上外版 高二年级 选择性必修二 第四单元 学案（学生版）
I. Getting started:
Reviewing the aspects a disaster story often covers.
_________________________________________________________
_________________________________________________________
II. Text-based vocabulary learning:
Answer the following questions about the text and learn the usages of the topic-related words and expressions
Guided question 1: What damage was caused to the following property Notes:
1. All across the city, streets .
2. Walls .
3. Houses came .
Q: Would you please tell me what may happen to unsteady bridges in a flood
Notes:
(1) Powerful shocks exploded up through the underground layers of dirt and rock. (n.)
The “shock” above has the same meaning as .
A. His eyes opened wide in shock.
B. He isn’t seriously injured but he is in (a state of) shock.
C. The shock of the explosion could be felt up to six miles away.
(2) Leo stood in shock as the floor beneath him rose and fell like ocean waves.
The “shock” here means: .
(3) The damage caused by the earthquake shocked Leo. (v.)
=Leo was shocked .
=Leo was shocked .
Notes:
Hundreds of bricks poured down, spilling out the door. Another sentence including “spill” :
Instruction: Can you describe the picture of a flood with the word “spill”
Guided question 2:What damage was done to Leo
e.g. When Jim walked by an open window in a typhoon, a fallen object
.
_________________________________________________________
Guided question 3: Did Leo survive the earthquake
e.g. 真幸运，地震中无人被埋在废墟中。
_________________________________________________________
Guided question 4: What were people’s reactions after the earthquake
(1)
Q: Can you tell me “What were people frightened of in the earthquake”
(2)
Q: What did the mayor call on the crowd to do
A:
III. Learning the function and the usages of simile:
Guided question 5: What was the city of San Francisco like after the earthquake
_________________________________________________________
Practice: Rescue workers are/look like .
IV. Practice and consolidating:
(
p
p
g
) (
eo le’s reactions and
the
dama
e
caused
)Step 1: Make sentences with the sentence pattern below and the words and expressions about
People’s reactions . The damage caused Simile
be frightened/ afraid (of...) rip open
be shocked collapse/ crash down
be confused hit sb on/ in the + n.
be grateful spill out/ into +n.
call on bury... in...
... ...
Sentence pattern:
People were/v.-ed (people’s reactions) because / when . (the damage caused)
e.g. Leo was confused when the plaster hit him on the head (like a hammer).
Your creation:
1. ( )
2. ( )
Step 2: Complete your creations with the figure of speech of simile.
V. Assignments
1. Finish Vocabulary Focus Exercise I and II on Page 55 in your textbook.
2. Make at least 5 more sentences by using simile and the words and expressions learned today.(共16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.能通过回顾语篇关键信息深入理解语篇；
have a deeper understanding of the text by recollecting the key information;
3.能理解明喻的修辞手法，并学会运用明喻描述人或事
物。
understand and use simile, a figure of speech, to help describe something vividly.
2.能正确运用目标词汇描述自然灾害的破坏性和幸存者的情感；
describe the feelings of the disaster survivors by using target vocabulary and expressions appropriately;
Time
location
Cause of the disaster
The damage caused by the disaster
People's reactions
What aspects does a disaster story often cover
Getting started
√ √
2. Walls __collapsed__ .
3. Houses came _crashing down _.
1. All across the city, streets ripped open. .
e.g. The road ripped open in the earthquake.
to fall down suddenly
often after breaking apart
e.g. Unsteady bridges may collapse or crash down in a flood.
The damage caused to property
A. His eyes opened wide in shock.
B. He isn't seriously injured but he is in (a state of) shock .
C.The shock of the explosion could be felt up to six miles away.
2. Leo stood in shock as the floor beneath him rose and fell like ocean waves.
3. The damage caused by the earthquake shocked Leo. (v.)
= Leo was shocked at the damage caused by the earthquake.
= Leo was shocked to see the damage caused by the earthquake.
The “shock” above has the same meaning as C .
1. Powerful shocks exploded up through the underground layers of dirt and rock. (n.)
The damage caused to property
A strong feeling of surprise.
Hundreds of bricks poured down, spilling out the door.
Bricks, stones and glass covered the sidewalks, spilling into the street.
Flood
The flood spilled out the river and spilled into the street.
The damage caused to property
What damage was done to Leo
1. Lumps of plaster hit him on the head.
hit/ strike sb. on the back/ in the face
e.g. When Jim walked by an open window in a typhoon,
a fallen object hit/ struck him on the back . .
The damage caused to human life
Had they been just a few steps slower, they both would have been buried.
bury sb./ sth. (in sp.)
e.g. 真幸运，地震中无人被埋在废墟中。
It's lucky that no one was buried in the ruins in the earthquake.
The damage caused to human life
What was the city of San Francisco like after the earthquake
It looked like a furious giant had marched through the city, jumping over some houses and stamping on others.
明喻的修辞手法：A simile is a figure of speech in which two quite different things are compared because they appear similar in at least one characteristic.
Signal word: be/ v-ed + like + n /pron/ clause e.g.: Rescue workers are/look like angles .
The damage caused to property
1. People stood on the sidewalks, frightened.
People were frightened of being injured in the earthquake, which was really frightening.
2. The mayor called on the crowd to not to give up on San Francisco.
The mayor called on the crowd to stay and rebuild the city.
People's reactions
People's reactions The damage caused Simile
be frightened/ afraid (of ...) rip open be shocked collapse/ crash down be confused hit sb. on/ in the + n. be grateful spill out/ into + n. call on bury ... in... ... ...
Your creation:
1. People were/ felt shocked because the road ripped open like a big mouth. 2. People were frightened/ afraid of being injured when houses collapsed like dominoes.
because / when (The damage caused).
when the plaster hit him on the head like a hammer.
People were/ v.-ed (People's reactions)
e.g. Leo was confused
Make sentences with the sentence pattern and the words in the chart.
What's the most impressive scene in the text Why
Voice your opinions
Describe one scene in a disaster story to your teacher and classmates .
Interactive activity
1. Finish Vocabulary Focus Exercise I and II on Page 55 in your textbook.
2. Make at least 5 more sentences by using simile and the words and expressions learned today.
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： 教学内容：Surviving the Earthquake
课型：Reading (Vocabulary) 设计者:
一、教学设计与说明
1. 教学目标
本课核心目标为引导学生在语境中学习和运用课文核心词汇， 学会描述自然灾害和幸存者的情感，并能理解和恰当地使用明喻这一修辞手法。
2. 设计思路
本课教师首先带领学生回顾灾难故事包含的主要元素，紧接着通过提问，引导学生 梳理语篇中的关键信息，即灾难造成的破坏和人们对此的反应，从而帮助学生更深入地 理解语篇，体会灾难幸存者的情感。在深入阅读文本的过程中，教师带领学生在语境中 理解核心词汇的功能、词义的内涵和外延、建立词汇语义网，并设计形式多样、与主题 相关的语言操练，提供丰富的语言输入，帮助学生在不同的情境中恰当地使用核心词汇。 此外，教师通过讲解和操练，帮助理解和正确运用明喻这一修辞手法。最后，学生运用 本课所学的词汇和明喻这一修辞手法，描述灾难的破坏性和人们对此的反应，之后描述 文中令自己印象最为深刻的场景并说明印象深刻的理由，从而加深学生对语篇的理解、 巩固并内化话题相关词汇的用法。
3. 重点难点
在语境中学习和运用核心词汇，学习运用明喻生动地描述人或事物。
学会灵活恰当地运用话题相关词汇，描述自然灾害和幸存者的经历和感受。
Lesson Plan
At the end of the period, students are expected to:
1. have a deeper understanding of the text by recollecting the key information;
2. describe the feelings of the disaster survivors by using target vocabulary and expressions appropriately;
3. understand and use simile, a figure of speech, to help describe something vividly.
Procedures:
I. Getting started:
Interactive activity 1: Reviewing the aspects a disaster story often covers.
T: Ask students to think about the aspects a disaster story often covers. Ss: Recollect the text and other disaster stories they have read and generalize the aspects a disaster story often covers. Purpose: To remind the students of the key aspects of a disaster story.
Guided questions:
Do you remember what aspects a disaster story often covers
(Possible answers: time, location, cause of the disaster, the damage caused by the disaster and people’s reactions, etc.)
II. Text-based vocabulary learning:
Interactive activity 2: Reviewing the important details of the text and learning the usages of target words and expressions.
T: Ask the students to answer some questions about the important details of the text and practise using the target words and expressions by completing different tasks such as describing pictures, translation, filling in the blanks and making sentences, etc. Ss: Answer some questions and complete some vocabulary exercises. Purpose: To help the students have a thorough understanding of the text and grasp the usages of some target words and expressions.
Guided questions:
1. What damage was caused to the following property
2. What damage was done to Leo
3. Did Leo survive the earthquake
4. What were people’s reactions after the earthquake
5. What did the mayor call on the crowd to do
6. Can you describe the picture/translate the following Chinese sentence into English with the words or expressions
Target words:
rip, collapse, shock, bury, frightened Target expressions:
crash down, spill out, spill into, hit sb. on the head, call on sb. to do
III. Learning the figure of speech --- simile:
Interactive activity 3: Learning the function and usages of simile.
T: Guide the students to learn the function and usages of simile. Ss: Learn the function and usages of simile. Purpose: To help the students understand and learn to use simile properly
Guided questions:
1. What was the city of San Francisco like after the earthquake
2. Why does the author compare the earthquake to a furious giant
3. How will you describe rescue workers with simile
IV. Practice and consolidation:
Independent activity 4: Practising using the target words and expressions and simile.
T: Ask the students to make sentences with the sentence pattern below and the words and expressions about people’s reactions and the damage caused and simile. Ss: Make sentences with the sentence pattern, the target words and expressions and simile. Purpose: To provide the students with opportunities to consolidate the usages of the target words and expressions and simile.
Guided questions:
1. Can you make some sentences with the sentence pattern below Don’t forget to use the words and expressions about people’s reactions and the damage caused.
2. Can you use simile in your creations
Interactive activity 5: Voicing opinions by using the target words and expressions.
T: Ask the students to describe the most impressive scene in the text and give reasons. Ss: Describe the most impressive scene in the text in their opinion and give reasons. Purpose: To enable the students to describe a disaster scene and survivor’s feelings by using the target words and expressions
Guided questions:
What is the most impressive scene in the text in your opinion Why
Interactive activity 6:
T: Encourage the students to describe one scene in another disaster scene. Ss: Describe one scene in another disaster scene. Purpose: To help the students internalize the target words and expressions.
Guided question:
Can you describe one scene in another disaster story to your teacher and classmates
V. Assignments:
1. Finish Vocabulary Focus Exercise I and II on Page 55 in your textbook.
2. Make at least 5 more sentences by using simile and the words and expressions learned today.
.上外版 高二年级 选择性必修二 第四单元 学案（教师版）
I. Getting started:
Reviewing the aspects a disaster story often covers.
time,
location,
cause of the disaster,
the damage caused by the disaster, people’s reactions
II. Text-based vocabulary learning:
Answer the following questions about the text and learn the usages of the topic-related words and expressions
Guided question 1: What damage was caused to the following property
Target words/ expressions: rip open, collapse, crash down Notes:
1. All across the city, streets . ripped open
2. Walls . collapsed
3. Houses came . crashing down
Q: Would you please tell me what may happen to unsteady bridges in a flood
A: Unsteady bridges may collapse or crash down in a flood.
Target words/ expressions: shock
Notes:
(1) Powerful shocks exploded up through the underground layers of dirt and rock. (n.)
The “shock” above has the same meaning as . C
A. His eyes opened wide in shock.
B. He isn’t seriously injured but he is in (a state of) shock.
C.The shock of the explosion could be felt up to six miles away.
(2) Leo stood in shock as the floor beneath him rose and fell like ocean waves.
The “shock” here means: . A strong feeling of surprise.
(3) The damage caused by the earthquake shocked Leo. (v.)
=Leo was shocked . at the damage caused by the earthquake.
=Leo was shocked . to see the damage caused by the earthquake.
Target words/ expressions: spill out, spill in Notes:
Hundreds of bricks poured down, spilling out the door. Another sentence including “spill” :
Bricks , stones and glass covered the sidewalks, spilling into the street.
Instruction: Can you describe the picture of a flood with the word “spill”
The flood spilled out the river and spilled into the street.
Guided question 2:What damage was done to Leo
Lumps of plaster hit him on the head.
Target words/ expressions: hit / strike sb. on the head/ back/ in the face
e.g. When Jim walked by an open window in a typhoon, a fallen object
. hit/ struck him on the back
Guided question 3: Did Leo survive the earthquake
Yes, but “Had they been just a few steps slower, they both would have been buried.”
Target words/ expressions: bury sb./ sth. (in sp.) e.g. 真幸运，地震中无人被埋在废墟中。
It’s lucky that no one was buried in the ruins in the earthquake.
Guided question 4: What were people’s reactions after the earthquake
(1) People stood on the sidewalks, frightened.
Target words/ expressions: frightened
Q: Can you tell me “What were people frightened of in the earthquake”
A:People were frightened of being injured in the earthquake, which was really frightening.
(2) The mayor called on the crowd to not to give up on San Francisco. Target words/ expressions: call on sb. to do sth.
Q: What did the mayor call on the crowd to do
A: The mayor called on the crowd to stay and rebuild the city.
III. Learning the function and the usages of simile:
Guided question 5: What was the city of San Francisco like after the earthquake
It looked like a furious giant had marched through the city, jumping over some houses and stamping on others.
Practice: Rescue workers are/look like . angels
IV. Practice and consolidating:
(
p
p
g
) (
eo le’s reactions and
the
dama
e
caused
)Step 1: Make sentences with the sentence pattern below and the words and expressions about
People’s reactions . The damage caused Simile
be frightened/ afraid (of...) rip open
be shocked collapse/ crash down
be confused hit sb on/ in the + n.
be grateful spill out/ into +n.
call on bury... in...
... ...
Sentence pattern:
People were/v.-ed (people’s reactions) because / when . (the damage caused)
e.g. Leo was confused when the plaster hit him on the head (like a hammer).
Your creation:
1.
2.
People were/felt shocked because the road ripped open.
People were frightened/afraid of being injured when houses collapsed.
Step 2: Complete your creations with the figure of speech of simile.
People were/felt shocked because the road ripped open (like a big mouth).
People were frightened/afraid of being injured when houses collapsed (like dominoes).
V. Assignments
1. Finish Vocabulary Focus Exercise I and II on Page 55 in your textbook.
2. Make at least 5 more sentences by using simile and the words and expressions learned today.
