruction work in the disaster area. 【设计意图】让学生根据课文所学内容在新语境中表达自己的观点、情感等，加深对文本内容的理解，实现深度学习，促进能力向素养转化。 学科网（北京）股份有限公司 $$