Unit 4 Natural Disasters Listening and Talking 教学设计-2025-2026学年高中英语人教版必修第一册

该高中英语教学设计聚焦“自然灾害防范与自救”主题，通过听说课培养学生相关技能。以灾害视频导入激发兴趣，承接前两课时对自然灾害的系统认知，搭建词汇与话题支架，为听力理解和口语表达铺垫。 特色在于任务型教学与德育渗透结合，听中通过选择、填表、归纳地震三阶段自救措施提升语言能力，听后结合贵州常见灾害讨论急救用品与指令，分层作业适配不同水平，助学生掌握听说技能，为教师提供实用的听说课教学范式。

Unit 4 Natural Disasters: Listening and Talking Prepare for a disaster 主备人 备课组 主题语境 人与自然：自然灾害防范与自救 语篇类型 对话 课型 听说课 课时安排 1课时 一、教学文本分析 本课源自于人教版必修一第4单元：自然灾害。属于主题语境中的“人与自然”，主题是自然灾害防范、安全常识与自我保护。本课位于本单元的第三个部分，课型为听说课。学生通过前两课时的学习，对自然灾害有了系统的了解。本部分是以听力为辅，口语表达为主，培养学生获取信息、归纳整理信息，并加以运用的能力。第一部分是听力材料，讨论地震中自我防护措施。第二部分提供了一些急救措施和急救用品的功能词汇，用以帮助学生能够顺畅的讨论如何在其他灾害中自救。 二、学情分析 授课对象为市十中高一年级学生。学生整体基础较弱，词汇量较少，还有待提升，听力和口语表达能力较差。但大部分学生渴望学习新东西。他们的年龄和认知水平都能体现出对自然灾害有所了解。因此，他们所学的不仅仅局限于教科书的课本知识，更应该和现实社会有所联系，学以致用。当前，他们能用英语提取部分信息，但表达，描述整体事件，阐述意义，批判评价的能力都较弱。 三、教学目标 1. 掌握本课时的核心词汇、短语以及句型。 2. 听懂并理解对话中的主要内容和关键信息，学习并了解关于自然灾害的急救技能和物品。 3. 通过基于自主学习和小组合作学习，学习不同灾难的应对技巧和急救措施。 4. 基于本课的文本材料和听力资料，讨论人与自然的关系，发表个人观点。 四、教学策略 1. 交际教学法 2. 任务型教学法 3. 自主和合作学习 5、 教学重点及难点 重点： 1. 如何通过听力策略和微技能获取相关信息。 2. 学生通过指令语清晰地表达地震等自然灾害中逃生的措施和建议。 难点： 如何引导学生通过指令语清晰地表达地震等自然灾害中逃生的措施和建议。 六、教学资源 电脑，白板，导学案，急救物品，ppt 七、教学步骤 Procedures Teacher’s activities Students’ activities Purposes Core competencies Step1: Warming-up T leads students to watch a short video about disasters, and let them to notice what disasters they can see in the video. Watch a video about disasters and pay attention to what disasters are shown in the video and take notes quickly. To arouse students’ interests and review the vocabulary of different natural disasters to make preparations for the following steps. Learning ability: motivate interest in this topic. Step 2: Pre-listening T presents a question : If you are trapped in an earthquake, what will you do to protect yourself？ Think and answer the question. 1. To get students to think about their first reaction to an earthquake 2. To lead to the topic of listening material and make students have an expectation to what they will learn. Step 3: While-listening 1. T guides Ss to listen to the conversation and choose the right answer of 5 questions; 2. T guides Ss to listen to the conversation again and complete the table; 3.Ss are encouraged to conclude what we can do to prepare for an earthquake from three aspects: before an earthquake, during and earthquake and after an quake. 4. T leads Ss to know another ten useful survival skills and how to give safety instructions. (1) Make a safety list. (2) Stay calm. (3) Call 119/ 120. (4) Hold whatever you can find in water. (5) Stay away from dry grass. (6) Go to an open space away from trees and houses. (7) Don’t drive or walk near cliff(悬崖) (8) Run left or right away from danger. (9) Stay in doors. (10) Collect water and food if you can. 1. Listen and finish two listening tasks; 2. Conclude what we can do to prepare for an earthquake. (Ss can conclude and speak it out according to the mind map presented on the blackboard) 3. Think some other survival skills to protect themselves during a disaster and know how to give safety instructions. To practice listening for gist, detail and expressions about how to give instructions in a disaster. 1.Language ability： (1)Get the main idea of the listening material; (2) Understand some detailed information and get important points of the listening material; 2.Learning ability: individual learning ability. Step 4: Post-listening Talking: prepare for disasters 1. T leads Ss to think what natural disasters often happen in Guizhou. freezing weather, landslide earthquake, wildfire, flood 2. T guides Ss to recognize common emergency supplies; Water and food, radio, flashlight, whistle, first aid kit; 3. T guides Ss to report the safety instructions they listed and explain what emergency supplies people should keep on hand according to a sample. 1. Speak out the natural disasters often happening in Guizhou according to common sense; 2. Recognize common emergency supplies; Water and food, radio, flashlight, whistle, first aid kit; 3. Consider and discuss what disaster they would like to report in group. 4. One or two students make a presentation about their report. 1. To make students understand how to report safety instructions and choose appropriate emergency supplies; 2. To foster students’ communicative and cooperative abilities. 1. Language ability： Learn words and expressions about survival skills and emergency supplies to prepare for the following language output activity; 2. Learning ability: Individual and cooperative learning ability; 3. Thinking capacity: express their own views creatively and reasonably. Step 7: Conclusion 1. T leads Ss to summarize what they have learned: How to get the main idea of a conversation; How to prepare for an earthquake; How to give instructions; How to prepare an emergency kit; How to report safety instructions and explain what emergency supplies people should keep on hand. 2. T guides Ss to think about: wherever we are, we should cherish our lives. 1. Recall what they have learned in this class; 3. Think the deep meaning of the sentence “wherever we are, we should cherish our lives”. 1. To summarize the content of this class, 2. To learn to cherish lives wherever they are. Thinking capacity: Develop correct and healthy view of life. Homework: 1. Write a report on a natural disaster you have discussed.（ Level A） 2. Conclude the safety instructions you hear in the listening material.(Level B) 3. Read the listening material loudly and fluently.(Level C) Blackboard design Unit 4 Natural Disasters ( earthquake )Prepare for a disaster ( tsunami ) ( before ) ( during ) ( earthquake ) ( disaster ) ( after ) ( mudslide ) ( Volcano eruption ) ( landslide ) 学科网（北京）股份有限公司 $