Unit 4 Natural Disasters Listening and Talking 教案-2024-2025学年高中英语人教版（2019）必修第一册

Unit 4 Natural Disasters -Listening and Talking 教学目标 Language Competence: Grasp vocabulary related to natural disasters, like "earthquake", "flood", etc. Use proper expressions to describe disasters and respond to relevant instructions. Cultural Awareness: Learn about how different cultures approach natural disasters and their unique preventive measures, fostering cross - cultural understanding. Thinking Quality: Analyze the logic in listening materials about disasters, such as cause - effect relationships, and organize thoughts for oral presentation. Learning Ability: Develop effective listening strategies, like predicting and note - taking, and independently practice speaking about disasters. 重点难点 Key: Comprehend listening materials on natural disasters and extract crucial information. Master expressions for giving and following disaster - related instructions. Difficult: Understanding rapid and complex speech in authentic disaster - related recordings. Expressing disaster - prevention ideas clearly and accurately in speaking, especially using correct grammar and vivid vocabulary. 教学内容 备注 Teacher: Good day, class! Today, we're going to focus on listening and talking about natural disasters. As we've been studying in this unit, natural disasters have a huge impact on our lives. Through today's activities, you'll not only improve your listening comprehension but also enhance your ability to communicate about these significant events. Let's start with a quick review. Can anyone name some of the natural disasters we've learned about so far? Student 1: Earthquakes, floods, typhoons, and wildfires. Teacher: Excellent! Now, think about this. If you were to tell someone about a natural disaster you've either experienced or heard about, what kind of details would you include? Turn to your partner and share your thoughts for a couple of minutes. (Students discuss) Teacher: Alright, let's hear some of your ideas. What details would you mention? Student 2: I would talk about when and where it happened. Teacher: Great point. The time and place are very important details. What else? Student 3: I'd describe what it looked like, like if there was a lot of destruction or water rising. Teacher: Exactly. Visual descriptions really help the listener imagine the situation. Now, let's move on to our first listening activity. I'm going to play a short audio clip of people sharing their experiences of natural disasters. As you listen, try to identify which natural disaster each person is talking about. (The teacher plays the audio clip) Audio Clip Transcript: Speaker 1: I was at home when suddenly the ground started shaking violently. Furniture was falling, and I could hear the sound of buildings cracking. It was terrifying. Speaker 2: The rain just wouldn't stop. The river near our town overflowed, and within hours, water was everywhere. We had to evacuate quickly. Speaker 3: The wind was so strong that it was blowing trees down like they were toothpicks. The noise was deafening, and the power went out. Teacher: Okay, let's start with Speaker 1. What natural disaster do you think they were describing? Student 4: An earthquake. The shaking of the ground and the falling furniture and cracking buildings are signs of an earthquake. Teacher: Correct. Now, what about Speaker 2? Student 5: A flood. The continuous rain, the overflowing river, and the need to evacuate due to water everywhere indicate a flood. Teacher: Well - done. And Speaker 3? Student 6: A typhoon or a strong storm. The strong wind blowing down trees and the loss of power suggest a storm - related disaster. Teacher: Perfect. Now, let's listen to the clip again, but this time, I want you to take notes on any key words or phrases that helped you identify the natural disasters. (The teacher plays the audio clip again) Teacher: Let's share some of the key words and phrases you noted down. For Speaker 1, what did you write? Student 7: Ground shaking, furniture falling, buildings cracking. Teacher: Great. These are very clear indicators of an earthquake. For Speaker 2? Student 8: Rain wouldn't stop, river overflowed, water everywhere, evacuate. Teacher: Exactly. These words paint a clear picture of a flood. And for Speaker 3? Student 9: Strong wind, blowing trees down, noise deafening, power went out. Teacher: Wonderful. Now, let's move on to a more in - depth listening task. I'm going to play a longer audio passage about a recent natural disaster. This time, as you listen, I want you to answer the following questions: What kind of natural disaster was it? Where did it occur? What were the main impacts? And what efforts were made to help the affected people? (The teacher plays the audio passage) Audio Passage Transcript: Last month, a severe hurricane hit the coastal city of Newport. The hurricane, named Hurricane Stella, brought with it extremely strong winds of up to 150 miles per hour and heavy rainfall. The strong winds caused widespread damage to buildings. Many houses lost their roofs, and some were completely destroyed. The heavy rain led to flash floods in low - lying areas. Roads were flooded, and vehicles were submerged. The local government immediately declared a state of emergency. Rescue teams were dispatched to search for survivors and help those in need. Shelters were set up to accommodate the displaced people. Food and clean water supplies were distributed to ensure the basic needs of the affected population were met. Many volunteers also came forward to assist in the relief efforts. Teacher: Alright, let's start answering the questions. What kind of natural disaster was it? Student 10: A hurricane. Teacher: Correct. And where did it occur? Student 11: In the coastal city of Newport. Teacher: Great. Now, what were the main impacts? Student 12: The strong winds damaged buildings, with many houses losing their roofs or being destroyed. The heavy rain caused flash floods, flooding roads and submerging vehicles. Teacher: Excellent summary. And what efforts were made to help the affected people? Student 13: The local government declared a state of emergency. Rescue teams were sent out, shelters were set up, and food and clean water were distributed. Also, volunteers helped. Teacher: Perfect. Now, let's practice our speaking skills. I want you to work in pairs. One of you will be a reporter, and the other will be a survivor of a natural disaster. The reporter should ask the survivor questions about their experience, such as what happened, how they felt, and what they did to stay safe. The survivor should answer using details. You have ten minutes to prepare and conduct your interviews. (Students work in pairs) Teacher: Alright, let's hear from some of the pairs. Which pair wants to share their interview? Pair 1: Reporter: Can you tell me what natural disaster you experienced? Survivor: I experienced a flood. It was a few months ago. Reporter: What exactly happened? Survivor: It rained heavily for days. The river near my village overflowed, and suddenly, water was rushing into our houses. Reporter: How did you feel at that time? Survivor: I was really scared. I didn't know what to do at first. But then I quickly gathered some important things and tried to get to higher ground. Reporter: What did you do to stay safe? Survivor: I climbed onto the roof of my house and waited for the rescue team. They came with boats and took us to a safe place. Teacher: Very good. The questions were clear, and the answers were detailed. Another pair? Pair 2: Reporter: So, which natural disaster were you a part of? Survivor: I was in an earthquake. It was a terrifying experience. Reporter: What happened during the earthquake? Survivor: The ground started shaking violently. I was in my office building. The lights were swinging, and things were falling off the shelves. Reporter: How did you react? Survivor: I immediately got under my desk, following the earthquake safety drill. I held on tight and waited for the shaking to stop. Reporter: What was the situation like after the earthquake? Survivor: There was a lot of dust in the air. Some parts of the building had collapsed. We were all evacuated, and emergency services arrived quickly to help those who were injured. Teacher: Excellent job, both of you. Now, let's listen to another audio. This time, it's a radio report about a natural disaster. As you listen, I want you to fill in the blanks in the handout I'll distribute. The blanks will be about key information such as the type of disaster, location, number of affected people, and so on. (The teacher distributes the handouts and plays the audio) Audio Transcript for Fill - in - the - Blanks: A major [type of disaster] has struck the region of [location]. The [type of disaster], which started yesterday afternoon, has already affected over [number] people. The [type of disaster] has caused extensive damage to infrastructure. Many roads are blocked due to [reason], and power outages are widespread. Local authorities are working hard to provide relief. So far, [number] emergency shelters have been set up, and [number] volunteers are helping with the distribution of food and medical supplies. The government has pledged [amount of money] for the recovery efforts. (After the audio, students fill in the blanks and then compare their answers in pairs) Teacher: Let's go through the answers together. What did you fill in for the type of disaster? (Students share their answers, and the teacher corrects if necessary) Teacher: Now, for the location... (The teacher continues to go through each blank, checking the students' answers) Teacher: Now, let's have a group discussion. I want you to form groups of four. In your groups, discuss the following question: What can individuals do to prepare for natural disasters? You have fifteen minutes to discuss and come up with a list of ideas. Then, each group will present their list to the class. (Students form groups and discuss) Teacher: Alright, let's start with Group 1. Please share your list of things individuals can do to prepare for natural disasters. Group 1: First, we think people should have an emergency kit at home. It should include things like food, water, a flashlight, and a first - aid kit. Second, they should know the evacuation routes in their area. Third, they can secure heavy furniture to prevent it from falling during an earthquake. Fourth, they can plant trees and shrubs to help prevent soil erosion in case of floods. Teacher: Great list. Group 2, your turn. Group 2: We believe people should stay informed about weather forecasts and disaster warnings. They can also create a family emergency plan, which includes a meeting place in case they get separated. Another thing is to have important documents like passports, insurance papers, and medical records in a waterproof and fireproof container. And they can strengthen their homes, for example, by installing storm shutters for hurricanes. Teacher: Wonderful ideas. Now, for our final activity. I want you to create a short podcast about a natural disaster. You can work in pairs or small groups. In your podcast, you should include information about a specific natural disaster, its impacts, and ways to prevent or prepare for it. You can use the information we've learned today and your own research. You have the rest of the class time to plan and record your podcasts. Next class, we'll listen to each other's podcasts. Have fun! ( 第 1 页 共 1 页 ) 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 $$