Unit 4 Natural Disasters Reading and Thinking 教案- 高中英语人教版（2019）必修第一册.doc

Unit 4 Natural DisastersPeriod II Reading and Thinking课时内容Describe a natural disaster主题语境：人与自然-灾害防范主题群下自然灾害与防范：地震语篇类型：说明文文本分析【What】 The Night That the Earth Didnt Sleep是一篇说明文，介绍了1976年唐山大地震的震前、震中、震后象及重建后唐山城的现在面貌。【Why】通过详细的记述地震的前兆、震中的现象、地震导致的破坏及震后重建等，让学生认识到地震所产生的灾害，增强自我防范意识、安全常识和自我保护意识。【How】本文是一篇说明文，按时间先后顺序展开，采用举例子、列数字、打比方的说明方法详细地描述了唐山地震前兆、地震过程、震后重建，文章层次清晰结构合理。课时目标1. 获取、植理和整合课文中的主要信息。2. 从地震的前兆、地震过程、震后灾害和重建等方面描述一次地震。3. 学习理解地震的相关词汇重点难点:学生通过阅读，获取地震的主要信息。难点用恰当的语言描述一次地震。教学准备教师准备:1.了解唐山地震的相关信息2.下载并剪辑电影唐山大地震局部场景学生准备:1预习本课的相关词汇。2课外阅读唐山大地震相关信息，包括前兆、发生过程造成损害、后期救援及与地震相关的一些人的描述等。教学过程Step I学习理解活动一: Brainstorm1. Ask students what they know about the Tangshan earthquake, such as:What time did it happen?How long did it last?How many people were killed in the earthquake'?How many people were inured?2. Play the video for student to watch3. After watching, ask:What do you think of the earthquake?【设计意图】播放该电影中关于唐山大地震的片断，吸引学生的注意力、调动学生阅读的兴趣和求知欲，熟悉地震这一话题活动二:获取、梳理信息( Read for General Understanding)1. Ask students to read the text for the first time, and try to get the information in the table.TIMEEVENTS1_Water in the village wells 2_, well walls developed 3_ and 4_ Came out of the cracks, mice 5_ the fields, and fish 6_ the water.At about 3: 00 a. m.on July 28, 19767_ appeared in the sky, and 8_ could be heard although there were no planes.9_Everything began to 10_. 11_appeared in the roads. Hard hills of rock turned into 12_. 75% buildings and 90% of homes 13_. More than 14 _ people were killed or injured.Afternoon of July28,197615_ quake shook Tangshan again. Even more buildings 16_.Soon after the quake17_ arrived, and shelters were built for 18_.2. Share the answers,Suggested answers:1. For several days 2. rose and fell 3. cracks 4. some smelly gas 5. ran out of 6 jumped out of 7. Bright lights 8. loud noises 9. At 3: 42 a, m. 10. shake 11. A huge crack 12. rivers of dirt 13 were gone 14.400, 000 15. Another16. fell down 17. The army 18.survivors【设计意图】此活动是按照时间顺序设计的表格，其目的是让学生带着间题细读文章，加深对于文章的理解。有助于梳理地震的前兆、损坏和震后救援等细节信息，培养学生提取、筛选、组织语言的能力，在此过程中，注重学生学习的自主性和合作性。活动三:概括信息( Get the main idea of each paragraph)I, Read the text carefully and then write do main idea of each paragraph.Paragraph 1: Warning signs before the earthquake.Paragraph 2: _Paragraph 3: _Paragraph 4: _Paragraph 5: _2. Share answers: ask students to check the answers first in groups and then discuss with whole class.Suggested answersParagraph 2: What happened in the earthquakeParagraph 3: The damage caused by the earthquake.Paragraph 4: Rescue work after the earthquakeParagraph 5: The revival of new Tangshan.【设计意图】学生重读课文，对课文内容信息按时间顺序重新梳理，使得课文内容层次清晰，这样就可以达到对信息的整合，总结文章大意是对文章信息进行概括，有利学生建立信息关联，形成新的认识结构。应用实践活动四:描述与阐释1. Read the sentences describing what happened after a huge earthquake2. Complete the sentences with the correct forms of the new words and phrases the text.(1) The huge earthquake left nearly the whole city _.(2)Everyone was _, thinking the world must be coming to an end.(3) Millions of people were left without water, food or _.(4) Soldiers and volunteers worked as hard as they could to pull away _ and rocks, and rescue those who were _ under the ruins.(5)Some were found alive, though they were suffering from terrible injuries, but others had already stopped _ when they were discovered(6)A few buildings were still standing, but people were afraid to use them as shelters, worrying they would be _ if the buildings fellSuggested answers:(1)in ruins (2)in shock (3)electricity (4)bricks; trapped (5)breathing (6)killed【设计意图】在阅读之后，使用课文中的倍息和所学的知识，选择使用适当的词汇去描述一次大地震之后的场景，学生可以对所学语言知识和文化如识内化，巩固新的知识结构，促进语言运用的自动化，帮助学生将知识转化为能力。Step 迁移创新活动五,批判与评价Rend the text again and answer the questions.I. What were some of the strange things happening before the earthquake? Do you think they were warning signs? Why or why not?2.What does the writer mean by "Slowly the city began to breathe again”?3. What kind of help do you think people who have suffered an earthquake need?【设计意图】设计第一个问题，学生先重新阅读地震前的一些现象，然后通过推理和论证，得出那些现象是地震的前兆。设计第二个问题，学生通过推理、想象等思维活动，得出“城市开始呼吸”的真正内涵。设计第三问题，旨在让学生能够深入主题语境，分析在地震中需要什么样的帮助。活动六: Work in groups. Discuss the questions1. What do you think helped in the revival of Tangshan city?2. What other cities or towns have gone through similar changes? What lessons can we learn from these events?【设计意图】这两个问题都需要学生充分发挥自想象力、推理论证力和批判性思考的能力去挖掘语篇背后的价值，加深对主题意义的理解。通过推理和想象其他城市发生地震所经历的事情，进而使学生在新的语境中建构新的知识结构。通过讨论能从这次地震中吸取什么经教训，体现学有所用，有助于提高学生自我防意识。板书设计Unit 4 Natural DisastersPeriod II Reading and ThinkingD1学习理解Reading and Thinking活动一Brainstorm活动二:获取、梳理信息( Read for General Understanding活动三:概括信息Step应用实践(Get the main idea of each paragraph)动四指述与释Step活动五：批判与评价迁移创新活动六:想象与创造