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Unit 4 Natural Disaster 课时教学设计
本单元第1课时 Reading 课型 阅读课
语篇研读
What---语篇主题和主要内容 本阅读板块，介绍了Kevin梦中一场大水灾的虚构故事，描写水灾发生时的骇人景象和不同人的反应。 Why---语篇传递的主题意义 通过本课的学习，学生们能够通过分析Kevin在不同情景下情感变化，同时分析不同人物的反应，辨识寓言故事的寓意，能够重视自然保护，增强自然灾害的防患意识；同时学习故事类文本的写作结构。 How---文体结构、语言特点及功能 本文是虚构故事类文本，运用一般过去时表示梦境中发生的景象; 运用了 a pool of water, Water was everywhere; It covered roads....等细节描写，烘托洪水的猛烈; 同时描写Kevin’s Dad洪水来临时继续工作 和 his best friend在洪水来临时仍然玩游戏，与洪水猛兽形成鲜明的对比，当人们意识到洪水来临时，已经来不及，讽刺人们对自然的漠视，自食恶果；引发人们的思考。
学情分析
【已知】 本单元的话题“自然灾害”对于学生而言并不陌生，学生在日常生活中会通过电视，电影，网络，报纸等渠道获悉世界各地发生的自然灾害，因此此话题很容易让学生产生共鸣。 【未知】 学生对于洪水灾害比较陌生，缺少相关的自我防护知识。 【能知】 本节课通过阅读故事文本，掌握描写洪水灾害的情景表达，同时让学生分析不同情景下人物的不同反应，辨识寓言故事表达的寓意。
课时教学目标
通过本课学习，学生能够： 1.学习理解：读图认识常见的自然灾害；通过阅读，梳理Kevin梦境中水灾中的骇人景象以及不同人的反应。 2.应用实践：通过分析Kevin在不同情景下情感变化，以及不同人物的行为，辨识寓言故事的寓意。 3.迁移创新：认识洪水的危害，学会自我保护，对自然灾害产生忧患意识。
教学重难点
教学重点： 梳理、概括故事文本的主要内容；辨识寓言故事的寓意。 教学难点： 分析人物不同情景下的情感变化
教学方法
情景教学法 英语学习活动 任务型教学
教学工具
PPT课件，多功能白板，教案
教-学-评一体化教学过程
教学目标 学习活动 效果评价
学习理解： 读图认识常见的自然灾害；通过阅读，梳理Kevin梦境中水灾中的骇人景象以及不同人的反应。 创设情景：设问 Do you know some natural disasters 任务一: Lead -in Show some pictures about different kinds of natural disasters. Present the definition of natural disasters. A natural disaster is a sudden harmful event caused by environmental factors that can injure people and damage property. Write the name of the natural disaster under each picture. Work in pair. Question: What should people do when there is a natural disaster 任务二: Reading Pre- reading Look at the pictures, the title and the first paragraph of the story on page 51. Then circle the best answers. Read and divide the text into three parts. Part 1: Before the dream Para 1-3 Part 2: During the dream Para 4-9 Part 3: After the dream Para 10 Read the first part and answer the questions below. 1. Why did Kevin dream about a great flood Because he learnt in Geography class that if all the ice in the North and South Poles melted, sea level around the world would rise, and many cities would be flooded and disappear. 2. What worried him a lot What would happen if their city was badly flooded Would anyone remain alive Read the second part carefully and finish the scene. Read the third part and answer the questions below. 任务一: 通过呈现常见的自然灾害，让学生识读常见自然灾害的英文表达。 任务二: 观察学生能够准确地划分故事的段落、准确获取故事的情节，评价学生的掌握情况。
设计意图 通过常见的自然灾害导入本节课，激活学生已知和学习兴趣，拓展学生知识面；阅读文本以问题链的形式呈现，层层递进，加深学生对文本的理解。
教学目标 学习活动 效果评价
应用实践： 通过分析Kevin在不同情景下情感变化，以及不同人物的行为，辨识寓言故事的寓意 任务三: Reading Task How did Kevin feel in each situation Choose correct adjectives to express Kevin’s feelings in the dream. Work in groups and try to tell the story in your own words. Share the story in group. 任务四: Further thinking Work in groups and discuss the moral of Kevin’s story. Question: What’s the moral of Kevin’ s story People should care more about the environment, because computers and other high-tech machines do not have all the answers to our problem. 任务三: 提问学生，观察学生能否准确地抓住人物的情感。 观察学生复述故事时学生能否准确表达，朗读是否正确，把握学生对重点 语言表达的学习和内化情况。 任务四: 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答。
设计意图 引导学生分析Kevin不同情景下情感变化；引导学生小组合作，根据主要问题复述故事，为进一步理解寓言故事的寓意做铺垫。
教学目标 学习活动 效果评价
迁移创新： 认识洪水的危害，学会自我保护，对自然灾害产生忧患意识。 创设情景：If the flood is coming，what should we do 任务五: Post reading How can we stay safe during a flood ？ 任务五:
观察小组讨论能否说出洪水灾害时的自我保护措施。
设计意图 引导学生超越语篇，创设情景，联系生活实际，用语言做事情。
课时教学板书设计
Unit 4 Natural Disaster Before the dream The great flood During the dream After the dream
评价量表
课时作业设计
作业内容 作业目标 设计意图
基础题： 整理课堂笔记 掌握最基本的语言知识；培养学生借助工具书进行自主学习的能力。 查漏补缺，复习和巩固本节课所学内容。
提高题： 能够根据问题提示，复述故事 学习归纳总结的能力，开动脑筋，掌握高效的学习方法 加深对本节课内容的理解和消化
拓展题： 搜集关于洪水自我保护的资料 学习判断信息的异同与关联，学会举一反三 培养学生的求知欲和好奇心，以及在日常情境中的英语思维。
课后反思（实施后填写）
本课通过阅读课文，让学生能运用略读、预测策略，能根据上下文语境猜测词义，了解主阅读篇章的主旨大意，学习核心单词和短语，并能正确理解文章内容，用正确的语音语调朗读短文，并初步复述。培养学生的合作能力。通过分析人物的情感变化以及人物的反应，辨识故事的寓意。
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Unit 4 Natural disasters
Period 1 Reading I
牛津深圳·广州版 九年级下
Content
Learning objectives
01
Lead-in
02
Pre-reading
03
Reading task
04
Post reading
05
Assessment
06
Summary
05
Homework
06
Learning objectives
After learning this lesson, you can:
1. 读图认识常见的自然灾害；通过阅读，梳理Kevin梦境中水灾中的骇人景象以及不同人的反应。
2. 通过分析Kevin在不同情景下情感变化，以及不同人物的行为，辨识寓言故事的寓意。
3.认识洪水的危害，学会自我保护，对自然灾害产生忧患意识。
Lead in
blizzard n. 暴雪
drought n. 干旱
earthquake n.地震
heat wave n.热浪
hurrican n. 飓风
tornado n.龙卷风
Tsunami n. 海啸
forestfire n.森林大火
Natural Disaster
A natural disaster is a sudden harmful event caused by environmental factors that can injure people and damage property.
Lead in
A1 Write the name of the natural disaster under each picture.
typhoon
earthquake
flood
forest fire
A2 In pairs, discuss the following questions.
What should people do when there is a natural disaster
Lead in
2 Why did Kevin have this dream
a Because he is interested in the North and South Poles.
b Because he is worried about the environment.
c Because he likes Geography.
Look at the pictures, the title and the first paragraph of the story on page 51. Then circle the best answers.
1 What is the first word that you can think of to describe the story
a Dream. b Water. c City.
Pre-reading
Reading
Read and divide the text into three parts.
①
②
③
④
⑤
⑥
⑦
⑧
⑨
⑩
Before the dream
Para:1-3
During the dream
After the dream
Para:4-9
Para:10
Reading task
1. Why did Kevin dream about a great flood
Because he learnt in Geography class that if all the ice in the North and South Poles melted, sea level around the world would rise, and many cities would be flooded and disappear.
2. What worried him a lot
What would happen if their city was badly flooded
Would anyone remain alive
Read the first part and answer the questions below.
remain +adj 保持某种状态alive adj. 活着的
v. (使)熔化；(使)融化
vi. 升高
v. (使)灌满水；淹没
Reading task
Scene 1 Para 5-6
in the bedroom
Scene 2 Para 6
He emailed to his dad.
Scene 3 Para 7
He emailed to his friends.
Scene 4 Para 8-9
the flood into homes and office
Read the second part carefully.
roads
parks
small houses
stick with it
sit around and worry about the flood
Reading task
Read the part 2 and complete the scenes below.
stick with sth
=continue with sth
继续做某事
think about the flood
playing computer games
people’s rooms
their desks
their computers
Reading task
Reading task
Read the third part and answer the questions below.
How did he feel when he woke up
Relieved but still worried.
Do you think he still worried Why
If people still pay little attention to the environment, a real flood may bring great loss and damage.
How did Kevin feel in each situation Choose correct adjectives to express Kevin’s feelings in the dream.
Reading task
anxious brave disappointed frightened relieved(放心的) surprised worried
When Kevin… he felt…
saw his bedroom floor was a pool of water,
decided to do something,
didn’t get help from his dad and best friend,
found his cries fell on deaf ears,
saw people just sit and stare at their computer screens,
woke up and found that there was no water,
anxious.
surprised.
frightened.
brave.
disappointed.
relieved but still worried.
Post reading
1. What did Kevin learn in Geography class
2. What did Kevin dream about
3. What was Kevin’s father doing
4. What was his best friend doing
5. When did people notice the flood
6. How did he feel when he woke up
Work in groups and try to tell the story in your own words.
Let’s share
The great flood
Further thinking
Work in groups and discuss the moral of Kevin’s story.
故事的寓意是指我们从阅读文本中获得的或者作者希望告诉我们的道理，它反映了作者的写作目的以及作者对一件事的立场、看法和主张。我们通常可通过分析关键情节或人物语言来归纳故事的寓意。
Further thinking
Work in groups and discuss the moral of Kevin’s story.
What’s the moral of Kevin’ s story
People should care more about the environment, because computers and other high-tech machines do not have all the answers to our problems.
Post reading
How can we stay safe during a flood
Post reading
How can we stay safe during a flood
Post reading
How can we stay safe during a flood
1.natural disaster 自然灾害
2.think of 想起，想到
3.be interested in ... 对......感兴趣
4.be worried about 担心
5.dream about 梦见，梦到
6.such as 例如
7.pass by 通过；经过
8.stick with 持续，坚持
9.worry about 担心
10.think about 考虑
11.stare at 盯着看，凝视
12.in surprise 惊讶地
13.for now 暂时
14.so...that... 如此......以至于......
15.wait for 等候
16.pack up 收拾行李
17.wake up 醒来
18.stay away from... 远离......
19.sit around 消磨时间；闲坐
20.fall on deaf ears 不被理睬/注意
Key phrases
The words in italics explain the meanings of some words on page 51. Find these words to complete the sentences.
My computer is ______, so I will have to buy a new one. (no longer working)
2 When you are given a difficult task, try to _________ it and finish it. (continue with)
3 The girl was ______, so she had to be very careful when crossing the road. (not able to hear)
4 The boy was so quiet that often no one would _______ when he came in the room. (realize)
When the man _______, he found that the window was open and it was raining heavily. (stopped sleeping)
dead
stick with
deaf
notice
awoke
Let's do
awake v. 醒来 过去式 awoke
deaf adj. 聋的
stick with sth
=continue with sth
继续做某事
“(电话等电器设备)不再运转；没电的”等含义
alive fall on deaf ears object
badly have no time to sit around
Kevin is talking about the weather with his sister plete the conversation below with the words from the box. Change their forms if necessary.
Let's do
Kevin: It’s been raining (1)______ for ten days. What awful weather!
Kate: I heard on the news that the heavy rain has caused floods in several towns.
Kevin: Really Has anyone been hurt
badly
Let's do
Kate: Yes. Some people were hit by (2)___________that were floating in the water. The government asked people to leave for higher ground, but this (3) _______________. Many people just (4) ____________ and waited for the rain to stop. When the floods came, they (5)______________ pack up and leave.
Kevin: That was terrible!
Kate: Yes, but fortunately everyone was able to get out (6) _____. Nobody was killed.
objects
fell on deaf ears
sat around
had no time to
alive
alive fall on deaf ears object
badly have no time to sit around
没有被听到、被忽视、被置若罔闻
没有时间做某事
Summary
Useful sentences:
It started to worry me.
What would happen if your city was badly flooded
I tried to call my dad, but the line was dead.
It is important to…
I can’t afford to sit around and worry about the flood.
What should we do about the flood
But my cries all on deaf ears.
Summary
Useful sentences:
If offices and homes, people just sat and stared at their computer screens.
It seems that…
In surprise, people finally started to notice the flood, but it was too late.
It is important to…
I can’t afford to sit around and worry about the flood.
What should we do about the flood
I was safe ---- for now.
Self-assessment
How well do you know about this lesson Tick the boxes.
①I can read a story about a great flood. 口 口 口
② I can recognize the moral of a story. 口 口 口
③ I can retell the story. 口 口 口
Assessment
Homework
基础题：整理课堂笔记
提高题：能够根据问题提示，复述故事
拓展题：搜集关于洪水的资料
谢谢
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单 元 整 体 教 学 设 计
学科 英语 年级 九年级下
使用教材 沪教牛津版（深圳·广州·沈阳） 教材页数 P49-64
单元名称 Unit 4 Natural disasters
单元主题及主要内容分析
主题范畴：人与自然 主题群： 灾害防范 子主题：自然灾害与防范措施，人身安全与自我保护 单元话题：学习常见的自然灾害以及防御措施 主题意义：了解各种自然灾害和它们导致的后果，学习正确应对自然灾害、防灾减灾知识以及灾害发生时的生存技巧。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：单元教学内容 语篇语篇类型语篇内容语篇主题意义一 A great flood.记叙文 梦中一场大水灾的虚构故写水灾发生时的骇人景象和不同人的反应。 引导学生辨别寓言故事的寓意。二 An asteroid hitting the Earth.公告和对话关于小行星撞击地球的公告与学生的一段对话以及表示勇敢，恐惧，担忧等不同情感的表达方法。学会表达不同的情感。三 The ice storm说明文 介绍了加拿大1998年的特大冰雹。 了解真实的自然灾害，意识到自然灾害的严重性，并学会自我保护。四 Helping the homeless after a typhoon应用文 要求学生根据所提供情景和词汇，写一则通告号召学生向遭受台风侵袭的灾民，伸出援手。五 How a typhoon gets its name说明文 介绍台风的命名方式。 了解台风的命名方式。
表二：单元大观念：
学情分析
（一）自然情况 本单元围绕“自然灾害”这一话题，开展教学活动，以自然灾害的发生及其防御为主线。符合Module 2 Environmental Problems这个话题的内容探究，以及九年级学生对知识的汲取需求。 （二）已有基础 本单元涉及“自然灾害”这些话题，学生在地理学科已经学习了常见的自然灾害，对自然灾难有一定的了解或体验，多次参加过学校组织的地震、火灾等安全演练，初步掌握了正确应对自然灾害、珍爱生命、自我保护的常识。 存在问题
“自然灾害”这一话题涉及的知识面非常广，学生虽然对于自然灾害有一定的了解，但要学生用英语表达，学生的词汇量，相关的表达还是比较欠缺的。 （四）解决措施 鼓励学生在课堂上积极踊跃发言，尊重每个学生的想法，并给予客观公正的评价，而不是期待唯一的标准答案。 培养学生利用现代科学技术检索信息，查阅资料的能力。 在教学过程中，以学生为中心。创设让学生合作交流的学习情境，一起探讨、讨论，共同完成学习任务。并鼓励学生将所学内容与家长进行分享。 教学方式灵活多样，根据学生随堂掌握情况，及时做出调整和改进。 5. 从多角度多维度对学生进行多方位评价。
单元课标要求及学习目标
【单元课标要求】 能够认识常见的自然灾害，并学会描述简单的自然灾害的场景；能够掌握关于勇敢，恐惧，担忧等不同情感的表达方法，学会表达自己的情感；能够学会运用it做形式主语的三种用法；能够学会用冷静的情绪正确应对自然灾害。 【单元学习目标】学习本单元后，能够： 1.语言能力：掌握关于自然灾害的相关表达；掌握关于勇敢，恐惧，担忧等不同情感的表达方法；学习 it 作为形式主语表时间、季节、距离、温度、天气；it 作为形式主语代替 to do；it 作为形式主语的句式 It seems/appears that 的表达方式。 2.学习能力：能够读文章获取相关自然灾害的表达；能够分析虚构类故事获取表达的寓意；能够听懂对话中人物的情感表达；能够运用不同情感的表达方式，表达自己的情感；能够遵循通告语言的特征，完成“如何帮助受灾地区的人们”的通告；在教师的指导下，积极参与课堂活动，大胆尝试用英语进行交流；能在学习活动中与他人合作，共同完成学习任务。 3. 思维品质：在学习虚构类文本时，分析故事的写作目的，获取故事的寓意，挖掘文本背后的意义，加深对语篇的理解；在学习语法时，能够自己仔细观察例句，自主归纳总结语言知识；在阅读非虚构类文本时，注重语言的真实性，客观性。在写作板块，学习通告文体的语言特征，具备能够陈述事件，成因及解决方法的逻辑思考能力，能够根据自然灾害现象思考其产生的影响。 4. 文化意识：对自然灾难有一定的了解或体验，多次参加过学校组织的地震、火灾等安全演练，初步掌握了正确应对自然灾害、珍爱生命、自我保护的常识。
单元课时安排
课时及教材板块 课型 课时对应的单元教学目标 评价的手段与方式
第一课时 Reading 阅读课 运用略读策略，了解文章结构；运用精读策略，归纳文章主要内容。 通过略读回答问题链，精读复述阅读篇章，评价学生能否故事内容；能够小组讨论，评价学生能够掌握故事的寓意。
第二课时 Listening&Speaking 听力 口语课 巩固记录关键信息的技能。 通过两人对话活动，情景演绎，评价学生能否运用肢体语言、语调、表达方式等表达自己情感。
第三课时 Grammar 语法课 掌握it做形式主语的三种用法。 通过小组活动、完成句子等，评价学生能否掌握it做形式主语的用法；
第四课时 Writing 写作课 掌握通告文本的语言特征，根据写作指导，完成通告。 通过写作展示，评价学生是否能够抓住通告文本语言特点；通过学生的作品，评价学生能否创造性地表达自己的观点。
第五课时 More practice & & Culture corner &Project 阅读拓展课 了解加拿大1998年的自然灾害；了解台风的命名方法；搜集常见的自然灾害的生存技巧，班级汇总形成《自然灾害逃生法则》 通过回答问题链，评价学生能够获取梳理文章关键信息；通过学生小组展示，评价学生搜集信息的能力。
单元评价设计
经过本单元的学习，大部分学生能够熟练运用目标语言，如it做形式主语等。主阅读篇章，speaking板块以及补充阅读板块多次出现了it做形式主语，让学生在特定情境中正确运用it。听说读写各版块之间相互联系，围绕一个中心——“自然灾害”。最后学生通过本单元的学习，既了解到常见的自然灾害及其后果，又学会如何正确应对自然灾害、学习防灾减灾知识以及灾害发生时的生存技巧，让学生能够冷静面对。
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