Unit 4 Natural Disasters Assessing Your Progress 教案-2024-2025学年高一上学期英语人教版（2019）必修第一册

教学评一体化课时备课模板 课题 Assessing Your Progress 课时 1 所在教材与单元 人教版（2019）- Unit 4 Natural Disasters 课型 新授 学习目标 语言能力：通过各类语言知识题型，提升词汇辨析、语法运用准确性，借助读写任务强化语言输出与输入能力，提升语言综合运用水平。 文化意识：在阅读材料中渗透不同文化背景下应对灾害的案例，加深学生对多元文化的理解，增强跨文化意识。 思维品质：阅读理解中的推理题、写作中的构思环节，锻炼逻辑思维、创新思维与批判性思维，培养分析和解决问题的能力。 学习能力：引导学生自我评估学习效果，总结学习经验，优化学习策略，提高自主学习与合作学习能力。 重难点 重点在于全面系统地巩固单元语言知识，提升学生听、说、读、写技能，特别是阅读与写作能力的提升。难点是如何引导学生在写作中灵活运用所学知识，生动且有条理地描述自然灾害，同时在阅读理解中突破复杂句式和深层含义的理解障碍，精准把握文章内涵，并通过自我评估切实优化学习策略，实现学习能力的进阶。 教学环节 学习活动 新课教学 Teacher: Good morning, everyone! Today, we will delve deeper into Unit 4 of our English textbook, which is dedicated to Natural Disasters. By the end of this lesson, I hope you will not only have a better understanding of various natural disasters but also be able to assess your progress in learning about them. Let's get started. I. Warm-Up and Lead-In Teacher: Before we dive into the main content, let's start with a warm-up activity. I'm going to show you a short video clip about a natural disaster. As you watch, pay attention to the details and try to identify what type of disaster it is. Ready? (The teacher plays a video clip of a tsunami.) Teacher: Alright, have you identified the type of disaster in the video? Students: (in unison) It's a tsunami! Teacher: Excellent! A tsunami is indeed a powerful and devastating natural disaster. Today, we'll explore more about tsunamis and other types of natural disasters. Let's start by revisiting some key vocabulary related to natural disasters. II. Vocabulary Review and Expansion Teacher: First, let's review some vocabulary words we've learned so far. Can you name some natural disasters? Student 1: Earthquake, flood, wildfire. Student 2: Tsunami, tornado, hurricane. Student 3: Drought and volcanic eruption. Teacher: Very good! Now, let's expand our vocabulary by learning some new terms. For instance, what do you call a sudden and violent storm of wind and rain, often accompanied by thunder and lightning? Student 4: Thunderstorm! Teacher: Correct! And how about a mass movement of rock, ice, earth, or debris down a slope under the influence of gravity? Student 5: Landslide! Teacher: Perfect! Let's move on to some more advanced vocabulary. What's the verb form of 'damage,' meaning to cause harm or injury to something? Students: (in unison) To damage! Teacher: And what's another word for 'to rescue' someone from danger? Student 6: To save! Teacher: Right, but in more formal contexts, we might use the word 'rescue.' Let's practice using these words in sentences. For example, "The tornado caused a lot of damage to the town." Can you come up with your own sentence using 'rescue'? Student 7: The rescue team quickly rescued the people trapped in the building. Teacher: Well done! Now, let's do a quick vocabulary check by circling the correct word in each sentence on your worksheet. (The teacher distributes worksheets with sentences and provides time for students to complete the exercise.) III. Reading Comprehension and Grammar Focus Teacher: Next, we'll read a passage about a specific natural disaster. This time, it's about the Wenchuan earthquake in China. Before we start reading, let's set some learning objectives. Our goals are to: 1. Check your understanding of new words and expressions related to the topic. 2. Reflect on the usage of different relative pronouns in the text. 3. Assess your learning experience of this unit so far. (The teacher distributes the passage about the Wenchuan earthquake.) Teacher: As you read, pay attention to the use of relative pronouns like 'who,' 'which,' 'that,' and 'whom.' These words help us connect ideas and provide more information about nouns in a sentence. Now, let's read the passage together and fill in the blanks with the correct relative pronouns on your worksheet. (The teacher reads the passage aloud, pausing at appropriate places for students to fill in the blanks.) Teacher: Great job! Now, let's analyze the passage further. What natural disaster did the passage discuss? Students: The Wenchuan earthquake. Teacher: Correct. What was the magnitude of the earthquake? Students: 8.0! Teacher: Excellent. And how did the people of Wenchuan feel about the rescue work that followed? Student 8: They were grateful. Teacher: That's right. Now, let's focus on the grammar point. Can anyone explain the difference between 'who' and 'which' as relative pronouns? Student 9: 'Who' is used for people, and 'which' is used for things or animals. Teacher: Spot on! Let's do a quick review by completing some sentences on the board. For example, "The people ________ live in Wenchuan county will never forget the day." Who can fill in the blank? Student 10: The people who live in Wenchuan county... Teacher: Perfect! Now, let's move to the next sentence: "The 8.0-magnitude earthquake ________ killed over 80,000 people..." Student 11: The 8.0-magnitude earthquake that/which killed over 80,000 people... Teacher: Excellent! You're all doing a fantastic job. Let's continue practicing with more sentences. (The teacher leads the class through several more sentences, focusing on the use of relative pronouns.) IV. Listening and Speaking Activities Teacher: Now, it's time for our listening activity. I'll play a short audio clip about natural disasters. Your task is to listen carefully and identify the types of disasters mentioned and their impacts. You'll also need to jot down some key information. Ready? (The teacher plays an audio clip about different natural disasters.) Teacher: Alright, what disasters did you hear about in the audio clip? Student 12: I heard about earthquakes, floods, and hurricanes. Student 13: I also heard about wildfires and droughts. Teacher: Very good. What were some of the impacts mentioned? Student 14: The earthquakes caused a lot of damage to buildings and infrastructure. Student 15: The floods led to widespread displacement of people and destruction of crops. Teacher: Excellent summaries. Now, let's move to the speaking part. I want you to work in pairs and discuss the following question: "If you were to experience a natural disaster, what would you do to protect yourself and your loved ones?" Use the vocabulary and grammar we've learned today to express your ideas. (The students pair up and engage in a discussion. The teacher circulates around the room, providing guidance and feedback.) Teacher: Time's up. I'd like a few volunteers to share their ideas with the class. Who would like to go first? Student 16: If I were to experience an earthquake, I would first find a safe place to take shelter, like under a sturdy table or against an interior wall. I would also make sure to have a supply of food, water, and first-aid kit ready. Teacher: That's a great plan. What about you, Student 17? Student 17: If I were to face a flood, I would evacuate to a higher ground immediately and inform my family members. I would also try to gather essential items like documents, medications, and clothing before leaving. Teacher: Excellent preparations! Both of you have demonstrated good use of our vocabulary and grammar. Let's give them a round of applause. (The class applauds.) V. Writing Activity Teacher: Now, it's time to put your skills to the test with a writing activity. I want you to write a short essay on "The Importance of Preparing for Natural Disasters." In your essay, discuss why it's crucial to be prepared, what steps individuals and communities can take to prepare, and how preparation can help minimize the impacts of natural disasters. Remember to use the vocabulary and grammar we've learned today. (The students begin writing their essays. The teacher provides individual guidance and support as needed.) Teacher: While you're writing, keep in mind the structure of your essay. Start with an introduction that grabs the reader's attention and introduces your topic. Follow with a body that presents your main ideas and supporting evidence. End with a conclusion that summarizes your points and leaves the reader with a lasting impression. (After some time, the teacher invites students to share their essays with the class.) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$