人教版（2019）必修 第一册Unit 4 Natural disasters单元整体设计（表格式）
文档属性
| 名称 | 人教版（2019）必修 第一册Unit 4 Natural disasters单元整体设计（表格式） |  | |
| 格式 | doc | ||
| 文件大小 | 193.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-07-10 11:52:59 | ||
图片预览
内容文字预览
教学设计
单元（或主题）名称 Unit 4 Natural Disasters
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 Listening and Speaking （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 B1U4 Listening and Speaking 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 This section is made up of two parts:Opening Page and Listening and Speaking. Opening Page aims to get students to learn facts about disasters, know their effects and increase students' awareness of taking precautions. Listening to news reports is still an essential way of obtaining information today.
教学目标（核心素养） 1.To identify the common natural disasters.2.To listen to news reports about natural disasters, listen for key words and details from a news report.3.To present a brief news report with given details.
教学重点 Make predictions about listening material based on the questions and extract important details from the audio news.
教学难点 Apply what they have learned in news reports to describing a natural disaster by themselves.
实施策略 教学方法 Task-based Approach,Cooperative Learning method
教学资源（信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1 Unit overview1.Lead inAsk students the following questions:1)What do you know about natural disasters 2)How many kinds of natural disasters can you think of 3)Have you ever experienced any natural disasters Ask students to read and explain the quote on the Opening Page.Ask students to read the learning goals and underline the key words.2.Discussing the theme pictureAsk students to work in groups of four and discuss the questions at the bottom of the Opening Page.Ask the following questions to help students think further on the topic:1)What kind of disaster do you see in the picture 2)What do you think the soldiers are doing 3)Is there any way to prevent natural disasters 4)How do you understand the quote Step 2 Listening for details1.Lead in Play the video in Activity 1. Ask students to take notes of the key words and expressions to describe natural disasters.Ask students to name the disasters in the photos.Check answers with the class. Read some of the words out loud as students follow. if students have difficulty pronouncing them.Raise questions to get students to talk more about these disasters:1)Which of the disasters could affect our life here 2)What could people do if any of the disasters took place 2.Listening for details 1)Ask students to read through the options in Activity 2 before listening and explain the new words. Then play the recording for them to tick the disasters talked about in the audio. 2)Check the answers with the class. 3)Ask students to go through the chart in Activity 3. Then have them circle the key words and decide the type of information to listen for and make predictions about the answers. 4)Play the recording again for students to check their answers. Organize discussion for students to clear up any misunderstandings. Circulate around the class and provide instructions when necessary.Step 3 Speaking Ask students to go through the instructions and the information on three disasters. Ask students to choose any group of information, put the information into complete sentences and organize the sentences into a short paragraph. And then invite students to report their papagraph.Ask other students to listen carefully to the student presenter' s paragraph and evaluate his/ her performance with the following checklist:Does the presenter give all the information from the book 2)Does the presenter use expressions that are common in news reports What are they Step 4 Pronunciation1.Practicing voiceless and voiced consonants 1)Ask students to read the words in Activity 1 by themselves. Play the recording for students to compare the differences. 2)Ask students to pay special attention to the letters and combinations of letters in bold and distinguish between voiceless and voiced consonants.2.Practicing different pronunciations of"-ed”1)Ask students to read the words in Activity 2 by themselves, focusing on the different pronunciations of “－ed", and then put the words in different boxes. 2) Play the audio of Activity 3 and ask students to check their answers. Play the audio several times for students to imitate and repeat.BLACKBOARD DESIGNUnit 4Opening Page & Listening and SpeakingNatural Disasters Words & Expressions Listening Strategytornado damage Listening for detailstsunami destroyearthquake survive/survivalflood affectshelter
作 业（体现分层设计） Ask students to write down the short news report in the speaking activity.Improve the draft with the help of comments from other students and the teacher.
教 学反 思 成 效
困 惑
任务二 Reading and thinking（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 B1U4 Reading and Thinking 课时 共 1 课时 第1 课时
时间 年 月 日
课标要求 This section is made up of two parts:Opening Page and Listening and Speaking. Opening Page aims to get students to learn facts about disasters, know their effects and increase students' awareness of taking precautions. Listening to news reports is still an essential way of obtaining information today.
教学目标（核心素养） At the end of this section, students will be able to :1. identify and learn the words and phrases related to an earthquake, and get a good understanding of the text;2.analyze the structural and language features of literary journalism,appreciate the rhetoric devices and descriptive techniques of the text;3.master the strategy of using context to understand new words, predicting before reading, summarizing the main idea of each paragraph;4.illustrate the damage that earthquakes have caused to people by listing the figures and think about what we can do to help after an earthquake.
教学重点 Identify and learn the expressions related to an earthquake,and get a good understanding of the text by analyzing the structural and language features of the text; appreciate the rhetorical devices and descriptive techniques of the text.
教学难点 Cultivate students' empathy with the people in disasters and pay attention to the relationship between humans and nature.
实施策略 教学方法 Communicative approach, Task-based Approach,Cooperative Learning method
教学资源（信息技术应用） Multimedia, Seewo Whiteboard 5
教 学 过 程 备 注
Activity 2 Predicting·Ask students to look at the title and the photos, interpreting the title and predicting the content of the text. The teacher can ask the following questions:1)How do you understand the title Does the earth sleep each night Try to imagine what will happen when the earth doesn't sleep.What do you think will be talked about in the text While-readingActivity 3 SkimmingAsk students to skim the text and verify their predictions about the content.Ask students t write down the main idea of each paragraph in Activity 3. Then check the answers with the class. (Give instructions that help students to discover the main idea of each paragraph:First find the topic sentence, which usually comes at the beginning of a paragraph. Then find the key words that provide the most important information in the sentence. After that, paraphrase the topic sentence into a noun phrase that includes the key words.)Activity 4 Closing reading·Ask students to read the text quickly and answer the following questions:1)How many strange things are talked about in the first paragraph 2)Do you believe those strange things were warning signs of an earthquake Why or why not 3)When did the earthquake happen 4)Why was it one of the deadliest earthquakes of the 20th century 5)What happened to the city and the people 6)What happened later that afternoon 7)What do the words in Activity 4 mean Try to guess their meanings from the context.8)Who came to the rescue What did they do 9)What does the author mean by "Slowly, the city began to breathe again" Activity 5 Appreciating the languageAsk students to read the text again and focus on the language features (rhetorical devices and descriptive techniques). Raise the following questions to guide students into deeper thinking:1)Which sentence in the text do you think paints a vivid picture of what happened Why 2)Why does the author use many numbers, dates and time 3)Many verbs and verb phrases are used in paragraph 1, such as "rose and fell, come out of,ran out of" and so on. Why does the author use them What effect have these expressions achieved 4)What is your understanding of the title Do you think it's a good title Why or why not
Post-readingActivity 6 Restating the eventAsk students to draw a timeline of the event and retell the story of the earthquake in their own words.(Encourage students to use the vocabulary in the text as much as possible and try to remember as much information as possible.)Activity 7 Critical thinkingAsk students in groups to discuss the questions in Activity 7 and express their opinions.Encourage students to develop a positive attitude toward such disasters, using questions such as:Is there any method we can use to reduce the damage done to cities by earthquakes What would you do to help people who suffered from a natural disaster BLACKBOARD DESIGNUnit 4Section 2 Reading and ThinkingTHE NIGHT THE EARHT DIDN'T SLEEPBefore the quake During the quake After the quake (strange things) (what happened) (rescue and help) wells, water, shake, come to an end, soldiers, doctors and nurses, gases, animals, cause damage, lie in ruins, workers, breathe, revive, lights and noises left without parents, rebuild, stay positive
作 业（体现分层设计） Whole class:Listen and read the text fluently after class.Finish Activity 5 on page 51.Stronger students:Do a research of other natural events.
教 学反 思 成 效
困 惑
任务三 Discovering useful structures （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
Activity 1Words revision and preparations for grammar Play a game with students: give the Chinese meaning quickly on the screen, and students can have a competition to talk the English words as soon as possible. Ask students to find out those sentences using restrictive relative clauses in the reading passage, and let students try to taste the usage of them. 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
Activity 2Learning about the grammar 1.Group work: ask students to discuss the usage of restrictive relative clauses mentioned in activity 1 and share with other groups.2.Give students a presentation about the usage and principles of restrictive relative clauses . 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。
Activity 3Production and Consolidation 1. Create some real situation and give some sentences related to reality, and ask students to finish those exercises.2. Try to make sentences with restrictive relative clauses to describe the pictures about natural disasters and share with others. 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。
Assessment Have you mastered the basic usage of restrictive relative clauses Can you finish those exercises in this class
Homework Polish those sentences.Finished the exercise related to restrictive relative clauses in exercise book.
任务四 listening and Talking（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 B1U4 Listening and talking 课时 共 1 课时 第 1课时
时间 年 月 日
课标要求 The topic relates to the quote on the Opening Page-Raising awareness, reducing mortality. It is hoped that through this section students will be aware of the importance of disaster preparedness and start to think about how to prepare for a disaster and how to stay alive during a disaster like an earthquake.
教学目标（核心素养） At the end of this section,students will be able to:1.use vocabulary from the listening material to talk about how to prepare for an earthquake;2.link the vocabulary to a larger concept of natural disasters and talk about how to prepare for other natural disasters;3.develop a positive attitude in the face of natural disasters and give others practical safety instructions.
教学重点 Use the vocabulary learned from the listening material to talk about how to prepare for a natural disaster.
教学难点 Link the vocabulary to a larger concept of natural disasters and talk about how to prepare for other natural disasters.
实施策略 教学方法 Link the vocabulary to a larger concept of natural disasters and talk about how to prepare for other natural disasters.
教学资源（信息技术应用） Multimedia, Seewo Whiteboard 5
教 学 过 程 备 注
Activity 1 Pr-listening·Before class, divide students into groups of four and ask each group to choose a natural disaster listed in activity 1 on page 48. Have students search for information online or read about such disasters and make a list of ways to protect themselves.·Ask students to share their list of ways of protection with the class and highlight the voActivity 2 Making predictions·Ask students to read the table in Activity 1 on page 53 and make predictions about the listening material.(Help students with some words such as tap,whistle and pipe so that they can be fully prepared for the listening.)Step 3 Listening for details·Play the recording for students and ask them to complete the table as they listen. Then check the answers with the class.Activity 4 Listening for useful structures·Play the recording again and ask students to pay attention to the imperatives the speaker uses. Ask students to take down as many imperative expressions as possible.Activity 5 Retelling the safety instructionsAsk students to work in pairs and retell the safety instructions in the listening material.Activity 6 Talking about an emergency kitAsk students to read the requirement of Activity 3 and come up with more emergency supplies and state the reasons for adding them to the kit.Activity 7 Making a presentationAsk students to list ways of protecting oneself, and work in groups of four (the same group as in Step 1) and prepare a conversation in which one student acts as the rescue worker and others raise questions about the safety instructions. Encourage students to use the vocabulary and imperatives learned from the listening material.vocabulary that students may use later in the speaking activity.BLACKBOARD DESIGNUnit 4Section 4 Listening and TalkingPrepare for a disasterVocabularyTapPipeWhistleemergency kitCalmfirst aidon hand...Imperative StructuresMake a list of ...Remember to ...Go to/Stay out of ...Stay calm.Use/Avoid...Make sure to / that.Don't/Never...
作 业（体现分层设计） Whole class:Prepare a conversation in group of four which will be presented on next class.Stronger students:Have a research and write down the protection you know about in an natural disaster.
教 学反 思 成 效
困 惑
任务五 Reading for writing（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 B1U4 Reading for Writing 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 The topic of this section is to "write a summary". Writing a summary is an essential skill,which requires students to fully understand the text, break down the main points of the piece, categorize information and finally use concise and well-organized sentences to form a paragraph.
教学目标（核心素养） To read the news report to find out five W's and one H; identify main points of a news report.To organize the structure of a summary.To write a summary.
教学重点 Analyze a sample summary and identify main points of a news report.
教学难点 Write a summary of the reading passage “The Night the Earth Didn’t Sleep”
实施策略 教学方法 Task-based Approach,Cooperative Learning method
教学资源（信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1: Lead in Begin the class with the lead-in questions: What is a tsunami What causes it Will it cause great damage to humans Watch the video Tsumani: Killer Wave and express their ideas.Step 2: Reading for key informationThe teacher asks students to read a news report about a tsunami silently and then request students to discuss the questions below.1)When did the tsunami happen 2)What caused the tsunami 3)Why would it be difficult to deliver food and supplies Then check the answers with the class.Step 3 : Reading for structure and language featuresAsk students to read the passage again and answer the following questions:1)What is shown in the photo 2)What is the function of the photo 3)Why does the author use many numbers in the report 4)What makes a news report believable Step 4: Analyzing a sample summaryAsk students to read the requirement of Activity 2 and complete the task individually. Then check the answers with the class.Step 5: Drafting a summary1)Ask students to follow the instructions in Activity 3 and draft a summary.2)Ask students to read the text on page 50 and extract the main details to complete 3-1.3)Have students summarize the main idea of each paragraph.4)Guide students to read the tips in 3-3, then organize the ideas and draft the summary.Step 6: Reviewing each other's drafts1)Ask students to exchange their drafts and use the checklist on page 55 to give feedback on each other's drafts. Walk among the class and monitor this process. Provide help when necessary and respond to any questions students come up with.2)Refine their summaries with feedback from other students. Write a final draft and invite some students to share their summary in class.
教 学 过 程 备 注
BLACKBOARD DESIGNUnit 4 Reading for WritingWrite a summaryFeatures of news reportsStriking illustrationsRevealing titles /headlinesObjective and accurate descriptionUse of numbersQuotes from people on the sceneSummary WritingIdentifying key points--writing down the main ideas--organizing sentences--drafting the summary
作 业（体现分层设计） 1.Read the passage “The Story of an Eyewitness” on Page 92 and write a summary about it.2.Selective reading: “China to the Rescue”of Expanding Your World.
任务六 Assessing your progress（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
Activity 1Recall the important words and expressions Give students several minutes to recall the important words, expressions and grammar that can be used to give a presentation on natural disasters:1.Circle the correct word in each sentence on p56 to understand and taste the usage of those words.2. Read a passage and fill in the blanks with relative pronouns to review the grammar. 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。
Activity 2 Give a presentation on natural disasters 1.Ask students to choose a natural disaster and then work in groups in order to brainstorm answer to some questions: (1) Are there any known causes of the disaster What can be done to prevent it (2) What are the possible effects of the disaster What can be done to prepare for it (3) What can you do to stay safe during the disaster What kind of help do survivors need 2. Group work: discuss those questions and search some of them on the Internet.3. Prepare the presentation:(1) Using those words and expressions in unit 5.(2) using all the information and tips of news report you have learned in unit 5.4. Give a group presentation to your class, 小组合作准备并进行新闻播报，进行分享 辅助指导；进行指导，适当评价
设计意图：通过项目式的学习活动，让学生以小组为单位，综合本单元所学，自主进行自然灾害的新闻播报，能提高综合语用能力，同时也能反映出学生对于整个单元的理解，以及从中反映出来的文化意识与思维品质。
Activity 2assessment 见附件1 学生自评，思考这一单元的成就与不足 指导学生进行自评
活动意图：通过自主评价，实现以评促学。
任务七 Video time and conclusion（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学生的“看”，以及帮助学生查缺补漏，进行总结，将知识进行重组，注重知识的联系性，更重要的是培养学生的综合能力。因此本节课通过观看视频，复习与总结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
学生能够通过看视频，以及对本单元的复习，重现重点词汇的和语法的用法，能在真实情境中运用。并能再次感悟本单元的主题。
文化意识
通过对本单元的学习，学生能够明白在自然灾害发生时，能够树立防灾减灾的意识、进行自救和他救的重要性和必要性，理解生命的价值与意义。并能用英语来进行新闻报道，形成良好的语言能力。
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
Activity 1Video Time Before watching:1.Ask students to read the sentence in the textbook about Tsunami.2. Let students look at those pictures and match those picture with the sentences.While watching:1. Do the true or false in the textbook;2. Circle the correct word in the sentence.After watching:Group work: discuss two questions1.What have you learned about Tsunami (Cause, effect, how to stay safe)2.What kind of help do you think people who have suffered from a tsunami need 3. If you were a news reporter, what information do you want to report 按照任务，认真观看视频，及时完成练习 积极引导，播放视频
活动意图：通过学生看视频，能了解到更多关于自然灾害的信息，学生在一个单元学完之后，在进行视频观看，会有更多不一样的收获。
Activity 2 Conclusion 1. Conclude words and expressions in unit 5 by brainstorm. Teacher give them “natural disasters”, and students speak out some words and expressions about it.2. Conclude what we can learn from this unit.(1) The causes of different natural disasters;(2) The effect of different natural disasters;(3) The importance of raising the awareness and reducing mortality. 头脑风暴，复习回顾。 辅助指导；进行指导，适当评价
活动意图：通过复习与总结，综合本单元所学，能再次帮助学生巩固本单元知识，增强学生对于整个单元的理解。
单元（或主题）名称 Unit 4 Natural Disasters
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 Listening and Speaking （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 B1U4 Listening and Speaking 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 This section is made up of two parts:Opening Page and Listening and Speaking. Opening Page aims to get students to learn facts about disasters, know their effects and increase students' awareness of taking precautions. Listening to news reports is still an essential way of obtaining information today.
教学目标（核心素养） 1.To identify the common natural disasters.2.To listen to news reports about natural disasters, listen for key words and details from a news report.3.To present a brief news report with given details.
教学重点 Make predictions about listening material based on the questions and extract important details from the audio news.
教学难点 Apply what they have learned in news reports to describing a natural disaster by themselves.
实施策略 教学方法 Task-based Approach,Cooperative Learning method
教学资源（信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1 Unit overview1.Lead inAsk students the following questions:1)What do you know about natural disasters 2)How many kinds of natural disasters can you think of 3)Have you ever experienced any natural disasters Ask students to read and explain the quote on the Opening Page.Ask students to read the learning goals and underline the key words.2.Discussing the theme pictureAsk students to work in groups of four and discuss the questions at the bottom of the Opening Page.Ask the following questions to help students think further on the topic:1)What kind of disaster do you see in the picture 2)What do you think the soldiers are doing 3)Is there any way to prevent natural disasters 4)How do you understand the quote Step 2 Listening for details1.Lead in Play the video in Activity 1. Ask students to take notes of the key words and expressions to describe natural disasters.Ask students to name the disasters in the photos.Check answers with the class. Read some of the words out loud as students follow. if students have difficulty pronouncing them.Raise questions to get students to talk more about these disasters:1)Which of the disasters could affect our life here 2)What could people do if any of the disasters took place 2.Listening for details 1)Ask students to read through the options in Activity 2 before listening and explain the new words. Then play the recording for them to tick the disasters talked about in the audio. 2)Check the answers with the class. 3)Ask students to go through the chart in Activity 3. Then have them circle the key words and decide the type of information to listen for and make predictions about the answers. 4)Play the recording again for students to check their answers. Organize discussion for students to clear up any misunderstandings. Circulate around the class and provide instructions when necessary.Step 3 Speaking Ask students to go through the instructions and the information on three disasters. Ask students to choose any group of information, put the information into complete sentences and organize the sentences into a short paragraph. And then invite students to report their papagraph.Ask other students to listen carefully to the student presenter' s paragraph and evaluate his/ her performance with the following checklist:Does the presenter give all the information from the book 2)Does the presenter use expressions that are common in news reports What are they Step 4 Pronunciation1.Practicing voiceless and voiced consonants 1)Ask students to read the words in Activity 1 by themselves. Play the recording for students to compare the differences. 2)Ask students to pay special attention to the letters and combinations of letters in bold and distinguish between voiceless and voiced consonants.2.Practicing different pronunciations of"-ed”1)Ask students to read the words in Activity 2 by themselves, focusing on the different pronunciations of “－ed", and then put the words in different boxes. 2) Play the audio of Activity 3 and ask students to check their answers. Play the audio several times for students to imitate and repeat.BLACKBOARD DESIGNUnit 4Opening Page & Listening and SpeakingNatural Disasters Words & Expressions Listening Strategytornado damage Listening for detailstsunami destroyearthquake survive/survivalflood affectshelter
作 业（体现分层设计） Ask students to write down the short news report in the speaking activity.Improve the draft with the help of comments from other students and the teacher.
教 学反 思 成 效
困 惑
任务二 Reading and thinking（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 B1U4 Reading and Thinking 课时 共 1 课时 第1 课时
时间 年 月 日
课标要求 This section is made up of two parts:Opening Page and Listening and Speaking. Opening Page aims to get students to learn facts about disasters, know their effects and increase students' awareness of taking precautions. Listening to news reports is still an essential way of obtaining information today.
教学目标（核心素养） At the end of this section, students will be able to :1. identify and learn the words and phrases related to an earthquake, and get a good understanding of the text;2.analyze the structural and language features of literary journalism,appreciate the rhetoric devices and descriptive techniques of the text;3.master the strategy of using context to understand new words, predicting before reading, summarizing the main idea of each paragraph;4.illustrate the damage that earthquakes have caused to people by listing the figures and think about what we can do to help after an earthquake.
教学重点 Identify and learn the expressions related to an earthquake,and get a good understanding of the text by analyzing the structural and language features of the text; appreciate the rhetorical devices and descriptive techniques of the text.
教学难点 Cultivate students' empathy with the people in disasters and pay attention to the relationship between humans and nature.
实施策略 教学方法 Communicative approach, Task-based Approach,Cooperative Learning method
教学资源（信息技术应用） Multimedia, Seewo Whiteboard 5
教 学 过 程 备 注
Activity 2 Predicting·Ask students to look at the title and the photos, interpreting the title and predicting the content of the text. The teacher can ask the following questions:1)How do you understand the title Does the earth sleep each night Try to imagine what will happen when the earth doesn't sleep.What do you think will be talked about in the text While-readingActivity 3 SkimmingAsk students to skim the text and verify their predictions about the content.Ask students t write down the main idea of each paragraph in Activity 3. Then check the answers with the class. (Give instructions that help students to discover the main idea of each paragraph:First find the topic sentence, which usually comes at the beginning of a paragraph. Then find the key words that provide the most important information in the sentence. After that, paraphrase the topic sentence into a noun phrase that includes the key words.)Activity 4 Closing reading·Ask students to read the text quickly and answer the following questions:1)How many strange things are talked about in the first paragraph 2)Do you believe those strange things were warning signs of an earthquake Why or why not 3)When did the earthquake happen 4)Why was it one of the deadliest earthquakes of the 20th century 5)What happened to the city and the people 6)What happened later that afternoon 7)What do the words in Activity 4 mean Try to guess their meanings from the context.8)Who came to the rescue What did they do 9)What does the author mean by "Slowly, the city began to breathe again" Activity 5 Appreciating the languageAsk students to read the text again and focus on the language features (rhetorical devices and descriptive techniques). Raise the following questions to guide students into deeper thinking:1)Which sentence in the text do you think paints a vivid picture of what happened Why 2)Why does the author use many numbers, dates and time 3)Many verbs and verb phrases are used in paragraph 1, such as "rose and fell, come out of,ran out of" and so on. Why does the author use them What effect have these expressions achieved 4)What is your understanding of the title Do you think it's a good title Why or why not
Post-readingActivity 6 Restating the eventAsk students to draw a timeline of the event and retell the story of the earthquake in their own words.(Encourage students to use the vocabulary in the text as much as possible and try to remember as much information as possible.)Activity 7 Critical thinkingAsk students in groups to discuss the questions in Activity 7 and express their opinions.Encourage students to develop a positive attitude toward such disasters, using questions such as:Is there any method we can use to reduce the damage done to cities by earthquakes What would you do to help people who suffered from a natural disaster BLACKBOARD DESIGNUnit 4Section 2 Reading and ThinkingTHE NIGHT THE EARHT DIDN'T SLEEPBefore the quake During the quake After the quake (strange things) (what happened) (rescue and help) wells, water, shake, come to an end, soldiers, doctors and nurses, gases, animals, cause damage, lie in ruins, workers, breathe, revive, lights and noises left without parents, rebuild, stay positive
作 业（体现分层设计） Whole class:Listen and read the text fluently after class.Finish Activity 5 on page 51.Stronger students:Do a research of other natural events.
教 学反 思 成 效
困 惑
任务三 Discovering useful structures （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
Activity 1Words revision and preparations for grammar Play a game with students: give the Chinese meaning quickly on the screen, and students can have a competition to talk the English words as soon as possible. Ask students to find out those sentences using restrictive relative clauses in the reading passage, and let students try to taste the usage of them. 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
Activity 2Learning about the grammar 1.Group work: ask students to discuss the usage of restrictive relative clauses mentioned in activity 1 and share with other groups.2.Give students a presentation about the usage and principles of restrictive relative clauses . 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。
Activity 3Production and Consolidation 1. Create some real situation and give some sentences related to reality, and ask students to finish those exercises.2. Try to make sentences with restrictive relative clauses to describe the pictures about natural disasters and share with others. 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。
Assessment Have you mastered the basic usage of restrictive relative clauses Can you finish those exercises in this class
Homework Polish those sentences.Finished the exercise related to restrictive relative clauses in exercise book.
任务四 listening and Talking（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 B1U4 Listening and talking 课时 共 1 课时 第 1课时
时间 年 月 日
课标要求 The topic relates to the quote on the Opening Page-Raising awareness, reducing mortality. It is hoped that through this section students will be aware of the importance of disaster preparedness and start to think about how to prepare for a disaster and how to stay alive during a disaster like an earthquake.
教学目标（核心素养） At the end of this section,students will be able to:1.use vocabulary from the listening material to talk about how to prepare for an earthquake;2.link the vocabulary to a larger concept of natural disasters and talk about how to prepare for other natural disasters;3.develop a positive attitude in the face of natural disasters and give others practical safety instructions.
教学重点 Use the vocabulary learned from the listening material to talk about how to prepare for a natural disaster.
教学难点 Link the vocabulary to a larger concept of natural disasters and talk about how to prepare for other natural disasters.
实施策略 教学方法 Link the vocabulary to a larger concept of natural disasters and talk about how to prepare for other natural disasters.
教学资源（信息技术应用） Multimedia, Seewo Whiteboard 5
教 学 过 程 备 注
Activity 1 Pr-listening·Before class, divide students into groups of four and ask each group to choose a natural disaster listed in activity 1 on page 48. Have students search for information online or read about such disasters and make a list of ways to protect themselves.·Ask students to share their list of ways of protection with the class and highlight the voActivity 2 Making predictions·Ask students to read the table in Activity 1 on page 53 and make predictions about the listening material.(Help students with some words such as tap,whistle and pipe so that they can be fully prepared for the listening.)Step 3 Listening for details·Play the recording for students and ask them to complete the table as they listen. Then check the answers with the class.Activity 4 Listening for useful structures·Play the recording again and ask students to pay attention to the imperatives the speaker uses. Ask students to take down as many imperative expressions as possible.Activity 5 Retelling the safety instructionsAsk students to work in pairs and retell the safety instructions in the listening material.Activity 6 Talking about an emergency kitAsk students to read the requirement of Activity 3 and come up with more emergency supplies and state the reasons for adding them to the kit.Activity 7 Making a presentationAsk students to list ways of protecting oneself, and work in groups of four (the same group as in Step 1) and prepare a conversation in which one student acts as the rescue worker and others raise questions about the safety instructions. Encourage students to use the vocabulary and imperatives learned from the listening material.vocabulary that students may use later in the speaking activity.BLACKBOARD DESIGNUnit 4Section 4 Listening and TalkingPrepare for a disasterVocabularyTapPipeWhistleemergency kitCalmfirst aidon hand...Imperative StructuresMake a list of ...Remember to ...Go to/Stay out of ...Stay calm.Use/Avoid...Make sure to / that.Don't/Never...
作 业（体现分层设计） Whole class:Prepare a conversation in group of four which will be presented on next class.Stronger students:Have a research and write down the protection you know about in an natural disaster.
教 学反 思 成 效
困 惑
任务五 Reading for writing（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 B1U4 Reading for Writing 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 The topic of this section is to "write a summary". Writing a summary is an essential skill,which requires students to fully understand the text, break down the main points of the piece, categorize information and finally use concise and well-organized sentences to form a paragraph.
教学目标（核心素养） To read the news report to find out five W's and one H; identify main points of a news report.To organize the structure of a summary.To write a summary.
教学重点 Analyze a sample summary and identify main points of a news report.
教学难点 Write a summary of the reading passage “The Night the Earth Didn’t Sleep”
实施策略 教学方法 Task-based Approach,Cooperative Learning method
教学资源（信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1: Lead in Begin the class with the lead-in questions: What is a tsunami What causes it Will it cause great damage to humans Watch the video Tsumani: Killer Wave and express their ideas.Step 2: Reading for key informationThe teacher asks students to read a news report about a tsunami silently and then request students to discuss the questions below.1)When did the tsunami happen 2)What caused the tsunami 3)Why would it be difficult to deliver food and supplies Then check the answers with the class.Step 3 : Reading for structure and language featuresAsk students to read the passage again and answer the following questions:1)What is shown in the photo 2)What is the function of the photo 3)Why does the author use many numbers in the report 4)What makes a news report believable Step 4: Analyzing a sample summaryAsk students to read the requirement of Activity 2 and complete the task individually. Then check the answers with the class.Step 5: Drafting a summary1)Ask students to follow the instructions in Activity 3 and draft a summary.2)Ask students to read the text on page 50 and extract the main details to complete 3-1.3)Have students summarize the main idea of each paragraph.4)Guide students to read the tips in 3-3, then organize the ideas and draft the summary.Step 6: Reviewing each other's drafts1)Ask students to exchange their drafts and use the checklist on page 55 to give feedback on each other's drafts. Walk among the class and monitor this process. Provide help when necessary and respond to any questions students come up with.2)Refine their summaries with feedback from other students. Write a final draft and invite some students to share their summary in class.
教 学 过 程 备 注
BLACKBOARD DESIGNUnit 4 Reading for WritingWrite a summaryFeatures of news reportsStriking illustrationsRevealing titles /headlinesObjective and accurate descriptionUse of numbersQuotes from people on the sceneSummary WritingIdentifying key points--writing down the main ideas--organizing sentences--drafting the summary
作 业（体现分层设计） 1.Read the passage “The Story of an Eyewitness” on Page 92 and write a summary about it.2.Selective reading: “China to the Rescue”of Expanding Your World.
任务六 Assessing your progress（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
Activity 1Recall the important words and expressions Give students several minutes to recall the important words, expressions and grammar that can be used to give a presentation on natural disasters:1.Circle the correct word in each sentence on p56 to understand and taste the usage of those words.2. Read a passage and fill in the blanks with relative pronouns to review the grammar. 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。
Activity 2 Give a presentation on natural disasters 1.Ask students to choose a natural disaster and then work in groups in order to brainstorm answer to some questions: (1) Are there any known causes of the disaster What can be done to prevent it (2) What are the possible effects of the disaster What can be done to prepare for it (3) What can you do to stay safe during the disaster What kind of help do survivors need 2. Group work: discuss those questions and search some of them on the Internet.3. Prepare the presentation:(1) Using those words and expressions in unit 5.(2) using all the information and tips of news report you have learned in unit 5.4. Give a group presentation to your class, 小组合作准备并进行新闻播报，进行分享 辅助指导；进行指导，适当评价
设计意图：通过项目式的学习活动，让学生以小组为单位，综合本单元所学，自主进行自然灾害的新闻播报，能提高综合语用能力，同时也能反映出学生对于整个单元的理解，以及从中反映出来的文化意识与思维品质。
Activity 2assessment 见附件1 学生自评，思考这一单元的成就与不足 指导学生进行自评
活动意图：通过自主评价，实现以评促学。
任务七 Video time and conclusion（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学生的“看”，以及帮助学生查缺补漏，进行总结，将知识进行重组，注重知识的联系性，更重要的是培养学生的综合能力。因此本节课通过观看视频，复习与总结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
学生能够通过看视频，以及对本单元的复习，重现重点词汇的和语法的用法，能在真实情境中运用。并能再次感悟本单元的主题。
文化意识
通过对本单元的学习，学生能够明白在自然灾害发生时，能够树立防灾减灾的意识、进行自救和他救的重要性和必要性，理解生命的价值与意义。并能用英语来进行新闻报道，形成良好的语言能力。
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
Activity 1Video Time Before watching:1.Ask students to read the sentence in the textbook about Tsunami.2. Let students look at those pictures and match those picture with the sentences.While watching:1. Do the true or false in the textbook;2. Circle the correct word in the sentence.After watching:Group work: discuss two questions1.What have you learned about Tsunami (Cause, effect, how to stay safe)2.What kind of help do you think people who have suffered from a tsunami need 3. If you were a news reporter, what information do you want to report 按照任务，认真观看视频，及时完成练习 积极引导，播放视频
活动意图：通过学生看视频，能了解到更多关于自然灾害的信息，学生在一个单元学完之后，在进行视频观看，会有更多不一样的收获。
Activity 2 Conclusion 1. Conclude words and expressions in unit 5 by brainstorm. Teacher give them “natural disasters”, and students speak out some words and expressions about it.2. Conclude what we can learn from this unit.(1) The causes of different natural disasters;(2) The effect of different natural disasters;(3) The importance of raising the awareness and reducing mortality. 头脑风暴，复习回顾。 辅助指导；进行指导，适当评价
活动意图：通过复习与总结，综合本单元所学，能再次帮助学生巩固本单元知识，增强学生对于整个单元的理解。