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

Unit 6 Disaster and Hope-Using language 内容导航 This section integrates grammar (Ellipsis), vocabulary about natural disasters and extreme weather, and listening-speaking tasks. It aims to help students master ellipsis usage, grasp related words and expressions, and improve comprehensive language skills through practical activities, deepening their understanding of the unit theme of disaster and hope. 教学目标和重难点 1. 教学目标 Language Ability: Master ellipsis and disaster-related vocabulary, and improve listening, speaking, reading and writing skills. Cultural Awareness: Understand disaster response strategies in different cultures and establish a sense of global citizenship. Thinking Quality: Cultivate logical thinking through summarizing ellipsis rules and critical thinking through discussing disaster issues. Learning Strategies: Master effective learning methods such as context analysis and cooperative learning to enhance independent learning ability. 2. 教学重难点 Key Points: Master the definition and basic usage of ellipsis, and be able to identify and use ellipsis correctly in sentences; grasp core vocabulary (e.g., forecast, rescue, emergency) and phrases related to natural disasters and extreme weather; complete listening-speaking tasks about extreme weather. Difficult Points: Distinguish context to flexibly use ellipsis in different situations; accurately apply learned vocabulary and grammar to express views on disasters and hope in practical communication. 教学过程 Step 1: Lead-in (Warm-up) Activity 1: Visual Aids and Questioning Show students pictures and short video clips of different natural disasters, including typhoon, wildfire, avalanche, earthquake, tsunami, blizzard and drought. After watching, ask the following questions in English: “What natural disasters can you see in the pictures and video? Have you heard of any extreme weather conditions recently? How do people feel when they encounter such disasters?” Invite 3-4 students to share their answers, and then briefly comment on their responses, guiding students to focus on the emotions of people in disasters and the importance of hope. Design Intention: The visual aids (pictures and video clips) can quickly attract students’ attention and activate their prior knowledge about natural disasters, which lays a foundation for the subsequent learning of disaster-related vocabulary and themes. The questioning link not only helps to arouse students’ interest in learning but also guides them to think about the unit theme of “Disaster and Hope” in advance, cultivating their ability to express personal views in English. Activity 2: Vocabulary Preview Check Ask students to take out their preview notes and review the new vocabulary in this section, including forecast, reliable, rescue, emergency, exceptionally, claim, crisis, threaten, etc. Then, organize a “Vocabulary Matching Game”: display English words on the screen, and ask students to match them with their Chinese meanings or English explanations quickly. For the words that students are not familiar with, explain them in simple English with specific examples, such as “Rescue means to save people or animals from danger. For example, after the earthquake, many rescue workers went to the disaster area to help people.” Design Intention: Previewing vocabulary in advance is an important learning strategy. Through the vocabulary matching game, teachers can check students’ preview effect, help them consolidate the new words, and avoid the obstacle of vocabulary unfamiliarity in the subsequent learning. Using simple English explanations and examples is in line with the principle of “teaching in English” in high school English classes, which helps to create an English learning environment and improve students’ language comprehension ability. Step 2: Grammar Teaching (Ellipsis) Activity 1: Discover and Summarize Ellipsis Rules Show students the following sentences on the screen, and ask them to read the sentences carefully and discuss in groups: “What words are missing in the sentences? Why can these words be omitted?” 1. Tie a bandage tightly over his sprained ankle when (it is) necessary. 2. Wood gives off much smoke while (wood is) burning. 3. Her opinion, whether (it is) right or wrong, will be considered. 4. After two hours they became quieter (than they had been). 5. We have decided to leave tomorrow, no matter what happens (tomorrow). After the group discussion, invite each group to send a representative to share their findings. Then, the teacher summarizes the rules of ellipsis: Ellipsis refers to omitting some words in a sentence that are unnecessary or can be inferred from the context to make the sentence more concise and fluent. The common situations of ellipsis include omitting the subject and predicate (or part of them) in adverbial clauses, omitting the comparative part in comparative clauses, and omitting the repeated parts in the context. Design Intention: Adopting the “discovery learning” method allows students to summarize the rules of ellipsis through their own observation and discussion, which is more conducive to their understanding and memory than direct explanation by teachers. Group discussion can also cultivate students’ cooperative learning ability and communication ability, and make each student participate in the learning process actively. Activity 2: Example Analysis and Practice First, the teacher gives more examples of ellipsis in different contexts, combining with the unit theme of disasters, such as “Before the flood hit, the villagers had already evacuated (the village).” “When (we are) talking about natural disasters, we should pay attention to safety.” Then, ask students to analyze these examples, point out the omitted parts, and explain why they can be omitted. Next, arrange individual practice: Ask students to complete Activity 2 and 3 on Page 65 of the textbook. Activity 2 requires students to read a paragraph and find out the omitted words before or after the underlined words; Activity 3 requires students to remove unnecessary words from a news report to make it more concise by using ellipsis. After students finish the practice, the teacher checks the answers, explains the common mistakes, and emphasizes the key points and precautions of using ellipsis. Design Intention: Combining ellipsis with the unit theme makes grammar learning not isolated but closely connected with the actual language context, which helps students understand the practical application of ellipsis. The combination of example analysis and practical exercises can help students consolidate the learned rules and improve their ability to use ellipsis correctly in specific contexts. Activity 3: Group Competition - Ellipsis Rewriting Divide students into 4 groups, and give each group a set of sentences related to natural disasters. The sentences are relatively redundant, and students need to rewrite them by using ellipsis to make them more concise. The group that finishes the rewriting correctly and quickly wins. After the competition, the teacher displays the excellent works of each group, comments on them, and further strengthens students’ mastery of ellipsis usage. Design Intention: The group competition can stimulate students’ learning enthusiasm and initiative, make the grammar practice more interesting, and avoid the tediousness of traditional grammar exercises. At the same time, it can also cultivate students’ sense of teamwork and competition, and improve their ability to apply knowledge flexibly. Step 3: Vocabulary and Reading Teaching (Types of Natural Disasters) Activity 1: Reading and Vocabulary Consolidation Ask students to read the “Types of natural disasters” part on Page 66 of the textbook carefully. During the reading, ask them to circle the key words and phrases related to each natural disaster, such as typhoon, wildfire, avalanche, earthquake, tsunami, blizzard, drought. After reading, organize students to work in pairs to discuss the characteristics of each natural disaster and the possible impacts on human beings and the environment. Then, arrange a “Vocabulary Application” activity: Ask students to use the key words and phrases they have circled to describe a natural disaster they are familiar with. For example, “A typhoon is a kind of strong wind that often brings heavy rain. It can destroy houses and crops, and threaten people’s lives and property.” Invite several students to share their descriptions, and the teacher comments and corrects their mistakes in vocabulary usage and sentence structure. Design Intention: Reading is an important way to consolidate vocabulary and understand the theme. By reading the text about natural disasters, students can not only master the related vocabulary but also understand the characteristics and impacts of different natural disasters, which deepens their understanding of the unit theme. The pair discussion and vocabulary application activities can improve students’ ability to use vocabulary flexibly and express their views in English. Activity 2: Complete the Report Ask students to complete Activity 4 on Page 66 of the textbook. This activity requires students to fill in the blanks in seven short reports about natural disasters with the given words. Before doing the exercise, the teacher reminds students to read the whole report first to understand the context, and then choose the appropriate words according to the meaning of the sentence and the characteristics of the natural disaster. After students finish the exercise, the teacher checks the answers, explains the usage of the key words in the context, and helps students further consolidate the vocabulary. Design Intention: This exercise combines vocabulary and reading comprehension, which can help students review and consolidate the learned vocabulary, and improve their ability to understand short passages and use vocabulary in context. It also lays a foundation for the subsequent listening and speaking activities. Step 4: Listening and Speaking Teaching (Extreme Weather Conditions) Activity 1: Pre-listening Preparation First, ask students to read the “Did You know?” part on Page 67 of the textbook, which introduces the history of human weather prediction, from the oracle bone inscriptions in the Shang Dynasty to the modern satellite and computer technology. After reading, ask students to discuss: “How has human weather prediction technology developed? What are the advantages of modern weather prediction technology?” Then, introduce the listening task to students: They will listen to a weather forecast, and need to complete Activity 7 and 8 on Page 67. Activity 7 requires students to match the weather symbols to the locations on the map; Activity 8 requires students to listen again and complete the form with the detailed information of the weather forecast. Before listening, the teacher guides students to predict the content of the weather forecast according to the map and the form, and reminds them to pay attention to the key information such as temperature, weather conditions and warning information. Design Intention: The pre-listening preparation can help students activate their prior knowledge about weather prediction, understand the background of the listening material, and reduce the difficulty of listening. Predicting the listening content can improve students’ listening efficiency and cultivate their ability to predict information based on context. Activity 2: Listening Practice Play the listening material twice. For the first time, ask students to listen carefully and complete Activity 7 (matching weather symbols to locations). For the second time, ask students to listen again and complete Activity 8 (filling in the form). After listening, the teacher checks the answers, plays the key parts of the listening material again, and explains the difficult sentences and key information in the listening material, such as “exceptionally high temperature” “severe storm warning” “possible flooding”. Then, arrange a “Listening Retelling” activity: Ask students to work in pairs to retell the main content of the weather forecast according to the completed form. The retelling should include the weather conditions of different locations, temperature, and warning information. Invite several pairs to present their retelling in front of the class, and the teacher comments on their performance, emphasizing the accuracy and fluency of the retelling. Design Intention: Listening practice is an important part of improving students’ listening ability. Playing the listening material twice allows students to grasp the key information step by step. The listening retelling activity can help students consolidate the information they have heard, improve their oral expression ability, and realize the integration of listening and speaking. Activity 3: Speaking Practice - Role-play Divide students into pairs, and assign roles to them: One student acts as a weather reporter, and the other acts as a citizen who asks about the weather. The weather reporter needs to introduce the weather forecast of a certain area (including temperature, weather conditions, and safety suggestions), and the citizen needs to ask relevant questions, such as “What is the temperature tomorrow? Do I need to take any precautions?” Before the role-play, the teacher provides some useful expressions for students, such as “The weather tomorrow will be... with a high temperature of... and a low temperature of...”, “You’d better... to avoid danger”, “Is there any storm warning?” After students prepare for 5 minutes, invite several pairs to perform the role-play in front of the class. The teacher comments on their performance, points out their advantages and shortcomings, and guides them to use the learned vocabulary and ellipsis in the conversation. Design Intention: Role-play is a practical speaking activity that can create a real language communication context for students, allowing them to apply the learned vocabulary, grammar and functional expressions to practical communication. It not only improves students’ oral expression ability but also cultivates their ability to communicate with others in English, which is in line with the requirements of improving students’ comprehensive language ability. Step 5: Comprehensive Application (Writing and Discussion) Activity 1: Writing Practice - Flood Safety Guidelines Ask students to read the passage about safety guidelines on Page 68 of the textbook, and summarize the structure and language features of safety guidelines. The teacher guides students to find out that safety guidelines usually include the purpose, specific safety suggestions, and precautions, and the language is concise and clear, often using imperative sentences and ellipsis to make the content more concise. Then, ask students to write a flood safety guideline by themselves. The writing should include at least 5 safety suggestions, and use the learned vocabulary (such as emergency, rescue, threaten) and ellipsis. Before writing, the teacher provides some tips for students: “Start with the purpose of the safety guideline, then list the specific safety suggestions, and finally add precautions. Pay attention to the use of imperative sentences and ellipsis to make the guideline concise and practical.” After students finish writing, ask them to exchange their works with their deskmates and help each other revise and improve. Then, the teacher collects some excellent works and displays them in front of the class, comments on them, and points out the advantages and areas for improvement in the writing. Design Intention: Writing practice is an important way to improve students’ writing ability. By writing flood safety guidelines, students can not only apply the learned vocabulary, grammar and writing skills but also understand the importance of disaster prevention and mitigation, which integrates language learning and life education. The peer revision link can help students find their own mistakes and learn from each other, improving their writing level. Activity 2: Group Discussion - How to Face Disasters with Hope Organize students to work in groups of 4-5 to discuss the topic: “What should we do to face disasters with hope?” The discussion should focus on the following aspects: 1. What preparations should we make before a disaster? 2. How should we protect ourselves during a disaster? 3. How should we help each other and rebuild our homes after a disaster? 4. What can we do to reduce the occurrence of natural disasters? During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and expressions, and helps them solve the problems encountered in the discussion. After the discussion, each group sends a representative to share their group’s views. The teacher summarizes the students’ views, emphasizes the importance of unity, courage and hope in the face of disasters, and guides students to establish a positive and optimistic attitude towards life. Design Intention: Group discussion can cultivate students’ critical thinking ability and cooperative learning ability. By discussing how to face disasters with hope, students can deepen their understanding of the unit theme, establish a sense of disaster prevention and mitigation, and cultivate their sense of social responsibility and humanistic care. At the same time, it can also improve students’ ability to express their views in English and apply the learned language knowledge to practical communication. Step 6: Summary and Homework Activity 1: Class Summary The teacher summarizes the key content of this class: 1. The definition and basic usage of ellipsis, and how to use ellipsis correctly in different contexts; 2. The key vocabulary and phrases related to natural disasters and extreme weather; 3. The listening and speaking skills about weather forecast and extreme weather; 4. The method of writing safety guidelines and the importance of facing disasters with hope. Then, ask students to recall the key points of this class and share what they have learned and gained. Design Intention: The class summary helps students sort out the knowledge they have learned in this class, consolidate the key points, and form a systematic knowledge structure. Asking students to share their gains can enhance their sense of achievement and enthusiasm for learning, and help teachers understand students’ learning effect. Activity 2: Homework Arrangement 1. Review the grammar knowledge of ellipsis and the key vocabulary and phrases learned in this class, and make a vocabulary and grammar note. 2. Revise the flood safety guideline written in class according to the teacher’s and deskmate’s suggestions, and hand it in the next class. 3. Search for a real case of people facing disasters with hope, and prepare a 2-minute oral report to share in the next class. 4. Listen to the weather forecast of the local area every day for a week, and record the key information (temperature, weather conditions) in English. Design Intention: The homework arrangement is closely connected with the content of this class, which helps students consolidate the knowledge they have learned and improve their comprehensive language ability. The oral report and weather record tasks can extend the learning from the classroom to daily life, improve students’ ability to apply English in real life, and deepen their understanding of the unit theme. 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 $