北师大版（2019）必修 第二册Unit 5 Humans and nature Lesson 2 Professional Rescue Team名师教学设计

Unit5 Lesson 2 名师教学设计
课时内容：
Professional Rescue Team
主题语境：人与自然——灾害防范主题群下的自然灾害与防范，安全常识与自我保护。
语篇类型：图片、对话、访谈、音频
文本分析：本节课围绕专业救援队的工作、救援过程、救援活动设置了图片、音频、访谈等语篇，创设了丰富的语境，让读者认识到自然灾害后救援工作的重要意义及救援工作者的态度。同时设置了连线、填空、回答问题、讨论等学习活动，提高学生语言学习的能力，发展学生的语言思维能力。同时在语境中呈现、学习、应用语言表达功能，提高语言使用的得体性，实现语言的语用功能。
课时目标：
1. 获取、梳理、描述救援队的工作内容、工作方法等信息，理解救援队的工作意义，懂得尊重他们的劳动。
2. 能运用得体的语言形式进行维持、打断和结束交谈。
重点难点：
重点：
获取、梳理有关救援队工作的事实性信息。
难点：
如何运用得体的语言形式进行维持、打断和结束交谈。
教学准备：
教师准备：
救援队工作的相关图片、视频等。
学生准备：
利用网络等资源学习与救援有关的知识以及词汇。
教学过程：
Step I学习理解
活动一：Brainstorm
1. Ask students to list the disasters they have known.
2. Match the photos (a-d) with the descriptions (1-4).
( ) 1. Search and rescue vehicles are brought into destroyed areas. ( ) 2. Trained dogs are used to help search for anyone who is still alive. ( ) 3. Rescue teams try to save people trapped under buildings. ( ) 4. Many houses are destroyed by the terrible flood.
Suggested answers: 1 d 2 c 3 a 4 b
【设计意图】本节课围绕专业救援队展开，教师首先让学生结合已有的知识思考自然灾害有哪些，然后给出图片，让学生说出相应的英语名称，接着让学生观察课文中的四幅图片，让学生描述图中的内容，并且对四幅图的内容进行匹配练习。通过以上两个活动，将学生的注意力引入到本节课的语境中，使本节课学习更容易。
活动二：Listen for understanding
1. Ask students to listen to the first part of the interview and answer the questions.
What is the interview about
Who is the interviewee
Which two disasters did they mention
Suggested answers: The interview is about what search and rescue teams do when a natural disaster happens. The interviewee is Mr Wang, who is from China International search and Rescue Team. They mentioned two disasters, namely the Wenchuan earthquake, the Nepal earthquake.
2. Ask students to listen again and complete the sentences. Then decide if the sentences contain a main idea (MI) about rescue attempts or a detail (D). Write the correct letter in the brackets.
What happens on rescue attempts 1 Our first and most important goal is to ________. ( ) 2 We use ________ vehicles and ________ to look or anyone who is still alive. ( ) 3 In a rescue attempt during the Nepal earthquake: Over ________ members and ________ dogs took part, and we were there for ________ days. ( ) We rescued ________ people and provided medical help to over ________ people. ( ) 4 It’s our duty to try to reduce ________ and ________. ( )
Suggested answers: 1 save lives; MI 2 search and rescue; trained dogs; D 3 sixty; six; twelve; D two: 2,000 D 4 suffering; the loss of life; MI
【设计意图】在这个过程中，学生既获取了双方的职业、谈话的主题、具体内容等信息，又发展了以下听力策略：在对话或谈话的开头或结尾，根据重读部分提取听力语篇的主要大意；通过听一些重复的、关键的单词、短语和想法来证实大意；听一些例子、理由、事实、描述等信息获取主要细节。
活动三：Pair work
Ask students to work out four questions they may ask according to the information in Activity 3. Then ask and answer the questions.
【设计意图】在听完对话之后，学生头脑中虽然已经储存了相关信息，但是以碎片化形式存在。设计活动三，让学生回顾对话中 Mr wang对救援工作内容和目标的介绍，以及他们认真负责的工作态度，提高学生对救援队工作的认识和理解。
Step II应用实践
活动四：Listen for understanding
Ask students to listen to the second part of the interview. What advice does Mr Wang give about surviving an earthquake when you’re outdoors, indoors or trapped
Outdoors Indoors Trapped
1 ________ from any buildings or streetlights. 2 ________ anything that can break or fall. 3 ________ to help people find you and 4 ________ when someone is nearby.
Suggested answers: l Stay there and move away 2 Stay away from 3 Knock on a wall 4 only shout
活动五：Talk builder
Listen and imitate. Decide whether the phrases in italics are used to: maintain (M), interrupt (I) or end (E) a conversation. Write the correct letter in the brackets.
Suggested answers: 1 I 2 M 3 I 4 I 5 E 6 E
活动六：Discussion
Divide the students into small groups. Tell students to discuss situations where they would need to maintain, interrupt and end a conversation.
What are polite ways to interrupt and end a conversation
Can you find more expressions
Step Ⅲ 迁移创新
活动七：Speaking
Practise maintaining, interrupting and ending a conversation in the following situations. Use the expressions in the Talk Builder to help you.
【设计意图】语言得体使用必须考虑交际参与者所处的语境。语境不仅涉及交际的时间、地点、情境等环境因素，还涉及参与人交际目的、交际身份、处境及心情等个体因素。在交际过程中，为了达到理想的效果，参与人往往会采用一些话语维持、中断或结束对话。为了能够学会这些能力，本环节在语境中呈现语言形式（活动四），然后写出功能句式让学生判断学习（活动五），最后模拟实际情境，让学生练习表达，以此来实现学习语言和育人的目的。
板书设计：
Unit 5 Humans and Nature Period III Lesson2 I. 学习理解 活动一：Brains 活动二：Listen for understanding 活动三：Pair work Ⅱ. 应用实践 活动四：Listen for understanding 活动五：Talk builder活动六：Discussion Ⅲ. 迁移创新 活动七：Speaking
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