Unit4NaturalDisastersReadingandThinking教學(xué)設(shè)計(jì)-高中英語人教版

Unit4TheNighttheEarthDidn’tSleep 英語教學(xué)設(shè)計(jì)教材分析Book1contains5units.Topicsrangefromteenagelife,travelling,sportsandfitness,naturaldisasters,languagearoundtheworldandetc.Theteachingcontentsareclosetostudents’reallife,fullofstrongflavorofthetimes,widevisionandlargeamountofinformation.Unit4aimstomakestudentschangepassivelearning,andpromotetheoveralldevelopmentofstudents'knowledgeandskills,emotion,attitudeandvaluesthroughresearchbasedlearning,participatorylearning,experientiallearningandpracticallearning.Thetopicofunit4isnaturaldisasters.Beforethisreadingclassandinotherclass,thestudentshaddiscussedsometopicsaboutnaturaldisasterswiththestudents,suchasfloods,typhoons,tsunamis,hurricanes,volcaniceruptions,etc.,andassignedthestudentstoconsultthematerialsaboutearthquakes.Thestudentshadagoodbackgroundknowledgeaboutthistopic.Thisisanewsreportaboutthe1976Tangshanearthquakeintheformofthethirdperson,introducedtheTangshanwarningoftheearthquake,thelossesandthedisasterreliefaftertheearthquake.Inthisarticle,thesequenceofeventsastheclue,usingalotofdetails,vividlyreproducedthescenewhentheearthquakeoccurred,toexpressthesympathyoftheauthortothepeopleinthedisasterarea.Therearemanynewwordsintheclasssuchasverbs,whichmakesthedescriptionmorevivid.Thisarticleisdividedintothreemainparts,basedonthesignsbeforetheearthquake,thedamageduringtheearthquake,andtherescueaftertheearthquake.ThefirstpartmainlytellsaboutsomeabnormalnaturalphenomenathathappenedinTangshanbeforetheearthquake,suchaschickensflyinganddogsbarking,micerunningoutofthefields,fishjumpingoutofthepondandstronglightinthesky.ThesecondpartmainlydescribesthedestructionbroughttoTangshanbytheearthquake.Injust15seconds,almostthewholeTangshanareawasflattenedtotheground,asiftheendoftheworldhade.Thethirdpartmainlytellsthestoryaftertheearthquake,onepartyhasdifficulty,eightdirectionssupport,intherescueofthePeople'sLiberationArmyandthehelpandsupportofthepeoplealloverthecountry,Tangshandisasterareasbegantorecover.Thislessonhasvividlanguageandclearstructure,whichishelpfulforstudentstosumup.Intermsofcontent,earthquake,amonnaturaldisasterinrecentyears,canstimulatestudents'interestinreading.Intheemotionalteaching,throughthestudyofthislesson,tohelpstudentsunderstandtheearthquakeselfhelpknowledge,atthesametimetoguidestudentstosetupasupportvalues,guidestudentstothedisasterareasofthepeopletolendahelpinghand.However,therearemanyplexfiguresinthearticle,whichincreasesthedifficultyofreadingthearticle.Inaddition,therearemanyattributiveclausesinthearticle,whichputsforwardhigherrequirementsforstudents'languagereadingability.Afterlearning,studentswillbeableto:(1)haveabetterunderstandingoftheearthquake;(2)expressthedirectionandpositionwiththewordsandsentencesthattheyhavelearned;(3)describeanearthquakeandothernaturaldisaster.學(xué)情分析ThestudentsingradeoneofseniorhighschoolhavealreadylearnedEnglishforyears,theyareabletospeakandmunicatewiththeirfriendsinEnglish.TheyarehighlymotivatedinacquiringEnglishandaregraduallyformingtheabilitytoobtaininformationfromtheEnglishtext,handleinformationinalogicalway,andanalyzeaswellassolveproblemsinEnglishthinkingpatternunderthehelpofclassmatesandteachers.AfterlearningthefirstthreeunitsofGradeOne,studentshavegainedexperienceingroupdiscussion,languageknowledgeandskills,andtheabilitytothinkindependently.Theyhavemasteredreadingstrategiessuchasscanningandclosereading,sothattheycanbetterunderstandthegeneralideaandobtaininformation.教學(xué)目標(biāo)Ⅰ.LanguageAbilityAfterlearning,studentswillbeableto:1.retelltheTangshanearthquake:beforetheearthquakeoccurredsomeabnormalphenomena,theearthquakeafterthedevastatingdestructionandtheensuingnationalmilitaryandcivilianrescue;2.describenaturaldisastersusingthevocabularyandgrammaticalstructuresofthislesson;3.expressdifferentexpressionsaboutquantityandfigureoutthepoweroffiguresofspeechsuchasrepeatedhyperboleⅡ.LearningAbilityAfterlearning,studentswillbeableto:usethelanguageknowledgetodescribetheearthquakeandothernaturaldisasters;2.usetheabilitytoskim,scan,concludeandsummarizethesimilarcontentespeciallythenewsreport,improvestudents'readingskillsandobtainandprocessinformationthroughfurtheruseofappropriatereadingmethodsandskills,;3.summarizethewritingcharacteristicsofnewsreportsusingtheirownwrods.Ⅲ.ThinkingAbilityAfterlearning,studentswillbeableto:acquirethemainideaofeachparagraphofanarticleandthethesisofthewholearticlethinktherelationshipbetweenhumanandnatureanddiscusswiththeirpartnersⅣ.CulturalAwarenessAfterlearning,studentswillbeableto:feelandlearntheselflessandfearlessspiritofdisasterreliefworkers,expresstheirfeelingwithlanguage,articlesorpaintings;payattentiontonaturaldisasters,developanunderstandingoftheimportanceofscienceandtechnologyinearthquakepredictionandreliefwork,andlearnhowtosaveyourselfandothersintheeventofanearthquake.understand"earthquakeheartlesspeoplelove",evenifhappenedhowterribledisaster,theNationalReconciliationArmyofficersandmenwillberegardlessoftheirownsafety,struggletorescue,binedwithstudents'personalexperienceofCOVID19cultivatestudentstoexpresstheirfeelingsaboutthespiritofmutualhelpandlovearoundourcountrybepositiveandoptimistic,livinginthepresentandlookingforwardtothefuture,throughunderstandingthereconstructionworkaftertheearthquake教學(xué)重點(diǎn)1.Howtohelpstudentstolearnthewordsandexpressionsthatdescribethesceneryinthetext,suchasshake,smelly,ruin,injure,rescue,disaster,etc.2.Howtohelpstudentstolearnaboutsomebasicinformationofearthquakesuchasthecauseoftheearthquake,theomen,thelosscausedbytheearthquake,theemergencyrescueduringtheearthquakeandtherescueaftertheearthquakeandletstudentsintroduceitintheirownwords.3.Howtohelpstudentstogetstudentstopracticedifferentreadingskills.(Skimming,scanning,etc.)Focusontrainingstudentstograsptheoverallstructureofthearticleandexploretheauthor'sintentionofwriting,highlightingthecultivationofstudents'abilityinthefollowingthreeaspects:(1)theabilitytograspthecentralwordsoftheparagraph(2)Theabilitytoquicklycapturethekeydetailsofthearticleaccordingtothetopic.(3)Abilitytosummarizeandconclude.教學(xué)難點(diǎn)HowtohelpstudentsdevelopscientificreadinghabitsandimprovetheirreadingprehensionabilityandlanguagelevelHowtoenablestudentstolearntoextract,filterandreorganizetheinformationinthearticle,andflexiblyapplyittolanguagepractice,soastoexpandandimprovetheirlanguagepracticeability2.Howtoenablestudentstounderstandthespiritofmutualhelpandalwaysbehopefultofuture教學(xué)過程時(shí)間教師行為預(yù)設(shè)學(xué)生行為教學(xué)設(shè)計(jì)意圖Leadin(5minutes)Activity1VideoPlaying:ShowashortvideoaboutTangshanearthquaketostudentsandaskthemtodescribewhatthevideoshowStudentswatchthevideotogetthegeneralinformationofTangshanearthquakeandhaveintuitivefeelingtoearthquakeStimulatestudents’backgroundknowledgeandinterestaboutTangshanearthquakeandgetthemreadyforthefollowingreading.Stimulatestudents’imaginationandthinkingability.Activity2Brainstorming:AskstudentstotalkabouthowmuchtheyknowaboutTangshanearthquake.Studentsrespondwithsomegeneralinformation:time,casualtiesandsoonActivity3Quiz:Haveaquiztocheckstudents’knowledgeaboutTangshanearthquake.Showthefollowingonthescreen.1.InwhatyeardidtheTangshanearthquaketakeplace?A.1974.B.1975.C.1976.D.1977.2.Howmanypeoplediedintheearthquake?A.About243thousandB.About233thousandC.About223thousandD.About213thousand2.WhattimedidtheearthquakeattacktheTangshancity?A.InthemorningB.AtnoonC.IntheafternoonD.AtnightStudentsworkinpairs,haveadiscussionandtrytheirbesttogiverightanswers.Prereading(7minutes)Activity1Discussion:Letstudentsdiscussthefollowingquestions:1.Whatcanhappentoacityduringabigearthquake.2.Lookatthetitleandphotobelowandguesswhatthetextisabout.Canyoupredictwhatthetextisabout?Studentsdiscussaboutthe2questionsthensomerepresentativessharetheirideas.Studentshaveapredictionofthemainideaofthetextthroughthediscussionaboutthequestions.Activity2Skimming:Askstudentstoskimthepassageandfillintheblankstosummarizethemainideaofthearticleinonesentence.Mainidea:Studentsreadthewholepassageandsomegivetheiranswers.Checktheirpredictionthroughskimming.perceivethepassageasawholeandunderstandthemainideaofthepassage.Whilereading(20minutes)Activity1Listeningandreadingaloud:Askstudentstolistentothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsandreadthemaloud.shake,smelly,ruin,injure,rescue,disasterStudentslistencarefullyandreadthenewwordsloudly.Helpstudentsanalyzesomedifficult,longandplexsentencesandguessthemeaningsofsomenewwordsandexpressions.Activity2Scanning:1.Askstudentstoscanthepassagequicklyandfillintheform.2.AskstudentstofindthetimelineoftheearthquakeStudentsreadthetextandfillintheblankstogettheinformationLetstudentsseizethebasicinformationofTangshanearthquake.Sotheycanunderstandthetextmucheasier.Activity3Analyzethestructure.DividethewholepassageintothreepartsStudentsdividethestructurebythemselves,answerthequestionsanddotheexercisesshowedinthescreen.Letstudentsunderstandthemainideaandstructureofthepassage.Activity4.Carefulreading:1.Findtheimportantsentencesinthepassageandwritedownthemainideaofeachparagraphthensummarizethemainideaofeachpart.(Q3)Mainideaofeachpart:Part1Strangethingswerehappeningbutononetakeanynoticeofthem.Part2:TheearthquakedestroyedthecityofTangshanandshockedthepeopleverymuch.Part3:Thearmycametorescuethesurvivors，bringinghopeforanewlife.2.Askstudentstoreadparagraphs2toparagraph4toguessthemeaningofthefollowingwords.(Q4)3.Readthesentencesdescribingwhathappenedafterahugeearthquake.pletethesentenceswiththecorrectformsofthenewwordsandphrasesfromthetext.(Q5)4.Answerthefollowingquestions(Q6)5.Readagainandletthemtofindthelongdifficultsentencesespeciallytheattributiveclausestheydonotunderstand.Eg:Buttheonemillionpeopleofthecity,whothoughtlittleoftheseevents,wereasleepasusualthatnight.Thenumberofpeoplewhowerekilledorseriouslyinjuredreachedmorethan400,000.Workersbuiltsheltersforsurvivors,whosehomeshadbeendestroyed.6.Appreciateverbalexpressionsespeciallyintermsofrhetoric.Anighttheearthdidn'tsleep.Forthreedaysthewaterinthewellroseandfell,roseandfell,Brickscoveredthegroundlikeredautumnleaves.Slowly，thecitybegantobreatheagain.Studentsreadcarefullyandwritedowntheirownanswersintheirtextbooks.Thentheywilltalkinthegroupstochangetheirmindsandrewritetheiranswers.Representativeswillsharetheideasingroupsandthewholeclassmodifytheanswer.Bydividingtheparagraphsandsummarizingthegeneralideaoftheparagraphs,studentscanmakeclearthecontextofthearticleasawhole,cultivatestudents'generalsituationabilityandtheabilitytoquicklyobtaininformation,andalsolayagoodfoundationforthenextstepofobtainingdetailedinformation.Studentsarerequiredtoguessthemeaningofthenewwordsaccordingtothecontext.Thentheywilldiscussingroupstochangetheirmindsandrewritetheiranswers.Representativeswillsharetheideasingroupsandthewholeclassmodifytheanswer.Theteachergivetherightanswerifstudentscan’tcopewiththem.Improvetheirreadingabilityaboutnewwords,guidethemtoreadaccordingtothecontext,cultivatediscourseawarenessandhelpthemtodevelopbetterreadinghabits.Taskbasedteachingmethodisstilladoptedinthispart,throughcarefulreadingofthetext.Itcancultivatethestudents'abilitytosearchfordetailsandanalyzeandsummarize.Exercisethestudents'thinkingability.Understandtherelativeknowledgeofattributiveclausesinreading,andunderstandtheroleoflongdifficultsentencessuchasattributiveclausesinexpressioninbinationwiththecontextInstructstudentstoappreciaterhetoricandfeelthecharmoflanguagePostreading(8minutes)Activity1Retell：Usetheformtointroducetheearthquakeaccordingtothetimelinementionedabove.Somestudentsvolunteertoretellthebasicinformationabouttheearthquake.HelpstudentstousethenewwordstoexpressthemselvesandreviewcontentandhaveabetterunderingoftheTangshanearthquake.Activity2:Thinking:Letstudentsdiscussthemeaningofthetitle:whatdoes“TheNighttheEarthDidn’tSleep”mean?Severalstudentsrepresenttogivetheiranswers.Developstudents’criticalthinkingability.Makethemtothinktherelationshipbetweenhumanandnature.Makethemtofeeltheloveandthespiritofmutualhelpandlovearoundourcountryandattachimportancetothescienceandtechnologyinearthquakepredictionandreliefwork,livinginthepresentandlookingforwardtothefutureActivity3Discussion:1.WhatdoyouthinkhelpedintherevivalofTangshancity?2Whatothercitiesortownshavegonethroughsimilarchanges?Whatlessonscanwelearnfromtheseevents?Studentshaveadiscussionandgivedifferentanswersaboutit.Teachersgivehisorheranswersaboutit.Letthemtothinkasmuchaspossible.Activity3Describe:StudentsarerequiredtodescribeanaturaldisastertheyknoworexperienceSeveralstudentsrepresenttogivetheirdescriptions.Makethemtocreatesomewordsusingthewaylearningintheclasstoimprovethelanguageusingskills.Summary&Homework(5minutes)ActivitySummary:summarizewhathavelearnedintermsofwordsandexpressions,basicinformationaboutTangshanearthquake.Studentslistencarefullyandthinkaboutthequestionsonthescreen.Trytomakeanoutline.Reinforcewhathavelearnedandpracticetheirwritingskill.pareTangshanearthquakewithCOVID19,andthinkthesimilarityanddifferencetoformtheirownemotionalattitude.Homework1.Writingexercises:SinceweallliveinHubeiprovince,theoutbreakcenterofCOVID19,pleasewriteapositionofthepandemicabout150words.2.CreateaworkofartcreateaworkofartaboutTangshanearthquakesuchaspainting,calligraphy,postersandsoon板書設(shè)計(jì)設(shè)計(jì)思路說明Thetopicofunit4isnaturaldisasters.Beforethisreadingclassandinotherclass,thestudentshaddiscussedsometopicsaboutnaturaldisasterswiththestudents,suchasfloods,typhoons,tsunamis,hurricanes,volcaniceruptions,etc.,andassignedthestudentstoconsultthematerialsaboutearthquakes.Thestudentshadagoodbackgroundknowledgeaboutthistopic.However,therearemanyplexfiguresinthearticle,whichincreasesthedifficultyofreadingthearticle.Inaddition,therearemanyattributiveclausesinthearticle,whichputsforwardhigherrequirementsforstudents'languagereadingability.Sotheteachershouldattachmoreimportancetothereadingparttoimprovestudentsreadingabilities.Inthebeginningoftheunit,theteacherpreparedashortvideotohavetheirattentionallconcentratedandraisetheirinterestinlearningthetext;brainstormingpartisthenfollowed,inwhichstudentscanbrieflyexchangeandsharetheirideas.Inthisway,theatmosphereinclasscanbeinspired.Afterarelaxingandinterestingleadinpart,thenestheprereadingpart.Studentswillestablisharoughimpressionofthetextthroughthediscussionaboutthetwoquestions,includingpredictionaboutthecontentofthetext.Thentheywillbeinterestedincheckingwhethertheirpredictionisright;soaskimmingandblankfillingactivityisdesignedtohelpthemseizethemainideaofthetext.Duringthefastreadingpartofthetext,studentswillfindthedifficultwordswhichmayimpedetheirwayinfurtherunderstandingofthetext.Tosolvetheproblem,theteacherwillplayaMP3filetoidentifythosedifficultwordsandexpressionswhilelisteningtothepronunciation.Afterthat,clueofthetext—thetimelineofthetextwillbeanalyzed.Studentsarerequiredtofillintheblankstoestablishtheirfirstimpression.LetstudentsseizethebasicinformationofTangshanearthquake.Sotheycanunderstandthetextmucheasier.Andaccordingtothetimeline,thepassagecouldbedividedinto3majorparts,whichisanaturaltransitiontocontentstructureanalysis.Letstudentsunderstandthemainideaofeachpartandstructureofthepassage,whichnaturallyinstructthemtohavecarefullyread