Unit
4
Natural
Disasters
Discovering
Useful
Structures教学设计
科目：英语
课题：Reading
and
Thinking
课时：1课时
教学目标与核心素养：
知识目标：掌握that、which、who、whom、whose引导的限制性定语从句。
能力目标：能够辨识定语从句，探究归纳定语从句的结构和语用功能。
情感目标：培养学习语法的兴趣
教学重难点
教学重点：引导学生理解定语从句对丰富句子内容和描述事物特征、补充信息的功能
教学难点：引导学生运用定语从句补充信息，丰富自己的语言表达。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1.
Greeting
2.
Leading-in
教师活动：Let
students
translate
the
sentences
in
Activity
1
into
Chinese.
Think
about
which
noun
is
modified
by
the
relative
clause.
Why
do
we
use
the
relative
clause?
What
if
relative
clauses
are
not
used
in
these
sentences?
学生活动：回看主篇阅读文本，找出文本中的定语从句，然后和同桌互相核对并翻译这些句子，最后找出这些从句所修饰的先行词。
2、
While-
class
1.
学生活动：将活动1和阅读文本中的定语从句按关系代词进行分类，并在小组内讨论其用法，然后说出定语从句的使用规律。
教师活动：
Summarize
the
rules
of
relative
clause.
2.
学生活动：完成活动2和练习册Using
Structures中的活动1和活动2。之后师生核对答案。
3.
学生活动：阅读活动3的任务要求和对话示例，随后结对完成活动3，最后在班内展示。
4.
学生活动：根据课堂时间，学生选择完成练习册Using
Structures中的活动3和活动4。
3、
After-class
学生课后参考教科书中的语法附录，再次总结、复习所学的定语从句的知识和使用规则。
四、Summary
总结课上所学.
作业布置：仿效主篇阅读文本记述汶川地震，使用定语从句增加语言的丰富性，生动性和准确性。
PAGEUnit
4
Natural
Disasters
Listening
and
Speaking教学设计
科目：英语
课题：Listening
and
Speaking
课时：1课时
教学目标与核心素养：
知识目标：了解新闻报道中的常见表达
能力目标：形成主动思考的意识
情感目标：从历史事件的角度了解国内外发生过的一些重大自然灾害。树立防灾意识和自我保护意识。
教学重难点
教学重点：引导学生运用听力策略，主动思考、预判听力要点
教学难点：引导学生运用新闻套语，模仿听力文本，完成自然灾害的新闻报道。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-listening
1.
Greeting
2.
Leading-in
学生活动：观看活动1中的视频，记录谈论自然灾害的英文表达，随后根据图片写出相应的自然灾害的名称。学生完成后，教师核对答案并帮助学生熟悉和巩固这些词汇。
教师活动：How
do
these
natural
disasters
affect
our
life?
What
may
happen
in
these
disasters?
(People
may
be
killed
and
homes
may
be
damaged
or
destroyed.
To
damage
something
means
to
break
it,
or
make
it
unable
to
work
as
usual.
To
destroy
something
means
to
cause
so
much
damage
to
it
that
it
is
completely
ruined.
Some
people
may
die,
while
some
may
survive.
To
survive
means
to
manage
to
live
and
survivors
are
those
who
manage
to
live
through
the
natural
disasters.)
2、
While-
listening
（1）学生活动：浏览活动2的选项，然后听一遍录音并选出所听到的灾害名称。之后师生核对答案。
（2）
学生活动：浏览活动3的任务要求并看示例，在听第二遍录音前圈出关键信息。
（3）学生活动：听第二遍录音。完成活动3，并结对核对答案
（4）教师活动：根据有关灾害类新闻播报的基本要素设计如下表达，然后让学生听第三遍录音，并就时间、地点、受灾情况以及后续措施等要素填补关键信息。
Time
Place
Disaster
Damage
Rescue
1
16
April
Ecuador
The
disaster
damaged
.About
230
people
and
more
than
1,500
.
and
are
helping
the
survivors.
2
have
been
destroyed.
No
one
has
been
killed.
and
are
working
day
and
night
to
make
sure
that
people
are
safe.
They
are
also
bringing
to
those
whose
homes
were
lost
in
the
disaster.
3
southernMemphis
were
destroyed
and
at
least
person
has
died.
The
police
advise
.
4
Seoul
was
injured.
A
library,
a
supermarket,
and
were
damage.
(5)学生活动：口头复述新闻报道，先独立补全表格内信息，然后以小组为单位，归纳新闻播报的要点，并复述新闻播报，在内化语言的同时再次熟悉新闻播报的主要元素。
教师活动：What
are
the
main
points
of
a
news
report?
Can
you
report
the
news
to
your
partner
according
to
the
information
in
the
form?
3、
After-listening
学生活动：（1）阅读活动4的任务要求，掌握其中的生单词，为口语活动做好准备。
（2）
选则一组信息，独立准备新闻播报
（3）
结对练习播报新闻，然后在班内展示。教师让学生根据新闻播报的要素和语言表达进行互评，最后教师做出评价。
四、Summary
总结课上所学.
作业布置：寻找关于近期发生的自然灾害的资料，然后运用所学知识，准备有关这些灾害的新闻播报，并在第二天的课上展示。
PAGEUnit
4
Natural
Disasters
Reading
and
Thinking教学设计
科目：英语
课题：Reading
and
Thinking
课时：1课时
教学目标与核心素养：
知识目标：
掌握本课中出现的课标要求词汇和重要短语
能力目标：培养学生根据上下文猜测词义和运用本单元的阅读策略的能力。
情感目标：感受“灾害无情人有情”的感情。
教学重难点
教学重点：帮助学生掌握报告文学兼具文学性和纪实性的语言特征。
教学难点：让学生学会欣赏文本中所运用的修辞方法和写作技巧，理解作者在作品中所表达的情感和写作意图。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1.
Greeting
2.
Leading-in
教师活动：What
does
the
title
mean?
Does
the
earth
sleep
as
you
do?
If
you
can’t
go
to
sleep,
how
do
you
feel?
Try
to
imagine
what
can
happen
to
the
earth
if
it
doesn’t
sleep?
what
do
you
think
the
text
is
mainly
about?
2、
While-
reading
1.
教师活动：Please
find
the
topic
sentence
of
each
paragraph.
Then
summarize
each
paragraph
in
one
phrase
based
on
its
topic
sentence.
For
example,
the
topic
sentence
of
the
first
paragraph
is
“Strange
things
were
happening
in
the
countryside
of
northeastern
Hebei.”
Strange
things
were
happening,
which
could
have
warned
people
that
an
earthquake
was
on
the
way.
So
the
paragraph
tells
us
the
warning
signs
before
the
earthquake.
学生活动：快速阅读文本，检验读前的预测结果，并完成活动3，归纳、概括各段大意。
2.
学生活动：精读文本或按时间顺序分部分阅读文本
教师活动：What
were
some
of
the
strange
things
that
were
happening
before
the
earthquake?
3.
教师活动：When
did
the
earthquake
happen?
Why
was
it
one
of
the
most
deadly
earthquakes
of
the
20th
century?
What
happened
to
the
city
and
people?
How
did
the
people
feel?
What
happened
later
that
afternoon?
Read
the
text
and
find
the
answers
to
the
questions.
When
you
come
across
a
new
word,
try
to
use
the
context
to
help
you
understand
it.
学生活动：带着问题阅读文本，之后在小组内核对答案。
4、教师活动：Who
come
to
the
rescue?
What
did
they
do?
Why
does
the
author
say
“But
hope
was
not
lost”?
What
does
the
author
mean
by
“Slowly,
the
city
began
to
breathe
again”?
5、教师活动：Many
sentences
in
the
text
give
us
a
picture
of
the
terrible
earthquake
in
Tangshan.
Which
sentences
impressed
you
most?
Why?
Numbers
are
widely
used
in
the
text.
Why
does
the
author
mention
so
many
numbers?
In
Paragraph
1,
many
verbs
or
verbal
phrases,
such
as
rose,
fell,
coming
out
of
,
and
ran
out
of
are
used.
Why
does
the
author
use
them
here?
Now,
how
do
you
understand
the
title?
Do
you
think
the
title
is
a
good
one?
If
not,
can
you
give
another
title
to
the
text?
学生活动：再次阅读文本，体会纪实类文本的语言特点。
3、
After-reading
1、
学生活动：按时间线索，复述唐山大地震的过程，以内化语言。
2、
结对，一人扮演新闻记者，另一人扮演唐山大地震的幸存者，编写对话并表演。
四、Summary
总结课上所学。
作业布置：完成活动5。
PAGE
