Unit 4 Natural Disasters Listening and Speaking 教案-2024-2025学年高中英语人教版必修第一册

Unit 4 Natural Disasters -Listening and Speaking 教学设计 教学目标 Language Competence: Master disaster-related vocabularies (e.g., earthquake, rescue) and conversational structures for discussing emergencies. Cultural Awareness: Understand global natural disaster responses and cross-cultural rescue cooperation. Thinking Quality: Analyze disaster causes/consequences logically and develop problem-solving thinking for emergencies. Learning Ability: Improve listening for key info (e.g., disaster time/place) and collaborate in role-plays. 重难点 Key Points: Grasp disaster-related expressions; listen to identify emergency details; practice dialogues about asking for help/giving advice. Difficult Points: Distinguish fast-spoken emergency terms in listening; use appropriate tones in role-plays. 教学环节 学习活动 新课教学 一、课程导入（Lead - in） Good morning, class! Today, we are going to start a new unit in our English learning journey. The topic of Unit 4 is “Natural Disasters”. Natural disasters are events that occur naturally and cause great damage to life and property. We all know that our planet is a wonderful place, but sometimes, nature shows its powerful and destructive side. Let’s begin with a simple question. What do you think of when you hear the term “natural disasters”? Can anyone give me an example? Yes, the student in the front row, please. Student: Earthquakes. Teacher: Very good! Earthquakes are indeed a very well - known natural disaster. When an earthquake happens, the ground shakes violently, and it can destroy buildings, roads, and even cause tsunamis in some cases. What else? The girl in the second row. Student: Floods. Teacher: Right! Floods occur when there is an overflow of water, usually due to heavy rain, melting snow, or the bursting of dams. They can submerge large areas, ruin crops, and force people to leave their homes. Now, let’s take a look at some pictures on the screen. (Show pictures of different natural disasters such as tornadoes, tsunamis, wildfires, droughts, landslides, volcanic eruptions) As you can see, these are all different types of natural disasters. Each one has its own characteristics and can bring about serious consequences. Can you name some of the disasters you see in the pictures? Student: That’s a tornado. It looks like a big funnel. Teacher: Exactly! Tornadoes are extremely powerful columns of air that rotate violently. They can pick up cars, houses, and just about anything in their path. What about this one? Student: I think it’s a wildfire. The whole forest is on fire. Teacher: Correct. Wildfires can spread very quickly, especially in dry and windy conditions. They not only destroy forests but also endanger the lives of animals and people living nearby. Today, in this Listening and Speaking class, we are going to learn more about natural disasters, how to describe them in English, and also some important safety instructions in case we are faced with such situations. 二、听力前准备（Pre - listening） Before we start listening, let’s learn some new words and phrases related to natural disasters. First, “magnitude”. It is often used to describe the size or intensity of an earthquake. For example, “The magnitude of the earthquake was 7.8 on the Richter scale.” Can you repeat the sentence after me? Students: The magnitude of the earthquake was 7.8 on the Richter scale. Teacher: Great! Next, “rescue”. When a natural disaster happens, rescue workers will come to help those in danger. For instance, “Rescue workers are trying their best to save the survivors from the earthquake - hit area.” Repeat, please. Students: Rescue workers are trying their best to save the survivors from the earthquake - hit area. Teacher: Well - done. Now, “damage”. It means to harm or cause physical harm to something. “The floods caused a lot of damage to the crops.” Say it together. Students: The floods caused a lot of damage to the crops. Teacher: Good. And “destroy”. It is a more serious form of damage. When something is destroyed, it is completely ruined. “The wildfire destroyed hundreds of houses.” Repeat. Students: The wildfire destroyed hundreds of houses. Teacher: Perfect. Another word is “evacuate”. When there is a danger, people need to evacuate, which means to leave a place quickly to escape danger. “The residents were asked to evacuate their homes due to the approaching hurricane.” Say it aloud. Students: The residents were asked to evacuate their homes due to the approaching hurricane. Teacher: Excellent. Let’s also learn some words about places and people involved in natural disasters. “Shelter” can be a place where people go to be safe during a disaster, like a community center or a school that is used as an emergency shelter. “The homeless people found shelter in the local church during the flood.” Repeat. Students: The homeless people found shelter in the local church during the flood. Teacher: Very good. “Survivor” is a person who has managed to live through a dangerous event. “The survivors of the earthquake were very grateful to the rescue teams.” Repeat this sentence. Students: The survivors of the earthquake were very grateful to the rescue teams. Teacher: Great job. Now that we have learned these new words, we are better prepared to listen to some news reports about natural disasters. 三、听力练习（Listening） Now, class, we are going to listen to four news reports. While listening, please tick the disasters that you hear on your worksheet. Are you ready? Let’s start. (Play the first news report) News Report 1: Good morning, it’s 17 April. A strong earthquake hit Ecuador yesterday. The 7.8 - magnitude earthquake damaged many buildings, and early reports said that about 230 people were killed and more than 1,500 were injured. Volunteers and rescue workers are helping the survivors. (After the report) Teacher: Okay, stop here. What disaster did you hear in this report? Student: Earthquake. Teacher: Right. Please tick “earthquake” on your worksheet. Now, let’s listen to the second news report. (Play the second news report) News Report 2: Good evening. Today is 27 March. More news about the floods in central China. The government is helping more than 12,000 people in Hunan and Jiangxi get away from the rising water. Homes and land have been destroyed, but no one has been killed. Rescue workers and soldiers are working day and night to make sure that people are safe. They are also bringing food and water to those whose homes were lost in the disaster. (After the report) Teacher: What disaster was mentioned in this one? Student: Floods. Teacher: Correct. Tick “floods” on your worksheet. Now, let’s move on to the third news report. (Play the third news report) News Report 3: Breaking news, Saturday 12 August. A tornado was just seen in southern Memphis. Eyewitnesses said that at 9:25 a.m., the tornado destroyed four homes. A police officer tells us that at least one person has died. More tornados are possible, and the police advise avoiding the area. (After the report) Teacher: What did you hear this time? Student: Tornado. Teacher: That’s right. Tick “tornado” on your worksheet. Finally, let’s listen to the fourth news report. (Play the fourth news report) News Report 4: And in Seoul, a landslide damaged a library and a supermarket in a southern neighbourhood. The landslide was caused by the heavy rain that has fallen in Seoul over the past week. According to the police no one was injured in the landslide, but several cars were damaged. Those are the top news for today, Wednesday 21 July. (After the report) Teacher: What was the disaster in this report? Student: Landslide. Teacher: Good. Tick “landslide” on your worksheet. Now, let’s listen to the news reports again. This time, I want you to circle the key words in the questions below and write the kind of information they refer to. Then, listen carefully and answer the questions. Question 1: What was the magnitude of the earthquake in Ecuador? Teacher: What kind of information do we need to answer this question? Student: A number. Teacher: Right. Circle “magnitude” and write “number” next to it. Now, listen for the answer. (Play the first news report again) Teacher: What was the magnitude of the earthquake in Ecuador? Student: 7.8. Teacher: Correct. Question 2: How many people were killed or injured in Ecuador? Teacher: What kind of information is required here? Student: Numbers. Teacher: Good. Circle “people were killed or injured” and write “numbers” next to it. Listen again for the answer. (Play the first news report again) Teacher: How many people were killed? Student: About 230. Teacher: And how many were injured? Student: More than 1,500. Teacher: Excellent. Question 3: Where are the floods? Teacher: What kind of information are we looking for? Student: A place. Teacher: Right. Circle “where” and write “place” next to it. Listen for the answer. (Play the second news report again) Teacher: Where are the floods? Student: In central China. Teacher: Perfect. Question 4: What are the rescue workers and soldiers doing in the flood - hit area? Teacher: What kind of information do we need? Student: An activity. Teacher: Correct. Circle “rescue workers and soldiers doing” and write “activity” next to it. Listen for the answer. (Play the second news report again) Teacher: What are they doing? Student: They are working day and night to make sure people are safe and bringing food and water to those whose homes were lost. Teacher: Great job. Question 5: When did people see the tornado in Memphis? Teacher: What kind of information do we need? Student: A time. Teacher: Right. Circle “when” and write “time” next to it. Listen for the answer. (Play the third news report again) Teacher: When did people see the tornado? Student: At 9:25 a.m. on Saturday 12 August. Teacher: Well - said. Question 6: Which buildings were damaged in Seoul? Teacher: What kind of information do we need? Student: A place or buildings (specific names). Teacher: Good. Circle “which buildings” and write “place/buildings” next to it. Listen for the answer. (Play the fourth news report again) Teacher: Which buildings were damaged? Student: A library and a supermarket. Teacher: Correct. Question 7: What caused the landslide in Seoul? Teacher: What kind of information do we need? Student: A reason. Teacher: Right. Circle “what caused” and write “reason” next to it. Listen for the answer. (Play the fourth news report again) Teacher: What caused the landslide? Student: The heavy rain that has fallen in Seoul over the past week. Teacher: Excellent work, everyone. 四、新闻报道练习（News Reporting） Now, class, you have listened to these news reports. Let’s learn how to make a news report of your own. A good news report usually has three parts: the beginning, the topic, and the details. The beginning should include greetings and time reporting. For example, “Good morning, it’s 17 April.” The topic is what the news is about, like “A strong earthquake hit Ecuador yesterday.” The details should include information such as the effects of the disaster and the rescue work. For example, “The 7.8 - magnitude earthquake damaged many buildings, and early reports said that about 230 people were killed and more than 1,500 were injured. Volunteers and rescue workers are helping the survivors.” Now, I want you to read about the disasters below and prepare a short news report on one of them. Then, present your news report to the class. (Students prepare their news reports) Teacher: Okay, who would like to be the first to present their news report? Student 1: Good morning, today is 13 May. An earthquake hit Wenchuan yesterday. The 7.8 - magnitude earthquake damaged many buildings, and so far at least 8,500 people have been killed. Rescue workers, including medical teams, troops, and volunteers, have been organized quickly to help. Teacher: Very good! You included all the important elements of a news report. The language was clear, and you spoke with confidence. Who else wants to share? Student 2: Good evening. Today is 20 June. A wildfire started in California. It has destroyed hundreds of acres of forest. More than 10,000 people have been evacuated. Firefighters are working hard to put out the fire, but the strong wind is making it difficult. Teacher: Excellent! Your description of the situation was very vivid. You also used some good vocabulary like “evacuated” and “put out the fire”. 五、听力拓展与对话练习（Listening Extension and Conversation Practice） Mrs Fors is a rescue worker. She and her dog, Lucky, are visiting a senior high school. Now, let’s listen to the conversation between Mrs Fors and the students and complete the table below. (Play the conversation) Teacher: Okay, let’s start filling in the table. Before an earthquake, what should we do? Student: Make a safety list of what to do, where to go, and who to contact. Teacher: Right. Write that down in the table. During an earthquake in a building, what should we do? Student: Remember to “drop down onto our hands and knees, cover our head with our hands, and hold on to the desk or table”. Teacher: Correct. Write it down. What about when we are outdoors during an earthquake? Student: Go to an open space away from buildings, trees, or power lines. Teacher: Good. Fill it in the table. And after an earthquake, how can we get help? Student: Use a cell phone to get help. Tap on a pipe or a wall or whistle for help. Teacher: Perfect. Write these down as well. Now, let’s role - play this conversation. I will be Mrs Fors, and some of you can be the students. Let’s start. (Teacher and students role - play the conversation) Teacher: Thank you, everyone. You all did a great job. Now, let’s have a group discussion. Suppose there is a natural disaster in your area, what other things can you do to protect yourself and your family? Discuss in groups of four and then share your ideas with the class. (Students discuss in groups) Group 1: We think we should have an emergency kit at home. It should include things like water, food, a first - aid kit, a flashlight, and a radio. Teacher: That’s a very good idea. Having an emergency kit is really important. What else? Group 2: We can also learn some basic first - aid skills, so that we can help others if needed. Teacher: Excellent. First - aid skills can be life - saving. What about your group? Group 3: We should stay informed by listening to the news or following official announcements. And we should help each other in the community. Teacher: Great suggestions. Staying informed and helping each other are crucial during a natural disaster. 六、发音练习（Pronunciation） Now, class, let’s do some pronunciation exercises. We know that when we talk about natural disasters, we often use words with - ed endings. The pronunciation of - ed endings can be different. For example, in the word “damaged”, the - ed is pronounced /d/. Say it, “damaged”. Students: Damaged. Teacher: In the word “injured”, the - ed is also pronounced /d/. “Injured”. Students: Injured. Teacher: But in the word “helped”, the - ed is pronounced /t/. “Helped”. Students: Helped. Teacher: Now, I will show you some words on the screen. Read them aloud and pay attention to the pronunciation of the - ed endings. Then, put them into the right boxes according to the pronunciation of the - ed endings. (Show words like “rescued”, “destroyed”, “evacuated”, “worked”, etc. on the screen) (Students read the words and classify them) Teacher: Let’s check the answers together. For the words with - ed pronounced /d/, we have “destroyed”, “evacuated”... For the words with - ed pronounced /t/, we have “worked”, “helped”... 七、总结（Summary） Today, we have learned a lot about natural disasters in this Listening and Speaking class. We have listened to news reports about earthquakes, floods, tornadoes, and landslides. We have learned how to make a news report and how to describe the details of a natural disaster. We also learned some important safety instructions for different natural disasters and did some pronunciation exercises. Remember, natural disasters can happen at any time, but if we are well - informed and prepared, we can better protect ourselves and help others. For homework, I want you to write a short passage about a natural disaster you are interested in. Include information about what happened, the effects, and what people did to deal with it. You can use the knowledge and vocabulary we learned in class. That’s all for today’s class. Thank you, everyone. Have a great day! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$