上外版 高二年级 选择性必修二 第四单元 第一课时 学案（学生版）
Learning activities:
Learning activity 1: Skim the text and answer the following questions.
1. What’s the genre of the text
2. What is the writing order of the text
_______________________________________________________________
3. How many parts can the text be divided into What are they
Part 1: Before the earthquake Para.
Part 2: During the earthquake Para.
Part 3: Shortly after the earthquake Para.
Part 4: Days after the earthquake Para.
Learning activity 2: Scan Para. 1-2 and find out the setting of the earthquake.
Time:
Location:
(
Feelings
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
)Learning activity 3: Scan Para. 3-5 and figure out the damage caused during the earthquake and perceive Leo’s feelings.
Damage
(
l
l
l
l
l
l
l
l
l
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
)
Learning activity 4: Scan Para. 6-7 and underline the sentences that describe the damage
caused and survivors’ feelings shortly after the earthquake most vividly and give reasons.
The reason for underlining sentence 1:
The reason for underlining sentence 2:
The reason for underlining sentence 3:
The reason for underlining sentence 4:
Learning activity 5: Scan Para. 8-10 and figure out what happened several days after the earthquake.
1. What did the mayor call on the crowd to do after the earthquake
2. What did Leo and his friends decide to to do
_______________________________________________________________
Learning activity 6: Discuss the true meaning of “spirit” and find clues with group members.
(
厂
spirit
)
Interactive activity 7: Share opinions on whether you will stay and rebuild the city.
If you were Leo, would you stay and help rebuild the city Why or why not
_______________________________________________________________
Assignments:
1. Read the text twice and circle the useful words and expressions.
2. Finish the exercises of Comprehension I, II and III on Page 54 in the textbook.
3. Write a diary about your experience in the earthquake and your feelings in the voice of Leo. (100-120 words)(共15张PPT)
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第四单元
Dis aster Surviv al
授课 教 师：
课时
授课内容
1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1.5
Listening, Viewing and Speaking
1
Reading B
0.5
Critical Thinking
1
Writing
1
Further Exploration/ Self-assessment
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第四单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1.能理解故事的发展并能分析地震造成的破坏性；
understand the development of the story and analyze the great damage the
earthquake caused;
2.能描述幸存者在地震灾害中的经历和情感体验；
describe the experiences and the feelings of the disaster survivors in the earthquake;
3. 能感知和欣赏灾难情境下人类展示出来的人道主义精
神和人类尊严。
appreciate humanity and human dignity shown in disastrous circumstances.
san Francisco in1906
collapse
crash down
rip open
Genre of the text: Narrative
Writing order: In time order Divide the text into four parts according to the timeline:
Before the During the Shortly after the
Days after the
earthquake earthquake earthquake
earthquake
Para. __ ___ Para. __ _ ___ Para. __ ___ Para. __ _
_
-
_
-
_
-
Skimming
Time:
Early in the morning(in1906).
Location:
In san Francisco.
Para 1-2: Before During Shortly after
Days after
Before Para 3-5: During Shortly after
Days after
burst open
shatter
collapse crash down
Damage
sway
rip open
tumble
confused
Streets ripped open.
Buildings swayed.
Walls collapsed.
Houses came crashing down. Glass, wood and bricks
tumbled into streets.
Windows shattered.
The ceiling burst open.
Bricks poured down,
spilling out.
Before Para 3-5: During Shortly after
Days after
frightened helpless
grateful
shocked
Feelings
Damage
Before During Para 6-7: Shortly after
Days after
Bricks, stones and glass spilled into the street. Unsteady houses collapsed.
frightened
Others looked like a sneeze would send them crashing down.
shocked
A furious giant stamped on other houses.
Feelings
Damage
What did the mayor call on the crowd to do
He called on the crowd not to give up on San Francisco.
What did Leo and his friends decide to do
They decided to stay and rebuild the city.
Before During Shortly after
Para 8-10: Days after
responsibility unity
bravery
determination
optimism
“Our city is gone. But its spirit is here! We will rebuild!”
Further thinking
spirit
Share your opinions with your teacher and classmates:
If you were Leo, would you stay and help rebuild the city？Why or why not
Interactive activity
1. Read the text twice and circle the useful words and expressions.
2. Finish the exercises of Comprehension I, II and III on Page 54 in the textbook.
3. Write a diary about your experience in the earthquake and your feelings in the voice of Leo. (100-120 words)
Assignments
T h a n k y o u ！《高中英语（上外版）》选择性必修第二册 Unit 4 Disaster Survival
课时：
课题：Surviving the Earthquake
课型：阅读课
一、教学设计与说明
1. 教学目标
本课核心目标为引导学生通过阅读，理解语篇描述的 地震场景和情节发展；能基于语篇内容，感知和描述地震幸存者的情感变化，体 会灾民的感受；能梳理记叙文的语篇结构和文体特征；能通过归纳语篇中与灾难 相关的词汇，构建语篇话题的词汇语义网；能深入语篇内容，深度思考灾难面前 人类所显示出来的人性光辉和人性尊严。
2. 教学设计思路
本课时是本单元的第 1 课时，语篇类型为记叙文，主要从小男孩 Leo 的角度 讲述旧金山大地震的破坏性、灾民的经历和情感体验，最后展现灾后人们重建家 园的决心。语篇发展主要以时间顺序进行，即地震前的安详宁静景象，地震时灾 难巨大的破坏力和人们的情感经历，到地震后人们坚定地参与重建家园。在读前 环节，活动先以图片的形式激活学生的背景知识，并引入话题。
在读中环节，通过学习理解类活动展开基于语篇的学习。第一，学生通过略 读（Skimming）活动梳理语篇结构、了解语篇大意，形成对语篇内容的基本理 解。第二，学生通过寻读（Scanning）活动理解与分析地震的破坏性和 Leo 及灾 民们的经历，概括和整合人们面对突如其来的灾难时的情感体验。学生需要通过 上下文线索获取和梳理与灾难相关的词汇如 rip, collapse, sway 等词汇意义；通过 寻找和梳理关键字词，分析地震的巨大破坏力，并概括和整合人们在灾难中的经 历和情感体验。
在读后环节，通过应用实践类活动展开深入语篇的学习。学生在教师的引领 下对“spirit ”的深层次含义进行探究，分析和判断在大自然灾难面前人性的伟大， 从而展开对本单元主题意义的深入探究。
在交互活动中，通过组织学生就话题展开讨论：“假设你是 Leo ，是否会参 与重建家园？为什么？ ”激励学生既基于语篇寻找理据，又超越语篇理性地表达 观点。
3. 教学重点及难点
引导学生学习理解语篇内容的基础上，获取语篇内容和细节，描述地震的场 景、情节发展和灾民的情感体验。深入和超越语篇对灾难情境中显现出来的人性 光辉展开主题意义的探究。
Lesson Plan
At the end of this period, students are expected to:
1
1. understand the development of the story and analyze the great damage the earthquake caused;
2. describe the experiences and the feelings of the disaster survivors in the earthquake;
3. appreciate humanity and human dignity shown in disastrous circumstances.
Learning procedures:
I. Pre-reading
Interactive activity 1: Leading in the topic.
T: Direct students ’ attention to some pictures about a modern city, ask them what the city is and talk about the background knowledge of the city. Ss: Look at the pictures and talk about their understanding of today’s San Francisco. Purpose: To introduce some background knowledge about San Francisco.
Guided questions:
1. Which city is shown in the pictures
2. How will you describe today’s San Francisco
(Possible answers: modern, beautiful, fashionable etc.)
Interactive activity 2: Getting started by looking at some pictures of San Francisco in
1906 and talking about the city stricken by the disaster.
T: Show some pictures of San Francisco in 1906 and ask students to guess what happened to the city, describe the pictures and reflect on the sharp contrast between a modern and peaceful city and a city in ruins. Ss: Look at the pictures, guess what happened to the city on that day in 1906 and describe the city stricken by the disaster. Purpose: To introduce the topic of the earthquake in San Francisco.
Guided questions:
1. Can you guess what happened to San Francisco on that day in 1906
2. How do you know an earthquake struck San Francisco. (Possible answers:
Because the road was torn open/ ripped open.
Because the houses collapsed and the walls crashed down.)
II. While-reading
Independent activity 3: Skimming the text for the genre, writing order and the textual structure.
T: Ask students to skim the text, identify the genre and the writing order. Ss: Skim and find out the genre and writing order of the text. T: Ask students to skim the text again and divide it into several parts based on the timeline. Ss: Skim and divide the text into several parts and find out the main idea of each part. Purpose: To figure out the textual structure and the general idea of the text.
2
Guided questions:
1. What’s the genre of the text
2. What is the writing order of the text
3. Can you divide the text into four parts according to the timeline
Independent activity 4: Scanning Para. 1-2 and finding out the setting of the earthquake
T: Ask students to read Para.1-2 and find out the time and location of the earthquake. Ss: Read Para. 1-2 and find out when and where the earthquake happened. Purpose: To clarify the setting of the earthquake.
Guided questions:
When and where did the earthquake strike How do you know that
Interactive activity 5: Scanning Para. 3-5, figuring out the damage caused during the earthquake and perceiving Leo’s feelings
T: Guide students to figure out the damage caused during the earthquake by locating verbs related to the earthquake. Ss: Read Para.3-5 and find out the damages caused during the earthquake . T: Perceive Leo’s feelings in the face of the earthquake by finding out clues. Ss: Infer Leo’s feelings by looking for some clues in the text. Purpose: To help students better understand the destructiveness of the earthquake, perceive people’s feelings and learn some earthquake-related vocabulary by means of explanations and contexts.
Guided questions:
1. What damage did the earthquake do to the city
2. How did Leo, the 11-year-old boy feel during the earthquake How do you know
3. Did Leo survive the earthquake How do you know
4. Can you imagine his feelings when he was rescued (Possible: frightened, grateful, etc.)
5. If you must risk your life to save a person, will you do that
Interactive activity 6: Scanning Para. 6-7, figuring out the damage caused shortly after
(
q
p
g
g
)the earth uake and erceivin survivors ’ feelin s
T: Guide students to underline the sentences that describe the damage caused shortly after the earthquake most vividly with “ ” and give reasons. Ss: Read Para. 6-7 and underline the sentences that describe the damage caused shortly after the earthquake most vividly and give reasons. T: Guide students to underline the sentences that describe survivors ’ feelings shortly after the earthquake most vividly with “ ” and give reasons. Ss: Underline the sentences that the students think describe survivors ’ feelings most vividly and give reasons. Purpose: To help students better understand the destructiveness of the
3
earthquake, perceive people’s feelings and learn some earthquake-related vocabulary by means of explanations and contexts.
Guided questions:
1. Which sentences do you think describe the damage shortly after the earthquake most vividly Why
2. Which sentences do you think describe the survivors ’ feelings most vividly Why
Interactive activity 7: Scanning Para. 8-10 and figuring out what happened several days after the earthquake.
T: Guide students to read Para. 8-10 and find out what happened several days after the earthquake. Ss: Read Para. 8-9 and find out the damage caused to the city and survivors ’ reactions to the earthquake. Purpose: To figure out the destructiveness of the earthquake and survivors’ reactions to it.
Guided questions:
1. What did the mayor call on the crowd to do after the earthquake
2. What did Leo and his friends decide to to do
III. Post-reading
Interactive activity 8: Exploring the meaning of “spirit” .
T: Guide students to figure out the true meaning of spirit and find clues to support their opinions. Ss: Discuss the true meaning of “spirit” and find clues with group members. Purpose: To help students better perceive the spirit people demonstrate when facing disastrous situations and appreciate humanity and human dignity.
Guided questions:
What kind of “spirit” does the city have Why do you think so
Interactive activity 9: Sharing opinions on whether students will stay and rebuild the
city.
T: Encourage students to express their opinions on whether they would stay and rebuild the city if they were Leo. Ss: Share opinions with the teacher and classmates on whether they will stay and rebuild the city if they were Leo. Purpose: To deepen students’ understanding of the text.
IV. Assignments
1. Read the text twice and circle the useful words and expressions.
2. Finish the exercises of Comprehension I, II and III on Page 54 in the textbook.
3. Write a diary about your experience in the earthquake and your feelings in the voice of Leo. (100-120 words)
4上外版 高二年级 选择性必修二 第四单元 第一课时 学案（教师版）
Learning activities:
Learning activity 1: Skim the text and answer the following questions
1. What’s the genre of the text
Narrative (记叙文).
2. what is the writing order of the text
Time order.
3. How many parts can the text be divided into What are they
Part 1: Before the earthquake Para.
Part 2: During the earthquake Para.
Part 3: Shortly after the earthquake Para.
Part 4: Days after the earthquake Para.
Part 1: Para. 1-2; Part 2: Para. 3-5; Part 3: Para. 6-7; Part 4: Para.8-10.
Learning activity 2: Scan Para. 1-2 and find out the setting of the earthquake.
Time:
Location:
Early in the morning (in 1906). In San Francisco.
Learning activity 3: Scan Para. 3-5 and figure out the damage caused during the earthquake and perceive Leo’s feelings.
(
Feelings
) (
confused
shocked
frightened
helpless
grateful
)
Damage
l Streets ripped open. l Buildings swayed. l Walls collapsed. l Houses came crashing down. l Glass, wood and bricks tumbled into streets. l Windows shattered. l The ceiling burst open. l Bricks poured down, spilling out. l The ceiling burst open.
Learning activity 4: Scan Para. 6-7 and underline the sentences that describe the damage caused and survivors’ feelings shortly after the earthquake most vividly and give reasons.
Possible answers about the damage:
1. “Bricks, stones and glass spilled into the street. Unsteady houses collapsed. Others looked like a sneeze would send them crashing down. A furious giant stamped on other houses.”
The last sentence is the most vivid, because the expression “a sneeze would send them crashing down” vividly tells us that the houses were very fragile.
2. These sentences “Leo looked in shock at the scene around them” and “It looked like a furious giant had marched through the city, jumping over some houses and stamping on others,” also tell us the damage in the earthquake. I like the sentences because here the earthquake is compared to “a furious giant”, which gives us a vivid picture of the disaster scene.
Possible answers about survivors ’ feelings:
The sentences “People stood on the sidewalks, frightened. Families gathered together. Babies broke the silence with screams” also tell us that many people were still frightened even after the earthquake.
Learning activity 5: Scan Para. 8-10 and figure out what happened several days after the earthquake.
1. What did the mayor call on the crowd to do after the earthquake
2. What did Leo and his friends decide to to do
1. He called on the crowd not to give up on San Francisco.
2. They decided to stay and rebuild the city.
Learning activity 6: Discuss the true meaning of “spirit” and find clues with group
members.
(
o
responsibility
) (
unity
) (
bravery
) (
o
determination
) (
optimism
) (
厂
spirit
)
Interactive activity 7: Share opinions on whether you will stay and rebuild the city.
If you were Leo, would you stay and help rebuild the city Why or why not
If I were Leo, I would surely stay and help rebuild the city. It is my hometown, which my grandpa helped to build. What’s more, I believe that my friends will stay here with me and help rebuild the city. (Answers may vary.)
Assignments:
1. Read the text twice and circle the useful words and expressions.
2. Finish the exercises of Comprehension I, II and III on Page 54 in the textbook.
3. Write a diary about your experience in the earthquake and your feelings in the voice of Leo. (100-120 words)
