《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：How to Survive Natural Disasters
课型：拓展阅读
一、教学设计与说明
1. 教学目标
本课核心目标为引导学生概括说明文的文体 特征，如语篇内容、结构和语言；指导学生分享各种自然灾害的特点以及逃生方法；帮助 学生利用文章信息梳理不同自然灾害的起因、危害和应对措施；鼓励学生通过文章内容反 思自身所处环境，分享对可能遇到的自然灾害的自救措施。
2. 设计思路
本课为本单元的第5 课时，旨在引导学生通过小标题等文本特征掌握语篇类型与结构， 通过梳理归纳文本关键信息，完成四个“灾害档案 ”并了解相关的生存技能，最后指导学 生通过设计海报的形式分享对可能遇到的自然灾害的自救措施。第一，教师通过邀请学生 做自救意识的调查报告，指出我们对自然灾害了解不足的现状，从而引出本课话题。第二， 通过略读与扫读，教师引导学生掌握语篇类型与结构，提取关键信息，帮助学生更清晰地 了解灾害的地点、起因、危害以及灾前和灾中的防护措施，并完成灾害档案。第三，教师 指导学生阅读文本第三部分，了解防范灾害的普适法则——准备救生包，并引导学生根据 前文所提取的信息思考如何在不同灾情中使用救生包物件，加深对自救措施的理解。最后， 教师通过组织小组讨论活动，要求学生基于课堂所学内容制作防灾海报，分享对可能遇到 的自然灾害的自救措施，提升防灾意识。
3. 重点难点
梳理说明文的语篇结构和特征，根据所学内容，分享对可能遇到的自然灾害的自救措 施。
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Lesson Plan
By the end of this period, students are expected to:
1. summarize the features of the expository text, such as the content, the structure and the language;
2. learn the causes, the damage and the measures of different natural disasters with the information obtained;
3. share the self-protection measures in the face of natural disasters.
Procedures:
I. Getting started
Activity 1: Reporting the findings of the survey
T: Ask students to report the findings of a survey on the classmates ’ awareness of self- protection. Ss: Report the findings of a survey on the classmates ’ awareness of self-protection. Purpose: To activate students’ prior knowledge about natural disasters and arouse their interest in reading.
II. Reading
Activity 2: Skimming the passage
T: Guide students to skim the passage and figure out the textual type and the structure. Lead students to pay attention to the title and the subtitles. Ss: Skim the passage and find out the textual type and the structure of the passage. Purpose: To focus students’ attention on the textual features and the general information of the text.
Guided questions:
1. What type of writing is this passage
2. How many parts can the passage be divided into Why
Activity 3: Scanning Para.1
T: Lead students to read Para.1 to figure out the reason why people should learn how to
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survive natural disasters. Ss: Scan Para.1 and find out the reason why people should learn how to survive natural disasters. Purpose: To arouse students’ awareness of self-protection in the face of natural disasters and get familiar with the topic.
Guided question:
1. Why all of us should learn how to survive natural disasters
Activity 4: Scanning Para.2
T: Lead students to read Para.2 to figure out the location, the actions, the effects and the damage of a typhoon. Ss: Scan Para.2 and find out the location, the actions, the effects and the damage of a typhoon. Purpose: To equip students with some information of a typhoon, especially the measures to be taken to protect themselves.
Guided questions:
1. Where does a typhoon usually happen
2. What measures can people take when a typhoon strikes
3. What effects does a typhoon usually cause
4. What causes a typhoon
Activity 5: Scanning Para.3-5
T: Lead students to scan Para.3-5, figure out the key information of the other disasters and complete the disaster files on Page 61 in the textbook. Ss: Scan Para.3-5 and work out the disaster files with the help of the example in Exercise I on Page 61 in the textbook. Purpose: To equip students with some information of natural disasters, especially the measures to be taken to protect themselves.
Activity 6: Scanning Para.6-8
T: Ask students to scan Para.6-8 and find out the universal rules for most natural disasters.
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Ss: Scan Para.6-8 and answer some questions regarding universal survival rules. Purpose: To equip students with some practical skills and raise their awareness of self- protection.
Guided questions:
1. What universal measures can be taken in most natural disasters
2. What supplies should you prepare for your survival kit
Activity 7: Working in pairs
T: Ask students to work in pairs and discuss in what disastrous situations the supplies in a survival kit are needed. Ss: Work in pairs and discuss in what disastrous situations the supplies in a survival kit are needed. Purpose: To help the students better understand the universal rules of natural disasters and raise their awareness of self-protection.
Guided question:
1. In what disastrous situations are these supplies needed
III. Post-reading
Activity 8: Designing a poster in groups
T: Ask students to work in groups of four and design a poster popularizing disaster survival skills. Instruct students to focus on what’s learned, finish a draft first and get prepared to present their poster in class. Ss: Work in groups to design a poster popularizing disaster survival skills and present their work in class. Purpose: To apply what’s learned to practice and share self-protection measures they’ve learned.
IV. Assignments
1. Search online for more information about disasters and complete the parts not mentioned in the disaster files.
2. Finish the exercises on Page 64-65 in the workbook.
4(共18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第五课时
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.能概括说明文的文体特征，如语篇内容、结构和语言;
summarize the features of the expository text, such as the content, the structure
and the language;
2.能利用文章信息梳理不同自然灾害的起因、危害和应对措施；
learn the causes, the damage and the measures of different natural disasters with the information obtained;
3.能分享对可能遇到的自然灾害的自救措施。
share the self-protection measures in the face of natural disasters.
A survey report by Lucy:
After conducting the survey with my classmates, I find that my classmates regard the typhoon as the most common disaster in Shanghai and other coastal areas. It causes severe damage every year, like injuries, deaths and economic losses. They have known some measures taken by the government especially after listening to the news about Typhoon Mangkhut but they are not quite clear about the personal measures to be taken or the causes.
Report the findings of a survey on the classmates’ awareness of self-protection.
damage
cause
location
measure
Getting Started
Reading B : How to Survive Natural Disasters
Part 1 Introduction
Part 2 Body (four disasters)
Part 3 Conclusion
Para. 1
Para. 6-8
Para. 2-5
Expository
Skimming
destructive
moving fiercely
spilling out violently
Scanning
Para.1
Hide in a secure basement or a bathroom with no windows
Get under a solid piece of furniture
Have a battery-powered weather radio
In the northwestern Pacific Ocean, like the Caroline Islands, the Philippines, Japan and southern China
Rip of sca folding
Make skyscrapers sway
Smash windows
Strand cars…
Not mentioned
Para.2
Typhoon
Action
Eect
Location
cause
Scanning
Scanning
Para.3-5
Flood
Intense rainfalls lasting for days
Change the landscape dramatically
Leave for higher grounds with your important papers in a waterproof container
Avalanche
Alpine, snowy mountains
Bury everything
Move to the side of the slope
Drop heavy equipment
Dig an air pocket
Wait for rescue teams and don’t waste energy
Wildfire
Spread at an amazing speed, and destroy everything
Cover your nose and mouth with a wet cloth
Stay upwind and get close to a pond or river
Move to a place already burned out
Stay low and cover yourself with wet clothing, a blanket or soil
Hide in any building
Close all the doors, windows and vents
Leave doors unlocked
A survival kit
Scanning
Para . 6 - 8
In what disastrous situations are these supplies needed
battery-powered weather radio + flashlight
emergency mobile phone
map
survival towels
Pair Work
flashlight
can-opener
dust mask
whistle
Your school is collecting posters popularizing natural disasters and survival skills. Work in groups of four and make a poster.
Prepare a survival kit
Cover the nose and
mouth
Stay upwind
Get close to water
Stay low
Hide in any building
Close all the windows
and doors
Group Work
Survive a wildfire
There is no harm in hoping for the best as long as
you ’ re prepared for the worst .
— Stephen King
1. Search online for more information about disasters and complete the parts not mentioned in the disaster files.
2. Finish the exercises on Page 64-65 in the workbook.
Assignments
Polish your posters in groups by adding more information or decorating them with pictures.
Interactive Activity
T h a n k y o u ！
