Unit 4 Natural Disasters-Listening and Speaking 教案-2025-2026学年高中英语人教版必修第一册

该教案聚焦高中英语“自然灾害”主题，整合听力与口语任务，涵盖灾害词汇、关键信息捕捉及口语表达。通过图片视频导入激活已知，词汇匹配活动巩固核心词汇，搭建学习支架，为后续听口任务奠定基础。 特色在于以任务链串联听与说，听前预测、听中抓关键信息、听后讨论提升语言能力，小组设计防灾计划等活动培养思维品质与合作学习能力，融入全球灾害应对规范渗透文化意识，为教师提供清晰流程，助力学生综合语言运用与核心素养发展。

Unit 4 Natural Disasters-Listening and Speaking 内容导航 This section focuses on natural disasters, integrating listening and speaking tasks. It covers disaster-related vocabulary, listening for key information about disaster situations and responses, and speaking activities like discussing disaster prevention and sharing rescue experiences to improve students’ comprehensive language skills. 教学目标和重难点 1. 教学目标 Linguistic Competence: Master core disaster-related vocabulary and sentence patterns, and improve listening and speaking abilities to express disaster-related content accurately. Cultural Awareness: Understand global disaster response norms and cultivate respect for life and a sense of global community. Thinking Quality: Develop logical thinking through analyzing disaster causes and responses, and critical thinking through evaluating prevention measures. Learning Ability: Master listening strategies and cooperative learning skills to enhance independent learning and problem-solving abilities. 2. 教学重难点 Key Points: Master core vocabulary (e.g., earthquake, flood, rescue, shelter) and functional sentence patterns for describing disasters and giving advice; grasp listening strategies to capture key information (time, place, disaster type, response measures); conduct fluent oral communication about disaster prevention and rescue. Difficult Points: Understanding listening materials with fast speed and complex details; using correct tenses and sentence structures to express disaster processes coherently; overcoming shyness to participate in oral interaction actively. 教学过程 Step 1: Lead-in (Warm-up and Vocabulary Presentation) The lead-in aims to arouse students’ interest in the topic of natural disasters, activate their prior knowledge, and lay a solid foundation for the subsequent listening and speaking tasks by presenting and consolidating core vocabulary. First, the teacher shows students a series of vivid pictures and short video clips about common natural disasters, such as earthquakes, floods, tsunamis, droughts, and landslides. These materials include scenes of disaster occurrence, post-disaster ruins, rescue operations, and people’s efforts to rebuild their homes. After watching, the teacher asks open-ended questions to guide students to discuss: “What natural disasters have you seen or heard of? How do you feel when you see these scenes? What do people usually do when a natural disaster happens?” During the discussion, the teacher pays close attention to students’ responses, records the key words they mention on the blackboard, and then supplements and sorts out the core vocabulary of the unit. The key vocabulary includes nouns (disaster, earthquake, flood, tsunami, drought, landslide, volcano, eruption, magnitude, rescue, damage, destruction, shelter, survivor, victim, emergency, first aid kit), verbs (affect, destroy, damage, rescue, evacuate, survive, help, rebuild), adjectives (dangerous, terrible, destructive, calm, brave, helpful), and adverbs (seriously, suddenly, quickly). For each word, the teacher explains its meaning in simple English, gives example sentences combined with disaster scenarios, and guides students to read after the teacher to ensure correct pronunciation and intonation. For example, when teaching “earthquake”, the teacher says: “An earthquake is a sudden shaking of the ground, which can destroy buildings and hurt people. For example, a strong earthquake hit Wenchuan in 2008, causing great damage.” Then, the teacher invites students to make their own sentences with the new words, which helps them deepen their understanding and memory of the vocabulary. To make vocabulary learning more interesting and effective, the teacher organizes a small group activity: “Disaster Vocabulary Matching”. Each group is given a set of word cards and picture cards. The word cards include the core vocabulary mentioned above, and the picture cards show corresponding disaster scenes or related objects. Students in the group work together to match the words with the correct pictures, and the group that finishes the matching first and correctly wins a small reward. This activity not only helps students memorize vocabulary in a relaxed atmosphere but also cultivates their cooperative learning ability. After the vocabulary activity, the teacher briefly summarizes the topic: “Natural disasters are terrible and can bring great damage to us, but if we master relevant knowledge and skills, we can reduce the losses and protect ourselves. Today, we will learn how to understand and talk about natural disasters through listening and speaking tasks.” Step 2: Listening Practice (Pre-listening, While-listening, Post-listening) Listening practice is the core part of this lesson, which aims to help students master listening strategies, improve their listening comprehension ability, and lay a foundation for oral expression. The listening materials are closely related to the topic of natural disasters, including two parts: a news report about an earthquake and a dialogue about flood prevention. The teacher guides students to carry out listening activities in three stages: pre-listening, while-listening, and post-listening. Pre-listening Before playing the listening material, the teacher guides students to do pre-listening preparation to reduce listening pressure and improve listening efficiency. First, the teacher introduces the background of the listening material briefly: “The first listening material is a news report about an earthquake that happened in a small town. The reporter will introduce the time, place, magnitude of the earthquake, and the rescue work after the disaster. The second one is a dialogue between a teacher and a student, talking about how to prevent floods and what to do during a flood.” Then, the teacher asks students to look at the listening tasks in the textbook (such as filling in the blanks, multiple-choice questions, and true or false questions) and guides them to predict the key information they need to capture. For example, for the news report, the teacher says: “Please look at the blanks in the task. You need to fill in the time, place, magnitude of the earthquake, and the number of survivors. So when you listen, pay attention to the numbers, places, and key verbs related to rescue.” For the dialogue, the teacher guides students to predict the content: “The dialogue is about flood prevention. What advice do you think the teacher will give to the student? Maybe about preparing emergency supplies, evacuating in time, etc. Please listen carefully to check your predictions.” In addition, the teacher reviews the key vocabulary and sentence patterns related to the listening material to help students eliminate language barriers. For example, the teacher reminds students: “Pay attention to the words like ‘magnitude 6.0’, ‘evacuate people’, ‘provide shelter’, ‘first aid’, and sentences like ‘A strong earthquake hit... at...’, ‘People were evacuated to...’, ‘We should... to prevent floods’.” While-listening In the while-listening stage, the teacher plays the listening material twice to help students grasp the content step by step. For the first time, the teacher asks students to listen carefully to get the main idea of the material, not to focus on the details. After the first playing, the teacher asks simple questions to check students’ understanding of the main idea: “What is the first listening material about? What is the dialogue between the teacher and the student about?” For the second time, the teacher asks students to listen carefully and complete the listening tasks in the textbook. During the playing, the teacher can pause appropriately at the key points to give students time to write down the answers, especially for the key information such as numbers, places, and key verbs. For example, when the listening material mentions “The earthquake happened at 7:30 a.m. on July 20th in a small town called Linhai, with a magnitude of 6.0”, the teacher pauses for a few seconds to let students write down the time, place, and magnitude. During the listening process, the teacher walks around the classroom to observe students’ performance, pays attention to students who have difficulties in listening, and gives appropriate hints and guidance. For example, if a student cannot catch the number of survivors, the teacher can remind them: “Listen carefully to the sentence about ‘survivors’, the number is...”. At the same time, the teacher asks students to take notes while listening, such as writing down key words and short sentences, which helps them remember the content of the listening material and lay a foundation for the post-listening activities. Post-listening After the while-listening stage, the teacher organizes post-listening activities to check students’ listening results, consolidate the listening content, and deepen their understanding. First, the teacher invites students to share their answers to the listening tasks, corrects the wrong answers, and explains the key points and difficult points in the listening material. For example, if students make mistakes in the magnitude of the earthquake or the number of survivors, the teacher plays the corresponding part of the listening material again to let students listen carefully and correct their answers. Then, the teacher organizes a group discussion: “Discuss the content of the listening material with your group members. What do you think of the rescue work after the earthquake? What useful advice did you get from the dialogue about flood prevention?” Each group discusses for a few minutes, and then the teacher invites representatives from each group to share their opinions. During the sharing, the teacher encourages students to use the vocabulary and sentence patterns they have learned, and corrects their pronunciation and grammar mistakes in time. In addition, the teacher leads students to sort out the listening strategies they used in this stage, such as capturing key information (time, place, number, key verbs), predicting the content before listening, and taking notes while listening. The teacher emphasizes: “When listening to news reports or dialogues about natural disasters, we should first grasp the main idea, then focus on the key details, and use appropriate listening strategies to improve our listening efficiency.” Step 3: Speaking Practice (Guided Practice and Free Practice) Speaking practice is the extension and application of listening practice, which aims to help students use the learned vocabulary and sentence patterns to carry out fluent oral communication, improve their oral expression ability, and cultivate their cooperative learning ability and thinking quality. The speaking practice is carried out in two stages: guided practice and free practice. Guided Practice In the guided practice stage, the teacher provides students with specific topics and sentence patterns to guide them to carry out oral communication step by step, reducing the difficulty of speaking. First, the teacher presents the functional sentence patterns related to the topic of natural disasters, which are divided into three categories: describing natural disasters, talking about disaster response measures, and giving advice on disaster prevention. The sentence patterns for describing natural disasters include: “A terrible... happened in...”, “The... was very destructive, causing great damage to...”, “Many people lost their homes and lives because of the...”, “The magnitude of the earthquake was...”, “The flood lasted for... days, submerging many houses.” The sentence patterns for talking about disaster response measures include: “After the disaster, the government sent rescue teams to...”, “Rescue workers tried their best to save survivors and provide help for them.”, “People donated money and materials to help the victims.”, “Shelters were built for the survivors.”, “Medical teams provided first aid for the injured.” The sentence patterns for giving advice on disaster prevention include: “We should learn about disaster prevention knowledge to protect ourselves.”, “We should prepare emergency supplies, such as first aid kits, water, and food.”, “When a disaster happens, we should stay calm and follow the guidance of the government.”, “We should evacuate to a safe place in time.”, “We should avoid staying in dangerous places, such as near buildings or power lines.” After presenting the sentence patterns, the teacher guides students to read the sentence patterns aloud, pays attention to their pronunciation and intonation, and corrects their mistakes. Then, the teacher sets up simple dialogue scenarios and invites students to practice in pairs. For example, the teacher sets the scenario: “Suppose your friend witnessed a flood, and you are asking him/her about the flood. Please use the sentence patterns we just learned to make a dialogue.” The teacher invites a pair of students to demonstrate the dialogue first. For example: Student A: Did you witness the flood that happened in your hometown last week? Student B: Yes, it was very terrible. The flood submerged many houses and roads. Student A: How did people respond to the flood? Student B: The government sent rescue teams to evacuate people to safe places, and many volunteers donated water and food to the victims. Student A: What advice do you have for people to prevent floods? Student B: We should prepare emergency supplies in advance and evacuate to high places in time when a flood happens. After the demonstration, the teacher comments on the dialogue, affirms the advantages of the students, and corrects their mistakes in vocabulary, grammar, or pronunciation. Then, all students practice in pairs, and the teacher walks around the classroom to guide them, helps students who have difficulties in speaking, and encourages them to use the sentence patterns flexibly. Free Practice In the free practice stage, the teacher sets up more open and practical scenarios to let students carry out oral communication freely, which helps them improve their oral expression ability and thinking flexibility. The teacher divides students into groups of 4-5, and assigns different topics to each group. The topics include: “Discuss a natural disaster that you are familiar with, including its causes, effects, and response measures.”, “Design a disaster prevention plan for our school, and share it with your group members.”, “Suppose a natural disaster happens in our city, what should we do to protect ourselves and help others?” Before the group discussion, the teacher gives students a few minutes to think about the topic, organize their ideas, and make simple notes. Then, students in each group discuss the topic freely, and each member should actively participate in the discussion, express their own opinions, and listen to the opinions of others. During the discussion, the teacher walks around the classroom, observes the performance of each group, gives appropriate guidance and help, and reminds students to use the learned vocabulary and sentence patterns, pay attention to the coherence and fluency of the expression, and avoid making too many grammar mistakes. After the group discussion, the teacher invites representatives from each group to share their group’s discussion results with the whole class. For example, if a group discusses the topic of “Design a disaster prevention plan for our school”, the representative may say: “Our group designed a disaster prevention plan for our school. First, we should hold disaster prevention lectures regularly to let students learn about disaster prevention knowledge. Second, we should prepare emergency supplies, such as first aid kits, fire extinguishers, and water, in each classroom. Third, we should organize disaster drills every semester to let students know how to evacuate in time when a disaster happens. Finally, we should put up disaster prevention posters in the school to remind students to pay attention to disaster prevention.” After each group’s sharing, the teacher makes comments, affirms the creative ideas of the group, points out the advantages and shortcomings of their expression, and gives suggestions for improvement. For example, the teacher may say: “Your disaster prevention plan is very practical and detailed. You used many useful sentence patterns, but you made a small mistake in grammar. It should be ‘We will hold disaster prevention lectures regularly’ instead of ‘We should hold... regularly’ when talking about the plan. In addition, you can add more specific measures, such as how to guide students to evacuate during a disaster.” To encourage students to participate in oral practice actively, the teacher sets up a “Best Speaker” award. After all groups finish sharing, the teacher invites students to vote for the best speaker who expresses fluently, uses vocabulary and sentence patterns correctly, and has clear ideas. The best speaker will get a small reward, which can stimulate students’ enthusiasm for oral practice. Step 4: Consolidation and Summary The consolidation and summary stage aims to help students sort out the knowledge and skills they have learned in this lesson, consolidate their learning results, and form a systematic knowledge framework. First, the teacher leads students to review the core content of this lesson: the core vocabulary related to natural disasters, the functional sentence patterns for describing disasters, talking about response measures, and giving advice, the listening strategies, and the oral communication skills. The teacher asks students to summarize the key points of this lesson in their own words. For example, the teacher may ask: “What did you learn in this lesson? What vocabulary and sentence patterns did you master? What listening and speaking skills did you improve?” Students can answer freely, and the teacher supplements and sorts out their answers to ensure that all students have a clear understanding of the key points of the lesson. Then, the teacher organizes a small consolidation activity: “Disaster Knowledge Quiz”. The teacher asks questions related to the lesson, and students answer them in English. The questions include: “What are the common natural disasters we learned today?”, “What should we do when an earthquake happens?”, “What vocabulary do we use to describe the damage caused by natural disasters?”, “What listening strategies should we use when listening to news reports about natural disasters?” This activity not only helps students consolidate the knowledge they have learned but also makes the summary more interesting. Finally, the teacher makes a summary of the lesson: “Today, we learned about natural disasters through listening and speaking tasks. We mastered a lot of disaster-related vocabulary and sentence patterns, improved our listening and speaking abilities, and learned how to prevent disasters and respond to them. Natural disasters are inevitable, but as long as we master relevant knowledge and skills, we can protect ourselves and help others. I hope you can apply what you have learned today to your daily life and pay attention to disaster prevention and safety.” Step 5: Homework Arrangement The homework is designed to consolidate the learning results of this lesson, extend the learning content, and encourage students to apply the knowledge and skills they have learned to practice. The homework includes three parts: 1. Listen to the listening materials of this lesson again, and retell the content of the news report and the dialogue in your own words. This helps students consolidate their listening comprehension ability and improve their oral retelling ability. 2. Make a dialogue with your partner about a natural disaster, using the vocabulary and sentence patterns learned in this lesson. The dialogue should be at least 8 sentences, and pay attention to the coherence and fluency of the expression. This helps students practice oral communication and flexibly use the learned knowledge. 3. Search for information about a major natural disaster in the world, and write a short passage (about 100 words) to introduce its causes, effects, and response measures. This helps students expand their knowledge about natural disasters and improve their writing ability, laying a foundation for the subsequent writing tasks of the unit. Before assigning the homework, the teacher reminds students to pay attention to the correct use of vocabulary and sentence patterns, avoid making grammar mistakes, and complete the homework carefully. The teacher also tells students that they can ask the teacher or their classmates for help if they have any difficulties in completing the homework. Step 6: Blackboard Design The blackboard design is concise and clear, focusing on the key points of the lesson, which helps students review and consolidate the knowledge they have learned. The blackboard is divided into three parts: 1. Left Part: Core Vocabulary. List the key nouns, verbs, adjectives, and adverbs related to natural disasters, such as disaster, earthquake, flood, rescue, destroy, dangerous, seriously. 2. Middle Part: Functional Sentence Patterns. List the sentence patterns for describing natural disasters, talking about disaster response measures, and giving advice on disaster prevention. 3. Right Part: Key Points. Write the key points of the lesson, including listening strategies (predicting, capturing key information, taking notes), speaking skills (using correct vocabulary and sentence patterns, expressing fluently), and the theme of the lesson (disaster prevention and safety, respect for life). 1 / 1 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 $