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

Unit 4 Natural Disasters-Video Time 内容导航 The Video Time of Unit 4 Natural Disasters is titled "Tsunami: Killer Wave", which introduces the causes, terrible scenes, great harm of tsunamis, and the efforts scientists make to predict and prevent them, helping students understand this deadly natural disaster and raise prevention awareness. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and expressions related to tsunamis, and improve abilities to listen for key information and express disaster-related content in English. Cultural Awareness: Understand the impact of natural disasters on human society globally and establish a sense of global community. Thinking Quality: Develop logical thinking by analyzing the causes and effects of tsunamis and critical thinking by discussing disaster prevention measures. Learning Ability: Cultivate autonomous learning habits by watching videos and participating in interactive activities, and improve cooperative learning skills through group discussions. 2. 教学重难点 Key Points: Grasp core vocabularies such as tsunami, tectonic plate, earthquake, warning, survive and expressions about disaster description; understand the main content of the video, including the formation process, harm and prevention measures of tsunamis; be able to retell the video content briefly. Difficult Points: Understand the scientific principle of tsunami formation and accurately use English to describe the process and harm of tsunamis; flexibly apply relevant knowledge to discuss disaster prevention and self-protection methods in real contexts. 教学过程 Step 1: Lead-in (Warm-up and Preview) The lead-in link is designed to activate students' prior knowledge, arouse their learning interest, and lay a solid foundation for the subsequent video watching and learning. First, the teacher will show students a set of pictures and short video clips about natural disasters, including earthquakes, floods, typhoons and tsunamis. The pictures and video clips are carefully selected to be intuitive and shocking, so that students can quickly enter the theme of natural disasters. After watching, the teacher will ask students to answer some simple questions in English, such as "What natural disasters have you seen in the pictures?" "Which natural disaster do you think is the most terrible and why?" Then, the teacher will focus on leading students to preview the core vocabularies and expressions related to the video. Combined with the pictures and simple explanations, the teacher will teach words such as tsunami, tectonic plate, earthquake, roar, crash, destroy, survivor, warning, monitor and expressions such as "a wall of water", "drag... underwater", "move onto land", "monitor the earth's movements". For each word and expression, the teacher will give simple example sentences related to the video content, such as "A tsunami is a series of huge waves that can destroy whole cities." "Scientists monitor the earth's movements to predict tsunamis." This not only helps students remember the words, but also enables them to have a preliminary understanding of the video content. In addition, the teacher will guide students to make predictions about the video content. The teacher will write the title "Tsunami: Killer Wave" on the blackboard and ask students: "From the title, what do you think the video will talk about?" "What questions do you want to know about tsunamis?" Students can freely express their ideas and questions, such as "How do tsunamis form?" "How harmful are tsunamis?" "Can we predict tsunamis?" The teacher will record students' questions on the blackboard and tell them that they can find the answers by watching the video carefully. This link can effectively stimulate students' curiosity and motivation to learn, making them more focused when watching the video. Step 2: While-Watching (Comprehension and Practice) The while-watching link is the core part of this lesson, which is designed to help students understand the video content in depth, grasp key information, and improve their listening comprehension ability. This link is divided into three parts: first watching, second watching and third watching, with different tasks in each part to ensure that students can gradually deepen their understanding of the video. First, the teacher will play the video completely for the first time. The requirement for students is to watch the video carefully, understand the general idea of the video, and answer two simple questions after watching: "What is the main topic of the video?" "What are the main contents mentioned in the video?" After the video is played, the teacher will invite several students to answer the questions, and then summarize the general idea of the video: The video mainly introduces tsunamis, including their formation causes, terrible scenes when they occur, great harm to human beings, and the efforts made by scientists to predict and prevent tsunamis. This part aims to let students have a holistic understanding of the video content and lay a foundation for the subsequent in-depth understanding. Then, the teacher will play the video for the second time, and assign more specific listening tasks to students. The teacher will distribute listening task sheets to each student, which include filling in the blanks, judging true or false and answering detailed questions. The filling-in-the-blank questions mainly involve the core vocabularies and key information in the video, such as "A tsunami is a series of huge waves caused by ________ (earthquakes under the ocean).", "In deep water, tsunamis can travel up to ________ miles an hour but are only a few feet high." The true or false questions are designed to test students' understanding of key details, such as "Tsunamis break like ordinary waves. (True/False)", "The deadliest tsunami ever recorded occurred in 2004. (True/False)". The detailed questions require students to extract specific information from the video, such as "Why is Japan often hit by tsunamis?" "What do scientists at the Pacific Tsunami Warning Centre do to prevent tsunamis?" During the process of playing the video for the second time, the teacher will appropriately pause at the key parts to give students enough time to write down the answers. After the video is played, the teacher will check the answers with students one by one. For the questions that students answer incorrectly, the teacher will play the corresponding part of the video again, let students listen carefully again, and explain the key points and difficult points in combination with the video content. For example, for the question about why tsunamis do not break like ordinary waves, the teacher will play the relevant part of the video again and explain: "A tsunami wave doesn’t break like an ordinary wave. Instead, it advances like a wall of water, crashing over everything in its way." This helps students correct their mistakes and deepen their understanding of key details. Next, the teacher will play the video for the third time. This time, the requirement for students is to watch the video carefully and pay attention to the language expressions and sentence structures in the video. The teacher will ask students to take notes of the useful sentences in the video, such as "The warnings are few. The signs are sudden." "Wave after wave of crashing, crushing water." "When two tectonic plates push together, the earthquake sends enormous amounts of energy up through the ocean." After watching the video, the teacher will invite students to share the useful sentences they have noted down, and then explain and expand these sentences. For example, the teacher will explain the sentence structure "When..., ..." and ask students to make sentences with this structure combined with disaster-related content, such as "When an earthquake happens, we should stay calm and hide under a strong table." This part not only helps students accumulate useful language materials, but also improves their ability to use English flexibly. Step 3: Post-Watching (Consolidation and Application) The post-watching link is designed to help students consolidate the knowledge and skills learned in the lesson, apply the learned content to practical communication, and improve their comprehensive language application ability. This link includes four activities: vocabulary consolidation, content retelling, group discussion and role-play. First, vocabulary consolidation activity. The teacher will design a series of vocabulary exercises to help students consolidate the core vocabularies learned in the lesson. For example, matching exercises: match the words on the left with their meanings on the right (tsunami, tectonic plate, survivor, monitor, destroy). Fill-in-the-blank exercises: use the correct form of the given words to fill in the blanks. For example, "The tsunami ________ (destroy) whole sections of the city." "Scientists ________ (monitor) the earth's movements 24 hours a day." In addition, the teacher will also organize a vocabulary competition activity. Students are divided into groups, and the teacher says the Chinese meaning of the word, and the groups compete to answer the English word. The group that answers correctly gets points. This activity can not only consolidate the vocabulary, but also arouse students' learning enthusiasm. Second, content retelling activity. The teacher will ask students to retell the main content of the video in their own words. First, the teacher will give students a few minutes to sort out their ideas and organize their language. Then, the teacher will invite several students to retell the video content in front of the whole class. For students who have difficulty in retelling, the teacher will give appropriate prompts, such as the key words and sentences noted down earlier. After each student finishes retelling, the teacher will make comments, affirm their advantages, and point out the areas that need improvement. For example, if a student misses the part about the 2004 tsunami, the teacher will remind them to add this part. This activity can help students deepen their understanding of the video content and improve their oral expression ability. Third, group discussion activity. The teacher will put forward a few discussion topics related to the video content and practical life, and ask students to discuss in groups. The discussion topics include: "What should we do to protect ourselves when a tsunami occurs?" "What can we do to prevent natural disasters?" "Why is it important for scientists to monitor natural disasters?" Before the discussion, the teacher will give students a few minutes to think about the topics individually. Then, students are divided into groups of 4-5 people to discuss. During the discussion, the teacher will walk around the classroom, listen to the students' discussions, and give appropriate guidance and help to the groups that have difficulty in discussing. For example, if a group does not know how to express their ideas in English, the teacher will give them some useful expressions. After the discussion, each group will send a representative to report the discussion results to the whole class. The teacher will make comments on the reports of each group, affirm their reasonable ideas, and supplement and improve their opinions. This activity can not only improve students' oral communication ability and cooperative learning ability, but also cultivate their sense of disaster prevention and social responsibility. Fourth, role-play activity. The teacher will design a role-play scenario related to tsunamis: Suppose you are a reporter, and you are interviewing a scientist from the Pacific Tsunami Warning Centre. You need to ask the scientist questions about tsunamis, such as the formation of tsunamis, the harm of tsunamis, and the measures to prevent tsunamis. The scientist needs to answer the reporter's questions in detail. Students are divided into pairs, one as the reporter and the other as the scientist. The teacher will give students a few minutes to prepare the dialogue. During the preparation, the teacher will provide students with some reference questions and answers to help them complete the role-play. After the preparation, several pairs of students will perform the role-play in front of the whole class. The teacher will make comments on their performance, affirm their good performance in language use and role interpretation, and point out the areas that need improvement. This activity can make students apply the learned language knowledge to practical communication scenarios, improve their comprehensive language application ability, and make the learning of English more practical and interesting. Step 4: Summary and Extension First, the teacher will summarize the whole lesson. The teacher will review the key content of the lesson, including the main content of the video, the core vocabularies and expressions, and the key and difficult points. The teacher will emphasize that tsunamis are very terrible natural disasters, but we can reduce their harm through scientific prediction and effective prevention. At the same time, the teacher will also summarize the performance of students in the lesson, affirm their efforts and progress, and encourage them to continue to work hard. Then, the teacher will carry out the extension activity. The teacher will introduce other common natural disasters to students, such as earthquakes, floods, typhoons and landslides, and briefly introduce their formation causes and prevention measures in English. The teacher will also recommend some English materials related to natural disasters to students, such as English news reports, documentaries and books, and ask students to read and watch them after class. This can help students expand their knowledge, broaden their horizons, and further improve their English level and disaster prevention awareness. In addition, the teacher will assign after-class tasks. The tasks include three parts: First, review the core vocabularies and expressions learned in the lesson, and make sentences with each word and expression. Second, write a short passage (about 100 words) to introduce tsunamis, including their formation, harm and prevention measures. Third, discuss with family members about disaster prevention measures and write down the main points in English. These after-class tasks can help students consolidate the knowledge learned in the lesson, improve their writing ability, and combine English learning with practical life. Step 5: Teaching Feedback and Reflection After the class, the teacher will collect students' after-class tasks and the feedback forms filled in by students to understand students' mastery of the knowledge and skills learned in the lesson, as well as their opinions and suggestions on the lesson. For the problems that students have not mastered well, such as the incorrect use of certain vocabularies and expressions, or the incomplete understanding of the video content, the teacher will make targeted explanations and reviews in the next class. At the same time, the teacher will also reflect on the whole teaching process. The teacher will think about whether the teaching design is reasonable, whether the teaching links are smooth, whether the teaching methods are appropriate, and whether the students' learning needs are met. For example, if students have difficulty in completing the listening tasks during the while-watching link, the teacher will consider whether the listening tasks are too difficult, and adjust the difficulty of the tasks in the next teaching. If the role-play activity is not carried out smoothly, the teacher will consider whether the preparation time is sufficient, and whether the reference materials provided are appropriate. Through continuous reflection and adjustment, the teacher can improve the teaching effect and provide better teaching services for students. In the whole teaching process, the teacher adheres to the student-centered teaching concept, pays attention to the interaction between teachers and students, and between students and students, and creates a relaxed and pleasant learning atmosphere for students. Through various teaching activities, the teacher not only helps students master the knowledge and skills related to the video, but also cultivates their four-dimensional core literacy, enabling students to improve their English comprehensive application ability while establishing a sense of disaster prevention and social responsibility. 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 $