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

该教案聚焦“自然灾害”主题，以唐山地震为线索，围绕预警、破坏、救援及重建展开，核心知识点包括灾害相关词汇（如trap, bury, revive）、阅读技能（略读、扫读、文本分析）及文本结构。课堂导入通过多媒体展示地震、洪水等灾害图片与视频，激活学生先前知识，引导用英语表达对灾害的认知，补充核心词汇搭建学习支架，自然过渡到文本学习。 该资料特色在于深度融合核心素养，通过分层阅读（略读梳理脉络、扫读定位细节、精读分析句式与情感）培养思维品质，如引导学生按时间线梳理文本结构，分析“with独立主格结构”等复杂句式提升语言能力。主题讨论环节结合唐山地震中“团结坚韧”精神，培养文化意识，如探讨“面对灾害应具备的品质”。分层作业设计（基础、提升、拓展）满足不同学生需求，为教师提供清晰教学流程，助力提升学生综合语言运用能力与跨文化理解。

Unit 4 Natural Disasters-Reading and Thinking 内容导航 This section takes the Tangshan Earthquake as the main line, introducing its pre-warning signs, destructive process, rescue efforts and post-disaster reconstruction. It presents the cruelty of natural disasters and the power of human unity, helping students grasp disaster-related vocabulary and reading skills. 教学目标和重难点 1. 教学目标 Language Competence: Master core words and sentences about natural disasters, and improve abilities in skimming, scanning and textual analysis. Cultural Awareness: Understand the spirit of perseverance and mutual assistance of the Chinese people in the face of disasters, and enhance national pride. Thinking Quality: Develop logical thinking by sorting out the chronological order of the text and critical thinking by discussing disaster prevention. Learning Ability: Master context-based vocabulary learning strategies and form good independent and cooperative learning habits. 2. 教学重难点 Key Points: Master core vocabulary (e.g., trap, bury, ruin, revive) and key sentence patterns (infinitive as adverbial, attributive clause, with absolute construction); understand the textual structure and main idea; grasp reading skills such as skimming and scanning. Difficult Points: Analyze the deep meaning of the text and the author’s emotional attitude; correctly use complex sentence patterns in oral and written expression; apply reading strategies to solve practical problems. 教学过程 Step 1: Lead-in (Lead-in and Warm-up) The lead-in aims to activate students’ prior knowledge, arouse their learning interest, and lay a foundation for the subsequent reading teaching. First, the teacher will show students a set of pictures and short videos about natural disasters, including earthquakes, floods, typhoons and tsunamis, through multimedia equipment. While playing the materials, the teacher will ask simple guiding questions: “What natural disasters have you heard of? What changes do they bring to people’s lives?” After students express their opinions freely, the teacher will make a brief summary: “Natural disasters are unpredictable and destructive, but they also witness the strength and unity of human beings. Today, we will learn a real and touching story about the Tangshan Earthquake through the text, and explore how people face disasters and rebuild their homes.” Then, the teacher will write the title “The Night the Earth Didn’t Sleep” on the blackboard, and guide students to predict the content of the text based on the title: “What do you think happened on the night when the earth ‘didn’t sleep’? Who was involved in the story?” In this link, the teacher should pay attention to encouraging students to use simple English to express their ideas, and timely supplement relevant vocabulary such as “earthquake”, “disaster”, “survivor” to help students break through the language barrier. At the same time, the teacher should guide students to focus on the emotional connotation of the title, lay a emotional foundation for understanding the tragedy and hope in the text, and naturally lead to the theme of the reading part. Step 2: Pre-reading (Vocabulary and Background Preview) Pre-reading is an important link to help students eliminate reading obstacles and improve reading efficiency. This part mainly includes two aspects: vocabulary preview and background introduction. In terms of vocabulary, the teacher will first list the core vocabulary in the text that is closely related to the theme, such as trap (v.), bury (v.), ruin (n./v.), revive (v.), survivor (n.), shelter (n.), medical care, dig out, get back on one’s feet, in ruins, etc. For each word and phrase, the teacher will not only explain the basic meaning and part of speech, but also combine the context of the text to give example sentences, helping students understand and remember in context. For example, when explaining “dig out”, the teacher can say: “After the earthquake, soldiers came to dig out those who were trapped under the ruins.”; when explaining “revive”, combine the sentence in the text: “Tangshan started to revive itself and get back up on its feet.” In addition, the teacher will guide students to master the method of guessing word meaning according to context, which is one of the key reading skills to be trained in this lesson. For example, the teacher can ask: “If you see the sentence ‘Hundreds of thousands of people were helped. Water and food were brought into the city by train, truck, and plane. Slowly, the city began to breathe again.’, can you guess the meaning of ‘breathe’ here? It doesn’t mean the usual ‘breath’, but the recovery of the city.” Through such guidance, students can gradually master the reading strategy of guessing word meaning, which lays a foundation for independent reading. In terms of background introduction, the teacher will briefly introduce the Tangshan Earthquake to students in simple English: “The Tangshan Earthquake happened on July 28, 1976. It was one of the deadliest earthquakes in the 20th century. Tens of thousands of people lost their lives and homes, but with the support of the government and the efforts of the whole nation, Tangshan was rebuilt and became a more beautiful city.” The teacher can also show a simple time line of the Tangshan Earthquake, marking the key time points such as the occurrence of the earthquake, the start of rescue and the completion of reconstruction, helping students understand the background of the text and better grasp the logical context of the text. After the preview, the teacher will conduct a simple quick check to test students’ mastery of vocabulary and background knowledge, such as asking students to match words with their meanings, or answer simple questions about the Tangshan Earthquake. This not only helps the teacher understand students’ preview effect, but also strengthens students’ memory of key knowledge. Step 3: While-reading (In-depth Reading and Skill Training) While-reading is the core link of this lesson, which aims to guide students to read the text in layers, grasp the main content and details of the text, and master relevant reading skills. This link is divided into three parts: skimming, scanning and intensive reading. First, skimming. The teacher will ask students to read the whole text quickly within a certain range, and require them to grasp the main idea of the text and the overall structure. The guiding questions are: “What is the main topic of the text? How is the text organized?” After students finish reading, they will be invited to share their views. The teacher will summarize and sort out: “The text mainly tells the story of the Tangshan Earthquake, including the warning signs before the earthquake, the destructive process during the earthquake, the rescue work after the earthquake and the post-disaster reconstruction. The text is organized in chronological order, which is clear and logical.” At the same time, the teacher will write the textual structure on the blackboard: Before the earthquake (warning signs) → During the earthquake (destruction) → After the earthquake (rescue and reconstruction), helping students establish a clear logical framework of the text. Second, scanning. On the basis of skimming, the teacher will guide students to read the text again, and require them to find specific details according to the guiding questions, so as to train students’ ability to find key information quickly. The guiding questions are designed according to the chronological order of the text: 1. What strange things happened before the earthquake? 2. How destructive was the earthquake? Please list specific details. 3. What rescue measures were taken after the earthquake? 4. How did Tangshan recover and develop after the disaster? When students are looking for information, the teacher will walk around the classroom to guide them, remind them to mark key sentences and words in the text, and help students who have difficulties in finding information. After students finish scanning, the teacher will organize a class discussion, invite students to share the information they found, and supplement and correct them. For example, when talking about the warning signs before the earthquake, students may find “strange things were happening in the village wells”, “the water pipes cracked and burst” and other details; when talking about the destructiveness of the earthquake, students can find “a huge crack that was 30 kilometres long and eight metres wide cut across houses”, “in less than one minute, a large city lay in ruins”, “two thirds of the people died or were injured” and other specific data. The teacher will emphasize the role of these details and data: they make the description of the text more real and convincing, and let readers deeply feel the cruelty of the earthquake. Third, intensive reading. On the basis of grasping the main idea and details, the teacher will guide students to read key paragraphs and sentences intensively, analyze the language features, sentence structures and author’s emotional attitude of the text, and break through the difficult points of the lesson. The key paragraphs focused on are the paragraphs describing the earthquake’s destructiveness and the post-disaster reconstruction. For the paragraph describing the earthquake’s destructiveness, the teacher will ask students to read it aloud, and then guide them to analyze the sentence structures and rhetorical devices used in the paragraph. For example, the sentence “It seemed as if the world were coming to an end.” uses the subjunctive mood, which expresses the great horror and despair at the moment of the earthquake; the sentence “Hundreds of thousands of people were killed or injured, and many more were left homeless.” uses parallel structure, which emphasizes the heavy casualties and losses caused by the earthquake. The teacher will also guide students to feel the emotional color of the text through reading aloud, let students experience the sadness and pain brought by the disaster, and lay a foundation for understanding the theme of hope and unity in the later part. For the paragraph describing post-disaster reconstruction, the teacher will focus on analyzing the key sentence patterns, such as the infinitive as adverbial: “the army sent 150,000 soldiers to Tangshan to dig out those who were trapped and to bury the dead.”; the attributive clause: “Workers built shelters for survivors whose homes had been destroyed.”; the with absolute construction: “With strong support from the government and the tireless efforts of the city's people, a new Tangshan was built upon the earthquake ruins.” The teacher will explain the structure and usage of these sentence patterns in detail, give additional example sentences, and let students practice orally, helping students master these difficult sentence patterns and lay a foundation for subsequent writing. In addition, during the intensive reading process, the teacher will also guide students to think about the deep meaning of the text. For example, ask students: “Why does the author say ‘hope was not lost’ after describing the great destructiveness of the earthquake? What does this sentence reflect?” Through discussion, students can understand that although the disaster is cruel, the rescue efforts of the army, doctors, nurses and other people have brought hope to the survivors, reflecting the power of human unity and perseverance. This link not only helps students improve their language analysis ability, but also cultivates their thinking quality and emotional awareness. Step 4: Post-reading (Consolidation and Extension) Post-reading is an important link to consolidate the learning effect, expand the knowledge scope and improve the comprehensive language application ability. This link is divided into three parts: vocabulary and sentence pattern consolidation, text retelling, and theme discussion and extension. First, vocabulary and sentence pattern consolidation. The teacher will design a series of exercises to help students consolidate the core vocabulary and key sentence patterns mastered in this lesson. For example, fill in the blanks with the correct form of the given words: 1. Many survivors were ________ (trap) under the ruins after the earthquake. 2. With the help of the government, the city began to ________ (revive) gradually. 3. The earthquake left the whole city in ________ (ruin). In terms of sentence pattern practice, the teacher will let students rewrite sentences according to the given sentence patterns, such as rewriting simple sentences into attributive clauses, or using the with absolute construction to make sentences. Through these exercises, students can further master the usage of vocabulary and sentence patterns, and improve their language application ability. Second, text retelling. The teacher will guide students to retell the text according to the textual structure and key details. First, the teacher will lead students to review the key points of each part of the text, and sort out the key words and sentences. Then, students will be divided into groups of 4-5 to retell the text in turns. Each student is responsible for retelling one part of the text (before the earthquake, during the earthquake, after the earthquake). When retelling, students are required to use the core vocabulary and key sentence patterns mastered in this lesson, and ensure the fluency and accuracy of the language. After the group retelling, the teacher will invite 1-2 groups to show their retelling results in class, and make comments and guidance, pointing out the advantages and deficiencies, and helping students improve their oral expression ability and logical thinking ability. Third, theme discussion and extension. The teacher will design a series of discussion topics around the theme of the text, guide students to think deeply, and extend the teaching content to real life, so as to cultivate students’ cultural awareness and social responsibility. The discussion topics are as follows: 1. What can we learn from the Tangshan Earthquake? 2. What should we do to protect ourselves when a natural disaster happens? 3. How can we reduce the losses caused by natural disasters? 4. What qualities should people have in the face of natural disasters? Before the discussion, the teacher will give students a few minutes to think independently and organize their own ideas. Then, organize students to discuss in groups. During the discussion, the teacher will walk around the classroom, listen to students’ opinions, and guide students to express their ideas in English. After the group discussion, the teacher will organize a class sharing session, invite students to share their views, and make a summary. For example, when discussing “What can we learn from the Tangshan Earthquake?”, the teacher will guide students to realize that we should cherish life, unite as one, and have the courage to face difficulties and challenges; when discussing “What should we do to protect ourselves when a natural disaster happens?”, the teacher will guide students to put forward practical methods, such as hiding under a solid table during an earthquake, avoiding dangerous areas, and calling for help in time. On the basis of the discussion, the teacher will extend the theme further, introduce the current situation of global natural disasters and the efforts made by all countries to prevent and mitigate disasters, and guide students to establish the awareness of “respecting nature, protecting the environment and preventing disasters”. At the same time, the teacher will encourage students to pay attention to natural disasters in daily life, learn relevant disaster prevention and mitigation knowledge, and enhance their self-protection ability. Step 5: Summary and Homework First, summary. The teacher will lead students to review the key content of this lesson, including the main idea and structure of the text, core vocabulary and key sentence patterns, reading skills and the theme of the text. The teacher will emphasize that this lesson not only lets us learn the relevant knowledge of natural disasters and English language knowledge, but also lets us feel the power of unity and perseverance, and cultivate our sense of responsibility and mission. At the same time, the teacher will sort out the learning methods and strategies mastered in this lesson, such as skimming, scanning, guessing word meaning according to context, etc., and encourage students to apply these methods to daily English reading. Second, homework. The homework is designed to consolidate the learning effect, expand the learning content and improve the comprehensive language application ability. It is divided into three levels: basic homework, improved homework and extended homework. Basic homework: 1. Copy the core vocabulary and key sentence patterns of this lesson, and make sentences with each word and sentence pattern. 2. Read the text aloud for at least 15 minutes every day, and try to recite the key paragraphs. 3. Complete the after-class exercises in the textbook to consolidate the vocabulary and sentence patterns. Improved homework: 1. Retell the text in your own words and write it down (about 150 words). 2. Write a short passage about “How to Protect Ourselves in Natural Disasters” (about 200 words), using the vocabulary and sentence patterns mastered in this lesson. Extended homework: 1. Look up relevant information about natural disasters in English, such as the causes, harms and prevention methods of earthquakes, and share it in the next class. 2. Discuss with your family about the family disaster prevention plan, and write a short English report about it. When assigning homework, the teacher will remind students to pay attention to the accuracy and fluency of the language, and encourage students to use the knowledge and skills mastered in this lesson to complete the homework independently. At the same time, the teacher will inform students that the homework will be checked and commented in the next class, and excellent works will be shared with the whole class, so as to stimulate students’ learning enthusiasm. Step 6: Teaching Reflection (for Teachers) After the class, teachers need to conduct in-depth teaching reflection to summarize the advantages and deficiencies of the lesson, and put forward improvement measures for future teaching. First, reflect on the effectiveness of teaching objectives: whether students have mastered the core vocabulary and key sentence patterns, whether they have improved their reading skills, and whether they have achieved the requirements of four-dimensional core literacy. Second, reflect on the rationality of teaching links: whether the lead-in is attractive, whether the pre-reading preview is in place, whether the while-reading link is hierarchical and targeted, and whether the post-reading consolidation and extension can effectively improve students’ comprehensive language application ability. Third, reflect on students’ learning status: whether students are actively involved in classroom activities, whether there are students with learning difficulties who need additional guidance, and whether the design of homework is suitable for students of different levels. In view of the deficiencies in teaching, teachers need to put forward targeted improvement measures. For example, if some students have difficulty mastering complex sentence patterns, they can increase the practice of sentence patterns in the next class, and provide more example sentences and guidance; if the participation of individual students is not high, they can design more interactive activities to encourage students to participate actively. At the same time, teachers should continue to learn and improve their own teaching ability, combine the actual situation of students, optimize the teaching design, and make the teaching more in line with the needs of students, so as to better improve students’ English language ability and comprehensive quality. 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 $