（2021新人教版）高中英语必修第一册Unit4 单元整体教案.docx

1、教案纸 课题Unit 4 Natural Disasters课时数1 课型Listening and Speaking多媒体使用ppt 教学目标 Use some listening strategies to predict key points before listening. Grasp the words and expressions in news report and finish one in groups. 教 材 分 析 重 点Develop listening skills to predict key points before listening. 难 点Repor

2、t the news in pairs and present it in class. 教学方法Task-based method 学法指导 教学过程学生活动 Preparation 1. Students watch the video of activity 1, and note down some expressions discussing natural disasters. Then, write down the different disasters according to the pictures. 2. Discuss the influence that natur

3、al disasters bring to us. Get familiar with the new words, such as damage, survive, survivor, destroy. - How do these natural disasters affect our life? What may happen in these disasters? 教学过程学生活动 - People may be killed and homes may be damaged or destroyed. - To damage somethings means to break it

4、, 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; some people may survive. - To survive means to manage to live and survivors are those who manage to live through the natural disasters. Listening Comp

5、rehension 1. Students go through activity 2 and tick the names of natural disasters that have just occurred in the conversation. Then the teacher checks answers with the students. 2. Students go through activity 3 and circle key information before listening. 3. Listen to the conversation for the sec

6、ond time and finish activity 3 and check their answers in pairs. 4. Students listen to the conversation for the third time and fill in the blanks. (The table is on next page) 教学过程学生活动 Rescue _and_are helping the survivors. _ and _ are working day and night to make sure that people aresafe.Theyrealso

7、bringing _ to those whose homes were lost in the disaster. The police advised _. Damage The disaster damaged _. About 230 people _and more than 1500 _. _ have been destroyed. No one has been killed. _ were destroyed and at least _person has died. _wasinjured.Alibrary,a supermarket, and _ were damage

8、d. DisasterPlace Ecuador Southern Memphis Seoul Time 16 April 教学过程学生活动 Speaking - What are the main points of a news report? - Can you report the news to your partner according to the information in the form? Students present their news report in class. 板 书 设 计 作 业 布 置 书面 研究性问题Broadcast a recent nat

9、ural disaster 预习作业Preview the “reading and thinking” part 教 学 反 思 备课组长日期 教研组长日期 教案纸 课题Unit 4 Natural Disasters课时数1 课型Reading and Thinking多媒体使用ppt 教学目标 Grasp the main features of reports. Reading abilities: summarizing, skimming, scanning. Understand the emotion and feeling that the author trying to

10、convey. 教 材 分 析 重 点The main features of reports and reading abilities. 难 点 Understand the emotion and feeling the author trying to convey. 教学方法Task-based method 学法指导 教学过程学生活动 Pre-reading 3. Students discuss the questions in activity 1 in groups. Discuss the situation of earthquake and be prepared fo

11、r the text reading. 4. Look at the pictures and the title, then predict content. - What does the title mean? Does the earth sleep as you do? If you cant go to sleep, how do you feel? Try to imagine what can happen to the earth if it doesnt sleep? What do you think the text is mainly about? 教学过程学生活动

12、While-reading 5. Students skim the text to check predictions, and then finish activity 3. - 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 happ

13、ening in the countryside of northeastern Hebei.” - Strange things were happening, which could have warned people that an earthquake was on the way. So the first paragraph tells us the warning signs before the earthquake. 6. Detailed reading. Guide the students to grasp key information by raising que

14、stions: - What were some of the strange things that were happening before the earthquake? - Do you agree there were some “warning signs”? Why or why not? How do you understand the last sentence in Paragraph 1? 7. Further questions: 教学过程学生活动 - When did the earthquake happen? - Why was it one of the d

15、eadliest earthquakes of the 20thcentury? - What happened to the city and people? How did the feel? 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. 8. About rescue. - Who came to the rescue? What did they do? - Wh

16、y does the author say “But hope was not lost”? - What does the author mean by “Slowly, the city began to breathe again”? 9. 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 th

17、e 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? 教学过程学生活动 Post-reading Role-Play:journalistandsurvivorfromTangshan earthquake. Create a dialog and present it to the whole c

18、lass. 板 书 设 计 TimeEvent (key words) Several days before the earthquake 3:00 a.m., on 28thJuly, 1976 strange things: bright lights loud noises 作 业 布 置 书面Finish activity 5 and summarize the text 研究性问题Workbook: using word and expressions 预习作业Preview the “discovering useful structures” part 教 学 反 思 备课组长

19、日期 教研组长日期 教案纸 课题Unit 4 Natural Disasters课时数2 课型Discovering Useful Structures多媒体使用ppt 教学目标 Comprehend the usage of restrictive relative clauses. (that, which, who, whom, whose) Practice the usage of restrictive relative clauses. 教 材 分 析 重 点Master the usage of restrictive relative clauses. 难 点Use rest

20、rictive relative clauses in writing consciously. 教学方法Task-based method 学法指导 教学过程学生活动 Step 1 Students go through activity 1, and find the relative clauses based on what have been learned in junior high school. Step 2 Present these sentences on screen or blackboard. Raise the following questions to gu

21、ide them to think about the functions of relative clauses. - Translate the sentences 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? 教学过程学生活动 Step 3 Students read the text again an

22、d find the relative clauses in the text. Then check and translate these sentences with their desk mate. Finally, find the nouns that are modified by the relative clauses. (antecedent) Step 4 Grammar Restrictive Relative Clause 限制性定语从句限制性定语从句 在复合句中， 修饰名词或代词的从句叫做定语从句 1. 关系代词和关系副词 定语从句通常由关系代词或关系副词引导， 说

23、明事 物的具体信息，从句位于被修饰词之后，如： The man who live next to us is a police officer. 住在 我们隔壁的那位男士是一位警官。 A drone is an aircraft without a pilot that is operated by remote control. 无人机是一种无飞行员、 被遥控 操作的飞机。 We will start at the point where we left off last time. 我们从上次结束的地方开始吧。 上面例句中的 man、aircraft、point 都是被定语从 句修饰的词，

24、叫做先行词，其后的黑体部分是定语 从句，其中 who 和 that 叫做关系代词，where 叫 做关系副词，引导定语从句的词通常有关系代词 that、 which、 who （whom、 whose） ， 关系副词 where、 教学过程学生活动 when、why 等。 2. 关系代词 that、which、who、whom 引导的定语从句 关系代词例句 that 在从句中作主语 或宾语 指 物 This is a book that interests a large number of people. (作主语) Is there anything (that) I can do for

25、 you? (作宾语) 指 人 He that would eat the fruit must climb the tree. (作主语) He is a man (that) you can safely trust. (作 宾语) which 在从句中作主 语或宾语 指 物 The bus which has just left was the last one today. (作主语) The fish (which) I bought this morning were not fresh. (作宾语) who， whom 在从句中 分别作主语或宾语 指 人 Is he the bo

26、y who always wins math competitions? (作主语) This is the teacher to whom I referred. (作 宾语) *关系代词 that、which、who（whom）在从句中作宾语时，特别是在口语/ 非正式的书面表达中，常常省略。 3. 关系代词 whose 引导的定语从句 关系代词 whose 引导的定语从句先行词既可以是人，也 可以是物。whose 在从句中做定语，如： She is the girl whose brother is studying abroad. The room whose window faces

27、south is mine. 4. 关系副词 when、where、why 引导的定语从句 关系副词在从句中作状语，当 when、where 引导定语从 句时，其对应的先行词分别是表示时间、地点的名词。 教学过程学生活动 关系副词关系副词例句例句 whenIll never forget the time when we visited Xian. whereThe hotel where we stayed was very clean. whyThats the reason why he missed his bus. 板 书 设 计 作 业 布 置 书面Finish exercises

28、 on page 50, 90, 91 研究性问题 预习作业Preview the “reading for writing” part 教 学 反 思 备课组长日期 教研组长日期 教案纸 课题Unit 4 Natural Disasters课时数2 课型Reading for Writing多媒体使用ppt 教学目标 Imitate the language of news report to describe a natural disaster. Write summaries for major news events report. 教 材 分 析 重 点Write a summar

29、y of a news report 难 点Write a summary after reading a passage in limited time 教学方法Task-based method 学法指导 教学过程学生活动 Lead-in Watch the video from “Video Time” section. Get to know the cause and great damage of tsunami. - What is a tsunami? What causes it? Will it cause great damage to human beings? - W

30、atch the video Tsunami: Killer Wave and find the answers to the questions. Text Comprehension 1. Step 1 Grasp the main idea and key information of the text. Students read the news report and answer the 教学过程学生活动 questions in activity 1. Guide the students to review what weve learned in “Listening and

31、 Speaking” part. - What are the three questions about? We listened to four pieces of news about natural disasters in Listening and Speaking. Do you remember what main points should be included in a news report? Are they included in the three questions you have just answered? Are they included in the

32、 passage? 2. Step 2 Analyze the text and the features of the language. The teacher guides the students to focus on the functions of pictures in news report by raising the following questions - What can you see in the picture above the news report? - Is it necessary to have the picture? Why or why no

33、t? - Why does the author write so many numbers in the report? - What makes the news report more believable? Summary Writing 1. Step 1 Read the summary of the news report on page 55. Finish activity 2, and recreate a summary on their 教学过程学生活动 own. For example: On 26 December, 2004, a tsunami hit Sout

34、heast Asia, killing more than 6500 tourists, fishermen, and other locals. A great many people are still missing and the number of deaths, is likely to increase. The damage caused by the disaster is making it hard for the rescue workers to provide the necessary help. - What do you think of the summar

35、y in our book? Can you express it in your own words? Tip: A summary is a short statement of main points. A summary paragraph tells the main ideas and the most important information of a longer passage. 2. Step 2 Finish the draft of summary according to the procedures given by activity 3. 3. Step 3 S

36、tudents exchange drafts and evaluate others based on the checking list. Finally, the teacher makes some assessments. Checklist # Does the summary give you a clear idea of what the text is about? #Doesthesummaryincludeonlythemost important information of the text? 教学过程学生活动 # Is the summary the proper length? # Are there any spelling or punctuation errors? # Does the writer use correct tenses? 板 书 设 计 作 业 布 置 书面 Write a summary of “The Story of an Eyewitness” on workbook 研究性问题Finish your own mind map about summary-writing 预习作业 教 学 反 思 备课组长日期 教研组长日期