Unit 2 Natural disasters Extended Reading 教学设计-2023-2024学年高中英语牛津译林版（2020）必修第三册

教学设计 课程基本信息 学科 英语 年级 高一 学期 春季 课题 Unit 2 Natural disasters (Extended reading) 文本分析 【What】本课时的语篇节选改编自英国作家爱德华·布尔沃—利顿的历史传奇小说《庞贝城的末日》。此段节选具象化了庞贝城在维苏威火山爆发时毁灭的景象，作者从描写火山爆发前庞贝的繁荣之景入手，集中描绘了火山爆发时的壮观景象，以及人们面对突如其来的灾害的行动和感受。 【Why】学生在Reading、Grammar、Integrated skills部分完成了对遭遇自然灾害时的自救知识的学习，本版块转而要求学生赏析文学作品对自然灾害的描写。作品中多样的描绘手法能够帮助学生意识到自然灾害对人类及人类文明带来的巨大伤害，从而感悟到与大自然的伟力相比，人类生命和人类文明的短暂与灿烂，对自然产生敬畏之心，对历史产生缅怀之感，珍惜当下的每分每刻，对可能发生的灾害做好应对。 【How】本文以火山爆发的前、中、后时间顺序展开叙述。作者在第一段描写了灾难发生前繁荣、生机勃勃的庞贝，从而与灾难中的惨烈和灾难后的死寂进行对照。第二段到第四段是对火山爆发景象的描写，作者使用了丰富的描写方法，如多种修辞手法（明喻、拟人、排比等）、色彩变换、多感官描写、生动的动词选择、长短句结合等，让读者身临其境。最后一段中，通过对城市废墟的描写，作者抒发了今日人们面对庞贝时的复杂心情，意蕴深远，笔调深沉。 学情分析 授课对象为高一学生。经过近一年的高中英语学习，他们中的大多数已经初步具备了阅读能力，了解修辞等写作手法在语篇中的表意功能，也能够基本流利地使用英语表达自己的观点。但是大部分学生对庞贝的历史和文化背景并不熟悉，对修辞手法的英文表达并不熟悉，而且文本的难度较大，部分词句可能会存在理解障碍，学生很难自己系统地梳理出作者的写作手法和背后的目的，需要教师加以提点。 教学目标 经过本节课的学习，学生能够： 1. 准确获取、梳理文中有关庞贝城灾难前、中、后的事实性信息； 2. 分析、概括作者的写作手法，如多种修辞手法（排比、双关等）、色彩变换描写、多感官描写、生动的动词选择、长短句结合等，结合实例评价其写作效果； 3. 基于所读文本，联系个人生活，谈论自己对庞贝的毁灭以及对自然灾害的看法； 4. 正确认识自然灾害毁灭性的力量，体悟敬畏自然、铭记历史的重要性，对可能发生的灾害做好应对。 教学重难点 教学重点： 学生通过阅读，获取梳理有关庞贝城火山爆发全过程的事实性信息，概括、分析作者的写作手法。 教学难点： 1. 学生结合自身感受，评价作者的写作手法达成的效果； 2. 学生联系个人生活，反思对自然灾害的看法，并通过古今对比，正确认识自然灾害毁灭性的力量，体悟敬畏自然、铭记历史的重要性。 教学过程 注：教学活动中T=Teacher; Ss=Students 步骤 教学活动 设计意图 Pre-reading Step 1 Lead-in 1. T presents a picture of Pompeii and introduces the topic. 2. Ss gather basic information of Pompeii and bear three main tasks in mind: · Comprehension: What happened in the last days of Pompeii? · Appreciation: How does the author depict the scene of the disaster? · Reflection: What lessons can we learn from the last days of Pompeii? 通过图片创设情境，引出主题，快速激活相关背景知识，引出需要解决的问题，为正式阅读做好铺垫。 While reading Step 2 Fast reading: structure 1. Ss read the entire article quickly and find out in what order this article is organized. 2. Ss divide the article into three sections: before the eruption, during the eruption, after the eruption. 略读文章，关注文本的语篇特征，总结文章组织顺序（时间顺序），关注文章结构（灾难前—中—后）。 Step 3 Detailed reading: comprehension & appreciation 1. Before the eruption: paragraph 1 1) Ss read paragraph 1 and figure out some adjectives to describe Pompeii at that time. Meanwhile, Ss try to give supporting evidence and explanations for the terms “forum”, “theatre”, and “glassy water”. 2) Ss determine whether people in Pompeii were aware of the coming danger. 2. During the eruption: 1) Ss explore why the dawn broke “greyly”. 2) Ss read paragraph 2 and identify what people saw at the beginning of the eruption, including the movement, shape and changing colours of the burning cloud. Additionally, Ss analyze writer’s writing techniques by reading aloud and translating the text. T subsequently summarizes two writing techniques: employing various rhetorical devices (e.g. ellipsis, parallelism) and describing the various and changing colours. 3) Ss read paragraph 3 and explore: With the volcanic ash approaching, what did people hear, feel, and see? Ss then appreciate the last sentence in this paragraph and analyze the function of the inversion employed. T subsequently summarizes the third writing technique: involving multiple senses. 4) Ss focus on the actions people took during the disaster and underline the verbs (“fly, run, press, push, hurry”) in paragraph 4, imagining people’s feelings in the face of the natural disaster. T then invites Ss to read the last sentence “So came the earthquake... and so ended life in Pompeii” with emotion and appreciate its effect. T summarizes another two writing techniques: selecting vivid verbs and writing short sentences. 5) Ss watch a video clip from the film “POMPEII” to visualize the disaster and describe what they see in the video by using the expressions and techniques in the article. 6) Ss list the writing techniques used by the author and comment on their effect. 3. After the eruption: 1) Ss read paragraph 5 and identify what tourists can see in Pompeii nowadays. 2) T introduces the cultural link concerning the human remains in Pompeii. 细读第一段，概括灾难发生前的庞贝及灾难前的预兆，在此过程中帮助学生扫除语言和文化上的障碍（如 “论坛”、“剧场”）。 细读第二段，通过齐读、翻译等活动，感受灾害的迫近，赏析“灰色的黎明”的双关，从动态、形态、色彩三个方面形容火山云，了解修辞手法和色彩变换描写的作用。 细读第三段，关注灾难发生时人们听觉、触觉、视觉的多方面信息，理解倒装的写作效果。 细读第四段，探索灾难发生时人们采取的行为（动词），想象他们的情绪；感受短句的魅力，了解面对自然灾害，人类的渺小和挣扎的徒劳。 巩固并实践所学语言和内容，使用已学的词汇对视频进行描绘。回顾并赏析文章写作技巧，评价其写作效果。 了解庞贝在灾难前后的强烈反差，并补充历史背景，引发学生思考。 Post-reading Step 4 Further thinking Ss share their interpretation of the last sentence: “Long after fire and ash came for the people of Pompeii, the remains of their beautiful city survive to remind us that human lives burn bright and short.” T encourages Ss to focus on the words “bright” and “short”. 深化主题意义，挖掘文章的深层意义，体悟人类在自然灾难下的渺小和伟大。 Step 5 Our reflection 1. Ss reflect on themselves and share their thoughts: do you think we will be able to protect ourselves from natural disasters in the future? Why or why not? 2. T invites Ss to pay attention to the pre-warning systems for natural disasters and regular emergency preparedness drills and exercises that prepare modern people for the unpredictable natural disasters. 3. Ss summarize the lessons they can learn from the last days of Pompeii: · Nature is to be respected, not to be conquered. · History is to be remembered, not to be buried. · Be alert to natural disasters. 迁移创新，反思自身及当今时代，探讨当代人面对自然灾害所能采取的措施和应抱持的态度，对自然灾害产生敬畏之心，铭记灾难的历史，珍惜当下的生活，对可能发生的灾害做好应对。 Step 6 Homework 1. Select one paragraph to recite. 2. Write a 120-word summary of the article by using the following structure: · Before the volcanic eruption · During the volcanic eruption · After the volcanic eruption 3. Search for more information about what we can do in the face of a volcanic eruption and share it with your classmates. 学科网（北京）股份有限公司 $$