Unit 4 Natural Disasters 單元整體教學說課 課件-2024-2025學年高中英語人教版（2019）必修第一冊

單元學習設計與導學B1U4Naturaldisasters案例展示contents目錄1.單元概述2.學習活動3.課時一教學過程與實施4.課時三教學設計與說課1.單元概述核心問題1：學程設計聚焦有里往外的設計邏輯和行為邏輯使用說明：在整個單元學習前，帶領同學們通過閱讀本單元的單元概述、課標要求、學習目標、學習導航，明確本單元的核心價值、學科素養(yǎng)、關鍵能力、必備知識分別是什么，以及與兩個大概念的關系。幫助學生在學習本單元前有一個整體的認知，并且?guī)е繕伺c問題去進行單元主題意義的探究。關于學科大概念、課程大概念可以根據(jù)單元的主題、語篇的特點，選擇學前告知或是探究學習后的學生的頓悟，一般文學性人文性比較高的單元放在后面比較好，應用性比較高的單元放在前面比較好。本單元在教學設計上考慮采取前置閱讀。單元學習目標1.單元概述Bytheendoftheunit,wewillbeableto:1.identifydifferentnaturaldisastersandlisthowtotakepreventiveandrescuemeasurestostrengthentheawarenessofprecautionandflexiblyusetheme-relatedwords&expressionsaswellasattributiveclausestocomprehendandexpress；2.explorethesigns,damageandrescueinanearthquakeandthecauseanddamageinatsunami,writeasummaryofanewsreport

byconcludingthemainpointstopreventandreducethelosses;3.describeadisasterandsummarizedisastersafetymeasuresandprecautionsbygivingapresentationonnaturaldisasters,focusingonthinkingabouttherelationshipbetweennatureandhuman.核心問題2：學習目標的整體性以及學習目標就是學習過程和方法（通過什么過程、用什么方法、完成什么任務、達到什么程度）核心問題4：學習領導力提升（教師和學生的目標管理；單元學習目標制定、管理、實現(xiàn)的標準；單元學習目標達標和評價。單元目標追求Pleaseset

your

owngoals.Knowledgeandability:Processandmanagement:Score:使用說明：進行完以上內(nèi)容的學習與梳理后，學生根據(jù)自己對單元概述各部分的理解，結合自身的學習情況，制定自己的單元目標追求。包括知識與能力目標、過程與管理目標、單元過關分數(shù)目標。教師在備課設計過程中，針對此部分要先進行目標預設，即整個班級的目標是什么？如何實現(xiàn)?學生的分層目標是什么？不同層級學生實現(xiàn)目標的措施是什么？達標驗收的方式是什么？針對以上問題在教師明確的基礎上再進行個性化、具體的指導。并且在整個學程的使用過程中，教師、學習小組長、科研小組長、學生自己要全程賦能，實時跟蹤達標情況，及時進行評價與調(diào)整。OverallPerceptionActivity1.FormyourinitialperceptionoftheNaturalDisastersbyconstructing.Activity2.Constructthetheme-relatedinformation.

Exploration&ConstructionActivity3.Reportnaturaldisasters.Activity4.

DescribetheTangshanearthquake.Activity5.Exploreanewsreportreleasedthedayafteratsunami.Activity6.WriteasummaryoftheTangshanEarthquake.Activity7.

Responsetoadisaster.

Application&TransferActivity8.Brainstormaboutnaturaldisasters.Activity9.Preparationforthepresentation.Activity10.Giveagrouppresentationtotheclass.Reconstruction&ExtensionActivity11.Grouparticlereading.Activity12.Reviewtheunitandreconstructthe4structuresof“Naturaldisasters”.Youcanrefertothemindmapbelow.2.學習活動核心問題3：學習任務的教育性（驅動性、關聯(lián)性、挑戰(zhàn)性）Period1建構與主題“自然災難”相關的主題詞匯，為后面活動的開展奠定語言基礎。初步探討當人類面臨自然災害的威脅時，應該樹立防災意識，不斷研究和認識自然災害，提高在災害中逃生和生存的能力。Period2通過活動3要求學生通過聽新聞播報，最終完成模擬播報自然災害新聞的活動。Period3通過活動4閱讀文章整體理解語篇，在獲取段落大意的過程滲透略讀策略，通過略讀語篇標題、圖片、關鍵詞、主題句歸納段落大意，培養(yǎng)尋找關鍵詞和總結概括能力，并能引導學生對文本進行深入思考，對文章結構初步了解和詳細解析。Period4&5通過活動5活動6要求學生通過閱讀文本，when、what、why三個問題了解一則關于海嘯的新聞報道，了解新聞報道的時效性、準確性、間接性客觀性等特點。Period6通過活動7的聽說材料探究如何應對災難。積極應對自然災害，不僅需要了解自然災害和災后救援的自救工作，還需要相信國家政府以及國際救援的力量。Period7活動8，9，10通過所學內(nèi)容搜集信息材料，在內(nèi)容上要求學生從自然災害的成因、后果及救援措施這三方面進行報告陳述。從語言運用上，要求學生關注報告的特點:1.導入部分要盡量吸引聽眾;2.運用“三要點原則”化繁為簡、提煉要點;3.借助視覺道具增加報告的生動性。呈現(xiàn)形式：任意形式。Period8&9

通過活動11群文閱讀，從不同的維度和視角拓展對主題的認知，更加全面的建構主題意義，當人類面臨自然災害的威脅時，應該樹立防災意識，不斷研究和認識自然災害，提高在災害中逃生和生存的能力。同時借助活動12全面的復習建構過關本單元所學，夯實基礎，提升能力，發(fā)展學科素養(yǎng)。單元概述部分+OverallPerceptionActivity1.FormyourinitialperceptionoftheNaturalDisastersbyconstructing.Activity2.Constructthetheme-relatedinformation.

使用說明：Step1：用Openingpage的圖片與問題進行導入（2’）Step2：閱讀單元概述部分，教師解讀學習目標，學生制定單元目標追求（13’）Step3：由單元概述部分過度到活動1，根據(jù)教師提供的腳手架，學生自主思考“自然災害”的種類、危害、預防、災后重建等。再在組內(nèi)以及班級范圍進行展示、交流、分享，激活與豐富已有經(jīng)驗。（15’）Step4：基于活動一對單元主題的激活與初步構建，結合實例，進行句子以及篇章層面的意義表達，本部分以口語輸出為主。（10’）Step5：對本節(jié)課學習的內(nèi)容進行鞏固、總結與評價。（5’）設計意圖：活動一的四個問題根據(jù)學習導航而提取，目的在于激活同學們大腦中已有的知識初步構建“自然災難”相關主題詞匯，為完成活動二而做準備。活動二目的在于引導學生正確輸出“自然災難”的相關詞匯，短語和句型，聯(lián)系學生背景知識，并進行補充學習。3.課時一教學過程與實施4.課時三教學設計與說課8CATALOGUETeachingandlearningmethods2Analysisoftheteachingmaterial3Analysis

of

thestudents4Teaching

andlearningobjectives5Teachingprinciples1678Teaching

proceduresBlackboarddesignTeaching

reflection01Teachingprinciples91.TeachingprinciplesCorecompetenciesSixcomponentsofthecurriculumActivity-basedapproachtoEnglishlearningAneffectiveclasslearningandunderstandingapplyingandpracticingtransferringandcreatingLanguageabilityCulturalawarenessThinkingabilityLearningabilityThemeText02Teaching

andlearning

methods112.Teaching

andlearningmethodsBloom’s

taxonomy

of

objectivesConstructivist

view

of

learning◆constructionofnewknowledgecannotbeachievedwithoutmakingameaningfulconnectionwiththeexistingone◆learners:principalpartoflearning◆teachers:facilitatorsTeachingmethodsLearningmethodsActivity-basedapproachtoEnglishlearningLearningthroughactivitiesCooperativelearningmethodInquiry-basedlearningmethodTeachingandlearningphilosophy03Analysisoftheteachingmaterial131.Analysisof

teaching

materialWhat02Why01How03Theme：

HumanandNatureTexttype：DocumentarystyleMaincontent:Thetextrevolvesaroundthetopicof"TangshanEarthquake",describingthe1976Tangshanearthquakeinchronologicalorderbefore,during,andaftertheearthquake.Thecitywasdestroyedduringtheearthquakeandturnedintoruins.Aftertheearthquake,withtheassistanceofallpartsofthecountry,thestrongsupportofthegovernment,andtheunremittingeffortsofthelocalpeople,itwasabletoregainitsvitality.1.Analysisof

teaching

materialWhat01Why02How03ToreflectthespiritofunityandoptimismoftheChinesepeopleinthefaceofdisasters.Toperceivepeople'sreactionsandemotionalchangesbefore,during,andaftertheearthquake.1.Analysisof

teaching

materialWhat01Why03How02Thegenreofthisessayisreportage,thelanguageisvivid,andtheuseofavarietyofrhetoricaldevicessuchaspersonification,repetition,metaphor,simile,etc.,leavesadeepimpressiononthereader.Thetextalsousesalargeamountofdatatohighlightthedetailsandincreasetherealismoftheevents,whichreflectsthedocumentarycharacteristicsofreportage.04Analysisof

students17Theteachingobjectofthislessonisthestudentsofthefirstgrade.Thetopicofnaturaldisastersmaynotbeexperiencedbyeverystudent,andcomparedwiththecontentofthefirstfourunitsofcompulsory1,thisunitisverydifficultforstudentsintermsofvocabularyandexpression,aswellasinthetextualsense.Throughtheconstructionofexistingknowledgeandexperienceintheoverallperceptionpart,studentshaveapreliminaryunderstandingofthistopic.Teacherscanusestudents'perceptionanddesiretoexplorenaturaldisasterstodesignaseriesofstudentactivitiestoguidestudentsandaskthemtotalkaboutwhattheyknowaboutnaturaldisastersandtheirdestructivepowers.Thenitleadsstudentstothinkaboutwhatthedisasterhasbroughtus,inadditiontosomelosses,butalsotheloveandwarmththatarereflectedinthedisaster.2.Analysisof

students05Teaching

objectives1920Developaspiritofmutualhelpandsolidarityandgivesomesuggestionsabouthowtokeepsafeinanearthquake.3Analyzethestructure,

writing

style

and

language

featuresofthetext.2PredictthecontentofatextbyitstitleandobtainbasicinformationabouttheTangshanearthquake.13.TeachingobjectivesTexthereFocalpointsTexthereDifficultpoints1.Helpstudentsappreciatetherhetoricandwritingskillsusedinthetexttounderstandthefeelingsandwritingintentionexpressedintheworks;2.Describeanaturaldisasterinyourownwordsorinjournalisticjargon.06Teaching

procedures21StepILeading-inStepIIPre-readingStepIIIWhile-readingStepIVPost-readingStepVConclusion

StepVIHomeworkPerceivenaturaldisastersandreporta

natural

disaster.Predictthecontent.Readforthemainideaandstructure.Readfordetailedinformation.Readforwritingstyleandlanguagefeatures.Readforthinking.Drawaconclusion

ontoday’stopic.Self-evaluate.LearningandunderstandingApplyingandpracticingTransferringandcreatingAssigngroupprojects.6.TeachingproceduresClassreportStep1:Leadingin3’Review&Prepare6.Teaching

procedures設計意圖：用動圖這種更直觀的方式，帶領同學們進一步認識災害，并結合課時二的內(nèi)容“Reportnaturaldisasters”，通過課前演講的形式，對主題意義進行連續(xù)性的探究。Step2:Pre-reading.Predictthecontent.3’設計意圖：Toimprovestudents’abilityofmakingreasonablepredictions.使用說明：Basedonthetitleandthepicture,studentsareexpectedtopredictthemainideaofthistext.6.Teaching

procedures動態(tài)的呈現(xiàn)，不能直接給出來Step3:While-reading28’使用說明：1.學生快讀，找出每一段的topicsentence，并總結段落的mainidea.2.再細讀文章，梳理地震前、地震中、地震后發(fā)生的事件。3.找出文中有關數(shù)字的表達與使用，討論其功能意義。4.找出文中用的修辭手法，思考、分享其功能。5.結合上一課時，即活動三，ListeningandSpeaking部分探究的有關Newsreport內(nèi)容，對比學習Newsreport與Literaryjournalism兩種文體的異同。6.Teaching

proceduresReadforthemainideaandstructure;readfordetailedinformation;readforwritingstyleandlanguagefeatures.設計意圖：Tocultivatestudents’abilitytogetthetopicsentences.Todevelopstudents’abilitytocooperateandtosummarizethemainideaofeachparagraph.Toimprovestudents’abilitytofinddetailedinformationandinspirestudentstosorttheinformationtheyget.Toguidestudentstokeepaneyeopenforthestrangethingsaround.Tohelpstudentsbetterunderstandthewritingstyleandlanguagefeaturesofliteraryjournalism.

Whilereading:ReadforwritingstyleandlanguagefeaturesFunction:

tomakethedescription_______________________.realandconvincing1minute150kilometres8&302/375%,90%400,0003:42am11kilometres3.Documentary（紀實的）Thenighttheearthdidn’tsleep.(title)Forthreedaysthewaterinthevillagewellsroseandfell,roseandfell.(L2)Hardhillsofrockbecameriversofdirt.（L12）

Brickscoveredthegroundlikeredautumnleaves.(L20)Slowly,thecitybegantobreatheagain.(L37)

Whilereading:Readforwritingstyleandlanguagefeatures4.Explorethefigureofspeech（修辭格)inthefollowingsentences.personification(擬人)repetition(反復)simile(明喻)personification(擬人)metaphor(暗喻)Function:

tomakethedescription__________________________.morevividandexpressiveLiterary（文學的）exaggeration(夸張)DocumentaryLiteraryThefeaturesoflanguageLiteraryJournalismNewsReportTimelyDocumentaryStep4:Post-reading8’5.(1)WhatdoyouthinkhelpedintherevivalofTangshancity?(2)Whydoyouthinktheearthquakecausedsuchbaddamagetothecityanditspeople?6.Teaching

procedures設計意圖：Toexercisestudents’oralexpression,transferandconsolidateknowledge.Tohelpstudentsformtheideaofhelpingeachotherwhenfacedwithadisasterandtoinspirethemtoadoptapositiveattitudetolife.Toenrichstudents’knowledgeabouthowtoprotectthemselvesinanearthquake.動態(tài)的呈現(xiàn)，讓學生們多說，不能直接給出，精簡內(nèi)容，后面加上寫的作業(yè)或是活動，寫紀實性報告文學，應用本節(jié)課所學。

Post-reading:DiscussionWhatcanwelearnfromtheearthquakeinTangshan?Disastersare___________.Ignorancemightbe______.Lifeis_____.Butifpeople_______,disasterscanbe________.powerfuldeadlyweakunifydefeatedPowerofHumanPowerofnaturePreventPrepare

Post-reading:Discussion

“LivetoTell:RaisingAwareness,ReducingMortality”Naturaldisastersareviolenteventsthatareoutsidethecontrolofhumans.Learn

Publicize（宣傳）Supposetherewouldbeanearthquake,whatshouldwedotokeepourselvessafe?Firstly,staycalm!!!IndoorsOutdoorsIfyou'retrappedDropdowntothefloorCoveryourheadHoldontothedeskGotoanopenplaceawayfrombuildingsForhelp:CallanemergencynumberTaponapipeorwallThanks!Peoplemustunifyandshowthewisd