高中英语Unit 4 Natural disasters公开课ppt课件

课题

Period 5 Listening and Talking & Assessing Your Progress & Project

单元

Unit 4 Natural Disasters

学科

English

教材

分析

During this period, the class will focus on listening, talking, assessing and projects.

Students are expected to get the skill to give instructions.

The teachers would inspire students to make a presentation on natural disasters.

教学目标与核心素养

Knowledge objectives: Enable the students focus on assessment.

Skill objectives: Help the students master listening and talking skills.

Emotional objectives: Improve students’ sense of precautions.

Thinking quality objectives: Inspire the students to think more about disasters.

重点

1. Master the usage of key words and phrases.
2. Improve the students’ ability to express.

难点

Let students master how to prepare a presentation.

教学过程

教学环节

教师活动

学生活动

设计意图

Daily routine

Step 1

Warm up

Teacher greets the whole class as usual.

-  Activate students and remind them to concentrate.

Step 2

Preview check

Teacher asks students the meaning of words, phrases and knowledge points learnt last lesson.

Students answer the questions loudly together.

-  Check the teaching situation of last lesson quickly.

-  Help students consolidate the knowledge points.

Lead-in

Step 3

Video: Shoppers go crazy on Black Friday

Do you know “Dos” and “Don’ts” about other natural disasters?

After getting the information and the meaning of the new words, answer the questions.

-  Use pictures to catch students’ attention.

-  Expand their horizons and spark their interest.

Step 4

New words

Teacher explains the meaning of the new words, and asks students to translate the meaning of the whole sentence.

More wind powerful stations will spring up to meet the demand for clean energy. (2019·江苏卷) 

powerful adj.

tap

pipe

whistle

The government has declared a state of emergency following the earthquake. 

emergent

In the face of great danger, it’s important to keep calm.

His classmates aided him in his English study.

first aid kit

He has too much work on hand to go picnicking with us.

-  Teach the meaning of new words.

Step 5

Let’s play

Teacher choses students to answer the questions.

1. In order to catch my attention, the man walked to my car and t_________ on the front glass. 
2. You can plant a tree, make a meal with locally grown vegetables, or save ________  —the possibilities are endless.(2019·北京卷) 
3. Luckily, he scored the winning goal just seconds before the final w　　　　　. 
4. So, do we dance in order to make ourselves feel better, _________, healthier? (2018·全国卷Ⅲ) 
5. In case of e_________, press the alarm button. 
6. The old man gets about with the _____ of a walking stick.
7. We could only study those animals that we happened to have on _______.

keys:1. tapped 2. power 3. whistle 4. calmer 5. emergency 6. aid 7. hand

-  Familiarize the new words

-  Clear the tackle of next step.

Listening and Talking

Step 6

Let’s listen

Teacher shows the questions and asks students to answer.

Mrs Fors is a rescue worker. She and her dog, Lucky, are visiting a senior high school. Listen to the conversation and complete the table below.

Before an earthquake

Make a safety list of

During an earthquake

(in a building)

Remember to

During an earthquake

Go to a(n) space away from 

(outdoors)  , or power lines.

After an earthquake

keys:

1. what to do, where to go, who to contact
2. drop, cover, hold on
3. open, buildings, trees
4. cell phone, a wall

Do the practice.

-  Familiarize students with the context.

-  Exercise students’ listening skills.

Step 7

Giving instructions

First/First of all, you should ...

Stay calm.

Don't drive or walk outside.

Collect water and food if you can.

Cover your ...

Listen to the news.

Move to a safe place.

Finally, ...

Call an emergency number.

Stay away from ...

Make sure ...

Stay indoors.

Video: Commands and Instructions

Students learn how to express.

-  Get the tips of expression.

-  Improve their talking skill.

Step 8

Work in pairs.

Choose a disaster and prepare a list of safety instructions. The expressions below may help you.

Having an emergency kit prepared is also very important. Look at the emergency supplies below.

Discuss with a partner what else you would add.

Report to the class the safety instructions you listed and then explain what emergency supplies people should keep on hand.

EXAMPLE

If you find yourself in danger from a forest fire, first of all, stay calm. Cover your face with ... Then go to a safer place if you can....

Now for our emergency supplies, we would suggest always having on hand enough water and food for three days, a radio, ...

keys:

First of all, you should stay calm if you’re in a tornado. Cover your ears if the noise is too loud. Stay indoors and get to a low place. Stay away from windows. Don’t drive or walk outside in a tornado.

I need a whistle in my emergency kit. If I am trapped in a destroyed building, I can use it to get help. I need water and food for three days. The city could be damaged, and we might not be able to get water or food in the supermarket.

Use what they have learnt to discuss with their partner.

-  Practice their listening and talking skills.

-  Share their ideas and broaden their horizons.

-  Practice their team work sprit.

Assessing Your Progress

Step 9

Let’s assess

Circle the correct word in each sentence.

1. The tornado that hit Mississippi last week caused a lot of damage/destroy.
2. The mother thanked the rescue/save worker who found her baby.
3. According to experts, the volcano could crash/erupt this week.
4. Thousands of people are suffering/trapping from illnesses after the disaster.
5. An emergency delivery/supply of food was transported to the area by the army.
6. The earthquake affected/effected an area of several hundred square kilometres.
7. During a natural disaster, the most important thing is to keep calm/quiet.
8. "She's still breathing/surviving! Come and help me dig her out!" shouted the soldier.

keys:

1. damage
2. rescue
3. erupt
4. suffering
5. supply
6. affected
7. calm
8. breathing

Read the passage and fill in the blanks with relative pronouns.

The people _________ live in Wenchuan county will never forget the day 12 May, 2008. The 8.0-magnitude earthquake _________ killed over 80,000 people and left many more injured turned many towns and counties into ruins. The rescue work _________ followed was carried out by people from all over the country, and even abroad.

Now, more than 10 years on, the people _________ suffered the earthquake are living a new life. Many live in new towns _________ are earthquake-safe, in local communities _________ have been beautifully rebuilt by the government. The people will never forget those _________ rescued them and helped them rebuild their home. Out of gratitude, many young adults _________ were students during the earthquake have chosen to study medicine or join the army in a wish to help more people. Wenchuan, the county _________ was completely destroyed and then completely rebuilt, has become a symbol of the Chinese spirit of never giving up.

keys:

1. who
2. which/that
3. that/which
4. who
5. that/which
6. that/which
7. who
8. who
9. which/that

Answer the questions.

-  Assess their level of knowledge.

-  Consolidate knowledge structure.

Project

Step 10

Give a presentation on natural disasters

BRAINSTORM:

Work in groups of three or four.

Choose one of the natural disasters below and brainstorm answers to the questions.

Understanding the disaster

Are there any known causes of the disaster? What can be done to prevent it?

Preparing for the disaster

What are the possible effects of the disaster? What can be done to prepare for it?

In the event of a disaster

What can you do to stay safe during the disaster? What kind of help do survivors need?

Learn how to prepare the project.

-  Help students to master practical skills.

Step 11

RESEARCH: Which questions do you not know the answers to? Which ones do you need more information on? Use the Internet or your school library to find out more.

ORGANISE: Put together a presentation using the information you have gathered. Use the tips below to help you.

Start your presentation with a "hook" (a story or fact to catch the attention of your listeners).

On Monday, 5 September 20XX, 600 people disappeared when ...

Reduce your ideas to three main points to help listeners remember what you say. So always remember to drop, cover, and hold on. ...

Prepare visual aids for your presentation (photos, charts, tables, etc.).

PRESENT: Give a group presentation to your class.

Step 12

Language points

Teacher explains the language points and makes some exercise.

1. calm adj. 镇静的；沉着的

vt. 使平静；使镇静

calm oneself

calm sb

calm down

stay/keep/remain calm

使自己镇静

使某人镇静下来

安静下来

保持镇静

calm “平静的；沉着的”，特指人的情绪，有时也指（海、湖、河）水和天气等风平浪静

still “静止的，不动的”，指没有运动的一种状态

silent “寂静的，不出声的；不发表意见的”，指无声或不讲话

quiet “安静的；宁静的”，指无噪音、吵闹或心境平静

When he asked her where she had put the dictionary, she kept ________.

The soldiers stood ________ when the officers inspected them.

We will go boating when the sea is ________.

His health had turned all the better for him after a ________ holiday abroad.

keys: silent; still; calm; quiet

Facing danger, he always _____ calm.

A. seems   B. remains 

C. becomes  D. appears

key: B

I suggest that he _____, or else he could make things worse.

A．calm down B．calms down

C．will calm down D．calming down

key: A

句意：我建议他冷静下来,否则他可能会使事情变得更糟。

在虚拟语气的用法中，表示要求建议命令的动词如：require、suggest、order等后所接的宾语从句的谓语动词用should +动词原形，should可以省略掉。

2. aid n. 援助；帮助；救援物资

vi.&vt. (formal)帮助；援助

do/offer/give/perform/carry out first aid to sb

with the aid of sb = with sb’s aid

in aid of

go/come to one’s aid

aid sb in sth/doing sth

aid sb with sth

aid sb to do sth

对某人进行急救

在某人的帮助下

为了援助

去/来援助某人

在某方面帮助某人

以某事、某物帮助某人

在我们语文老师的帮助下，这学期我们取得了很大的进步。

___________________ our Chinese teacher, we have made great progress this term.

(2)我遇到困难时，她来帮助我。

He __________________ when I was in trouble.

keys: with the aid of; came to my aid

______ we call the First Aid Centre, the doctors _______ by and by.

A. No sooner; would come B. Soon after; would come

C. Shortly; are coming 　 D. Immediately; will come

key: D

immediately可以作连词使用,相当于as soon as, the moment, the instant (一……就……),同时还考查了时态:从句用一般现在时态,主句用一般将来时态。

3. on hand 现有（尤指帮助）

on one hand… on the other hand

in hand

hand in hand

hand in

一方面…，另一方面…

在手头；在进行中；在控制中

手拉手地；联合

交上；提交；呈送

现有宴会的点心不够用。

(1) There aren’t enough snacks _________ for the party.

(2) 我们应该先处理眼底下的事。

We should settle the business ___________ first.

keys: on hand; on hand

When writing, he often keeps a dictionary____.

A. in hand   B. on hand 

C. at hand   D. hand in

key: C

With so much work on hand, you _____ to see the game last night.

A. mustn’t go

B. shouldn’t go

C. couldn’t have gone

D. shouldn’t have gone

key: D

题中的A项和B项都指现在情况；couldn’t have gone表示“不可能去过”；shouldn’t have gone表示“本不应该去而实际上去了”。根据题意，选D。

-     Help students know about the knowledge points deeper.

-     Let students know how to use these words and phrases.

Step 13

Exercise

Teacher asks students to fill the gap together.

Complete the passage with the correct forms of the words below.

Earthquakes are a form of natural __________ They are so powerful that they can cause tall buildings to __________ to the ground in just a few seconds. In fact, most of the __________ in an earthquake are caused by falling houses or buildings. New research data from earthquake zones is helping architects to design safer buildings that will not be __________ during an earthquake. Instead of being fixed in place like most ordinary buildings, the new buildings they have designed can move. Other researchers have designed small round houses that will not fall down when there is a quake. Because the houses are round, they can __________ strong winds and floods, and are good __________ during a disaster.

Fill in the blanks with that, which, who, whose, or whom.

1. A disaster is a very bad accident or a sudden event ________ usually causes great damage and can ruin many people's lives.
2. The woman wanted to find and thank the firefighter ________ rescued her from the fire.
3. A typhoon is an extremely strong wind ________ often happens in the Western Pacific Ocean.
4. The children ________ parents could not be found were looked after by neighbours and friends.
5. A tsunami is a very large wave ________ is often caused by an earthquake under the sea.
6. People to ________ much is given are people of ________ much will be expected.

keys:

1. disasters
2. crash
3. deaths
4. destroyed
5. survive
6. shelters

1. which/that
2. who/that
3. which/that
4. whose
5. which/that
6. whom;whom

Step 14

Reflecting

         What did you learn about natural disasters in this unit that you did not know before?

         What else do you want to know about natural disasters?

         What did you find the most difficult in this unit?

         What in this unit motivated you most?

-  Think about the questions

-  Make students think about what they have learnt.

-  Help

Summary and Homework

Step 15

Summary

Teacher leads students to have a summary of this lesson.

Language points

power, tap, pipe, whistle, emergency, calm, aid, kit, first aid kit, on hand

Others:

Express feeling and emotions

Give a presentation

Make a poster

Follow the teacher’s thinking flow and read the words and phrases loudly.

-  Consolidate students’ knowledge.

-  Form knowledge system.

Step 16

Homework

Perfect your presentation.

Take notes.

-  Consolidate students’ knowledge and prepare for the following lesson.

板

书

Unit 4 Natural Disasters

Period 5 Listening and Talking & Assessing Your Progress & Project

Language points

power, tap, pipe, whistle, emergency, calm, aid, kit, first aid kit, on hand

Others:

Express feeling and emotions

Give a presentation

Make a poster