1、1 英语（必修英语（必修第第三三册）册） Unit 2 Natural disasters Welcome to the unit 2. explore how the two characters help people survive the disaster according to the news reports; 3. discuss the personalities that the two characters show in the disaster; 4. understand the significance of preparations for a natural
2、disaster and learn about ways of preparation. II. Key competence focus 1. Learn the structure and language characteristics of news reports. 2. Explore in detail how the two characters help people survive the disaster in the news reports. III. Predicted area of difficulty 1. Explore in detail how the
3、 two characters help people survive the disaster in the news reports. 2. Understand the significance of preparations for a natural disaster and learn about ways of preparation. IV. Teaching procedures Step 1 lead-in 1. T asks Ss to watch a video about natural disasters and share their understanding
4、of the quote by Victor Hugo on page 15. 2. T asks Ss to think about the following questions according to what they have learned or 2 experienced: What do you know about the signs of a natural disaster? What would you do during an earthquake? 【设计意图：通过观看与自然灾害相关的视频，让学生加深对自然灾难的了解，同时对本单 元的话题有一个感性的认识。 通过两
5、个问题的讨论， 活跃学生的思维， 让他们迅速进入情境， 为接下来分析两篇新闻报道做好铺垫。】 Step 2 Analysing the structure and language characteristics of news reports 1. T asks Ss to revise the structure of a news report: the inverted pyramid. (1) The lead: gives the most important information about an event. (2) The body: gives more detailed
6、 information about the event (3) The tail (optional): provides background or supporting information. 2. T asks Ss to fill the table after reading the two news reports according to the “inverted pyramid” structure, and discuss why this structure is good and widely used in news reports. News report 1
7、News report 2 The lead Para. 1: FALMONTOn 17 March, 476 students and 36 teachers at Falmont Primary School escaped an earthquake that hit the county at 2:27 p.m. Para.1: A 10-year-old girl, Sabrina Andron, helped around 100 people escape danger with her knowledge of tsunamis. The body Paras. 2 and 3
8、: The process of escaping successfully from the earthquake. Paras. 2 and 3: How Sabrina saved so many lives. Para. 4: The reason for their (Not mentioned.) 3 3. T leads Ss to explore and summarize the language characteristics of news reports. 【设计意图：这一环节重在引导学生加深对“新闻报道”这一体裁的认识。学生在必修一第 四单元中初涉新闻报道这一体裁，
9、教师首先引导学生复习新闻报道的结构特点： 倒金字塔结 构。然后让学生自主阅读两篇新闻报道，并依据新闻报道的结构特征完成表格，锻炼分析与 应用能力。最后通过对比，引导学生感受新闻报道的语言特征。】 Step 3 Further reading 1. T asks Ss to finish A1 on page 18. 2. T asks Ss to think about what the head teacher and her students did respectively when the earthquake suddenly occurred and why they reacte
10、d in that way, and then asks them to read the first news report again carefully and finish the table on the slide. 3. T asks Ss to read the second news report again and finish the flow chart to figure out the process of the story. 【设计意图：了解新闻报道的语篇特征后，开始深入研读语篇。通过完成课本 A1 的练习， 帮助学生理清两篇新闻报道的关键信息要素。 接下来通过
11、完成表格和流程图， 引导学生学会 自主阅读、 归纳信息、 提炼要点， 在训练思维的同时， 学习了解自然灾害发生时的自救知识。 】 Step 4 Critical thinking and discussion T asks Ss to think about the following four questions and discuss them with their partners: What personalities did Miss Brown and Sabrina show in the disasters? Use details from the news reports
12、to support your opinion. What can you learn from these two news reports? Can you list some warning signs of natural disasters you know of? What can be done to prepare for a natural disaster? 【设计意图：在自然灾害发生时，两篇新闻报道的主人公都体现出了卓越的观察力、危机意 识、 自救能力和沉着冷静的心理素质。 教师引导学生从语篇的细节描写中总结这些可贵的品 质，向两位主人公学习。通过对自救知识和灾害预防措施的讨论，加强学生对自然灾害的认 The tail calmness in the earthquake. 4 识，引导他们要学会敬畏自然，并且重视自救知识的学习。】 V. Homework Rewrite how Sabrina realized the danger and managed to warn people of the coming tsunami using the first person narrative.
