Unit4NaturalDisasters單元教學設計高中英語人教版

教學設計單元（或主題）名稱Unit4NaturalDisasters教學設計說明：2017年，教育部制定并頒布的《普通高中英語課程標準》中明確規(guī)定高中英語課程應使得學生在義務教育階段學習和掌握的基礎上進一步明確英語學習的目的，注重發(fā)展學生的自主學習能力和合作精神；在加強對學生綜合語言運用能力培養(yǎng)的同時，注重提高學生用英語獲取信息、處理信息、分析問題和解決問題的能力，以及用英語進行思維和表達的能力；高中英語課程應根據學生的個性特征和發(fā)展的需要，為學生提供豐富的選擇機會和充分的表現空間。通過高中英語課程的學習，使學生的語言運用能力進一步得到提高，為他們的未來發(fā)展和終身學習奠定良好的基礎。基于單元整體主題意義，使學生在知識建構中逐步形成對單元話題的深層認知，從而提升英語學科核心素養(yǎng)，本單元的整體教學設計思路如以：1.通過對單元內語篇的研讀與分析，確定本單元的主題意義；2.根據主題意義與學生實際情況，確定單元教學目標；3.依據單元教學目標，整合大單元教學內容，確定大單元教學主要情景與任務；4.在大單元教學的主要情景下，分解為每一課時的“小任務”，進行教學設計。學習目標與重點難點：教學重點：1.聽懂新聞報道的相關重點詞匯，抓住主要信息；2.通過對語篇的理解，學生獲得關于地震的相關知識；3.本單元重點詞匯與短語；4.定語從句的用法；教學難點：1.幫助學生了解相關自然災害的知識，能將其運用到真實的生活中；2.提高學生防災減災的意識，建立珍愛生命的價值觀以及社會責任感。教學思路：本單元以“自然災害”為話題，目的是通過單元教學內容使得學生了解關于自然災害的相關知識。具體涉及內容有：①通過聽力與口語課引入本單元話題，讓學生學會播報有關自然災害的新聞；②在閱讀和思考的過程中深入了解最重要的自然災害之一—“地震”的相關信息，使同學們了解在震前的一些奇特的信號，以及地震所帶來的危害，從而使學生樹立“敬畏生命”的價值觀；③語言學習中詞匯與語法（定語從句）以自然災害為載體展開，內容與形式相輔相成，學生在了解自然災害的同時掌握了與其相關的詞匯和句式，并能運用定語從句更好地表達出來。本單元話題貼近學生日常生活，使學生更好地了解自然災害，培養(yǎng)學生的災害自我防范意識，同時對學生進行防災減災安全德育教育任務一ListeningandSpeaking（1課時）設計思路與意圖本節(jié)課體現新課程倡導的英語學習活動觀，在本單元自然災害與防范，安全常識與自我保護的主題意義指引下，始終以學生為主體，靈活運用多種方式完成任務。教師根據“做中學”的學習理念，以聽力語篇為依托，創(chuàng)設學習活動，讓學生在課堂活動中實現聽力技巧的學習理解和應用實踐，注重學生理解自然災害與防范的文化意識和邏輯性思維品質的培養(yǎng)，達到知識能力情感的正向遷移?；顒幽繕苏Z言能力教師學科英語年級高一教學課題B1U4ListeningandSpeaking課時共1課時第1課時時間年月日課標要求Thissectionismadeupoftwoparts:OpeningPageandListeningandSpeaking.OpeningPageaimstogetstudentstolearnfactsaboutdisasters,knowtheireffectsandincreasestudents'awarenessoftakingprecautions.Listeningtonewsreportsisstillanessentialwayofobtaininginformationtoday.教學目標（核心素養(yǎng)）1.Toidentifythemonnaturaldisasters.2.Tolistentonewsreportsaboutnaturaldisasters,listenforkeywordsanddetailsfromanewsreport.3.Topresentabriefnewsreportwithgivendetails.教學重點Makepredictionsaboutlisteningmaterialbasedonthequestionsandextractimportantdetailsfromtheaudionews.教學難點Applywhattheyhavelearnedinnewsreportstodescribinganaturaldisasterbythemselves.實施策略教學方法TaskbasedApproach,CooperativeLearningmethod教學資源（信息技術應用）Seewo

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5教學過程備注Step1Unitoverview1.LeadinAskstudentsthefollowingquestions:1)Whatdoyouknowaboutnaturaldisasters?2)Howmanykindsofnaturaldisasterscanyouthinkof?3)Haveyoueverexperiencedanynaturaldisasters?AskstudentstoreadandexplainthequoteontheOpeningPage.Askstudentstoreadthelearninggoalsandunderlinethekeywords.2.DiscussingthethemepictureAskstudentstoworkingroupsoffouranddiscussthequestionsatthebottomoftheOpeningPage.Askthefollowingquestionstohelpstudentsthinkfurtheronthetopic:1)Whatkindofdisasterdoyouseeinthepicture?2)Whatdoyouthinkthesoldiersaredoing?3)Isthereanywaytopreventnaturaldisasters?4)Howdoyouunderstandthequote?Step2Listeningfordetails1.LeadinPlaythevideoinActivity1.Askstudentstotakenotesofthekeywordsandexpressionstodescribenaturaldisasters.Askstudentstonamethedisastersinthephotos.Checkanswerswiththeclass.Readsomeofthewordsoutloudasstudentsfollow.ifstudentshavedifficultypronouncingthem.Raisequestionstogetstudentstotalkmoreaboutthesedisasters:1)Whichofthedisasterscouldaffectourlifehere?2)Whatcouldpeopledoifanyofthedisasterstookplace?2.Listeningfordetails1)AskstudentstoreadthroughtheoptionsinActivity2beforelisteningandexplainthenewwords.Thenplaytherecordingforthemtotickthedisasterstalkedaboutintheaudio.2)Checktheanswerswiththeclass.3)AskstudentstogothroughthechartinActivity3.Thenhavethemcirclethekeywordsanddecidethetypeofinformationtolistenforandmakepredictionsabouttheanswers.4)Playtherecordingagainforstudentstochecktheiranswers.Organizediscussionforstudentstoclearupanymisunderstandings.Circulatearoundtheclassandprovideinstructionswhennecessary.Step3SpeakingAskstudentstogothroughtheinstructionsandtheinformationonthreedisasters.Askstudentstochooseanygroupofinformation,puttheinformationintopletesentencesandorganizethesentencesintoashortparagraph.Andtheninvitestudentstoreporttheirpapagraph.Askotherstudentstolistencarefullytothestudentpresenter'sparagraphandevaluatehis/herperformancewiththefollowingchecklist:Doesthepresentergivealltheinformationfromthebook?2)Doesthepresenteruseexpressionsthataremoninnewsreports?Whatarethey?Step4Pronunciation1.Practicingvoicelessandvoicedconsonants1)AskstudentstoreadthewordsinActivity1bythemselves.Playtherecordingforstudentstoparethedifferences.2)Askstudentstopayspecialattentiontothelettersandbinationsoflettersinboldanddistinguishbetweenvoicelessandvoicedconsonants.2.Practicingdifferentpronunciationsof"ed”1)AskstudentstoreadthewordsinActivity2bythemselves,focusingonthedifferentpronunciationsof“－ed",andthenputthewordsindifferentboxes.2)PlaytheaudioofActivity3andaskstudentstochecktheiranswers.Playtheaudioseveraltimesforstudentstoimitateandrepeat.BLACKBOARDDESIGNUnit4OpeningPage&ListeningandSpeakingNaturalDisastersWords&ExpressionsListeningStrategytornadodamageListeningfordetailstsunamidestroyearthquakesurvive/survivalfloodaffectshelter作業(yè)（體現分層設計）Askstudentstowritedowntheshortnewsreportinthespeakingactivity.Improvethedraftwiththehelpofmentsfromotherstudentsandtheteacher.教學反思成效困惑任務二Readingandthinking（1課時）設計思路與意圖對閱讀文本進行深入解讀，通過學生小組討論，發(fā)揮學生主體地位，增強學生對新聞報道文體的特點和語篇內容的理解，自主運用新聞報道結構，結合有關自然災害相關表達方式，培養(yǎng)嚴謹的英語文本閱讀思維能力和寫作輸出能力?；顒幽繕苏Z言能力通過閱讀任務理解文章主旨大意，學生能夠獲取文本的基本信息，并學習應用閱讀技巧，加強閱讀能力。通過分析句子功能，幫助學生理解新聞報道文體特點和要素。思維品質通過閱讀材料，學生能夠從語篇中快速獲取有效信息，在地震發(fā)生時，能辨別震前前兆、震中冷靜應對，震后充滿信心，借此培養(yǎng)學生嚴密的邏輯思維和創(chuàng)新能力。通過文本內容學習和文本體裁學習的緊密結合，培養(yǎng)學生嚴謹的英語學習邏輯思維。學習能力①通過不同形式的閱讀任務，具備用英語提取信息、處理信息，簡單表達自己的觀點的能力。②通過自主探究學習與合作交流學習的學習方式，增強學生深入分析文本的能力和提升新聞報道的寫作能力。具體活動教師學科英語年級高一教學課題B1U4ReadingandThinking課時共1課時第1課時時間年月日課標要求Thissectionismadeupoftwoparts:OpeningPageandListeningandSpeaking.OpeningPageaimstogetstudentstolearnfactsaboutdisasters,knowtheireffectsandincreasestudents'awarenessoftakingprecautions.Listeningtonewsreportsisstillanessentialwayofobtaininginformationtoday.教學目標（核心素養(yǎng)）Attheendofthissection,studentswillbeableto:1.identifyandlearnthewordsandphrasesrelatedtoanearthquake,andgetagoodunderstandingofthetext;2.analyzethestructuralandlanguagefeaturesofliteraryjournalism,appreciatetherhetoricdevicesanddescriptivetechniquesofthetext;3.masterthestrategyofusingcontexttounderstandnewwords,predictingbeforereading,summarizingthemainideaofeachparagraph;4.illustratethedamagethatearthquakeshavecausedtopeoplebylistingthefiguresandthinkaboutwhatwecandotohelpafteranearthquake.教學重點Identifyandlearntheexpressionsrelatedtoanearthquake,andgetagoodunderstandingofthetextbyanalyzingthestructuralandlanguagefeaturesofthetext;appreciatetherhetoricaldevicesanddescriptivetechniquesofthetext.教學難點Cultivatestudents'empathywiththepeopleindisastersandpayattentiontotherelationshipbetweenhumansandnature.實施策略教學方法municativeapproach,TaskbasedApproach,CooperativeLearningmethod教學資源（信息技術應用）Multimedia,Seewo

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5教學過程備注Activity2Predicting·Askstudentstolookatthetitleandthephotos,interpretingthetitleandpredictingthecontentofthetext.Theteachercanaskthefollowingquestions:1)Howdoyouunderstandthetitle?Doestheearthsleepeachnight?Trytoimaginewhatwillhappenwhentheearthdoesn'tsleep.Whatdoyouthinkwillbetalkedaboutinthetext?WhilereadingActivity3SkimmingAskstudentstoskimthetextandverifytheirpredictionsaboutthecontent.AskstudentstwritedownthemainideaofeachparagraphinActivity3.Thenchecktheanswerswiththeclass.(Giveinstructionsthathelpstudentstodiscoverthemainideaofeachparagraph:Firstfindthetopicsentence,whichusuallyesatthebeginningofaparagraph.Thenfindthekeywordsthatprovidethemostimportantinformationinthesentence.Afterthat,paraphrasethetopicsentenceintoanounphrasethatincludesthekeywords.)Activity4Closingreading·Askstudentstoreadthetextquicklyandanswerthefollowingquestions:1)Howmanystrangethingsaretalkedaboutinthefirstparagraph?2)Doyoubelievethosestrangethingswerewarningsignsofanearthquake?Whyorwhynot?3)Whendidtheearthquakehappen?4)Whywasitoneofthedeadliestearthquakesofthe20thcentury?5)Whathappenedtothecityandthepeople?6)Whathappenedlaterthatafternoon?7)WhatdothewordsinActivity4mean?Trytoguesstheirmeaningsfromthecontext.8)Whocametotherescue?Whatdidtheydo?9)Whatdoestheauthormeanby"Slowly,thecitybegantobreatheagain"?Activity5AppreciatingthelanguageAskstudentstoreadthetextagainandfocusonthelanguagefeatures(rhetoricaldevicesanddescriptivetechniques).Raisethefollowingquestionstoguidestudentsintodeeperthinking:1)Whichsentenceinthetextdoyouthinkpaintsavividpictureofwhathappened?Why?2)Whydoestheauthorusemanynumbers,datesandtime?3)Manyverbsandverbphrasesareusedinparagraph1,suchas"roseandfell,eoutof,ranoutof"andsoon.Whydoestheauthorusethem?Whateffecthavetheseexpressionsachieved?4)Whatisyourunderstandingofthetitle?Doyouthinkit'sagoodtitle?Whyorwhynot?PostreadingActivity6RestatingtheeventAskstudentstodrawatimelineoftheeventandretellthestoryoftheearthquakeintheirownwords.(Encouragestudentstousethevocabularyinthetextasmuchaspossibleandtrytorememberasmuchinformationaspossible.)Activity7CriticalthinkingAskstudentsingroupstodiscussthequestionsinActivity7andexpresstheiropinions.Encouragestudentstodevelopapositiveattitudetowardsuchdisasters,usingquestionssuchas:Isthereanymethodwecanusetoreducethedamagedonetocitiesbyearthquakes?Whatwouldyoudotohelppeoplewhosufferedfromanaturaldisaster?BLACKBOARDDESIGNUnit4Section2ReadingandThinkingTHENIGHTTHEEARHTDIDN'TSLEEPBeforethequakeDuringthequakeAfterthequake(strangethings)(whathappened)(rescueandhelp)wells,water,shake,etoanend,soldiers,doctorsandnurses,gases,animals,causedamage,lieinruins,workers,breathe,revive,lightsandnoisesleftwithoutparents,rebuild,staypositive作業(yè)（體現分層設計）Wholeclass:Listenandreadthetextfluentlyafterclass.FinishActivity5onpage51.Strongerstudents:Doaresearchofothernaturalevents.教學反思成效困惑任務三Discoveringusefulstructures（1課時）設計思路與意圖根據《高中英語新課程標準》的要求，英語教師在課堂教學中要正確引導學生，以學生為主體，培養(yǎng)學生自主學習能力和合作探究能力。同時，新課標明確指出，高中階段英語語法知識的學習是義務教育階段語法學習的延伸和繼續(xù)，應在更加豐富的語境中通過各種英語學習和實踐活動進一步鞏固和恰當運用義務教育階段所學的語法知識，本節(jié)課通過小組合作探究，教師加以引導，讓學生在英語語境中體會并正確使用本單元核心短語詞匯，學會在語境中理解和運用新的語法知識，進一步發(fā)展英語語法意識?；顒幽繕苏Z言能力學生能夠掌握詞匯的使用方法，靈活運用詞匯表達自己的意愿、談論目的并在運用中體驗英語表達之美。學生能夠掌握限制性定語從句的基礎用法，能理解限制性定語從句在日常生活中的運用。文化意識了解英語單詞的語言特點，積極探尋和思考語言學習的技巧和方法。思維品質通過本節(jié)課學習，學生能夠總結詞匯用法，加強新舊知識聯系，培養(yǎng)邏輯思維；通過構建完善詞匯庫，學生邏輯思維得到發(fā)展。學習能力學生能在活動和真實情境中正確使用限制性定語從句。具體活動活動具體內容學生活動教師行為Activity1WordsrevisionandpreparationsforgrammarPlayagamewithstudents:givetheChinesemeaningquicklyonthescreen,andstudentscanhaveapetitiontotalktheEnglishwordsassoonaspossible.Askstudentstofindoutthosesentencesusingrestrictiverelativeclausesinthereadingpassage,andletstudentstrytotastetheusageofthem.回憶本單元的重點詞匯，快速進入課堂活動；瀏覽課文，找到運用定語從句的句子并品讀引導學生積極復習所學的重點詞匯，為新課打基礎；走進學生，引導輔助學生找句子活動意圖：能夠以“快閃”等有趣的活動吸引學生的注意力，能有效地復習所學重點詞匯；通過學生自己動手找句子，明確自己的任務。讓學生從活動中參與到課堂，跟上課堂節(jié)奏Activity2Learningaboutthegrammar1.Groupwork:askstudentstodiscusstheusageofrestrictiverelativeclausesmentionedinactivity1andsharewithothergroups.2.Givestudentsapresentationabouttheusageandprinciplesofrestrictiverelativeclauses.小組活動，跟同伴一起嘗試討論定語從句的用法；理解定語從句的用法及規(guī)則，積極輸入語言知識關注討論進展，適時給予幫助活動意圖：通過小組討論的形式，幫助學生進行合作學習，形成結構化的語法知識。Activity3ProductionandConsolidation1.Createsomerealsituationandgivesomesentencesrelatedtoreality,andaskstudentstofinishthoseexercises.2.Trytomakesentenceswithrestrictiverelativeclausestodescribethepicturesaboutnaturaldisastersandsharewithothers.積極參與，完成練習，認真交流，積極分享創(chuàng)設情境，關注學情，走進學生，進行指導活動意圖：幫助學生鞏固定語從句的基本用法；讓學生學會在真實情境中使用定語從句。AssessmentHaveyoumasteredthebasicusageofrestrictiverelativeclauses?Canyoufinishthoseexercisesinthisclass?HomeworkPolishthosesentences.Finishedtheexerciserelatedtorestrictiverelativeclausesinexercisebook.任務四listeningandTalking（1課時）設計思路與意圖語言技能是語言運用能力的重要組成部分，學生應通過大量的專項和綜合性語言實踐活動，發(fā)展語言技能，為真實語言交際打基礎。本課時主要聚焦于對學生進行聽說的專項訓練，提升聽力技巧和聽力能力，并幫助學生提高口語交際能力?；顒幽繕苏Z言能力學生能夠在聽力輸入后進行語言輸出，能夠流暢的表達自己的觀點與意見。思維品質通過聽力與口語的表達，學生能夠發(fā)展自己的邏輯思維能力。學習能力學生能夠抓住音頻中的目標信息，提升自己的聽力技巧與能力。具體活動教師學科英語年級高一年級教學課題B1U4Listeningandtalking課時共1課時第1課時時間年月日課標要求ThetopicrelatestothequoteontheOpeningPageRaisingawareness,reducingmortality.Itishopedthatthroughthissectionstudentswillbeawareoftheimportanceofdisasterpreparednessandstarttothinkabouthowtoprepareforadisasterandhowtostayaliveduringadisasterlikeanearthquake.教學目標（核心素養(yǎng)）Attheendofthissection,studentswillbeableto:1.usevocabularyfromthelisteningmaterialtotalkabouthowtoprepareforanearthquake;2.linkthevocabularytoalargerconceptofnaturaldisastersandtalkabouthowtoprepareforothernaturaldisasters;3.developapositiveattitudeinthefaceofnaturaldisastersandgiveotherspracticalsafetyinstructions.教學重點Usethevocabularylearnedfromthelisteningmaterialtotalkabouthowtoprepareforanaturaldisaster.教學難點Linkthevocabularytoalargerconceptofnaturaldisastersandtalkabouthowtoprepareforothernaturaldisasters.實施策略教學方法Linkthevocabularytoalargerconceptofnaturaldisastersandtalkabouthowtoprepareforothernaturaldisasters.教學資源（信息技術應用）Multimedia,Seewo

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5教學過程備注Activity1Prlistening·Beforeclass,dividestudentsintogroupsoffourandaskeachgrouptochooseanaturaldisasterlistedinactivity1onpage48.Havestudentssearchforinformationonlineorreadaboutsuchdisastersandmakealistofwaystoprotectthemselves.·AskstudentstosharetheirlistofwaysofprotectionwiththeclassandhighlightthevoActivity2Makingpredictions·AskstudentstoreadthetableinActivity1onpage53andmakepredictionsaboutthelisteningmaterial.(Helpstudentswithsomewordssuchastap,whistleandpipesothattheycanbefullypreparedforthelistening.)Step3Listeningfordetails·Playtherecordingforstudentsandaskthemtopletethetableastheylisten.Thenchecktheanswerswiththeclass.Activity4Listeningforusefulstructures·Playtherecordingagainandaskstudentstopayattentiontotheimperativesthespeakeruses.Askstudentstotakedownasmanyimperativeexpressionsaspossible.Activity5RetellingthesafetyinstructionsAskstudentstoworkinpairsandretellthesafetyinstructionsinthelisteningmaterial.Activity6TalkingaboutanemergencykitAskstudentstoreadtherequirementofActivity3andeupwithmoreemergencysuppliesandstatethereasonsforaddingthemtothekit.Activity7MakingapresentationAskstudentstolistwaysofprotectingoneself,andworkingroupsoffour(thesamegroupasinStep1)andprepareaconversationinwhichonestudentactsastherescueworkerandothersraisequestionsaboutthesafetyinstructions.Encouragestudentstousethevocabularyandimperativeslearnedfromthelisteningmaterial.vocabularythatstudentsmayuselaterinthespeakingactivity.BLACKBOARDDESIGNUnit4Section4ListeningandTalkingPrepareforadisasterVocabularyTapPipeWhistleemergencykitCalmfirstaidonhand...ImperativeStructuresMakealistof...Rememberto...Goto/Stayoutof...Staycalm.Use/Avoid...Makesureto/that.Don't/Never...作業(yè)（體現分層設計）Wholeclass:Prepareaconversationingroupoffourwhichwillbepresentedonnextclass.Strongerstudents:Havearesearchandwritedowntheprotectionyouknowaboutinannaturaldisaster.教學反思成效困惑任務五Readingforwriting（1課時）設計思路與意圖根據新課標，讀是理解性技能，寫是表達性技能，理解性技能和表達性技能在語言學習過程中相輔相成、相互促進，學生應將兩種技能緊密結合，發(fā)展語言技能，為真實的語言交際打基礎。本節(jié)課聚焦于發(fā)展學生的語言能力與思維品質，倡導“從做中學”的英語學習活動觀，讓學生在人與自然這一主題語境的引領下，依托于新聞報道，在閱讀與寫作的任務重不斷發(fā)展自身的語言知識與語言技能，促進學生增強文化意識，提升思維品質，提高學習能力?；顒幽繕苏Z言能力學生能夠將閱讀和寫作結合起來，有效的實現讀寫技能的整合。文化意識在閱讀文章以后，學生能夠了解海嘯帶給人類的災難與無助，并且深入思考在面對自然災害的時候，自己應該做出怎樣的行為與反應，并對第一篇新聞報道——地震寫出新聞概要，學生能由此樹立防災減災的意識，養(yǎng)成珍愛生命的價值觀，能明白生命的意義與價值。思維品質能夠對自然災害相關報道進行分析并寫出概要，具備用英語敘述和邏輯地表達的能力，并在這個過程中發(fā)展自己創(chuàng)造性和邏輯性思維品質。學習能力通過閱讀文章，能理解新聞概要寫作的要素與方法，掌握新聞概要這種語篇類型的寫作方式。具體活動教師學科英語年級高一教學課題B1U4ReadingforWriting課時共1課時第1課時時間年月日課標要求Thetopicofthissectionisto"writeasummary".Writingasummaryisanessentialskill,whichrequiresstudentstofullyunderstandthetext,breakdownthemainpointsofthepiece,categorizeinformationandfinallyuseconciseandwellorganizedsentencestoformaparagraph.教學目標（核心素養(yǎng)）ToreadthenewsreporttofindoutfiveW'sandoneH;identifymainpointsofanewsreport.Toorganizethestructureofasummary.Towriteasummary.教學重點Analyzeasamplesummaryandidentifymainpointsofanewsreport.教學難點Writeasummaryofthereadingpassage“TheNighttheEarthDidn’tSleep”實施策略教學方法TaskbasedApproach,CooperativeLearningmethod教學資源（信息技術應用）Seewo

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5教學過程備注Step1:LeadinBegintheclasswiththeleadinquestions:Whatisatsunami?Whatcausesit?Willitcausegreatdamagetohumans?WatchthevideoTsumani:KillerWaveandexpresstheirideas.Step2:ReadingforkeyinformationTheteacherasksstudentstoreadanewsreportaboutatsunamisilentlyandthenrequeststudentstodiscussthequestionsbelow.1)Whendidthetsunamihappen?2)Whatcausedthetsunami?3)Whywoulditbedifficulttodeliverfoodandsupplies?Thenchecktheanswerswiththeclass.Step3:ReadingforstructureandlanguagefeaturesAskstudentstoreadthepassageagainandanswerthefollowingquestions:1)Whatisshowninthephoto?2)Whatisthefunctionofthephoto?3)Whydoestheauthorusemanynumbersinthereport?4)Whatmakesanewsreportbelievable?Step4:AnalyzingasamplesummaryAskstudentstoreadtherequirementofActivity2andpletethetaskindividually.Thenchecktheanswerswiththeclass.Step5:Draftingasummary1)AskstudentstofollowtheinstructionsinActivity3anddraftasummary.2)Askstudentstoreadthetextonpage50andextractthemaindetailstoplete31.3)Havestudentssummarizethemainideaofeachparagraph.4)Guidestudentstoreadthetipsin33,thenorganizetheideasanddraftthesummary.Step6:Reviewingeachother'sdrafts1)Askstudentstoexchangetheirdraftsandusethechecklistonpage55togivefeedbackoneachother'sdrafts.Walkamongtheclassandmonitorthisprocess.Providehelpwhennecessaryandrespondtoanyquestionsstudentseupwith.2)Refinetheirsummarieswithfeedbackfromotherstudents.Writeafinaldraftandinvitesomestudentstosharetheirsummaryinclass.教學過程備注BLACKBOARDDESIGNUnit4ReadingforWritingWriteasummaryFeaturesofnewsreportsStrikingillustrationsRevealingtitles/headlinesObjectiveandaccuratedescriptionUseofnumbersQuotesfrompeopleonthesceneSummaryWritingIdentifyingkeypointswritingdownthemainideasorganizingsentencesdraftingthesummary作業(yè)（體現分層設計）1.Readthepassage“TheStoryofanEyewitness”onPage92andwriteasummaryaboutit.2.Selectivereading:“ChinatotheRescue”ofExpandingYourWorld.任務六Assessingyourprogress（1課時）設計思路與意圖基于教學目標與新課標的新要求，本節(jié)課的重點將放在幫助學生進行項目式學習，注重知識的聯系性，更重要的是培養(yǎng)學生的綜合能力。同時，在新課標中明確指出，評價應聚焦于并促進學生英語學科核心素養(yǎng)的形成及發(fā)展，采用形成評價與終結性評價相結合的多元評價方式，重視評價的促學作用。因此本節(jié)課通過項目式學習幫助學生構建知識體系，并通過習題與自評的方式進行教學評價?；顒幽繕苏Z言能力學生能夠通過對本單元詞匯的復現與運用，掌握重點詞匯的和語法的用法，能在真實情境中運用。文化意識通過對本單元的學習以及進行一個關于自然災害的稱述與報案到，學生能夠明白在自然災害發(fā)生時，進行安全救助，建立安全知識和防災減災的重要性和必要性，理解生命的價值與意義。并能用英語來表達自己對于自然災害的認識與看法，形成良好的溝通交流能力。學習能力學生能夠在復習和自我評價的過程中，積極運用學習策略，養(yǎng)成良好的學習習慣，進行自我管理。具體活動活動具體內容學生活動教師行為Activity1RecalltheimportantwordsandexpressionsGivestudentsseveralminutestorecalltheimportantwords,expressionsandgrammarthatcanbeusedtogiveapresentationonnaturaldisasters:1.Circlethecorrectwordineachsentenceonp56tounderstandandtastetheusageofthosewords.2.Readapassageandfillintheblankswithrelativepronounstoreviewthegrammar.自主回憶本單元的重點詞匯，快速進入課堂活動；小組活動，運用重點詞匯進行造句引導學生回憶，進行板書；檢查訂正，活動意圖：能夠調動學生的氛圍，增強學生自主復習與學習的能力；能夠將重點詞匯和語法用在特定的語境中，并為展示自然災害全面的報道做好語言基礎；通過復習語法，能夠幫助學生在下一階段進行報道時運用正確的語言。Activity2Giveapresentation