Unit4NaturalDisastersReadingandThinking教學(xué)設(shè)計(jì)-2024-2025學(xué)年高中英語(yǔ)人教版

教學(xué)設(shè)計(jì)方案1.學(xué)習(xí)階段：PEPBook1SeniorSchoolEnglish(2019)The1thand2thlessonofUnit4Naturaldisasters:Listeningandspeaking&Readingandthinking.2.授課時(shí)長(zhǎng)：90minutes3.語(yǔ)篇主題語(yǔ)境：HumanandNature4.文本分析：What：Thetextrevolvesaroundthetopicof"TangshanEarthquake",describingthe1976Tangshanearthquakeinchronologicalorderbefore,during,andaftertheearthquake.Thecitywasdestroyedduringtheearthquakeandturnedintoruins.Aftertheearthquake,withtheassistanceofallpartsofthecountry,thestrongsupportofthegovernment,andtheunremittingeffortsofthelocalpeople,itwasabletoregainitsvitality.Why:ItreflectsthespiritofunityandoptimismoftheChinesepeopleinthefaceofdisastersandperceivepeople'sreactionsandemotionalchangesbefore,during,andaftertheearthquake.How:Thegenreofthisessayisreportage.Thelanguageisvivid,andtheuseofavarietyofrhetoricaldevicessuchaspersonification,repetition,metaphor,simile,etc.,leavesadeepimpressiononthereader.Thetextalsousesalargeamountofdatatohighlightthedetailsandincreasetherealismoftheevents,whichreflectsthedocumentarycharacteristicsofreportage.5.學(xué)情分析：Theteachingobjectofthislessonisthestudentsofthefirstgrade.Thetopicofnaturaldisastersmaynotbeexperiencedbyeverystudent,andparedwiththecontentofthefirstfourunitsofBook1,thisunitisverydifficultforstudentsintermsofvocabularyandexpression,aswellasinthetextualsense.Throughtheconstructionofexistingknowledgeandexperienceintheoverallperceptionpart,studentshaveapreliminaryunderstandingofthistopic.Teacherscanusestudents'perceptionanddesiretoexplorenaturaldisasterstodesignaseriesofstudentactivitiestoguidestudentsandaskthemtotalkaboutwhattheyknowaboutnaturaldisastersandtheirdestructivepowers.Thenitleadsstudentstothinkaboutwhatthedisasterhasbroughtus,inadditiontosomelosses,butalsotheloveandwarmththatarereflectedinthedisaster.6.教學(xué)目標(biāo)：1.Describeanaturaldisasterindifferentwaysbylisteningtoandreadingdifferenttextstohaveabetterunderstandingofnaturaldisasters.2.Writeasummaryforanaturaldisasternewsbylearningfromadailynewsabouttsunami.3.Reporthowtopreparefornaturaldisastersandhowtoprotectandrescueyourselfandothersinnaturaldisastersinyourownwords.7.教學(xué)重難點(diǎn)：1.Guidestudentstouselisteningstrategiesandactivethinkingtopredictthelisteningpoints;2.Helpstudentsappreciatetherhetoricandwritingskillsusedinthetexttounderstandthefeelingsandwritingintentionexpressedintheworks;3.Describeanaturaldisasterinyourownwordsorinjournalisticjargon.8.教學(xué)過(guò)程：學(xué)習(xí)任務(wù)創(chuàng)造學(xué)習(xí)過(guò)程實(shí)施學(xué)習(xí)領(lǐng)導(dǎo)力提升Step1DailyroutineDesignintent:WarmupTeachergreetsthewholeclassasusual.Studentsgreettheteacher.Trainingbeforeclass:1.Layeredtraining：Trainthegroupleaderhowtoorganizethediscussion;thecontentofthediscussion;thewayofthediscussion;themobilizationofthestudents’enthusiasm;theattentiontotheparticipationintheclass.2.EfficientInvestigationteamtofindnewproblemsinclass,givefeedbackintimeandbehavetheirbesttosetanexampleforothers.3.Thegroupleaderstoorganizethelearningprocessingroupsandcollectthemistakestheyhaveduringthewholeprocess.Trainingduringtheclass:1.Trainthestudentstodisplaytheirworkandgetreadyforpresentation.2.Trainstudentstotakenotesifnecessary.Whentakingnotes,justwritedownthekeywords,suchasnames,places,dates,andnumbers.Theywillhelpyourememberthingslateron.3.Trainstudentshowtousethematerialsin271BAYandwhereandhowtosubmittheirworks.4.Presupposetheproblemsthatwilloccurintheclass:Studentshavedifferentopinionsaboutthequestions.5.Payattentiontostudents'newlygeneratedproblemsandgivetimelyguidance.Trainingafterclass:1.Studentssortoutwhattheyhavelearnedinthislessonandfurtherthinkingformore.2.Investigatestudents'gainsandproblemsinthisclasstoprepareforthenextperiodofthisunit.Step2Leadin1.Speakoutthenameofthenaturaldisaster.2.Doaclassreportontheunittheme.Designintent:UseGIFstoleadstudentstofurtherunderstanddisasters,andbinethecontentofthelastperiod"Reportnaturaldisasters"tocontinuouslyexplorethemeaningofthethemeintheformofpreclassspeeches.Thevideoisaboutagirlmakingaclassreportonnaturaldisasters.Totheteacher:Prepareproperquestionstoraisethestudents’interestandexercisetheirabilitytoextractinformation.Totheaudience:Listencarefully;Readytoanswerquestions.Step3PrereadingPredictthecontent.Designintent:Toimprovestudents’abilityofmakingreasonablepredictions.Basedonthetitleandthepicture,studentsareexpectedtopredictthemainideaofthistext.Step4WhilereadingReadformainideaandstructure.Designintent:Toimprovestudents’abilityofsummarizingthemainideaandstructure.Readfordetailedinformation.Designintent:Toimprovestudents’abilitytofinddetailedinformationandinspirestudentstosorttheinformationtheyget.Toguidestudentstokeepaneyeopenforthestrangethingsaround.Todescribethepassagebytheirownwords,Readforwritingstyleandlanguagefeatures.Designintent:Tohelpstudentsbetterunderstandthewritingstyleandlanguagefeaturesofliteraryjournalism.1.Invitestudentsquicklyfindoutthekeysentencesofeachparagraphthroughfastreading,andanalyzewherethekeysentencesoftheparagraphgenerallyappear.2.Analyzehowthearticleisorganized.3.Analyzehowthewholearticlecanbedividedintoseveralparts,andthemainideaofeachpart.1.Invitestudentstoreadthepassageagainandthinkaboutthequestionsineachpart.2.Askstudentstoexchangetheirideasingroups.3.bthepassagetogetherbyanalyzingthequestionsonepartafteranotherandamindmapofthepassagewillbeformed.4.Askstudentstodescribethepassageaccordingtomindmap.(bythemselveswiththeirpartnertothewholeclass)1.Invitestudentstofindoutthenumbersandthefigureofspeechusedinthepassageandthinkaboutthefunctions.2.parethefeaturesoflanguagebetweennewsreportandliteraryjournalism.Step5ReadforthinkingDesignintent:Toexercisestudents’oralexpression,transferandconsolidateknowledge.Tohelpstudentsformtheideaofhelpingeachotherwhenfacedwithadisasterandtoinspirethemtoadoptapositiveattitudetolife.Toenrichstudents’knowledgeabouthowtoprotectthemselvesinanearthquake.Teacherpushesthestudents’thoughtsbyraisingthefollowingquestions:1.Afterlearningsomuchaboutnaturaldisasters,doyouhaveadifferentunderstandingofthequote“LivetoTell:RaisingAwareness,ReducingMortality”welearnedattheverybeginningofthisunit?2.Asastudent,whatcanwedotoprotectourselvesandothersinanearthquake?3.Doyouthinkyouarequalifiedenoughtosaveyourselfandothersinarealearthquake?Studentsdoaquestionnairetopeteinthecontestofdisasterprecautionknowledge.Step6Consolidation&HomeworkDesignintent:Providequestionsforstudentstothinkabout.Thinking&Discussion:Ifthe1976Tangshanearthquakehadhappenedtoday,wouldithavecausedthesamedamageasitdidin1976,andwhy?Thinkaboutthepossibleresultsandthesupportingreasonsasmanyaspossible.9.教學(xué)評(píng)價(jià)學(xué)習(xí)目標(biāo)達(dá)成評(píng)價(jià)：LearningaimsStandardsDescribeanaturaldisasterindifferentwaysbylisteningtoandreadingdifferenttextstohavea