Unit 2 Natural disasters：Extended reading 教学设计 -2024-2025学年高中《英语》 必修 第三册（译林版）
文档属性
| 名称 | Unit 2 Natural disasters：Extended reading 教学设计 -2024-2025学年高中《英语》 必修 第三册（译林版） |  | |
| 格式 | docx | ||
| 文件大小 | 28.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-03 20:09:20 | ||
图片预览
文档简介
Unit 2 Natural disasters
Extended reading（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. expand their knowledge of Pompeii by going through online or offline resources;
2. have a comprehensive understanding of the novel’s plot by drawing a plot mountain;
3. identify some language features of the novel (sensory details, similes, periodic sentences);
4. infer what real life was like in Pompeii and raise their self-protection awareness in the future.
II. Key competence focus
1. Sort out the plot of the novel.
2. Identify the language features of the novel.
III. Predicted area of difficulty
Form one’s own opinions based on the novel.
IV. Teaching procedures
Step1 Information search (before class)
T asks Ss to go through online or offline resources for some information about the Roman Empire, Pompeii and Mount Vesuvius.
【设计意图：安排学生课前通过网络、书籍等资源了解相关背景知识，培养其多渠道获取学习资源的能力，提升英语自主学习的意识。】
Step2 Knowledge extension
1. T quotes a description of the eruption of Mt. Vesuvius, written by Pliny the Younger, to introduce the novel.
2. T encourages Ss to share their knowledge of the Roman Empire, Pompeii and Mount Vesuvius with their classmates.
The Roman Empire: Roman Empire was established in 27 BCE following the ending of the Roman Republic and continuing to the final demise of the Empire of the West in the 5th century CE. The influence of the Roman Empire was profound in shaping all aspects of society for centuries. Its trade with Asia via the Silk Road established cross-cultural exchanges that continue to today.
Pompeii: Pompeii, an ancient Roman city in southwestern Italy, on the Bay of Naples, was buried beneath volcanic ash when Mount Vesuvius erupted in the year 79. It disappeared as if the city had never existed until its rediscovery in 1748.
Mount Vesuvius: When a volcano is erupting, red-hot liquid rock called lava spews from the top; ash and poison gases are released. Mount Vesuvius is an active volcano that rises above the Bay of Naples on the plain of Campania in southern Italy. The eruption of Vesuvius in the year 79 was destructive, burying the city of Pompeii.
Classification of volcanoes: There are a variety of ways to classify volcanoes. One of the simplest ways to classify volcanoes is by their recent eruptive history and potential for future eruptions.
* Active volcanoes: volcanoes that have erupted in recent history or are showing signs of activity
* Dormant volcanoes: volcanoes that are currently quiet but could erupt
* Extinct volcanoes: volcanoes that erupted thousands of years ago but are not expected to erupt again
【设计意图：教师引用历史见证者Pliny the Younger对庞贝火山爆发的描述，让学生从情感上快速融入本课的主题语境；鼓励学生分享有关罗马帝国、庞贝古城以及维苏威火山的背景知识，调动学生已有的知识经验；教师补充相关历史、地理和文化方面的知识，实现学生主题词汇的扩大、视野的拓展和知识的丰富。】
Step 3 Understanding the plot
1. T asks Ss to summarize the main idea of each paragraph in their own words.
T helps Ss use key words to conclude the main idea of each paragraph and sort out the structure of the novel.
General introduction to the writer and his novel
Para. 1: Description of Pompeii and Mount Vesuvius (The setting of the disaster)
Para. 2: Signs before the volcanic eruption (Before the volcanic eruption)
Para. 3: Eruption of Mount Vesuvius (During the volcanic eruption)
Para. 4: Reactions and feelings of people (During the volcanic eruption)
Para. 5: Rediscovery of the city (After the volcanic eruption)
2. T gives Ss some background information and asks them to sketch a picture of Pompeii.
(1) T asks Ss to read para. 1 and provides them with some background information.
Pleasure boats: used for recreational purposes
The forum: a large outdoor public place used for business and discussion
People: working as metalsmiths, gem-cutters, sandal-makers, boot-makers, barbers, dentists, weavers, and bakers
T asks Ss to sketch a picture of Pompeii according to the description in para. 1. Add labels or captions to explain the picture.
3. T asks Ss to read para. 1–3 and find the sentences which show the signs before and during the volcanic eruption.
Para. 1: Its ashy rocks, now dark, now light, told a story of past eruptions that might have warned the city what was to come! (Ashy rocks)
Para. 2: The crowd looked upwards, and saw, with unspeakable fear, a huge cloud shooting from the top of the volcano. (A tree-like cloud)
Para. 3: At that moment, they felt the earth shaking beneath their feet; beyond in the distance, they heard the crash of falling roofs. (An earthquake)
4. T introduces the function and elements of a plot mountain and asks Ss to keep track of the two plots at the same time.
The eruption of volcano
* A huge cloud shot from the top of the volcano. (unusual form and colour)
* The earth shook. Roofs fell. Cloud rolled. Ashes and stones showered.
* The earthquake came.
* Pompeii was unearthed. (walls, floors, columns)
The reactions of people
* The crowd saw a tree-like cloud. (with unspeakable fear)
* Women cried. Men were silent. (puzzled, shocked)
* Each turned to fly. Life ended. (hopeless, fearful, desperate)
* We are reminded of the beautiful city. (amazed)
5. T asks Ss to write a summary of the excerpt from the novel based on the plot mountain.
【设计意图：学习理解阶段，学生首先从宏观上梳理小说情节，然后以画图的方式处理第一段，让学生在头脑中勾勒出庞贝城，为最后环节总结庞贝的真实生活做铺垫；第二到第五段，通过寻找火山爆发的征兆和完成“情节山”的方式帮助学生分层梳理语篇，了解小说的明线（火山爆发）和暗线（人物反应）；最后以写概要的形式帮助学生实现语言的输出。】
Step 4 Appreciating the language
T leads Ss to analyse and identify the language features of the novel by asking the following question: How does the author create a sense of fear and confusion during the volcanic eruption
T explains the functions of sensory details, similes and periodic sentences used in the novel.
Sensory details help readers feel like they were there with the victims on the scene.
Similes help readers visualize what is happening.
Periodic sentences are deliberately structured to place the main point at the end. They are used to emphasize, to shock or to create suspense.
【设计意图：引领学生品读小说的语言，分析感官描写、明喻和圆周句的在营造紧张氛围中的作用。】
Step 5 Expressing your views
1. T asks Ss to focus on para. 5 and answer the following question: How do you understand the loss of Pompeii
2. T asks Ss to infer what real life was like in ancient Pompeii based on what they have read in the novel.
People’s lifestyle: People led a colourful and peaceful life while wealthy people enjoyed a luxurious life.
People’s safety awareness: Even if there were many warning signs before the eruption, people didn’t care about them, as they didn’t have a strong sense of self-protection awareness.
Pompeii’s economy: The city had a thriving economy, with large volume of imports and exports and busy fishing industry.
3. T asks Ss to answer the following question: Do you think that we will be better able to protect ourselves from natural disasters in the future Why or why not
4. T concludes the significance of this historical novel.
Nature is to be respected, not to be conquered.
History is to be remembered, not to be buried.
【设计意图：通过对庞贝城消失的思考、推断庞贝城的真实生活、预测未来人类对自然灾害的防护等活动，让学生进行观点表达，深度探寻历史小说的主题意义，提高学生在自然灾害中自我保护的意识。】
V. Homework
1. Design a poster for the novel The Last Days of Pompeii. Your poster should include the following aspects: a brief summary of the plot, some book reviews and several pictures.
2. What Was Pompeii , written by Jim O’Connor, contains 16 pages of photos inside. Read this illustrated book and find out more information about Pompeii.
【设计意图：让学生为小说设计海报，并鼓励学生阅读在话题上与该小说相关的书籍，进行拓展性阅读，从而在文本理解的基础上展开富有创造性的活动。】
Extended reading（教学设计）
I. Learning objectives
By the end of the lesson, students will be able to:
1. expand their knowledge of Pompeii by going through online or offline resources;
2. have a comprehensive understanding of the novel’s plot by drawing a plot mountain;
3. identify some language features of the novel (sensory details, similes, periodic sentences);
4. infer what real life was like in Pompeii and raise their self-protection awareness in the future.
II. Key competence focus
1. Sort out the plot of the novel.
2. Identify the language features of the novel.
III. Predicted area of difficulty
Form one’s own opinions based on the novel.
IV. Teaching procedures
Step1 Information search (before class)
T asks Ss to go through online or offline resources for some information about the Roman Empire, Pompeii and Mount Vesuvius.
【设计意图：安排学生课前通过网络、书籍等资源了解相关背景知识，培养其多渠道获取学习资源的能力，提升英语自主学习的意识。】
Step2 Knowledge extension
1. T quotes a description of the eruption of Mt. Vesuvius, written by Pliny the Younger, to introduce the novel.
2. T encourages Ss to share their knowledge of the Roman Empire, Pompeii and Mount Vesuvius with their classmates.
The Roman Empire: Roman Empire was established in 27 BCE following the ending of the Roman Republic and continuing to the final demise of the Empire of the West in the 5th century CE. The influence of the Roman Empire was profound in shaping all aspects of society for centuries. Its trade with Asia via the Silk Road established cross-cultural exchanges that continue to today.
Pompeii: Pompeii, an ancient Roman city in southwestern Italy, on the Bay of Naples, was buried beneath volcanic ash when Mount Vesuvius erupted in the year 79. It disappeared as if the city had never existed until its rediscovery in 1748.
Mount Vesuvius: When a volcano is erupting, red-hot liquid rock called lava spews from the top; ash and poison gases are released. Mount Vesuvius is an active volcano that rises above the Bay of Naples on the plain of Campania in southern Italy. The eruption of Vesuvius in the year 79 was destructive, burying the city of Pompeii.
Classification of volcanoes: There are a variety of ways to classify volcanoes. One of the simplest ways to classify volcanoes is by their recent eruptive history and potential for future eruptions.
* Active volcanoes: volcanoes that have erupted in recent history or are showing signs of activity
* Dormant volcanoes: volcanoes that are currently quiet but could erupt
* Extinct volcanoes: volcanoes that erupted thousands of years ago but are not expected to erupt again
【设计意图：教师引用历史见证者Pliny the Younger对庞贝火山爆发的描述，让学生从情感上快速融入本课的主题语境；鼓励学生分享有关罗马帝国、庞贝古城以及维苏威火山的背景知识，调动学生已有的知识经验；教师补充相关历史、地理和文化方面的知识，实现学生主题词汇的扩大、视野的拓展和知识的丰富。】
Step 3 Understanding the plot
1. T asks Ss to summarize the main idea of each paragraph in their own words.
T helps Ss use key words to conclude the main idea of each paragraph and sort out the structure of the novel.
General introduction to the writer and his novel
Para. 1: Description of Pompeii and Mount Vesuvius (The setting of the disaster)
Para. 2: Signs before the volcanic eruption (Before the volcanic eruption)
Para. 3: Eruption of Mount Vesuvius (During the volcanic eruption)
Para. 4: Reactions and feelings of people (During the volcanic eruption)
Para. 5: Rediscovery of the city (After the volcanic eruption)
2. T gives Ss some background information and asks them to sketch a picture of Pompeii.
(1) T asks Ss to read para. 1 and provides them with some background information.
Pleasure boats: used for recreational purposes
The forum: a large outdoor public place used for business and discussion
People: working as metalsmiths, gem-cutters, sandal-makers, boot-makers, barbers, dentists, weavers, and bakers
T asks Ss to sketch a picture of Pompeii according to the description in para. 1. Add labels or captions to explain the picture.
3. T asks Ss to read para. 1–3 and find the sentences which show the signs before and during the volcanic eruption.
Para. 1: Its ashy rocks, now dark, now light, told a story of past eruptions that might have warned the city what was to come! (Ashy rocks)
Para. 2: The crowd looked upwards, and saw, with unspeakable fear, a huge cloud shooting from the top of the volcano. (A tree-like cloud)
Para. 3: At that moment, they felt the earth shaking beneath their feet; beyond in the distance, they heard the crash of falling roofs. (An earthquake)
4. T introduces the function and elements of a plot mountain and asks Ss to keep track of the two plots at the same time.
The eruption of volcano
* A huge cloud shot from the top of the volcano. (unusual form and colour)
* The earth shook. Roofs fell. Cloud rolled. Ashes and stones showered.
* The earthquake came.
* Pompeii was unearthed. (walls, floors, columns)
The reactions of people
* The crowd saw a tree-like cloud. (with unspeakable fear)
* Women cried. Men were silent. (puzzled, shocked)
* Each turned to fly. Life ended. (hopeless, fearful, desperate)
* We are reminded of the beautiful city. (amazed)
5. T asks Ss to write a summary of the excerpt from the novel based on the plot mountain.
【设计意图：学习理解阶段，学生首先从宏观上梳理小说情节，然后以画图的方式处理第一段，让学生在头脑中勾勒出庞贝城，为最后环节总结庞贝的真实生活做铺垫；第二到第五段，通过寻找火山爆发的征兆和完成“情节山”的方式帮助学生分层梳理语篇，了解小说的明线（火山爆发）和暗线（人物反应）；最后以写概要的形式帮助学生实现语言的输出。】
Step 4 Appreciating the language
T leads Ss to analyse and identify the language features of the novel by asking the following question: How does the author create a sense of fear and confusion during the volcanic eruption
T explains the functions of sensory details, similes and periodic sentences used in the novel.
Sensory details help readers feel like they were there with the victims on the scene.
Similes help readers visualize what is happening.
Periodic sentences are deliberately structured to place the main point at the end. They are used to emphasize, to shock or to create suspense.
【设计意图：引领学生品读小说的语言，分析感官描写、明喻和圆周句的在营造紧张氛围中的作用。】
Step 5 Expressing your views
1. T asks Ss to focus on para. 5 and answer the following question: How do you understand the loss of Pompeii
2. T asks Ss to infer what real life was like in ancient Pompeii based on what they have read in the novel.
People’s lifestyle: People led a colourful and peaceful life while wealthy people enjoyed a luxurious life.
People’s safety awareness: Even if there were many warning signs before the eruption, people didn’t care about them, as they didn’t have a strong sense of self-protection awareness.
Pompeii’s economy: The city had a thriving economy, with large volume of imports and exports and busy fishing industry.
3. T asks Ss to answer the following question: Do you think that we will be better able to protect ourselves from natural disasters in the future Why or why not
4. T concludes the significance of this historical novel.
Nature is to be respected, not to be conquered.
History is to be remembered, not to be buried.
【设计意图：通过对庞贝城消失的思考、推断庞贝城的真实生活、预测未来人类对自然灾害的防护等活动，让学生进行观点表达，深度探寻历史小说的主题意义，提高学生在自然灾害中自我保护的意识。】
V. Homework
1. Design a poster for the novel The Last Days of Pompeii. Your poster should include the following aspects: a brief summary of the plot, some book reviews and several pictures.
2. What Was Pompeii , written by Jim O’Connor, contains 16 pages of photos inside. Read this illustrated book and find out more information about Pompeii.
【设计意图：让学生为小说设计海报，并鼓励学生阅读在话题上与该小说相关的书籍，进行拓展性阅读，从而在文本理解的基础上展开富有创造性的活动。】