Unit4NaturalDisasters单元教学设计高中英语人教版

教学设计单元（或主题）名称Unit4NaturalDisasters教学设计说明：2017年，教育部制定并颁布的《普通高中英语课程标准》中明确规定高中英语课程应使得学生在义务教育阶段学习和掌握的基础上进一步明确英语学习的目的，注重发展学生的自主学习能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程应根据学生的个性特征和发展的需要，为学生提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，为他们的未来发展和终身学习奠定良好的基础。基于单元整体主题意义，使学生在知识建构中逐步形成对单元话题的深层认知，从而提升英语学科核心素养，本单元的整体教学设计思路如以：1.通过对单元内语篇的研读与分析，确定本单元的主题意义；2.根据主题意义与学生实际情况，确定单元教学目标；3.依据单元教学目标，整合大单元教学内容，确定大单元教学主要情景与任务；4.在大单元教学的主要情景下，分解为每一课时的“小任务”，进行教学设计。学习目标与重点难点：教学重点：1.听懂新闻报道的相关重点词汇，抓住主要信息；2.通过对语篇的理解，学生获得关于地震的相关知识；3.本单元重点词汇与短语；4.定语从句的用法；教学难点：1.帮助学生了解相关自然灾害的知识，能将其运用到真实的生活中；2.提高学生防灾减灾的意识，建立珍爱生命的价值观以及社会责任感。教学思路：本单元以“自然灾害”为话题，目的是通过单元教学内容使得学生了解关于自然灾害的相关知识。具体涉及内容有：①通过听力与口语课引入本单元话题，让学生学会播报有关自然灾害的新闻；②在阅读和思考的过程中深入了解最重要的自然灾害之一—“地震”的相关信息，使同学们了解在震前的一些奇特的信号，以及地震所带来的危害，从而使学生树立“敬畏生命”的价值观；③语言学习中词汇与语法（定语从句）以自然灾害为载体展开，内容与形式相辅相成，学生在了解自然灾害的同时掌握了与其相关的词汇和句式，并能运用定语从句更好地表达出来。本单元话题贴近学生日常生活，使学生更好地了解自然灾害，培养学生的灾害自我防范意识，同时对学生进行防灾减灾安全德育教育任务一ListeningandSpeaking（1课时）设计思路与意图本节课体现新课程倡导的英语学习活动观，在本单元自然灾害与防范，安全常识与自我保护的主题意义指引下，始终以学生为主体，灵活运用多种方式完成任务。教师根据“做中学”的学习理念，以听力语篇为依托，创设学习活动，让学生在课堂活动中实现听力技巧的学习理解和应用实践，注重学生理解自然灾害与防范的文化意识和逻辑性思维品质的培养，达到知识能力情感的正向迁移。活动目标语言能力教师学科英语年级高一教学课题B1U4ListeningandSpeaking课时共1课时第1课时时间年月日课标要求Thissectionismadeupoftwoparts:OpeningPageandListeningandSpeaking.OpeningPageaimstogetstudentstolearnfactsaboutdisasters,knowtheireffectsandincreasestudents'awarenessoftakingprecautions.Listeningtonewsreportsisstillanessentialwayofobtaininginformationtoday.教学目标（核心素养）1.Toidentifythemonnaturaldisasters.2.Tolistentonewsreportsaboutnaturaldisasters,listenforkeywordsanddetailsfromanewsreport.3.Topresentabriefnewsreportwithgivendetails.教学重点Makepredictionsaboutlisteningmaterialbasedonthequestionsandextractimportantdetailsfromtheaudionews.教学难点Applywhattheyhavelearnedinnewsreportstodescribinganaturaldisasterbythemselves.实施策略教学方法TaskbasedApproach,CooperativeLearningmethod教学资源（信息技术应用）Seewo

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5教学过程备注Step1Unitoverview1.LeadinAskstudentsthefollowingquestions:1)Whatdoyouknowaboutnaturaldisasters?2)Howmanykindsofnaturaldisasterscanyouthinkof?3)Haveyoueverexperiencedanynaturaldisasters?AskstudentstoreadandexplainthequoteontheOpeningPage.Askstudentstoreadthelearninggoalsandunderlinethekeywords.2.DiscussingthethemepictureAskstudentstoworkingroupsoffouranddiscussthequestionsatthebottomoftheOpeningPage.Askthefollowingquestionstohelpstudentsthinkfurtheronthetopic:1)Whatkindofdisasterdoyouseeinthepicture?2)Whatdoyouthinkthesoldiersaredoing?3)Isthereanywaytopreventnaturaldisasters?4)Howdoyouunderstandthequote?Step2Listeningfordetails1.LeadinPlaythevideoinActivity1.Askstudentstotakenotesofthekeywordsandexpressionstodescribenaturaldisasters.Askstudentstonamethedisastersinthephotos.Checkanswerswiththeclass.Readsomeofthewordsoutloudasstudentsfollow.ifstudentshavedifficultypronouncingthem.Raisequestionstogetstudentstotalkmoreaboutthesedisasters:1)Whichofthedisasterscouldaffectourlifehere?2)Whatcouldpeopledoifanyofthedisasterstookplace?2.Listeningfordetails1)AskstudentstoreadthroughtheoptionsinActivity2beforelisteningandexplainthenewwords.Thenplaytherecordingforthemtotickthedisasterstalkedaboutintheaudio.2)Checktheanswerswiththeclass.3)AskstudentstogothroughthechartinActivity3.Thenhavethemcirclethekeywordsanddecidethetypeofinformationtolistenforandmakepredictionsabouttheanswers.4)Playtherecordingagainforstudentstochecktheiranswers.Organizediscussionforstudentstoclearupanymisunderstandings.Circulatearoundtheclassandprovideinstructionswhennecessary.Step3SpeakingAskstudentstogothroughtheinstructionsandtheinformationonthreedisasters.Askstudentstochooseanygroupofinformation,puttheinformationintopletesentencesandorganizethesentencesintoashortparagraph.Andtheninvitestudentstoreporttheirpapagraph.Askotherstudentstolistencarefullytothestudentpresenter'sparagraphandevaluatehis/herperformancewiththefollowingchecklist:Doesthepresentergivealltheinformationfromthebook?2)Doesthepresenteruseexpressionsthataremoninnewsreports?Whatarethey?Step4Pronunciation1.Practicingvoicelessandvoicedconsonants1)AskstudentstoreadthewordsinActivity1bythemselves.Playtherecordingforstudentstoparethedifferences.2)Askstudentstopayspecialattentiontothelettersandbinationsoflettersinboldanddistinguishbetweenvoicelessandvoicedconsonants.2.Practicingdifferentpronunciationsof"ed”1)AskstudentstoreadthewordsinActivity2bythemselves,focusingonthedifferentpronunciationsof“－ed",andthenputthewordsindifferentboxes.2)PlaytheaudioofActivity3andaskstudentstochecktheiranswers.Playtheaudioseveraltimesforstudentstoimitateandrepeat.BLACKBOARDDESIGNUnit4OpeningPage&ListeningandSpeakingNaturalDisastersWords&ExpressionsListeningStrategytornadodamageListeningfordetailstsunamidestroyearthquakesurvive/survivalfloodaffectshelter作业（体现分层设计）Askstudentstowritedowntheshortnewsreportinthespeakingactivity.Improvethedraftwiththehelpofmentsfromotherstudentsandtheteacher.教学反思成效困惑任务二Readingandthinking（1课时）设计思路与意图对阅读文本进行深入解读，通过学生小组讨论，发挥学生主体地位，增强学生对新闻报道文体的特点和语篇内容的理解，自主运用新闻报道结构，结合有关自然灾害相关表达方式，培养严谨的英语文本阅读思维能力和写作输出能力。活动目标语言能力通过阅读任务理解文章主旨大意，学生能够获取文本的基本信息，并学习应用阅读技巧，加强阅读能力。通过分析句子功能，帮助学生理解新闻报道文体特点和要素。思维品质通过阅读材料，学生能够从语篇中快速获取有效信息，在地震发生时，能辨别震前前兆、震中冷静应对，震后充满信心，借此培养学生严密的逻辑思维和创新能力。通过文本内容学习和文本体裁学习的紧密结合，培养学生严谨的英语学习逻辑思维。学习能力①通过不同形式的阅读任务，具备用英语提取信息、处理信息，简单表达自己的观点的能力。②通过自主探究学习与合作交流学习的学习方式，增强学生深入分析文本的能力和提升新闻报道的写作能力。具体活动教师学科英语年级高一教学课题B1U4ReadingandThinking课时共1课时第1课时时间年月日课标要求Thissectionismadeupoftwoparts:OpeningPageandListeningandSpeaking.OpeningPageaimstogetstudentstolearnfactsaboutdisasters,knowtheireffectsandincreasestudents'awarenessoftakingprecautions.Listeningtonewsreportsisstillanessentialwayofobtaininginformationtoday.教学目标（核心素养）Attheendofthissection,studentswillbeableto:1.identifyandlearnthewordsandphrasesrelatedtoanearthquake,andgetagoodunderstandingofthetext;2.analyzethestructuralandlanguagefeaturesofliteraryjournalism,appreciatetherhetoricdevicesanddescriptivetechniquesofthetext;3.masterthestrategyofusingcontexttounderstandnewwords,predictingbeforereading,summarizingthemainideaofeachparagraph;4.illustratethedamagethatearthquakeshavecausedtopeoplebylistingthefiguresandthinkaboutwhatwecandotohelpafteranearthquake.教学重点Identifyandlearntheexpressionsrelatedtoanearthquake,andgetagoodunderstandingofthetextbyanalyzingthestructuralandlanguagefeaturesofthetext;appreciatetherhetoricaldevicesanddescriptivetechniquesofthetext.教学难点Cultivatestudents'empathywiththepeopleindisastersandpayattentiontotherelationshipbetweenhumansandnature.实施策略教学方法municativeapproach,TaskbasedApproach,CooperativeLearningmethod教学资源（信息技术应用）Multimedia,Seewo

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5教学过程备注Activity2Predicting·Askstudentstolookatthetitleandthephotos,interpretingthetitleandpredictingthecontentofthetext.Theteachercanaskthefollowingquestions:1)Howdoyouunderstandthetitle?Doestheearthsleepeachnight?Trytoimaginewhatwillhappenwhentheearthdoesn'tsleep.Whatdoyouthinkwillbetalkedaboutinthetext?WhilereadingActivity3SkimmingAskstudentstoskimthetextandverifytheirpredictionsaboutthecontent.AskstudentstwritedownthemainideaofeachparagraphinActivity3.Thenchecktheanswerswiththeclass.(Giveinstructionsthathelpstudentstodiscoverthemainideaofeachparagraph:Firstfindthetopicsentence,whichusuallyesatthebeginningofaparagraph.Thenfindthekeywordsthatprovidethemostimportantinformationinthesentence.Afterthat,paraphrasethetopicsentenceintoanounphrasethatincludesthekeywords.)Activity4Closingreading·Askstudentstoreadthetextquicklyandanswerthefollowingquestions:1)Howmanystrangethingsaretalkedaboutinthefirstparagraph?2)Doyoubelievethosestrangethingswerewarningsignsofanearthquake?Whyorwhynot?3)Whendidtheearthquakehappen?4)Whywasitoneofthedeadliestearthquakesofthe20thcentury?5)Whathappenedtothecityandthepeople?6)Whathappenedlaterthatafternoon?7)WhatdothewordsinActivity4mean?Trytoguesstheirmeaningsfromthecontext.8)Whocametotherescue?Whatdidtheydo?9)Whatdoestheauthormeanby"Slowly,thecitybegantobreatheagain"?Activity5AppreciatingthelanguageAskstudentstoreadthetextagainandfocusonthelanguagefeatures(rhetoricaldevicesanddescriptivetechniques).Raisethefollowingquestionstoguidestudentsintodeeperthinking:1)Whichsentenceinthetextdoyouthinkpaintsavividpictureofwhathappened?Why?2)Whydoestheauthorusemanynumbers,datesandtime?3)Manyverbsandverbphrasesareusedinparagraph1,suchas"roseandfell,eoutof,ranoutof"andsoon.Whydoestheauthorusethem?Whateffecthavetheseexpressionsachieved?4)Whatisyourunderstandingofthetitle?Doyouthinkit'sagoodtitle?Whyorwhynot?PostreadingActivity6RestatingtheeventAskstudentstodrawatimelineoftheeventandretellthestoryoftheearthquakeintheirownwords.(Encouragestudentstousethevocabularyinthetextasmuchaspossibleandtrytorememberasmuchinformationaspossible.)Activity7CriticalthinkingAskstudentsingroupstodiscussthequestionsinActivity7andexpresstheiropinions.Encouragestudentstodevelopapositiveattitudetowardsuchdisasters,usingquestionssuchas:Isthereanymethodwecanusetoreducethedamagedonetocitiesbyearthquakes?Whatwouldyoudotohelppeoplewhosufferedfromanaturaldisaster?BLACKBOARDDESIGNUnit4Section2ReadingandThinkingTHENIGHTTHEEARHTDIDN'TSLEEPBeforethequakeDuringthequakeAfterthequake(strangethings)(whathappened)(rescueandhelp)wells,water,shake,etoanend,soldiers,doctorsandnurses,gases,animals,causedamage,lieinruins,workers,breathe,revive,lightsandnoisesleftwithoutparents,rebuild,staypositive作业（体现分层设计）Wholeclass:Listenandreadthetextfluentlyafterclass.FinishActivity5onpage51.Strongerstudents:Doaresearchofothernaturalevents.教学反思成效困惑任务三Discoveringusefulstructures（1课时）设计思路与意图根据《高中英语新课程标准》的要求，英语教师在课堂教学中要正确引导学生，以学生为主体，培养学生自主学习能力和合作探究能力。同时，新课标明确指出，高中阶段英语语法知识的学习是义务教育阶段语法学习的延伸和继续，应在更加丰富的语境中通过各种英语学习和实践活动进一步巩固和恰当运用义务教育阶段所学的语法知识，本节课通过小组合作探究，教师加以引导，让学生在英语语境中体会并正确使用本单元核心短语词汇，学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。活动目标语言能力学生能够掌握词汇的使用方法，灵活运用词汇表达自己的意愿、谈论目的并在运用中体验英语表达之美。学生能够掌握限制性定语从句的基础用法，能理解限制性定语从句在日常生活中的运用。文化意识了解英语单词的语言特点，积极探寻和思考语言学习的技巧和方法。思维品质通过本节课学习，学生能够总结词汇用法，加强新旧知识联系，培养逻辑思维；通过构建完善词汇库，学生逻辑思维得到发展。学习能力学生能在活动和真实情境中正确使用限制性定语从句。具体活动活动具体内容学生活动教师行为Activity1WordsrevisionandpreparationsforgrammarPlayagamewithstudents:givetheChinesemeaningquicklyonthescreen,andstudentscanhaveapetitiontotalktheEnglishwordsassoonaspossible.Askstudentstofindoutthosesentencesusingrestrictiverelativeclausesinthereadingpassage,andletstudentstrytotastetheusageofthem.回忆本单元的重点词汇，快速进入课堂活动；浏览课文，找到运用定语从句的句子并品读引导学生积极复习所学的重点词汇，为新课打基础；走进学生，引导辅助学生找句子活动意图：能够以“快闪”等有趣的活动吸引学生的注意力，能有效地复习所学重点词汇；通过学生自己动手找句子，明确自己的任务。让学生从活动中参与到课堂，跟上课堂节奏Activity2Learningaboutthegrammar1.Groupwork:askstudentstodiscusstheusageofrestrictiverelativeclausesmentionedinactivity1andsharewithothergroups.2.Givestudentsapresentationabouttheusageandprinciplesofrestrictiverelativeclauses.小组活动，跟同伴一起尝试讨论定语从句的用法；理解定语从句的用法及规则，积极输入语言知识关注讨论进展，适时给予帮助活动意图：通过小组讨论的形式，帮助学生进行合作学习，形成结构化的语法知识。Activity3ProductionandConsolidation1.Createsomerealsituationandgivesomesentencesrelatedtoreality,andaskstudentstofinishthoseexercises.2.Trytomakesentenceswithrestrictiverelativeclausestodescribethepicturesaboutnaturaldisastersandsharewithothers.积极参与，完成练习，认真交流，积极分享创设情境，关注学情，走进学生，进行指导活动意图：帮助学生巩固定语从句的基本用法；让学生学会在真实情境中使用定语从句。AssessmentHaveyoumasteredthebasicusageofrestrictiverelativeclauses?Canyoufinishthoseexercisesinthisclass?HomeworkPolishthosesentences.Finishedtheexerciserelatedtorestrictiverelativeclausesinexercisebook.任务四listeningandTalking（1课时）设计思路与意图语言技能是语言运用能力的重要组成部分，学生应通过大量的专项和综合性语言实践活动，发展语言技能，为真实语言交际打基础。本课时主要聚焦于对学生进行听说的专项训练，提升听力技巧和听力能力，并帮助学生提高口语交际能力。活动目标语言能力学生能够在听力输入后进行语言输出，能够流畅的表达自己的观点与意见。思维品质通过听力与口语的表达，学生能够发展自己的逻辑思维能力。学习能力学生能够抓住音频中的目标信息，提升自己的听力技巧与能力。具体活动教师学科英语年级高一年级教学课题B1U4Listeningandtalking课时共1课时第1课时时间年月日课标要求ThetopicrelatestothequoteontheOpeningPageRaisingawareness,reducingmortality.Itishopedthatthroughthissectionstudentswillbeawareoftheimportanceofdisasterpreparednessandstarttothinkabouthowtoprepareforadisasterandhowtostayaliveduringadisasterlikeanearthquake.教学目标（核心素养）Attheendofthissection,studentswillbeableto:1.usevocabularyfromthelisteningmaterialtotalkabouthowtoprepareforanearthquake;2.linkthevocabularytoalargerconceptofnaturaldisastersandtalkabouthowtoprepareforothernaturaldisasters;3.developapositiveattitudeinthefaceofnaturaldisastersandgiveotherspracticalsafetyinstructions.教学重点Usethevocabularylearnedfromthelisteningmaterialtotalkabouthowtoprepareforanaturaldisaster.教学难点Linkthevocabularytoalargerconceptofnaturaldisastersandtalkabouthowtoprepareforothernaturaldisasters.实施策略教学方法Linkthevocabularytoalargerconceptofnaturaldisastersandtalkabouthowtoprepareforothernaturaldisasters.教学资源（信息技术应用）Multimedia,Seewo

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5教学过程备注Activity1Prlistening·Beforeclass,dividestudentsintogroupsoffourandaskeachgrouptochooseanaturaldisasterlistedinactivity1onpage48.Havestudentssearchforinformationonlineorreadaboutsuchdisastersandmakealistofwaystoprotectthemselves.·AskstudentstosharetheirlistofwaysofprotectionwiththeclassandhighlightthevoActivity2Makingpredictions·AskstudentstoreadthetableinActivity1onpage53andmakepredictionsaboutthelisteningmaterial.(Helpstudentswithsomewordssuchastap,whistleandpipesothattheycanbefullypreparedforthelistening.)Step3Listeningfordetails·Playtherecordingforstudentsandaskthemtopletethetableastheylisten.Thenchecktheanswerswiththeclass.Activity4Listeningforusefulstructures·Playtherecordingagainandaskstudentstopayattentiontotheimperativesthespeakeruses.Askstudentstotakedownasmanyimperativeexpressionsaspossible.Activity5RetellingthesafetyinstructionsAskstudentstoworkinpairsandretellthesafetyinstructionsinthelisteningmaterial.Activity6TalkingaboutanemergencykitAskstudentstoreadtherequirementofActivity3andeupwithmoreemergencysuppliesandstatethereasonsforaddingthemtothekit.Activity7MakingapresentationAskstudentstolistwaysofprotectingoneself,andworkingroupsoffour(thesamegroupasinStep1)andprepareaconversationinwhichonestudentactsastherescueworkerandothersraisequestionsaboutthesafetyinstructions.Encouragestudentstousethevocabularyandimperativeslearnedfromthelisteningmaterial.vocabularythatstudentsmayuselaterinthespeakingactivity.BLACKBOARDDESIGNUnit4Section4ListeningandTalkingPrepareforadisasterVocabularyTapPipeWhistleemergencykitCalmfirstaidonhand...ImperativeStructuresMakealistof...Rememberto...Goto/Stayoutof...Staycalm.Use/Avoid...Makesureto/that.Don't/Never...作业（体现分层设计）Wholeclass:Prepareaconversationingroupoffourwhichwillbepresentedonnextclass.Strongerstudents:Havearesearchandwritedowntheprotectionyouknowaboutinannaturaldisaster.教学反思成效困惑任务五Readingforwriting（1课时）设计思路与意图根据新课标，读是理解性技能，写是表达性技能，理解性技能和表达性技能在语言学习过程中相辅相成、相互促进，学生应将两种技能紧密结合，发展语言技能，为真实的语言交际打基础。本节课聚焦于发展学生的语言能力与思维品质，倡导“从做中学”的英语学习活动观，让学生在人与自然这一主题语境的引领下，依托于新闻报道，在阅读与写作的任务重不断发展自身的语言知识与语言技能，促进学生增强文化意识，提升思维品质，提高学习能力。活动目标语言能力学生能够将阅读和写作结合起来，有效的实现读写技能的整合。文化意识在阅读文章以后，学生能够了解海啸带给人类的灾难与无助，并且深入思考在面对自然灾害的时候，自己应该做出怎样的行为与反应，并对第一篇新闻报道——地震写出新闻概要，学生能由此树立防灾减灾的意识，养成珍爱生命的价值观，能明白生命的意义与价值。思维品质能够对自然灾害相关报道进行分析并写出概要，具备用英语叙述和逻辑地表达的能力，并在这个过程中发展自己创造性和逻辑性思维品质。学习能力通过阅读文章，能理解新闻概要写作的要素与方法，掌握新闻概要这种语篇类型的写作方式。具体活动教师学科英语年级高一教学课题B1U4ReadingforWriting课时共1课时第1课时时间年月日课标要求Thetopicofthissectionisto"writeasummary".Writingasummaryisanessentialskill,whichrequiresstudentstofullyunderstandthetext,breakdownthemainpointsofthepiece,categorizeinformationandfinallyuseconciseandwellorganizedsentencestoformaparagraph.教学目标（核心素养）ToreadthenewsreporttofindoutfiveW'sandoneH;identifymainpointsofanewsreport.Toorganizethestructureofasummary.Towriteasummary.教学重点Analyzeasamplesummaryandidentifymainpointsofanewsreport.教学难点Writeasummaryofthereadingpassage“TheNighttheEarthDidn’tSleep”实施策略教学方法TaskbasedApproach,CooperativeLearningmethod教学资源（信息技术应用）Seewo

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5教学过程备注Step1:LeadinBegintheclasswiththeleadinquestions:Whatisatsunami?Whatcausesit?Willitcausegreatdamagetohumans?WatchthevideoTsumani:KillerWaveandexpresstheirideas.Step2:ReadingforkeyinformationTheteacherasksstudentstoreadanewsreportaboutatsunamisilentlyandthenrequeststudentstodiscussthequestionsbelow.1)Whendidthetsunamihappen?2)Whatcausedthetsunami?3)Whywoulditbedifficulttodeliverfoodandsupplies?Thenchecktheanswerswiththeclass.Step3:ReadingforstructureandlanguagefeaturesAskstudentstoreadthepassageagainandanswerthefollowingquestions:1)Whatisshowninthephoto?2)Whatisthefunctionofthephoto?3)Whydoestheauthorusemanynumbersinthereport?4)Whatmakesanewsreportbelievable?Step4:AnalyzingasamplesummaryAskstudentstoreadtherequirementofActivity2andpletethetaskindividually.Thenchecktheanswerswiththeclass.Step5:Draftingasummary1)AskstudentstofollowtheinstructionsinActivity3anddraftasummary.2)Askstudentstoreadthetextonpage50andextractthemaindetailstoplete31.3)Havestudentssummarizethemainideaofeachparagraph.4)Guidestudentstoreadthetipsin33,thenorganizetheideasanddraftthesummary.Step6:Reviewingeachother'sdrafts1)Askstudentstoexchangetheirdraftsandusethechecklistonpage55togivefeedbackoneachother'sdrafts.Walkamongtheclassandmonitorthisprocess.Providehelpwhennecessaryandrespondtoanyquestionsstudentseupwith.2)Refinetheirsummarieswithfeedbackfromotherstudents.Writeafinaldraftandinvitesomestudentstosharetheirsummaryinclass.教学过程备注BLACKBOARDDESIGNUnit4ReadingforWritingWriteasummaryFeaturesofnewsreportsStrikingillustrationsRevealingtitles/headlinesObjectiveandaccuratedescriptionUseofnumbersQuotesfrompeopleonthesceneSummaryWritingIdentifyingkeypointswritingdownthemainideasorganizingsentencesdraftingthesummary作业（体现分层设计）1.Readthepassage“TheStoryofanEyewitness”onPage92andwriteasummaryaboutit.2.Selectivereading:“ChinatotheRescue”ofExpandingYourWorld.任务六Assessingyourprogress（1课时）设计思路与意图基于教学目标与新课标的新要求，本节课的重点将放在帮助学生进行项目式学习，注重知识的联系性，更重要的是培养学生的综合能力。同时，在新课标中明确指出，评价应聚焦于并促进学生英语学科核心素养的形成及发展，采用形成评价与终结性评价相结合的多元评价方式，重视评价的促学作用。因此本节课通过项目式学习帮助学生构建知识体系，并通过习题与自评的方式进行教学评价。活动目标语言能力学生能够通过对本单元词汇的复现与运用，掌握重点词汇的和语法的用法，能在真实情境中运用。文化意识通过对本单元的学习以及进行一个关于自然灾害的称述与报案到，学生能够明白在自然灾害发生时，进行安全救助，建立安全知识和防灾减灾的重要性和必要性，理解生命的价值与意义。并能用英语来表达自己对于自然灾害的认识与看法，形成良好的沟通交流能力。学习能力学生能够在复习和自我评价的过程中，积极运用学习策略，养成良好的学习习惯，进行自我管理。具体活动活动具体内容学生活动教师行为Activity1RecalltheimportantwordsandexpressionsGivestudentsseveralminutestorecalltheimportantwords,expressionsandgrammarthatcanbeusedtogiveapresentationonnaturaldisasters:1.Circlethecorrectwordineachsentenceonp56tounderstandandtastetheusageofthosewords.2.Readapassageandfillintheblankswithrelativepronounstoreviewthegrammar.自主回忆本单元的重点词汇，快速进入课堂活动；小组活动，运用重点词汇进行造句引导学生回忆，进行板书；检查订正，活动意图：能够调动学生的氛围，增强学生自主复习与学习的能力；能够将重点词汇和语法用在特定的语境中，并为展示自然灾害全面的报道做好语言基础；通过复习语法，能够帮助学生在下一阶段进行报道时运用正确的语言。Activity2Giveapresentation