人教版（2019） 必修第一册 Unit 4 Natural Disasters Reading and Thinking 教学设计（表格式）.docx

1.essonP1.anTeachingMateria1.szTheNight(heEarIhDidn'tS1.eep,Unit4Natura1.Disasters,Book1.NSEC(2019)1.«ssontypezreadingTeachingContent:(1)Thenecontext:Manandnaiure:Na1.Ura1.disastersandprevenion,safeiyknow1.edgeandsc1.f-pro1.cction(2)1.eadthestudentstoana1.yzethetextthroughdifferentreadingstrategiesanddi1.feren(aspec1.s.fee1.Iheauthorswritingski1.1.s.so(hatthestudentscanhavemoreknow1.edgeoftheearthquake,fee1.thespiritofrescueheroesandtheunityofonemindtodea1.withthedisasterTeachingAims:(I)Studcntswi1.1.Icamhowtoreadandana1.yzeapassage(2)Studentswi1.1.1.earnmoreknow1.edgeaboutearthquakeTeachingobjectives(1)Studentswi1.1.beab1.etosummarizethegenera1.ideaoftheparagraphbyfindingthetopicSenIenCe,ana1.yzetheS1.nictureofthea11ic1.e,anddrawthemindmapBaSedonthecontentand1.anguageofthetext,Studentswi1.1.beab1.etoexp1.aintheprecursorsoftheearthquake,thedamageanddestructioncausedbytheearthquake,andtherescueandrecoveryaftertheearhquake,havespecificknow1.edgeoftheTangshanearthquake,andcanrete1.1.i(basedonthemindmap(3)Studenswi1.1.beab1.etoana1.yzeande1.aboratethehigh1.ightsofwritingtechniquesinthetext.perceivethecharacteristicsofdocumentaryreportageandunderstandtheemotionsexpressedbytheauthorinthework.andinferthewritingintention(4)Stien(swi1.1.beab1.etojoininactivitiesinthethemeSituation1.Ieam(heknow1.edgeofshockPreVention,andfee1.thespiritofresceheroesandtheunityofonemindtodea1.withthedisasterTeachingfocusand<1.iicu1.ties:"1"cachingfocus:(I)Studcntswi1.1.beab1.etoana1.yzethestructureoftheartic1.etoobtain.sortOU1.anddescribethefactua1.in1.brnationabou(theTangshanea111.xiake(2)Studentswi1.1.beab1.etomasterthe1.anguagecharacteristicsofreportage.whichisboth1.iterarj,anddocumentary,soatstudentscan1.earntoappreciatetherhetorica1.methodsandwritingski1.1.susedinthetextTeachingdifficu1.ty:Studentswi1.1.beab1.eto1.earntheknow1.edgeofshockPreVention,andfee1.(hespiritofrescueheroesandtheunityofonemindtodea1.withthedisasterTeachingMo<1.e1.andMethods:UsingthePWPandTB1.Tmode1.Usingsituationa1.teachingmethodandmotivationa1.eva1.uationteachingmc(h1.TeachingAidsrPP,video,pictures,1.ampstickers,snacks,b1.ackboarddesignTeachingProcedures:StepsActivitiesTiBe(4ins.)AiBS1.pre-readingStef>1:1.ed-in1. TaskSs:a. Didyous1.eepwe1.1.?b. Theearthdidn'ts1.eeponeniht.Doyouknowwhy?2. P1.ayavideoaboutTangshanEarthquakeandaskthenwhattheVideoismain1.yabout.1.ain3ainsToattractstudents,attentionandtriggerstudentstothinkbyaskingquestionsUsingmoviec1.ipstocreatesituationsandintroducetopics.ACtivatestudents'backgroundknow1.edgetopavetheuuyforthe1.attertext.(InthisPar1.jwi1.1.dividetheminto6groups,andtheywi1.1.haveacompetitionamongeachgroup.OnccgroupmemberanswersoneUsingtherewardsystemtostimu1.atestudents'interestandmotivationinansweringquestions,question,thegroupcange1.aIHmPsticker.Andthewinnergroupcangetmoresnacksthanothergroupsattheendofthec1.ass)andincreasetheinterestofcIassroranactivities.Moreover,thehunpisasymbo1.ofhope,g¼ichmeanstosend1ighttothevictimsoftheearthquake.Step2:PrediCtiOnTasksstudentsto1.ookatthetit1.eHndpicturesonPage5045Itopredictwhntthetextmightbeabout.2adnsTopracticepredictingthepossib1.econtentoftheartic1.eaccordingtothetit1.eUndpicturestoperceivetheartic1.e2.Vhi1.e-TeadingSteI)3Reedingforgistandstructure1 .Tasksstudentstoreadtofindthetopicsentenceofeachparagraph2 .1.etSsthinkabouthow6BinsGuidingstudentstograspthethemeoftheartic1.easa*ho1.ethroughthefirstreading,sorioutthetextstructureandmaincontent,andtodividethepassageandconc1.udethekeyinformationofeachpartSt>4Readingfordetai1.edinfraationandana1.ysisof1.anguage1.1.etSscooperate<iththeirgroupnumberstoreadandanswerquestions:Q1.:Bhatwerethestrangethingshappeningbeforetheearthquake?Q2:Whatdamagedidtheearthquakecause?Q3:Whatdidso1.diersandux>rkersdointherescue?QI:WhH1.didtheauthorintendtoconvey?Q5:Whatdoesthesentence“Itseemedasifthewor1.dwasatanend,imp1.y?Q6:Uhatdoesthesentence4S1.o<1.y,thecitybegantobreatheagainhmean?Q7:HoWdoyouunderstandthetit1.e“Anighttheearthdicin'ts1.eepw?Q8:Numbersarewide1.yusedinthetext.BhydoestheauthorBentionsoanyQUBber8?ISainspavethewayforin-depthana1.ysisofthetext.He1.pingstudentstogradua1.1.yunderstandthetextthroughdifferent1.eve1.sofquestionsUndertheguidanceofthesethreequestions,studentsreadthetext,understandthetextasawho1.e,andfurtherunderstandthethreeiaportantpartsofsigns,damage,rescueworkandtheIiBe1.ineofthepassageAfterunderstandingthegenera1.ideaofthetext,uidcstudentstoana1.yzetheBeaningofthe1.anguae>andcu1.tivatecritica1.thinkingabi1.ityand1.ogica1.reasoningabi1.ity.Andonthebasisofunderstandingtheconnotationof1.anguage,guidestudentstopayattentionto1.anguageexpressionski1.1.s,sothatstudentscanexperiencetheeffectof1.anguageexpressionandunderstandtheauthor*sw*itingintention3.Post-readingStePe1.angUaeeinterna1.izingTeachercreatearea1.situatio