Unit 6 Disaster and Hope-Starting out 教案-2025-2026学年高中英语外研版必修第三册

该高中英语教案聚焦“Disaster and Hope”主题，围绕灾难相关词汇及主题理解展开。通过Free Talk激活学生对灾难的生活经验，结合图片与词汇预习检查，搭建从旧知到新知的学习支架，为视频和海报分析奠定语言基础。 该资料以视频（庞贝古城火山喷发）和灾难电影海报为核心载体，通过小组讨论分析灾难场景与主题内涵，培养学生文化意识与思维品质。角色扮演、写作任务等活动提升语言能力，竞赛与合作学习增强学习能力，助力教师高效落实核心素养，促进学生语言应用与价值塑造。

Unit 6 Disaster and Hope-Starting out 内容导航 This section includes a video about the ancient Roman city of Pompeii destroyed by volcanic eruption and four disaster movie posters. It introduces typical disaster scenarios, arouses students’ initial awareness of disasters’ suddenness and destructiveness, and lays a foundation for the whole unit’s learning. 教学目标和重难点 1. 教学目标 Language Ability: Master disaster-related vocabulary and simple expressions to describe disaster scenarios. Cultural Awareness: Understand the impact of disasters on human history and different cultures’ attitudes towards disasters, fostering global citizenship. Thinking Quality: Develop logical thinking by analyzing disaster causes and impacts, and critical thinking by reflecting on disaster responses. Learning Ability: Cultivate autonomous learning through preview and group discussion, and improve cooperative learning skills in interactive activities. 2. 教学重难点 Key Points: Master core vocabulary about disasters (e.g., disaster, erupt, hurricane) and phrases (e.g., react to, pick up); understand the main content of the video and posters, and be able to talk about basic disaster-related information. Difficult Points: Using disaster-related vocabulary and expressions accurately in oral description; deeply understanding the theme of “disaster and hope” implied in the materials; cultivating correct attitudes towards disasters and awareness of disaster prevention. 教学过程 Step 1: Lead-in (Warm-up) Activity 1: Free Talk The teacher starts the class with an open question: “When you hear the word ‘disaster’, what images or scenes come to your mind? Please share your thoughts with your deskmate.” After 2 minutes of pair discussion, invite 3-4 students to share their answers in front of the class. The teacher listens carefully and responds positively, guiding students to mention common disasters such as earthquakes, floods, volcanic eruptions, and hurricanes. Then, the teacher shows some pictures of different disasters on the screen, with simple captions like “A terrible earthquake destroyed the city” or “Floods washed away many houses”, and asks students to read the captions aloud together. Design Intention: The free talk activity is designed to activate students’ prior knowledge and life experience about disasters, narrowing the distance between students and the lesson theme. By asking open questions, it encourages students to express their own ideas freely, cultivating their oral expression ability and enthusiasm for participation. The pictures and captions help students initially contact disaster-related vocabulary and sentences, laying a foundation for the subsequent learning of new words and expressions. Meanwhile, the warm-up activity creates a relaxed and active classroom atmosphere, making students more willing to participate in the following teaching activities. Activity 2: Vocabulary Preview Check The teacher presents the core vocabulary of this section on the screen, including nouns (disaster, eruption, hurricane, tube), verbs (occur, erupt, react), adjectives (immediate), and phrases (react to, pick up). The teacher pronounces each word and phrase clearly, and asks students to follow along twice. Then, the teacher uses simple questions to check students’ preview results, such as “What’s the meaning of ‘erupt’? Can you make a simple sentence with it?” or “What does the phrase ‘react to’ mean? Please use it to describe people’s reaction to a disaster.” For students who have difficulty answering, the teacher gives appropriate hints and guidance, and asks other students to help supplement. Finally, the teacher summarizes the usage of key vocabulary and phrases, emphasizing the correct pronunciation and collocation. Design Intention: Vocabulary is the foundation of language learning. Checking the preview of vocabulary can help the teacher understand students’ mastery of new words, so as to adjust the teaching focus in time. By pronouncing together, making sentences and answering questions, students can deepen their memory and understanding of vocabulary, and initially master the usage of key words and phrases. This activity also cultivates students’ autonomous learning ability, because previewing vocabulary before class is an important part of autonomous learning. At the same time, it lays a solid language foundation for students to understand the video and posters in the next step. Step 2: Presentation and Comprehension (Core Link) Activity 1: Watching the Video about Pompeii The teacher tells students: “Today we will watch a short video about the ancient Roman city of Pompeii. Please watch it carefully and try to answer two questions: 1. What disaster happened to Pompeii? 2. What was the result of the disaster?” Then, the teacher plays the video twice. After the first playing, ask students to discuss the two questions in groups of 4 for 3 minutes. After the discussion, invite each group to send a representative to share their answers. The teacher corrects and supplements the answers, making sure all students understand that Pompeii was destroyed by a volcanic eruption, and many people and buildings were buried under the volcanic ash. Then, the teacher plays the video again, and asks students to take notes of key information, such as the time of the eruption, the process of the disaster, and the current situation of Pompeii. After the second playing, the teacher invites students to share their notes, and summarizes the main content of the video on the screen. Design Intention: The video about Pompeii is a key part of the Starting out section. By watching the video, students can intuitively feel the destructiveness of volcanic eruptions and the impact of disasters on human history, which is in line with the theme of the unit. Asking questions before watching helps students focus on the key points of the video, improving their listening comprehension ability and information extraction ability. Group discussion allows students to exchange ideas with each other, complement each other’s deficiencies, and cultivate their cooperative learning ability. Taking notes during the second watching helps students develop good learning habits and improve their ability to capture key information. The teacher’s summary helps students sort out the main content of the video and deepen their understanding of the disaster theme. Activity 2: Analyzing the Disaster Movie Posters The teacher shows four disaster movie posters on the screen, and introduces: “These are posters of four famous disaster movies. Please look at them carefully and discuss the following questions in your groups: 1. What kind of disaster is shown in each poster? 2. What do you think the movie is about? 3. How do you think people in the movie will face the disaster?” Each group is responsible for analyzing one poster, and has 5 minutes to discuss. During the discussion, the teacher walks around the classroom, observes students’ discussion situation, and gives appropriate guidance when necessary, such as reminding students to use the new vocabulary they have just learned. After the discussion, each group sends a representative to introduce their analysis results, and other groups can ask questions or supplement. The teacher comments on each group’s performance, affirming their strengths and putting forward suggestions for improvement. Then, the teacher summarizes the common characteristics of the four posters: they all show the destructiveness of disasters, but also imply people’s courage and hope in the face of disasters. Design Intention: Disaster movie posters are vivid and intuitive, which can effectively arouse students’ interest in learning. Letting students analyze the posters in groups can cultivate their observation ability, analytical ability and cooperative learning ability. By discussing the content of the posters and people’s attitudes towards disasters, students can further understand the theme of “disaster and hope”, and lay a foundation for the in-depth learning of the whole unit. The teacher’s guidance and comments can help students correct their misunderstandings, improve their analytical ability, and enhance their confidence in expression. At the same time, this activity also provides students with an opportunity to use the new vocabulary and expressions they have learned, improving their language application ability. Activity 3: Theme Discussion The teacher raises the question: “We have watched the video about Pompeii and analyzed the disaster movie posters. Now, please think about this question: Although disasters are terrible, why do we still talk about ‘hope’ in the unit title ‘Disaster and Hope’? What kind of hope can we find in the face of disasters?” Invite students to think independently for 2 minutes, then discuss in groups of 4 for 4 minutes. During the discussion, the teacher guides students to think from different angles, such as the courage of people in the face of disasters, the help between people, the efforts of rescuers, and the reconstruction after disasters. After the discussion, invite students to share their views in front of the class. The teacher listens carefully, responds positively, and summarizes: Disasters are destructive, but they also bring out the beauty of human nature—love, courage, unity and perseverance. These are the hopes we have in the face of disasters. No matter how terrible the disaster is, as long as we unite as one and never give up, we can overcome it and rebuild our homes. Design Intention: The theme discussion is designed to help students deeply understand the core theme of the unit “Disaster and Hope”, and guide students to establish a correct attitude towards disasters. By thinking independently and discussing in groups, students can develop their critical thinking ability and logical thinking ability, and express their own views on the theme. The teacher’s guidance and summary can help students升华 their understanding of the theme, cultivate their sense of responsibility and hope, and achieve the goal of cultivating students’ cultural awareness and emotional attitude. At the same time, this activity also provides students with a platform to express their own ideas freely, improving their oral expression ability and logical organization ability. Step 3: Practice and Application (Consolidation Link) Activity 1: Vocabulary and Sentence Practice The teacher divides the class into two teams, Team A and Team B, and carries out a vocabulary and sentence competition. The rules of the competition are as follows: 1. The teacher says a Chinese meaning, and the first student who raises his hand answers the corresponding English word or phrase. If the answer is correct, the team gets 1 point. 2. The teacher gives a key word or phrase, and the student needs to make a sentence related to disasters. If the sentence is correct and appropriate, the team gets 2 points. 3. The team with the highest score at the end wins, and the teacher gives appropriate praise and rewards. During the competition, the teacher encourages students to actively participate, and corrects the wrong answers in time, explaining the reasons for the mistakes. For example, if a student uses “erupt” incorrectly, the teacher explains the correct collocation and usage, and asks the student to make a correct sentence again. Design Intention: The competition activity makes the vocabulary and sentence practice more interesting, which can effectively arouse students’ enthusiasm and initiative. By competing in pairs, students can deepen their memory and understanding of vocabulary and sentences, and improve their ability to use language flexibly. The reward mechanism can enhance students’ sense of competition and achievement, and stimulate their interest in learning English. At the same time, the teacher’s timely correction and explanation can help students correct their mistakes and master the correct usage of vocabulary and sentences, consolidating the knowledge they have learned. Activity 2: Role-Play The teacher assigns a role-play task to students: “Suppose you are reporters, and you are interviewing people who have experienced a disaster. Please design a dialogue between the reporter and the survivor. The dialogue should include the following contents: 1. What disaster did the survivor experience? 2. What happened during the disaster? 3. How did the survivor feel and react? 4. What gave the survivor hope?” Students work in groups of 3 (one reporter, one survivor, one observer), and have 8 minutes to design and practice the dialogue. During the practice, the teacher walks around the classroom, provides help for students who have difficulty designing the dialogue, such as guiding them to use the new vocabulary and expressions they have learned, and helping them sort out the dialogue context. After the practice, invite 2-3 groups to perform their dialogues in front of the class. The teacher and other students comment on their performance, focusing on the accuracy of language, the fluency of the dialogue, and whether the content meets the requirements. The teacher gives positive comments and puts forward suggestions for improvement. Design Intention: Role-play is a practical language application activity, which can help students apply the vocabulary, phrases and sentence patterns they have learned to real communication scenarios. By playing the roles of reporters and survivors, students can deeply experience the feelings of people in the face of disasters, further understand the theme of “disaster and hope”, and cultivate their sense of empathy. Group cooperation in role-play can improve students’ cooperative learning ability and communication ability. The comments from the teacher and other students can help students find their own deficiencies and improve their oral expression ability and language application ability. At the same time, this activity also enriches the classroom form, making the classroom more lively and interesting. Activity 3: Writing a Short Passage The teacher asks students to write a short passage (about 80-100 words) with the title “My View on Disasters and Hope”. The requirements are as follows: 1. Use at least 5 new words or phrases learned in this section. 2. Express your own views on disasters and hope. 3. The passage should be coherent and logical. Students have 10 minutes to write the passage independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulty writing, such as guiding them to sort out their ideas, reminding them of the correct usage of vocabulary and sentences, and correcting grammatical mistakes. After the writing, the teacher collects some students’ passages, reads them aloud in class, and comments on them, affirming the advantages and pointing out the deficiencies. Then, ask students to exchange their passages with their deskmates, and help each other revise and improve them. Design Intention: Writing is an important part of language output, which can help students consolidate the knowledge they have learned and improve their language organization ability and writing ability. Asking students to write a short passage about their views on disasters and hope can not only test their mastery of vocabulary and sentences, but also deepen their understanding of the unit theme. Independent writing helps students develop their autonomous learning ability and thinking ability. The teacher’s guidance and comments, as well as the mutual revision between deskmates, can help students find their own mistakes and improve their writing level. At the same time, this activity also connects oral expression with written expression, promoting the all-round development of students’ language ability. Step 4: Summary and Extension (Closing Link) Activity 1: Classroom Summary The teacher invites students to summarize what they have learned in this class. Ask 2-3 students to share their gains, such as the new vocabulary and phrases they have mastered, the main content of the video and posters, and their understanding of the theme “Disaster and Hope”. Then, the teacher makes a comprehensive summary: In this class, we watched a video about Pompeii, analyzed four disaster movie posters, mastered some disaster-related vocabulary and phrases, and discussed the theme of “Disaster and Hope”. We realized that disasters are terrible, but they also bring out the beauty of human nature. We should respect life, cherish peace, and keep hope in the face of disasters. At the same time, we should also learn some disaster prevention knowledge to protect ourselves and others. Design Intention: Letting students summarize the class content by themselves can help them sort out the knowledge they have learned, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. The teacher’s comprehensive summary can help students form a systematic knowledge framework, clarify the key points of the class, and升华 their understanding of the theme. This activity also helps students develop good learning habits, such as reviewing what they have learned in time. Activity 2: Homework Arrangement The teacher assigns the following homework: 1. Review the vocabulary and phrases learned in this class, and make 5 sentences with each key word or phrase. 2. Watch another disaster-related video or movie clip, and write a short观后感 (about 100 words), expressing your views on disasters and hope. 3. Surf the Internet to collect some disaster prevention knowledge, and share it with the class in the next lesson. 4. Preview the next section of the unit, Understanding ideas. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge they have learned and improve their language application ability. Reviewing vocabulary and making sentences can deepen students’ memory and understanding of vocabulary. Watching disaster-related videos or movie clips and writing after-view can further expand students’ understanding of the theme and improve their writing ability. Collecting disaster prevention knowledge can cultivate students’ awareness of disaster prevention and autonomous learning ability. Previewing the next section can help students lay a foundation for the next class, improving the efficiency of classroom teaching. Activity 3: Emotional Education and Extension The teacher ends the class with a short speech: “Disasters are unpredictable, but hope is eternal. In the face of disasters, we should not be afraid or despair. We should learn from the courage and perseverance of people in the disaster, unite as one, and help each other. At the same time, we should also pay attention to the environment, protect our earth, and reduce the occurrence of natural disasters. Let us keep hope in our hearts, cherish every day, and work together to build a better future.” Then, the teacher plays a short video about disaster relief and reconstruction, showing the unity and courage of people in the face of disasters, and letting students feel the power of hope. Design Intention: The emotional education and extension activity is designed to further升华 the theme of the class, cultivate students’ correct values and emotional attitude, and enhance their sense of responsibility and mission. The teacher’s speech can arouse students’ emotional resonance, making them deeply understand the importance of hope and unity. The video about disaster relief and reconstruction can intuitively show the power of hope and human nature, which is conducive to cultivating students’ sense of empathy and social responsibility. This activity also makes the classroom teaching more meaningful, achieving the goal of integrating language teaching with emotional education. 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 $