Unit4NaturalDisastersPeriod2ReadingandThinking教學(xué)設(shè)計(jì)教學(xué)基本信息單元名稱 必修第一冊(cè)Unit4NaturalDisasters 學(xué)科英語學(xué)段高中年級(jí)高一第一學(xué)期主要教材書名：普通高中教科書·英語必修第一冊(cè)出版社：人民教育出版社出版日期：2019年6月課時(shí)安排2課時(shí)(80min)課型讀思課教學(xué)設(shè)計(jì)理念本節(jié)課以“學(xué)生為中心”，采用任務(wù)型教學(xué)法與語篇分析法相結(jié)合的理念，注重“輸入內(nèi)化輸出”的語言學(xué)習(xí)邏輯。通過分層閱讀任務(wù)（略讀、細(xì)讀、深讀）引導(dǎo)學(xué)生主動(dòng)探究文本內(nèi)容，在獲取信息的同時(shí)培養(yǎng)分析、概括和批判性思維能力。結(jié)合文本“文學(xué)新聞”的體裁特點(diǎn)，將語言學(xué)習(xí)與文化理解、價(jià)值引導(dǎo)相結(jié)合，讓學(xué)生在理解自然災(zāi)害事件的過程中，體會(huì)人類面對(duì)災(zāi)難的團(tuán)結(jié)精神與生命力量，實(shí)現(xiàn)語言能力與核心素養(yǎng)的協(xié)同發(fā)展。教材分析【W(wǎng)hat】本文為人教版必修一Unit4NaturalDisasters的ReadingandThinking板塊語篇，標(biāo)題《TheNighttheEarthDidn’tSleep》，聚焦唐山大地震這一典型自然災(zāi)害事件，從“人與自然”主題下“自然災(zāi)害防范、安全常識(shí)與自我保護(hù)”子主題切入，以報(bào)告文學(xué)（Literaryjournalism）

體裁，按時(shí)間軸完整呈現(xiàn)：震前預(yù)兆：鄉(xiāng)村井水異動(dòng)、動(dòng)物反常等異常現(xiàn)象，人類渾然不覺，如“wellscracked,chickensandpigsweretoonervoustoeat”；震中破壞：地震強(qiáng)度大，城市建筑、生態(tài)遭毀滅性打擊，用數(shù)據(jù)（“onemillion,twothirds,morethan400,000”）和場景描寫（“Brickscoveredthegroundlikeredautumnleaves”）展現(xiàn)災(zāi)難慘烈；震后救援與重建：軍隊(duì)、醫(yī)護(hù)、工人等社會(huì)力量介入，唐山從廢墟逐步復(fù)興，呈現(xiàn)“一方有難，八方支援”的團(tuán)結(jié)圖景?！網(wǎng)hy】語言價(jià)值：文本涵蓋自然災(zāi)害主題詞匯（“ruin,trap,bury,revival”）、復(fù)雜句式（如強(qiáng)調(diào)句、倒裝句），是學(xué)習(xí)“按時(shí)間順序敘事+報(bào)告文學(xué)語言風(fēng)格”的優(yōu)質(zhì)語料；文化價(jià)值：借唐山地震救援與重建，傳遞中國應(yīng)對(duì)災(zāi)害的制度優(yōu)勢與民族精神——政府主導(dǎo)、社會(huì)協(xié)同，民眾“不屈不撓、團(tuán)結(jié)協(xié)作”，厚植家國情懷；育人價(jià)值：引導(dǎo)學(xué)生反思災(zāi)害教訓(xùn)，樹立“防災(zāi)減災(zāi)”意識(shí)，培養(yǎng)面對(duì)困難“積極樂觀、共克時(shí)艱”的人生態(tài)度，呼應(yīng)“立德樹人”根本任務(wù)。【How】雙線敘事結(jié)構(gòu)：明線（時(shí)間線）：震前預(yù)兆→震中破壞→震后救援重建，邏輯清晰，符合“事件類文本”閱讀認(rèn)知規(guī)律；暗線（情感線）：人類從“渾然不覺”→“震驚恐懼”→“滿懷希望”的心理變化，通過人物反應(yīng)（如“peoplewereshocked,survivorsfelthopeless”）和環(huán)境描寫（“thecitybegantobreatheagain”）串聯(lián)，深化災(zāi)難對(duì)人的影響。語言特色：數(shù)據(jù)運(yùn)用（“75%,90%”）強(qiáng)化報(bào)告文學(xué)“真實(shí)性”；Bricks...likethreedaysthewaterinthevillagewellsroseandfell,roseandfell.”、比喻“Bricks...likeredautumnleaves”）提升“文學(xué)感染力”；主題句引領(lǐng)（每段首句/尾句概括段落核心，如“Everywheretheylookednearlyeverythingwasdestroyed.”），便于學(xué)生抓取關(guān)鍵信息。學(xué)情分析1.WhatIknow語言基礎(chǔ)：高一學(xué)生已積累一定日常英語詞匯，但自然災(zāi)害主題詞匯（如“aftershock,relief,reconstruction”）、復(fù)雜句式（倒裝、強(qiáng)調(diào)）

掌握不足；具備初步“略讀找主旨、細(xì)讀抓細(xì)節(jié)”閱讀策略，但運(yùn)用不熟練。背景認(rèn)知：對(duì)“地震”等自然災(zāi)害有感性認(rèn)知（如新聞、影視），但唐山大地震的歷史細(xì)節(jié)、“報(bào)告文學(xué)”體裁特征

了解較少，對(duì)“災(zāi)害應(yīng)對(duì)中的中國制度優(yōu)勢”缺乏系統(tǒng)思考。2.WhatIwanttoknow語言層面：想掌握災(zāi)害主題詞匯、理解報(bào)告文學(xué)的“事實(shí)性+文學(xué)性”表達(dá)，學(xué)會(huì)“按時(shí)間順序梳理事件”的閱讀與寫作方法；內(nèi)容層面：好奇唐山地震具體救援細(xì)節(jié)、重建過程，想探究“災(zāi)害預(yù)兆如何識(shí)別、如何科學(xué)防災(zāi)”；情感層面：渴望理解“人類團(tuán)結(jié)抗災(zāi)的意義”，關(guān)聯(lián)現(xiàn)實(shí)（如近年地震災(zāi)害），思考“青少年能為防災(zāi)減災(zāi)做什么”。3.WhatIlearned語言理解：文本中修辭（如擬人“thecitybegantobreatheagain”）的深層含義，復(fù)雜數(shù)據(jù)、專業(yè)表述（如“75%factories,90%homes”）的整合分析；思維突破：從“震前震中震后”的線性敘事中，提煉“災(zāi)害應(yīng)對(duì)邏輯”，并遷移到“其他自然災(zāi)害分析”；文化認(rèn)同：理解“中國特色救災(zāi)模式（政府主導(dǎo)、全民參與）”與西方的差異，內(nèi)化“團(tuán)結(jié)協(xié)作、自強(qiáng)不息”的民族精神。教學(xué)目標(biāo)1.語言能力掌握“naturaldisaster,warningsign,reliefwork,reconstruction”等主題詞匯，能運(yùn)用“按時(shí)間順序梳理事件”的閱讀策略，準(zhǔn)確復(fù)述唐山地震過程；能識(shí)別報(bào)告文學(xué)中的修辭、數(shù)據(jù)運(yùn)用技巧，分析其對(duì)“增強(qiáng)文本感染力、真實(shí)性”的作用，嘗試仿寫災(zāi)害場景片段。2.學(xué)習(xí)能力熟練運(yùn)用“略讀（Skimming）、細(xì)讀（Scanning）、深讀（CriticalReading）”分層閱讀策略，獨(dú)立解決文本理解問題；學(xué)會(huì)“基于文本信息，關(guān)聯(lián)現(xiàn)實(shí)問題（如防災(zāi)減災(zāi)）”的探究方法，主動(dòng)構(gòu)建知識(shí)體系。3.文化意識(shí)理解中國“一方有難，八方支援”的救災(zāi)文化，認(rèn)同“政府主導(dǎo)、社會(huì)協(xié)同”的災(zāi)害應(yīng)對(duì)模式，感受“不屈不撓、團(tuán)結(jié)重建”的民族精神；對(duì)比中外災(zāi)害報(bào)道差異，體會(huì)“文學(xué)新聞”傳遞的人文關(guān)懷，增強(qiáng)跨文化語境下的文本解讀能力。4.思維品質(zhì)通過“預(yù)測梳理分析評(píng)價(jià)”閱讀流程，提升邏輯思維（梳理震前震中震后時(shí)間線）、批判性思維（評(píng)價(jià)“災(zāi)害預(yù)兆為何未被重視”）；借助“小組討論、創(chuàng)意重建”活動(dòng)，培養(yǎng)創(chuàng)新思維（設(shè)計(jì)“未來防災(zāi)社區(qū)”）與合作思維（分工完成匯報(bào)任務(wù)）。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)精準(zhǔn)提取“震前震中震后”關(guān)鍵信息，掌握災(zāi)害主題詞匯與時(shí)間線敘事結(jié)構(gòu)；理解報(bào)告文學(xué)“事實(shí)與文學(xué)融合”的體裁特征，分析修辭、數(shù)據(jù)對(duì)文本的作用。教學(xué)難點(diǎn)深度解讀“震后救援重建”背后的文化內(nèi)涵（中國制度優(yōu)勢、民族精神）；遷移文本閱讀策略，運(yùn)用“時(shí)間線+文學(xué)化表達(dá)”創(chuàng)作簡易災(zāi)害報(bào)道.教學(xué)資源課件PPT，黑板、白板。教學(xué)活動(dòng)設(shè)計(jì)教學(xué)過程活動(dòng)形式及步驟活動(dòng)意圖時(shí)間學(xué)習(xí)理解Activity1LeadinTask1:LookandDiscuss展示一張地球睡覺的圖片，提問并引導(dǎo)學(xué)生思考：1.Whatistheearthdoing?Sheissleeping.2.Whatwillhappeniftheearthdoesn’tsleepatnight?Maybesheisillorsomethingterriblewouldhappen,suchasanearthquake.●以“地球睡覺”的擬人化圖片創(chuàng)設(shè)情境，呼應(yīng)文本標(biāo)題《TheNighttheEarthDidn’tSleep》，激發(fā)學(xué)生對(duì)“地球異常與自然災(zāi)害”的聯(lián)想；●通過簡單問答降低學(xué)生緊張感，自然引出“地震”主題，為后續(xù)文本學(xué)習(xí)鋪墊。5minsActivity2PrereadingTask1WarmingupWorkinpairs.Discusswhatcanhappentoacityduringabigearthquake?學(xué)生以小組合作的方式，共同探討一場大的地震可能會(huì)對(duì)一座城市產(chǎn)生什么樣的影響，討論結(jié)束后展示討論結(jié)果。PossibleAnswer:·Acitycanbedamagedinanearthquake.·Theelectricitycangodown.·Thewatercanbeunsafetodrink.·Firescanstart.·Peoplecanpanicorgetseverelyinjured.......2.DoyouknowsomeearthquakesthathappenedinChina?引導(dǎo)學(xué)生共同說出自己所知道的發(fā)生在中國的地震有哪些。JishishanDec.18th2023YaanApril20th2013YushuApril14th2010WenchuanMay12th2008TangshanJuly28th1976Task2Prediction引導(dǎo)學(xué)生通過一系列的問題分析標(biāo)題和圖片；Cantheearthsleep?PersonificationWhathappened?Whatarethepeopleinthepicturedoing?Anearthquakeoccurred.Peopleareliftingrubblefromcollapsedbuildings.Theyreparticipatinginearthquakerescuework.在分析標(biāo)題和圖片的基礎(chǔ)上，預(yù)測文章主旨Anearthquakeoccurredatnightsomewhereontheearth.●激活學(xué)生對(duì)地震的已有知識(shí)儲(chǔ)備，通過討論預(yù)測地震可能造成的影響，為理解文本中“城市破壞”部分做鋪墊；●關(guān)聯(lián)真實(shí)歷史事件，增強(qiáng)文本的現(xiàn)實(shí)意義，引發(fā)學(xué)生對(duì)“自然災(zāi)害”的重視。教授閱讀策略（通過標(biāo)題、圖片、布局預(yù)測文本），培養(yǎng)學(xué)生主動(dòng)獲取信息的能力；●培養(yǎng)學(xué)生“通過標(biāo)題和圖片預(yù)測文本內(nèi)容”的閱讀策略，提升主動(dòng)探究意識(shí)；●讓學(xué)生帶著預(yù)測閱讀，增強(qiáng)閱讀的針對(duì)性和目的性。10minsActivity3WhilereadingFastreadingTask1:Skimforthemainideaandwritingtypeofthetext.給學(xué)生時(shí)間快速瀏覽文章內(nèi)容，通過填空的形式完成文章主旨，并對(duì)前一步驟的預(yù)測進(jìn)行驗(yàn)證。給學(xué)生四個(gè)選項(xiàng)，通過快速瀏覽結(jié)合文章主旨及語言特征，把握文章文體類型，并對(duì)報(bào)告文學(xué)這種文體進(jìn)行簡單講解。1.What’sthemainideaofthepassage?Thepassagemainlytalksabouta/anearthquake(what)thathappenedinTangshan(where)at3:42amonJuly28th1976(when).2.What’sthetypeofthistext?A.abrochureB.aliteraryjournalism（報(bào)告文學(xué)）C.anovelD.astoryTask2:Skimforthetopicsentenceofeachparagraph.給學(xué)生時(shí)間通過快速瀏覽文章，獲取文章每個(gè)段落的主題句。ItseemedasiftheworldwereItseemedasiftheworldwereingtoanend!Tangshanstartedtoreviveitselfandgetbackuponitsfeet.Nearlyeverythinginthecitywasdestroyed.Buthopewasnotlost.StrangethingswerehappeninginthecountrysideofnortheasternHebei.Para1Para2Para3Para4Para5CarefulreadingTask1:Readthetextcarefullyandwritedownthemainideaofeachparagraphbasedonthetopicsentences.Para1Warningsignsbeforetheearthquake.Para2Thehappeningofthebigearthquake.Para3Theimmediateeffectsoftheearthquake.Para4Therescueworkaftertheearthquake.Para5Therevivalofthecity.Task2:Dividethetextintoseveralpartsbasedonthemainideaofeachparagraph.引導(dǎo)學(xué)生通過分析每段的主旨大意劃分文章段落結(jié)構(gòu)，并通過關(guān)鍵字把握每個(gè)部分的主旨。Part1Para1signsBeforetheearthquakePart1Para1signsBeforetheearthquakeDuringtheearthquakePart2DuringtheearthquakePart2Para23damagedamageRescueandrevivalAftertheearthquakePart3RescueandrevivalAftertheearthquakePart3Para45Task3:Readthetextcarefullyandrecognisethewritingorderofit.帶領(lǐng)學(xué)生一起快速找出文中每個(gè)段落出現(xiàn)的時(shí)間，最終確定文章的寫作順序。Task4:Readfordetailedinformation.展示每個(gè)部分的信息框架，給學(xué)生時(shí)間仔細(xì)閱讀文本，填充關(guān)鍵信息。Part1Para1:WarningsignsUnderthegroundwellwaterroseandfell,roseandfellwellwallsdeepcrackssmellygasOnthegroundchickensandpigsweretoonervoustoeatdogsrefusedtogoinsidemiceranouttolookforplacestohidefishjumpedoutofwaterAbovethegroundbrightlightsintheskyloudnoiseswereheardTheauthordescribesthispartby_givingexamples________________.Part2Para23DuringtheearthquakedamagepeopleTwothirds_ofthepeoplewholivedthereweredeadorinjured.Thousandsofchildrenwereleftwithoutparents.Thenumberofthepeoplewhowerekilledorbadlyinjuredinthequakewasmorethan_400,000_____.city_75%____ofthecityfactoriesandbuildings,_90%____ofitshomes,andallofitshospitalsweregone._Most____bridgeshadfallen.animalsTensofthousandsofcows,hundredsofthousandsofpigs,and_millionsof__chickensweredead.Theauthordescribestheseverityofthedamageby_givingnumbers__.Part3Para45Aftertheearthquakerescuethearmysent150,000soldierstoTangshantodigoutthosewhoweretrappedandtoburythedead.doctorsandnursescametoprovidemedicalcare.workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Aftertheearthquakerevivalthegovernmentstrongsupportthecity’speopletirelesseffortstheresultAhometomorethansevenmillionpeople,withgreatimprovementsintransportation,industry,andenvironment.whatwelearnedIntimesofdisasters,peoplemustunifyandshowthewisdomtostaypositiveandrebuildforabrighterfuture.Task5:Readforpeople’sreactionsorfeelingsthroughthetext.occasionsReactionsorfeelingsthewarningsignsappearedignoredunawareeverythingbegantoshakepanickedshockedsawthecitylayinruinsfrightenedhopelessanotherbigquakeoccurredscaredanxiousvariousrescuecamehopefulgratefulanewTangshanwasrebuiltgratitudehappy●訓(xùn)練“略讀（Skimming）”技巧，快速把握文本核心要素（事件、地點(diǎn)、時(shí)間）；●引導(dǎo)學(xué)生認(rèn)識(shí)“報(bào)告文學(xué)”體裁，為后續(xù)分析文本語言特色奠定基礎(chǔ)?！衽囵B(yǎng)學(xué)生“通過主題句概括段落大意”的能力，理解文本結(jié)構(gòu)的邏輯性；●為后續(xù)劃分文章層次做鋪墊。●通過分層任務(wù)引導(dǎo)學(xué)生深入文本，從“整體結(jié)構(gòu)”到“細(xì)節(jié)信息”逐步理解內(nèi)容；●讓學(xué)生體會(huì)“時(shí)間順序”對(duì)敘事邏輯的重要性，以及“數(shù)據(jù)、例子”對(duì)增強(qiáng)文本真實(shí)性的作用。30mins應(yīng)用實(shí)踐Activity4PostreadingTask1:LanguagefeaturesHowdoyouunderstandthefollowingsentences?Whatrhetoricaldevicesdoeseachsentenceapply?引導(dǎo)學(xué)生在小組討論中通過分析語境和圖片，分析所給句子中運(yùn)用的修辭手法，在分析的過程中可以通過提問的方式進(jìn)行引導(dǎo)：Itseemedasiftheworldwereingtoanend.Wastheworldreallyingtoanend?No.Whydoestheauthorsayso?Toshowtheconditionwasquiteterrible.ExaggerationBrickscoveredthegroundlikeredautumnleaves,butnowindcouldblowthemaway.Weretheybricksorleaves?Theywerebricks,becausenowindcouldblowthemaway.Whydoestheauthorsay“Brickscoveredthegroundlikeredautumnleaves”?Toshowthebricksweretoomany,theywereeverywhere,andatthesametime,tostressthedamagewastoosevere.SimileSlowly,thecitybegantobreatheagain.Canacitybreathe?No.Whydoestheauthorsayso?Toexpresswiththerescueandhelpfromeverycorner,thecitybegantorevivevividly.PersonificationTask2：ReadandGuessruinbricktrapburyScanthetextandfindthewordsbelow.Guesswhattheymeanfromthecontext.ruinbricktrapbury展示四個(gè)核心單詞，并講解在閱讀的過程中，遇到生詞可利用上下文，即語境推測生詞的意義。給學(xué)生時(shí)間，快速閱讀文本并找出各個(gè)生詞所在的語境。學(xué)生以小組合作的形式，探討各生詞在其語境中所表達(dá)的意義，并闡明理由。Task3:Discussion學(xué)生以小組合作的形式在教師的引導(dǎo)下，結(jié)合文章內(nèi)容，討論所給問題。1.WhatdoyouthinkhelpedintherevivalofTangshancity?strongsupportfromthegovernmenttirelesseffortsofthecity’speoplevarioushelpfromthewholenationMostimportantly:theearthquakeresistancespirit2.Whatothercitiesortownshavegonethroughsimilarchanges?Whatlessonscanwelearnfromtheseevents?Lessonswecanlearn:intimesofdisasterswemust:unifystaypositivehaveconfidencebeforedisastersweneedtohave:scientificpreparednesspredisasterplanningpubliceducation...●引導(dǎo)學(xué)生理解“修辭對(duì)增強(qiáng)文本感染力”的作用，體會(huì)報(bào)告文學(xué)“文學(xué)性”的特點(diǎn)；●通過問答（如“Canacitybreat