Unit 2 Natural Disasters Reading教学设计-2024-2025学年高中英语译林版（2020）必修第三册

该高中英语教学设计聚焦新闻报道结构与感官描写技巧，通过实时新闻截图及AI生成的救援专家视频聊天导入，激活学生对自然灾害的认知，结合课前5W1H预习任务与思维导图梳理事件顺序，搭建学习支架衔接阅读分析与写作实践。 特色在于AI技术赋能课堂，如灾害场景视频、未来记者采访增强代入感，引导学生用感官描写续写新闻并以4C原则互评，提升语言能力与思维品质。跨文化视角联结全球灾害案例，培养人类命运共同体意识，为教师提供读写结合范式，助力学生深化文本理解与创新表达。

Unit2 Natural disasters Reading(1)教学设计 课程基本信息 课题 Unit2 Natural disasters Reading(1) 课型 新授课 学科 英语 年级 高一 学段 高一 版本章节 译林版必修三Unit2 教学目标 Language Competence Master key vocabulary related to natural disasters； Identify the structure of the news report and extract core information； Apply the technique of describing scenes “using sensory description” to writing a continuation paragraph. Cultural Awareness Recognize the universality of natural disasters and connect them to potential disaster scenarios in China, fostering a sense of global solidarity in disaster prevention； Understand the cultural connotation of “resilience” and “compassion” reflected in the passages, and reflect on how these values guide human behavior in face of natural disasters. Thinking Quality Analyze the causal relationships in the news reports and sort out the sequence of events in chronological order； Evaluate the effectiveness of disaster preparedness measures and discuss how to improve personal or social responses to natural disasters based on the passages. Learning Ability Preview new vocabulary and recall prior knowledge of natural disasters independently before class； Participate in group discussions and group writing tasks to solve problems during class. 教学重难点 Teaching Key Points Understand the structure of two passages; Develop fast-reading skills to quickly identify key elements; Use detailed-reading strategies to sort out logical relationships in the texts; Grasp and apply the “sensory description”descriptive technique; Apply this technique to writing a coherent continuation paragraph. Teaching Difficult Points Analyze the logical connections between details and main ideas in news texts; Guide students to use mind maps to map the relationship between key details and core themes; Apply the “sensory description”technique flexibly and appropriately in writing; Evaluate and polish writing using the “4C Principles” (Complete, Correct, Coherent, Creative). 学情分析(SWOT) Strengths (S): Students have a certain understanding of the Natural disasters and their terrible consequences, and they are also quite familiar with the genre characteristics of news reports. Weaknesses (W): Their understanding of the Natural disasters is not deep enough to recognize the universality of natural disasters and connect them to potential disaster scenarios in China, fostering a sense of global solidarity in disaster prevention. Opportunities (O): AI-made videos can arouse students’ desire to explore the Natural disasters. Students are willing to evaluate the effectiveness of disaster preparedness measures and discuss how to improve personal or social responses to natural disasters based on the passages. Threats (T): The text has a large amount of vocabulary and is highly difficult, making it quite challenging to discuss related issues in English. 教学准备 Task 1: Prior Knowledge Activation What should people do to stay safe during an earthquake (e.g. at home, at school)? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Task 2: Text Preview & Prediction The reading materials are two news reports (“Pupils’ lives spared during Falmont earthquake”and “Girl saves 100 from tsunami”). Before reading the full text, recall: What key information do news reports usually include? (Hint: 5W1H–When, Where, Who, What, Why, How) (Design Intent: Help you preview key knowledge, activate prior experience of natural disasters, and lay a foundation for in-class reading analysis and interactive activities.) 教学过程 教学 任务 教学内容 设计意图 创新设计（含AI应用） Step1: Leading-in Activity one: Watch a news screenshot from CCTV-13: “An earthquake hit Longxi County in Gansu Province, making six people slightly injured and more than 100 houses damaged.” Activity two: Have a video chat with Dr. Lee, who is a rescue expert (Generated by AI) on the spot and answer the question: What should we do during an earthquake? Use real-time news screenshots to arouse students’ interest and connect the lesson to real life. The discussion on self-protection lays a foundation for understanding the characters’ actions in the subsequent news reports. Have a video chat with Dr. Lee, who is a rescue expert (Generated by AI) Step2: Fast- reading: Question 1: What is the text type of the two passages? ______________________________________________________ Question 2: How is this type of text usually organized? ______________________________________________________ Question 3: Go through the passages and fill in the following blanks. Fast-reading helps students quickly identify the text type and its core structure, which is a key strategy for analyzing news reports. The gap-filling task trains students’ information-extracting skills, while helping them grasp the basic framework of the two news reports in advance and stimulating students’ curiosity and prepares them for the upcoming reading activities. Step3: Detailed-reading Question 1: What did the teacher and students do during the earthquake? Question 2: What happened before the tsunami? Question 3: What can help us survive disasters? (with phrases) ________________________________________________________________________ Detailed reading helps students deeply understand the logical development of the text, while consolidating key vocabulary and sentence patterns. By exploring the factors contributing to survival in disasters, students can understand the importance of rational response, timely action, and effective warning, and initially form correct attitudes and methods towards coping with disasters. Two video shots to describe the scenes during the disasters (Generated by AI) Step4: Post- reading Activity one: Explore the language characteristic: sensory description. Analyze the sentences about sights, sounds and other senses in the news reports. Activity two: Watch an interview between a student reporter from the future and a witness from the Falmont earthquake to know what happens on the scene.(Generated by AI) Activity three: Group discussion & a continuation writing: Suppose you’re the student reporter in the video, work in groups of four to write a continuation paragraph according to the given sentence. (Score: 15) Analyzing the “sensory description” language characteristic helps students master a practical writing technique, which is directly applied in the subsequent writing task. Also group writing and peer review cultivate students’ collaborative ability and critical thinking, while the “4C Principles” provide clear evaluation criteria to improve writing quality. Watch an interview between a student reporter from the future to know what happens on the scene. (Generated by AI) Step5: Summary Review the key points of the lesson with the mind map. This helps students learn to shorten info clearly and correctly. It uses easy step-by-step practice, links to real life and other subjects, checks learning progress, and helps students think about how to improve on their own. Step6: Assignment Compulsory: Polish your writing according to 4C principles (by self-review and peer review). Optional: Find relevant information about natural disasters at home and abroad and understand how to prepare and protect during natural disasters. If possible, do more research and present it with an oral report next class. The two-tiered assignment (compulsory + optional) meets the needs of students with different English levels: the compulsory task consolidates the writing skill, while the optional task expands students’ knowledge and improves their research ability. Step7: Closing Read a short poem together to reinforce the value objective: Help students deeply internalize the core value of “disaster preparedness”through the vivid and rhythmic expression of the poem. The lines such as “The wisdom lies in what we store —Preparedness, not after the roar”explicitly convey the importance of proactive preparation, which strengthens students’ recognition of disaster prevention awareness established in the previous critical thinking link, making the value guidance more vivid and memorable. 作业设计 Compulsory: Polish your writing according to 4C principles (by self-review and peer review). Optional: Find relevant information about natural disasters at home and abroad and understand how to prepare and protect during natural disasters. If possible, do more research and present it with an oral report next class. 板书设计 教学反思 This lesson centered on natural disasters, integrating reading comprehension and writing practice to help senior one students master the structure of news reports, apply sensory descriptions in writing, and enhance disaster preparedness awareness. Overall, the teaching goals were basically achieved, but there are still aspects requiring optimization. Strengths of the Lesson 1. Logical teaching design： The lesson followed a clear sequence of Leading-in, Fast-reading, Detailed-reading, Post-reading, Summary, Assignment and Closing . Each stage was closely linked, guiding students from understanding news report structures to exploring language features and practicing writing. 2. Effective interactive activities： Group writing tasks with clear role division (sight, hearing/smell, touch/taste, presentation) promoted collaborative learning. The 4C evaluation principles (Complete, Correct, Creative, Coherent) provided clear standards for students to self-review and peer-review. 3. Strong integration of knowledge and practice： Key contents such as news report “inverted pyramid”structure and sensory descriptive methods were integrated into reading analysis and writing practice. Word banks and sentence patterns were provided to support students' writing output. Areas for Improvement 1. Insufficient guidance on sensory description details： Although students used sensory elements in writing, the descriptions were relatively superficial. For example, most students only mentioned basic senses like “hear the beeping of trucks” but lacked vivid and specific details to enhance immersion. 2. Unbalanced time distribution： The Detailed-reading stage took longer than planned, leaving limited time for group writing and presentation. Some groups rushed through the writing process, resulting in incomplete content or inadequate logical coherence. 3. Inadequate individual feedback：During peer review, students focused more on grammatical errors but ignored suggestions on creative expression and coherent transition. Targeted guidance for students with weak writing ability was insufficient. Future Teaching Adjustments 1. Strengthen sensory description training： Add sample analyses of excellent sensory descriptions before writing tasks, guiding students to observe and accumulate detailed expressions. Design targeted exercises, such as describing a scene with specific sensory words, to improve their descriptive ability. 2. Optimize time management： Pre-set strict time limits for each activity and use timers to remind students. Simplify repetitive reading tasks appropriately to ensure sufficient time for writing practice, group discussion, and presentation. 3. Improve feedback mechanisms： Provide students with detailed peer-review checklists that include specific requirements for creative expression and coherence. Offer one-on-one guidance to underachieving students, such as helping them revise sentences or supplement sensory details, to enhance their writing skills. 学科网（北京）股份有限公司 $