Unit 2 Natural Disasters-Reading 教案-2025-2026学年高中英语译林版必修第三册

Unit 2 Natural Disasters-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivating students’ ability to grasp news details and use disaster-related words. It develops thinking quality, guides logical analysis of disaster processes. It strengthens cultural awareness and fosters learning strategies of skimming and scanning. 2. 教学重难点 Keys: Mastering disaster-related vocabulary and phrases; understanding the structure and main ideas of two news reports. Difficulties: Using reading strategies flexibly and analyzing the causes and inspirations of disaster events. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students a series of pictures and short video clips about natural disasters, including earthquakes, tsunamis, floods and typhoons. The video clips are short (only showing the gentle scenes of disasters without terrible and bloody pictures) and mainly display the process of disasters and people’s responses. After playing the video, the teacher asks two questions in English: “What natural disasters have you seen in the video?” “What would you do if you were in a disaster?” Then, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher guides students to use simple disaster-related words, such as “earthquake”, “tsunami”, “escape” and “safe”, and writes these words on the blackboard. After the sharing, the teacher summarizes: “Today we will read two news reports about earthquakes and tsunamis, and learn how people escaped danger wisely in disasters.” Design Intention: The lead-in part uses vivid pictures and video clips to stimulate students’ sensory experience, which can quickly attract students’ attention and arouse their existing knowledge and experience about natural disasters. Asking interactive questions encourages students to participate in classroom communication actively, helps them overcome the shyness of speaking English, and lays a foundation for the subsequent reading link. Writing down the related words on the blackboard can implicitly help students review and preview the core vocabulary, reducing the difficulty of understanding the text. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher presents the key vocabulary and phrases in the reading text on the multimedia courseware, including “county”, “injury”, “crash”, “signal”, “roll call”, “safe and sound”, “occur to”, “keep one’s head”, “warn sb. of sth.” and “to one’s relief”. For each word and phrase, the teacher explains its meaning and usage briefly with simple English, and matches it with a short sentence related to the text. For example, when explaining “safe and sound”, the teacher says: “It means being free from injury or harm. In the text, after the earthquake, all students and teachers were safe and sound.” Then, the teacher asks students to read the words and phrases aloud twice, and invites individual students to read them to check their pronunciation and understanding. Next, the teacher shows the titles and subtitles of the two news reports in the reading text: “Pupil’s lives spared during Falmont earthquake” and “Girl saves 100 from tsunami”. Then, the teacher guides students to predict the content of the text according to the titles. The teacher asks: “What do you think the first news will talk about? Who are the main characters? What happened to them?” “What do you think the second news will tell us? How did the girl save 100 people?” Students can discuss in groups of 4 for 2 minutes, and then each group sends a representative to share their predictions. The teacher affirms students’ reasonable predictions and encourages them to verify their predictions in the subsequent reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing the key vocabulary before reading can help students avoid being blocked by new words when reading the text, improve reading efficiency. Using simple English to explain vocabulary and combining it with the text context helps students understand the usage of vocabulary in practice, rather than just memorizing the meaning mechanically. Predicting the text content based on the title can cultivate students’ reading strategy of prediction, stimulate their interest in reading, and make them read the text with a clear purpose. Step 3: While-reading (Comprehension and Analysis) This step is divided into three parts: skimming, scanning and detailed reading, which helps students understand the text from shallow to deep. 3.1 Skimming The teacher asks students to read the two news reports quickly (skimming) and finish two tasks: ① Find out the main idea of each news report; ② Fill in the blanks about the basic information of the two disasters (time, place, main event). The teacher gives students 3 minutes to read, and then checks the answers. For the main idea, the teacher guides students to summarize briefly: The first news tells the story of students and teachers at Falmont Primary School escaping the earthquake safely; the second news introduces how a 10-year-old girl Sabrina saved 100 people from the tsunami with her knowledge of tsunamis. For the basic information, the teacher checks students’ answers and corrects mistakes in time, helping students sort out the key information of the news reports. Design Intention: Skimming is an important reading strategy that helps students grasp the main idea of the text quickly and form an overall understanding of the text. Letting students fill in the basic information of the disasters can help them focus on the key elements of news reports (time, place, event), which is conducive to cultivating their ability to extract key information quickly. 3.2 Scanning On the basis of skimming, the teacher asks students to read the text again by scanning, and finish the following tasks: ① For the first news, find out the process of the teacher and students escaping the earthquake; ② For the second news, find out the signs of the approaching tsunami and the steps Sabrina took to save people. The teacher gives students 5 minutes to read and find the answers. After reading, the teacher invites students to share their answers, and sorts out the process and steps on the blackboard with simple English words and sentences. For example, the escape process of the first news: the floor began to shake → students moved under desks and held on to desk legs → Miss Brown opened the classroom door → shaking stopped → Miss Brown signaled students to escape in order → students rushed to the playground → roll call confirmed all were safe. The steps Sabrina took: noticed something odd about the water → realized it was a sign of tsunami → warned her parents → asked parents to talk to a safety officer → the beach was cleared of people. Design Intention: Scanning is a reading strategy to find specific information quickly. Through this link, students can further understand the details of the text, sort out the logical context of the events, and lay a foundation for the subsequent detailed reading and analysis. Sorting out the process and steps on the blackboard helps students form a clear logical framework, which is conducive to cultivating their logical thinking ability. 3.3 Detailed Reading The teacher guides students to read the text carefully and analyze the key sentences and paragraphs in detail, focusing on the language points and the expression of emotions and themes. For the first news report, the teacher focuses on analyzing the following points: ① The sentence “Only 5 students suffered slight injuries, despite the current figures of 7 killed and over 200 injured in the disaster area at large.” The teacher asks students: “What does this sentence show? Why were the students and teachers at Falmont Primary School able to escape safely?” Through discussion, students can conclude that this sentence shows the seriousness of the disaster and the success of the school’s disaster prevention drills. Then, the teacher guides students to find the sentence “We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.” to confirm the reason. ② The description of the students’ and teacher’s actions: “Her students’ reaction was quick and correct—they moved under their desks, head first, and held on to the legs of the desks.” “She signaled to her students to exit the classroom in an orderly line covering their heads with their hands.” The teacher asks students: “What kind of qualities do the students and teacher show in these sentences?” Students can summarize words like “calm”, “brave”, “quick-witted” and “responsible”. For the second news report, the teacher focuses on the following points: ① The description of the tsunami signs: “The water was like the bubbles on the top of a beer,” she later explained. “It wasn’t calm and it wasn’t going in and then out. It was just coming in and in and in.” The teacher asks students: “Why does the author use this description? What effect does it have?” Students can understand that this vivid description helps readers imagine the abnormal phenomenon of the water before the tsunami, and highlights Sabrina’s careful observation. ② The performance of Sabrina: “Sabrina was frightened, but she soon kept her head.” “Sabrina was certain that a terrible disaster was on its way and kept asking her parents to talk to a safety officer.” The teacher guides students to analyze Sabrina’s qualities: careful, calm, brave, persistent and responsible. ③ The sentence “To her great relief, the officer immediately realized the coming danger. The beach was rapidly cleared of people, just before the huge waves crashed into the coast.” The teacher asks students: “How do you feel when you read this sentence? What does it tell us?” Students can feel the relief after escaping danger, and understand that knowledge and calmness can save lives. During the detailed reading process, the teacher also guides students to pay attention to the usage of key words and phrases in the text, such as “occur to”, “keep one’s head”, “warn sb. of sth.”, and asks students to make simple sentences with these phrases to consolidate their understanding and usage. At the same time, the teacher guides students to analyze the structure of news reports, including the lead (the beginning part that introduces the main event), the body (the part that describes the details of the event) and the tail (the part that explains the reason or significance), helping students master the characteristics of news writing. Design Intention: Detailed reading is the key link to deepen students’ understanding of the text. By analyzing key sentences and paragraphs, students can not only master the language points, but also understand the emotions and themes conveyed in the text. Guiding students to analyze the qualities of the characters helps cultivate their sense of responsibility and positive values. Analyzing the structure of news reports helps students understand the characteristics of news writing, which is conducive to improving their reading ability and writing level. Step 4: Post-reading (Consolidation and Extension) This step includes three activities: retelling, discussion and language practice, to help students consolidate the knowledge learned and apply it flexibly. 4.1 Retelling The teacher asks students to retell one of the two news reports in their own words. Students can choose the news they are more familiar with, and retell it according to the logical framework sorted out in the scanning link. The teacher gives students 3 minutes to prepare, and then invites 2-3 students to retell in front of the class. During the retelling process, the teacher encourages students to use the key words and phrases learned in the class, and corrects their mistakes in pronunciation, grammar and expression in time. After the retelling, the teacher affirms students’ performance and gives suggestions for improvement. Design Intention: Retelling the text in one’s own words can help students consolidate the content of the text and the key vocabulary and phrases, and improve their oral expression ability. It also helps the teacher check students’ understanding of the text, and find out the problems existing in students’ learning in time. 4.2 Discussion The teacher divides students into groups of 4, and puts forward the following discussion topics: ① What can we learn from the two news reports? ② What should we do to protect ourselves when we encounter natural disasters such as earthquakes and tsunamis? ③ How can we improve our ability to respond to natural disasters? Each group discusses for 5 minutes, and then each group sends a representative to share their discussion results. The teacher listens to students’ sharing carefully, and guides them to put forward practical and reasonable suggestions. For example, when talking about how to protect ourselves in an earthquake, students may put forward “hide under the desk”, “cover our heads with hands”, “don’t take the elevator” and other suggestions. The teacher affirms these suggestions and supplements some scientific disaster prevention knowledge. Design Intention: Group discussion can stimulate students’ thinking, encourage students to communicate and cooperate with each other, and improve their cooperative learning ability and critical thinking ability. The discussion topics are closely related to the text and students’ real life, which can help students apply the knowledge learned in the class to real life, and cultivate their awareness of disaster prevention and self-protection. 4.3 Language Practice The teacher presents a short passage on the multimedia courseware, which is about a natural disaster, but some key words and phrases are missing. The missing words and phrases are exactly the key vocabulary and phrases learned in the class, such as “disaster”, “injury”, “safe and sound”, “keep one’s head”, “warn sb. of sth.”. The teacher asks students to fill in the blanks independently, and then checks the answers with the whole class. After checking, the teacher asks students to read the complete passage aloud to consolidate their mastery of the vocabulary and phrases. In addition, the teacher asks students to write a short paragraph (about 50 words) about “How to protect ourselves in a natural disaster” using the key words and phrases learned in the class. Students finish writing independently, and the teacher collects some students’ works to comment on, affirming the advantages and pointing out the deficiencies. Design Intention: The filling-in-the-blank exercise helps students consolidate the key vocabulary and phrases, and check their mastery. Writing a short paragraph helps students apply the language knowledge learned in the class to writing, improving their writing ability. Commenting on students’ works can help students find their own problems and improve their writing level. Step 5: Summary and Homework 5.1 Summary The teacher summarizes the content of the class in English: “Today we read two news reports about earthquakes and tsunamis, mastered some key vocabulary and phrases related to natural disasters, learned the structure of news reports, and discussed how to protect ourselves in natural disasters. We also learned from the characters in the text the qualities of calmness, bravery and responsibility. I hope you can apply the knowledge learned today to your life and improve your awareness of disaster prevention and self-protection.” Design Intention: Summarizing the class content helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. 5.2 Homework The teacher assigns the following homework: ① Read the reading text again and recite the key sentences and key vocabulary and phrases; ② Finish the language practice exercises in the textbook related to the reading text; ③ Surf the Internet to find more information about natural disasters and their prevention methods, and write a short report (about 100 words) in English; ④ Discuss with your family about the disaster prevention plan at home. Design Intention: The homework is designed to consolidate the knowledge learned in the class, expand students’ knowledge, and connect the classroom learning with real life. Reciting key sentences and vocabulary helps students consolidate their language foundation. Finishing the exercises in the textbook helps students further master the knowledge. Surfing the Internet to find information and writing a report helps improve students’ autonomous learning ability and information retrieval ability. Discussing the family disaster prevention plan helps students transfer the knowledge learned in the class to real life, and improve their family’s disaster prevention awareness. 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 $