Unit 4 Natural Disasters Reading and Thinking 說(shuō)課 課件-2024-2025學(xué)年高中英語(yǔ)人教版（2019）必修第一冊(cè)

Unit4NaturalDisasters(自然災(zāi)害)ReadingandThinking(閱讀課)

人教版（2019）Book1高一英語(yǔ)XXX說(shuō)課內(nèi)容指導(dǎo)思想理論依據(jù)教材分析學(xué)情分析教學(xué)目標(biāo)教學(xué)重難點(diǎn)教學(xué)方法教學(xué)過(guò)程板書設(shè)計(jì)教學(xué)反思教學(xué)準(zhǔn)備1.理論依據(jù)

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coreliteracy

throughActivity-based

EnglishLearningApproachbasedonthebigconcept

英語(yǔ)學(xué)科核心素養(yǎng)

英語(yǔ)學(xué)習(xí)活動(dòng)觀遷移創(chuàng)新應(yīng)用實(shí)踐學(xué)習(xí)理解

大概念教學(xué)理念NewEnglishCurriculumStandards單元主題語(yǔ)境:

人與自然文章主題:地球不眠之夜---“唐山大地震”Unit4NaturalDisasters(自然災(zāi)害)2.教材分析文本分析主題意義語(yǔ)篇類型文體結(jié)構(gòu)語(yǔ)言修辭

作者意圖WhyhowWhat2.教材分析展示“唐山精神”以及中華民族在自然災(zāi)害面前戮力同心、一方有難，八方支援等的美好精神品質(zhì)，旨在培養(yǎng)學(xué)生樹立“災(zāi)難無(wú)情，人有情”的團(tuán)結(jié)意識(shí)。運(yùn)用了擬人、排比、夸張、明喻、暗喻等多種修辭手法，例如:標(biāo)題“TheNighttheEarthDidn’tSleep”等。同時(shí)，多處運(yùn)用數(shù)字來(lái)突顯地震的毀滅性之大、人員傷亡之多、情況之悲慘，讓文章有了更多細(xì)節(jié)，也更有畫面感。進(jìn)一步傳達(dá)了“災(zāi)難無(wú)情，人有情”的思想感情。本語(yǔ)篇體裁為報(bào)告文學(xué)(literaryjournalism)，主題是“唐山大地震”。介紹了發(fā)生在1976年7月28日的唐山大地震。明線介紹了地震前兆、地震發(fā)生時(shí)的情景、地震帶來(lái)的影響、震后救援工作以及唐山的復(fù)蘇。暗線介紹了人們的情緒變化。解決措施1.通過(guò)電影片段，給學(xué)生視覺(jué)上的沖擊和震撼，激發(fā)學(xué)生感情；2.通過(guò)舉例分析引導(dǎo)學(xué)生關(guān)注修辭手法和寫作技巧的運(yùn)用；3.同伴、小組合作等活動(dòng)，互相學(xué)習(xí)，加深對(duì)文章的理解。已有基礎(chǔ)通過(guò)前面聽(tīng)說(shuō)課的學(xué)習(xí)，學(xué)生對(duì)“自然災(zāi)害”這一主題已有基本的了解；對(duì)新聞播報(bào)類文本語(yǔ)言特點(diǎn)和基本要素有初步的掌握。存在問(wèn)題對(duì)文本的內(nèi)涵理解不夠深入，特別是通過(guò)文本中所使用的修辭手法和寫作技巧來(lái)推測(cè)作者想傳達(dá)的思想感情的能力有所欠缺。自然情況授課班級(jí)為高一12班學(xué)生，學(xué)習(xí)態(tài)度認(rèn)真，英語(yǔ)基礎(chǔ)尚可，初步具備獲取和處理信息的能力；初步掌握閱讀技能12433.學(xué)情分析

1.獲取、梳理、描述有關(guān)唐山大地震的事實(shí)性信息(e.g.when,whathappened)3.概括、總結(jié)文章結(jié)構(gòu)并畫出時(shí)間軸或者思維導(dǎo)圖(beforetheearthquake,duringtheearthquake,aftertheearthquake);4.闡明、解釋“unity”的含義以及在自然災(zāi)害面前我們應(yīng)該怎么做(human,nature,life,nation,unity)5.運(yùn)用文章中的修辭手法仿寫句子，描述其他類型的自然災(zāi)害4.教學(xué)目標(biāo)2.了解報(bào)告文學(xué)的語(yǔ)言特點(diǎn)、賞析文章修辭手法的運(yùn)用學(xué)習(xí)理解應(yīng)用實(shí)踐應(yīng)用實(shí)踐遷移創(chuàng)新helpstudentsmasterthestructureofthetextandappreciatethelanguagefeaturesofthetexthelpstudentsunderstandthemeaningof“Disastershavenomercy,buthumansdo.”helpstudentsillustrateandelaboratethemeaningof“unity”usingwhathavelearnedinthetextandwhatweshoulddowhenfacingnaturaldisasters(human,nature,life)Important

PointsDifficult

Points5.教學(xué)重難點(diǎn)spirituallevel精神層面textlevel語(yǔ)篇層面6.教學(xué)方法“教”法“學(xué)”法Activity-basedapproachtoEnglishlearning(英語(yǔ)學(xué)習(xí)活動(dòng)觀)AutonomousLearning(自主學(xué)習(xí))CooperativeLearningMethod(合作學(xué)習(xí))Activity-basedTeachingMethod(英語(yǔ)學(xué)習(xí)活動(dòng)觀)ScaffoldingInstruction(支架式教學(xué))SituationalTeachingMethod(情境式教學(xué))01030507Lead-inHomeworkPostreading&SummaryReadfordetails(part3--para.4-5)Readfordetails(part2--para.2-3)Readfordetails(part1--para.1)Readforgist&structureLearningandUnderstanding學(xué)習(xí)理解ApplyingandPracticing應(yīng)用實(shí)踐TransferringandCreating遷移創(chuàng)新7.教學(xué)過(guò)程020406Step1.Leadin(導(dǎo)入)1.StudentswatchavideoaboutTangshanearthquakeandspeakoutwhatcanhappentoacityduringabigearthquakeaccordingtothevideoandgivenpictures.學(xué)習(xí)理解類活動(dòng)設(shè)計(jì)意圖Activatestudents’backgroundknowledgeaboutTangshanearthquakethroughvisualinformationandintroducethetopic;Perceiveseveredestructionoftheearthquake學(xué)習(xí)理解類Step2.Readforgistandstructure(讀大意、結(jié)構(gòu))1.Readthetextquicklytofindoutthestructureanddividethispassageintoseveralparts.設(shè)計(jì)意圖Togetthegeneralinformationandunderstandthearticleasawhole,scaffoldingforin-depthanalysis.學(xué)習(xí)理解類活動(dòng)beforetheearthquakeduringtheearthquakeaftertheearthquakewarningsignsdestroyandeffectsrescueandrevivalStep3.Readfordetails(part1:para.1)(讀細(xì)節(jié):第1部分--第1段)1.Studentswatchafilmclipof“Tangshanearthquake”2.Studentsreadthetextcarefullyandtrytogetsomedetailsaboutpara.1---thesignsbeforetheearthquake3.Studentsareasked“Whatwastheattitudeofpeopleinthecitytowardsthosestrangethings?”

學(xué)習(xí)理解類活動(dòng)設(shè)計(jì)意圖Tolearnsomefactual

informationandbasicknowledgeaboutTangshanearthquake(e.g.whendidithappen?Whatarethesignsbeforeabigearthquake?).Step4.Readfordetails(part2:para.2-3)

(讀細(xì)節(jié):第2部分--第2-3段)1.Studentswatchafilmclipof“Tangshanearthquake”2.Studentsreadfordetailsaboutpart2andfillintheblanks3.Analyzethefunctionofthenumbersandthefiguresofspeechinthetext.4.Studentsareasked“Howdidpeoplefeelatthattime?”Thedeadlydamageduringtheearthquake設(shè)計(jì)意圖

TolearnaboutthegreatimpactofTangshanearthquakethroughnumbersandtoappreciatethefeelingsexpressedthroughtheuseoffiguresofspeech.學(xué)習(xí)理解類活動(dòng)Step5.Readfordetails(part3:para.4&5)(讀細(xì)節(jié):第3部分--第4-5段)

應(yīng)用實(shí)踐學(xué)習(xí)理解設(shè)計(jì)意圖1.Tohelpstudentsappreciatethesenseof“unity”whenfacingnaturaldisasters;2.Toimprovestudents’problemanalysisandsolvingability.1.Studentswatchafilmclipof“Tangshanearthquake”2.StudentsreadfordetailsaboutPart3--Therescueandrevivalaftertheearthquake.Q1:Whocametotherescue?Q2:Whatdidtheydo?Q3:WhoplayedanimportantroleintherevivalofTangshan?3.Studentsareasked“Howdoyouunderstand‘unify’?”andwhatweshoulddowhenfacingnaturaldisasters(human,nature,life)(discussinpairs)Step6.Post-reading&Summary(讀后與總結(jié))

1.Summary(總結(jié))應(yīng)用實(shí)踐學(xué)習(xí)理解Threeparts

Para.1beforetheearthquake

(warningsigns)Para.2-3duringtheearthquake(destroyandeffects)

Para.4-5aftertheearthquake

(rescueandrevival)設(shè)計(jì)意圖TointegratethetexttogetherStep6.Post-reading&Summary2.post-reading(讀后活動(dòng))應(yīng)用實(shí)踐學(xué)習(xí)理解

Tointegratethecontentsandhaveaclearunderstandingofthewholepassage.設(shè)計(jì)意圖1.StudentsareaskedtodrawatimelineoramindmapaboutTangshanearthquake(someimportantdetailsshouldbeincluded).(students