Unit 4 Natural Disasters -Assessing Your Progress 教案 -2024-2025学年高中英语人教版（2019）必修第一册

教学设计 课题 Unit 4 Natural Disasters -Assessing Your Progress 教学目标 Language Competence: Students can consolidate vocabulary like "tsunami" and grammar (e.g., attributive clauses) related to natural disasters, improving language application in describing disasters. Cultural Awareness: They will understand global efforts in disaster prevention and relief, cultivating a sense of global citizenship and environmental protection. Thinking Quality: By reflecting on unit content, students analyze learning difficulties, fostering critical thinking and problem - solving skills. Learning Ability: Students learn self - assessment methods, enhancing autonomous learning and the ability to adjust learning strategies. 重难点 Key Points: Mastery of unit vocabulary and grammar through self - evaluation; reflection on learning progress and topic understanding. Difficult Points: Conducting an objective and comprehensive self - assessment; translating assessment results into effective learning improvement plans, especially in expressing complex ideas about disasters accurately. 教学过程 Introduction Hello, class! In this unit, we've been exploring the topic of natural disasters. We've learned a lot about different kinds of natural disasters, how they happen, and the impact they have on people and the environment. Now it's time to assess what we've learned. This part, Assessing Your Progress, is really important. It helps us check our understanding of the vocabulary, grammar, and also think about what we've gained from studying this unit. So, let's get started! Activity 1: Vocabulary Check First, we have Activity 1. Look at the sentences on your textbook page [X]. In this activity, you need to circle the correct word in each sentence. This will test your understanding of the new words related to natural disasters that we've learned in this unit. Let's take a look at the first sentence together: “The tornado that hit Mississippi last week caused a lot of damage/destroy.” Now, think about the difference between “damage” and “destroy”. “Damage” means to cause physical harm to something which makes it less attractive, useful, or valuable. It's like when you scratch your phone screen, it's damaged but still usable. “Destroy”, on the other hand, means to damage something so badly that it no longer exists, works, etc. For example, if a building is completely flattened in an earthquake, it's destroyed. So, in this sentence about the tornado, which word should we choose? Right, it's “damage”. The tornado caused a lot of damage. Now, move on to the second sentence: “The mother thanked the rescue/save worker who found her baby.” “Rescue” and “save” are similar in meaning, but “rescue” is more commonly used in the context of helping people in dangerous situations, especially related to disasters. A “rescue worker” is a person whose job is to save people from dangerous or harmful situations. So, we should circle “rescue”. The third sentence: “According to experts, the volcano could crash/erupt this week.” “Crash” usually means to hit something hard while moving, causing noise or damage, like a car crashing into a wall. But when it comes to volcanoes, we use “erupt”. When a volcano erupts, hot lava, ash, and gases are thrown out from the volcano. So, we circle “erupt”. Fourth sentence: “Thousands of people are suffering/trapping from illnesses after the disaster.” “Suffer” means to be badly affected by a disease, pain, sadness, a lack of something, etc. And the correct phrase is “suffer from”. “Trapping” is a verb form, and it's not used correctly here. We should circle “suffering”. Fifth sentence: “An emergency delivery/supply of food was transported to the area by the army.” “Delivery” is the act of taking goods, letters, etc. to the people they have been sent to. “Supply” refers to the things such as food, medicines, fuel, etc. that are needed by a group of people. In this case, the army transported an emergency “supply” of food. So, we circle “supply”. Sixth sentence: “The earthquake affected/effected an area of several hundred square kilometres.” “Affect” is a verb, which means to produce a change in someone or something. “Effect” can be a noun, meaning a result. Here, we need a verb, so we circle “affected”. The earthquake affected an area of several hundred square kilometres. Seventh sentence: “During a natural disaster, the most important thing is to keep calm/quiet.” “Calm” means not excited, nervous, or upset. “Quiet” means without much noise. In a natural disaster, it's important to keep “calm” so that we can think clearly and act appropriately. So, we circle “calm”. Now, take a few minutes to check your answers with your partners. Discuss any questions you may have. Activity 2: Grammar - Relative Pronouns Great job with the vocabulary. Now, let's move on to Activity 2. In this activity, you need to read the passage and fill in the blanks with relative pronouns. This will test your understanding of the restrictive relative clauses with relative pronouns that we learned in this unit. Let's read the passage together. “The people _ live in Wenchuan county will never forget the day 12 May, 2008.” Here, we need a relative pronoun to refer to “the people”. The relative pronoun for people in the subject position is “who”. So, we fill in “who”. “The 8.0 - magnitude earthquake _ killed over 80,000 people and left many more injured turned many towns and counties into ruins.” Here, the relative pronoun refers to “the earthquake”. When referring to things in the subject position, we can use “which” or “that”. So, we can fill in “which” or “that”. “The rescue work _ followed was carried out by people from all over the country, and even abroad.” Again, referring to “the rescue work” (a thing), we can use “which” or “that”. “Now, more than 10 years on, the people _ suffered the earthquake are living a new life.” Referring to “the people” in the subject position of the relative clause, we use “who”. “Many live in new towns _ are earthquake - safe, in local communities _ have been beautifully rebuilt by the government.” For “new towns” and “local communities” (things), we use “which” or “that” in the subject position of the relative clauses. “The people will never forget those _ rescued them and helped them rebuild their home.” Referring to “those” (people), we use “who”. “Out of gratitude, many young adults _ were students during the earthquake have chosen to study medicine or join the army in a wish to help more people.” Referring to “young adults” (people), we use “who”. “Wenchuan, the county _ was completely destroyed and then completely rebuilt, has become a symbol of the Chinese spirit of never giving up.” Referring to “the county” (a thing), we use “which” or “that”. Now, let's think about the function of these relative clauses. They all provide more information about the nouns they are related to. For example, “The people who live in Wenchuan county” tells us which people we are talking about. This kind of clause is called a restrictive relative clause because it restricts or defines the noun it modifies. Without it, the meaning of the sentence would be less clear. Take a few minutes to review your answers and make sure you understand why we use those relative pronouns. If you have any questions, raise your hands. Analysis of the Passage in Activity 2 Let's read the passage in Activity 2 again and find out the main idea of each paragraph. The first paragraph: “The people who live in Wenchuan county will never forget the day 12 May, 2008. The 8.0 - magnitude earthquake which/that killed over 80,000 people and left many more injured turned many towns and counties into ruins.” The main idea of this paragraph is that the people in Wenchuan will never forget the 2008 earthquake that caused great destruction. The second paragraph: “The rescue work which/that followed was carried out by people from all over the country, and even abroad. Now, more than 10 years on, the people who suffered the earthquake are living a new life. Many live in new towns which/that are earthquake - safe, in local communities which/that have been beautifully rebuilt by the government.” This paragraph mainly talks about the rescue work after the earthquake and how the people in Wenchuan are now living a new life in rebuilt towns and communities. The third paragraph: “The people will never forget those who rescued them and helped them rebuild their home. Out of gratitude, many young adults who were students during the earthquake have chosen to study medicine or join the army in a wish to help more people. Wenchuan, the county which/that was completely destroyed and then completely rebuilt, has become a symbol of the Chinese spirit of never giving up.” Here, the main idea is about the gratitude of the people in Wenchuan and how Wenchuan has become a symbol of the Chinese spirit of perseverance. Now, based on our understanding of each paragraph, let's write a summary for the passage. A summary should include the main points of the passage. We can start like this: “People in Wenchuan never forget the 2008 earthquake that brought great destruction. After the earthquake, there was extensive rescue work. Now, they are living a new life in rebuilt places. They are grateful to the rescuers, and many young people are inspired to help others. Wenchuan has become a symbol of the Chinese spirit of never giving up.” Compare your summaries with your partners. See if you have included all the important points. Reflecting on the Unit Now, let's move on to the reflecting part. This is a very important part as it helps us think about what we've learned in this unit. First question: What did you learn about natural disasters in this unit that you did not know before? Maybe you learned about a new type of natural disaster, like a landslide or a volcanic eruption. Or perhaps you learned more about how earthquakes happen or how to prepare for a flood. Share your thoughts with your group members. Second question: What else do you want to know about natural disasters? This could be about the latest research on predicting natural disasters, or how different countries deal with natural disasters. Discuss your curiosities with your partners. Third question: What did you find the most difficult in this unit? It could be the vocabulary, the grammar, or understanding some of the scientific concepts related to natural disasters. Let's have a class discussion about this. Maybe some of you have good ways to overcome those difficulties that you can share with others. Fourth question: What in this unit motivated you most? Was it the stories of people's survival in natural disasters? Or the efforts of rescue workers? Or maybe it was learning how we can help others in times of disasters. Share your feelings with the class. Fifth question: Overall, I thought this unit was: interesting/useful/so - so/difficult. Think about your overall experience of learning this unit. Was it engaging? Did you feel like you learned a lot that you can use in real life? Or did you find it a bit challenging? Mark your answer and be ready to explain why you think so. After you've thought about these questions, we'll have a group discussion. Each group will choose one question to focus on and share your group's ideas with the whole class. Conclusion In this class, we've completed the Assessing Your Progress part of Unit 4. We've checked our understanding of the vocabulary related to natural disasters and reviewed the use of relative pronouns in restrictive relative clauses. We've also reflected on what we've learned in this unit. Remember, learning is a continuous process. Even though we've finished this unit, we can always learn more about natural disasters and how to protect ourselves and help others. For your homework, I want you to review the words and grammar we've checked today. Make sure you really understand them. Also, think about the things you discussed in the reflecting part. Maybe you can do some more research on the natural disasters that interest you the most. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$