Unit 4 Natural Disasters 单元整体教学说课 课件-2024-2025学年高中英语人教版（2019）必修第一册

单元学习设计与导学B1U4Naturaldisasters案例展示contents目录1.单元概述2.学习活动3.课时一教学过程与实施4.课时三教学设计与说课1.单元概述核心问题1：学程设计聚焦有里往外的设计逻辑和行为逻辑使用说明：在整个单元学习前，带领同学们通过阅读本单元的单元概述、课标要求、学习目标、学习导航，明确本单元的核心价值、学科素养、关键能力、必备知识分别是什么，以及与两个大概念的关系。帮助学生在学习本单元前有一个整体的认知，并且带着目标与问题去进行单元主题意义的探究。关于学科大概念、课程大概念可以根据单元的主题、语篇的特点，选择学前告知或是探究学习后的学生的顿悟，一般文学性人文性比较高的单元放在后面比较好，应用性比较高的单元放在前面比较好。本单元在教学设计上考虑采取前置阅读。单元学习目标1.单元概述Bytheendoftheunit,wewillbeableto:1.identifydifferentnaturaldisastersandlisthowtotakepreventiveandrescuemeasurestostrengthentheawarenessofprecautionandflexiblyusetheme-relatedwords&expressionsaswellasattributiveclausestocomprehendandexpress；2.explorethesigns,damageandrescueinanearthquakeandthecauseanddamageinatsunami,writeasummaryofanewsreport

byconcludingthemainpointstopreventandreducethelosses;3.describeadisasterandsummarizedisastersafetymeasuresandprecautionsbygivingapresentationonnaturaldisasters,focusingonthinkingabouttherelationshipbetweennatureandhuman.核心问题2：学习目标的整体性以及学习目标就是学习过程和方法（通过什么过程、用什么方法、完成什么任务、达到什么程度）核心问题4：学习领导力提升（教师和学生的目标管理；单元学习目标制定、管理、实现的标准；单元学习目标达标和评价。单元目标追求Pleaseset

your

owngoals.Knowledgeandability:Processandmanagement:Score:使用说明：进行完以上内容的学习与梳理后，学生根据自己对单元概述各部分的理解，结合自身的学习情况，制定自己的单元目标追求。包括知识与能力目标、过程与管理目标、单元过关分数目标。教师在备课设计过程中，针对此部分要先进行目标预设，即整个班级的目标是什么？如何实现?学生的分层目标是什么？不同层级学生实现目标的措施是什么？达标验收的方式是什么？针对以上问题在教师明确的基础上再进行个性化、具体的指导。并且在整个学程的使用过程中，教师、学习小组长、科研小组长、学生自己要全程赋能，实时跟踪达标情况，及时进行评价与调整。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.学习活动核心问题3：学习任务的教育性（驱动性、关联性、挑战性）Period1建构与主题“自然灾难”相关的主题词汇，为后面活动的开展奠定语言基础。初步探讨当人类面临自然灾害的威胁时，应该树立防灾意识，不断研究和认识自然灾害，提高在灾害中逃生和生存的能力。Period2通过活动3要求学生通过听新闻播报，最终完成模拟播报自然灾害新闻的活动。Period3通过活动4阅读文章整体理解语篇，在获取段落大意的过程渗透略读策略，通过略读语篇标题、图片、关键词、主题句归纳段落大意，培养寻找关键词和总结概括能力，并能引导学生对文本进行深入思考，对文章结构初步了解和详细解析。Period4&5通过活动5活动6要求学生通过阅读文本，when、what、why三个问题了解一则关于海啸的新闻报道，了解新闻报道的时效性、准确性、间接性客观性等特点。Period6通过活动7的听说材料探究如何应对灾难。积极应对自然灾害，不仅需要了解自然灾害和灾后救援的自救工作，还需要相信国家政府以及国际救援的力量。Period7活动8，9，10通过所学内容搜集信息材料，在内容上要求学生从自然灾害的成因、后果及救援措施这三方面进行报告陈述。从语言运用上，要求学生关注报告的特点:1.导入部分要尽量吸引听众;2.运用“三要点原则”化繁为简、提炼要点;3.借助视觉道具增加报告的生动性。呈现形式：任意形式。Period8&9

通过活动11群文阅读，从不同的维度和视角拓展对主题的认知，更加全面的建构主题意义，当人类面临自然灾害的威胁时，应该树立防灾意识，不断研究和认识自然灾害，提高在灾害中逃生和生存的能力。同时借助活动12全面的复习建构过关本单元所学，夯实基础，提升能力，发展学科素养。单元概述部分+OverallPerceptionActivity1.FormyourinitialperceptionoftheNaturalDisastersbyconstructing.Activity2.Constructthetheme-relatedinformation.

使用说明：Step1：用Openingpage的图片与问题进行导入（2’）Step2：阅读单元概述部分，教师解读学习目标，学生制定单元目标追求（13’）Step3：由单元概述部分过度到活动1，根据教师提供的脚手架，学生自主思考“自然灾害”的种类、危害、预防、灾后重建等。再在组内以及班级范围进行展示、交流、分享，激活与丰富已有经验。（15’）Step4：基于活动一对单元主题的激活与初步构建，结合实例，进行句子以及篇章层面的意义表达，本部分以口语输出为主。（10’）Step5：对本节课学习的内容进行巩固、总结与评价。（5’）设计意图：活动一的四个问题根据学习导航而提取，目的在于激活同学们大脑中已有的知识初步构建“自然灾难”相关主题词汇，为完成活动二而做准备。活动二目的在于引导学生正确输出“自然灾难”的相关词汇，短语和句型，联系学生背景知识，并进行补充学习。3.课时一教学过程与实施4.课时三教学设计与说课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设计意图：用动图这种更直观的方式，带领同学们进一步认识灾害，并结合课时二的内容“Reportnaturaldisasters”，通过课前演讲的形式，对主题意义进行连续性的探究。Step2:Pre-reading.Predictthecontent.3’设计意图：Toimprovestudents’abilityofmakingreasonablepredictions.使用说明：Basedonthetitleandthepicture,studentsareexpectedtopredictthemainideaofthistext.6.Teaching

procedures动态的呈现，不能直接给出来Step3:While-reading28’使用说明：1.学生快读，找出每一段的topicsentence，并总结段落的mainidea.2.再细读文章，梳理地震前、地震中、地震后发生的事件。3.找出文中有关数字的表达与使用，讨论其功能意义。4.找出文中用的修辞手法，思考、分享其功能。5.结合上一课时，即活动三，ListeningandSpeaking部分探究的有关Newsreport内容，对比学习Newsreport与Literaryjournalism两种文体的异同。6.Teaching

proceduresReadforthemainideaandstructure;readfordetailedinformation;readforwritingstyleandlanguagefeatures.设计意图：Tocultivatestudents’abilitytogetthetopicsentences.Todevelopstudents’abilitytocooperateandtosummarizethemainideaofeachparagraph.Toimprovestudents’abilitytofinddetailedinformationandinspirestudentstosorttheinformationtheyget.Toguidestudentstokeepaneyeopenforthestrangethingsaround.Tohelpstudentsbetterunderstandthewritingstyleandlanguagefeaturesofliteraryjournalism.

Whilereading:ReadforwritingstyleandlanguagefeaturesFunction:

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

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

Whilereading:Readforwritingstyleandlanguagefeatures4.Explorethefigureofspeech（修辞格)inthefollowingsentences.personification(拟人)repetition(反复)simile(明喻)personification(拟人)metaphor(暗喻)Function:

tomakethedescription__________________________.morevividandexpressiveLiterary（文学的）exaggeration(夸张)DocumentaryLiteraryThefeaturesoflanguageLiteraryJournalismNewsReportTimelyDocumentaryStep4:Post-reading8’5.(1)WhatdoyouthinkhelpedintherevivalofTangshancity?(2)Whydoyouthinktheearthquakecausedsuchbaddamagetothecityanditspeople?6.Teaching

procedures设计意图：Toexercisestudents’oralexpression,transferandconsolidateknowledge.Tohelpstudentsformtheideaofhelpingeachotherwhenfacedwithadisasterandtoinspirethemtoadoptapositiveattitudetolife.Toenrichstudents’knowledgeabouthowtoprotectthemselvesinanearthquake.动态的呈现，让学生们多说，不能直接给出，精简内容，后面加上写的作业或是活动，写纪实性报告文学，应用本节课所学。

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

Post-reading:Discussion

“LivetoTell:RaisingAwareness,ReducingMortality”Naturaldisastersareviolenteventsthatareoutsidethecontrolofhumans.Learn

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