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

Unit 2 Natural Disasters-Integrated skills 教学目标和重难点 1. 教学目标 Linguistic Competence: Students will master core vocabulary (e.g., flood, shock, donate) and sentence patterns related to natural disasters, and improve their abilities in listening for key information, speaking about disaster prevention, reading disaster-related materials and writing a disaster self-rescue guide. Cultural Awareness: Students will understand disaster response measures in different countries, cultivate a sense of global responsibility and respect for diverse disaster relief cultures. Thinking Quality: Students will develop logical thinking through analyzing disaster causes and consequences, and critical thinking through evaluating disaster prevention plans. Learning Ability: Students will form autonomous and cooperative learning habits, master effective listening, speaking, reading and writing strategies for disaster-related topics. 2. 教学重难点 Key Points: Mastering core vocabulary and phrases about natural disasters and their usages; improving integrated skills of listening, speaking, reading and writing in the context of natural disasters; being able to express disaster-related information clearly and accurately. Difficult Points: Comprehending implicit information in listening materials; using appropriate language to discuss disaster prevention and self-rescue methods logically; maintaining consistency in content and style when continuing a disaster-related story. 教学过程 Step 1: Lead-in (Warm-up & Preview Review) The teacher starts the class by showing a 3-minute short video about different natural disasters (such as floods, earthquakes and hurricanes), with English narration and subtitles. After playing the video, the teacher asks students the following questions in English: “What natural disasters did you see in the video? Have you ever heard of or experienced any natural disasters? What should we do when a natural disaster happens?” Then, the teacher invites 3-4 students to share their answers in front of the class. After the sharing, the teacher reviews the key vocabulary and phrases learned in the previous lessons of this unit, such as “natural disaster, earthquake, flood, survive, rescue, first aid” and organizes a quick word-matching game: the teacher shows Chinese meanings on the screen, and students compete to answer the corresponding English words. Finally, the teacher introduces the topic of this lesson: “Today, we will integrate our listening, speaking, reading and writing skills to learn more about natural disasters, especially how to respond to them and protect ourselves.” Design Intention: The short video with vivid scenes can quickly attract students’ attention and arouse their interest in the topic of natural disasters, laying a emotional foundation for the follow-up teaching. Asking open-ended questions encourages students to express their own experiences and views, activating their prior knowledge about natural disasters. The word-matching game helps students review and consolidate the vocabulary they have learned, ensuring that they have the necessary language foundation for the integrated skills training. The introduction of the lesson topic clarifies the learning objectives for students, making their learning more targeted. Step 2: Listening Practice (Listening Comprehension & Key Information Extraction) First, the teacher introduces the listening task: “We will listen to a radio report about a flood that happened in a small town. Before listening, please read the questions carefully and predict the possible content of the listening material.” The teacher presents the listening questions on the screen, which include two parts: multiple-choice questions and short-answer questions. Multiple-choice questions focus on the basic information of the flood, such as the time, place and cause of the flood; short-answer questions focus on key details, such as the measures taken by the local government and the needs of the affected people. Students read the questions silently for 1 minute to make predictions. Then, the teacher plays the listening material for the first time. After listening, the teacher asks students to exchange their answers with their deskmates and discuss the parts they didn’t hear clearly. Then, the teacher plays the listening material for the second time, and asks students to check and revise their answers. For the parts that students still have difficulties in, the teacher plays the relevant segments repeatedly and guides students to extract key information. For example, when students can’t catch the cause of the flood, the teacher plays the segment again and reminds them to pay attention to the signal words such as “because, due to”. After checking the answers together, the teacher summarizes the listening skills: “When listening to disaster-related reports, we should focus on key information such as time, place, cause, process, measures and results, and pay attention to signal words to help us grasp the logical relationship of the content.” Next, the teacher designs an extended listening activity: “We will listen to another short recording about a family’s experience in the flood. Please listen carefully and take notes about the family’s actions and emotions during the flood.” After playing the recording twice, students share their notes in groups of 4, and then the teacher invites several groups to present their notes to the class. The teacher comments on their notes, emphasizing the importance of taking notes about key actions and emotional changes in listening. Design Intention: The listening task is designed from easy to difficult, which conforms to students’ cognitive law. Asking students to predict the listening content before listening can improve their listening efficiency and cultivate their predictive ability. Playing the listening material multiple times and guiding students to extract key information helps students overcome listening difficulties and master the method of extracting key information in disaster-related listening materials. The extended listening activity not only improves students’ listening ability, but also lays a foundation for the follow-up speaking and writing activities, as it involves the description of actions and emotions, which is closely related to the subsequent tasks. Step 3: Speaking Practice (Discussion & Expression) Based on the listening content, the teacher leads students to carry out speaking practice. First, the teacher puts forward the discussion topic: “After listening to the experiences of the affected people and the measures taken by the local government, what do you think we should do to prevent floods and protect ourselves when a flood happens?” Then, the teacher divides students into groups of 5, and assigns different roles to each group member: a host, a disaster prevention expert, a local resident, a government worker and a volunteer. Each group has 10 minutes to discuss the topic according to their roles, and prepare a 3-minute group report. During the group discussion, the teacher walks around the classroom, observes students’ performance, and provides help when necessary. For example, if some students have difficulty expressing their ideas in English, the teacher prompts them with appropriate vocabulary and sentence patterns, such as “We should...”, “It is important to...”, “In my opinion, we need to...”. If some groups have no clear discussion direction, the teacher guides them to think from different aspects, such as daily prevention measures, emergency response methods and post-disaster rescue. After the discussion, each group sends a representative to present their group report. Other students listen carefully and take notes. After all groups finish their presentations, the teacher makes comments: affirming the advantages of each group, such as clear logic, rich content and fluent expression, and pointing out the areas that need improvement, such as the improper use of some vocabulary and sentence patterns, and the lack of detailed explanation of some measures. Then, the teacher summarizes the key expressions used in the discussion, such as “prevent...from happening, take measures to do sth, protect oneself from..., in case of disaster, call for help” and asks students to read these expressions aloud to consolidate their memory. In addition, the teacher designs a pair work activity: “Suppose you and your partner are trapped in a flood. Please make a dialogue about how you will help each other and ask for help.” Students practice the dialogue in pairs for 5 minutes, and then the teacher invites 2-3 pairs to perform their dialogues in front of the class. The teacher comments on their dialogues, focusing on the fluency and appropriateness of the language. Design Intention: The group discussion with role-playing makes the speaking activity more vivid and interesting, which can stimulate students’ enthusiasm for participation. Assigning different roles to students helps them think from different perspectives and enrich the content of the discussion. The teacher’s guidance and help during the discussion ensures that all students can participate in the activity and improve their speaking ability. The pair work activity further strengthens students’ ability to express disaster-related emergency situations in English, and improves their oral communication skills in real-life scenarios. Summarizing key expressions helps students consolidate the language knowledge they have learned and apply it flexibly in speaking. Step 4: Reading Practice (Reading Comprehension & Information Processing) The teacher distributes a reading material to each student. The reading material is an English article about the Japan earthquake early warning system and family emergency kits, which is closely related to the theme of natural disasters and the previous listening and speaking activities. The teacher asks students to read the article silently first, and complete the following tasks: 1. Find out the main idea of each paragraph; 2. Underline the key vocabulary and phrases related to earthquake prevention and emergency response; 3. Answer the following questions: What is the function of the Japan earthquake early warning system? What should be included in a family emergency kit? Why is it important to prepare a family emergency kit? After students finish reading and completing the tasks, the teacher organizes a class discussion. First, the teacher invites students to share the main idea of each paragraph, and helps them sort out the structure of the article: the first paragraph introduces the Japan earthquake early warning system, the second paragraph explains the components of a family emergency kit, and the third paragraph emphasizes the importance of preparing a family emergency kit. Then, the teacher checks the key vocabulary and phrases underlined by students, and supplements some important vocabulary and phrases, such as “earthquake early warning system, emergency kit, first-aid supplies, communication tools, shake-proof building” and explains their meanings and usages with examples. Next, the teacher asks students to answer the reading questions, and invites students to share their answers. For the question about the function of the Japan earthquake early warning system, the teacher guides students to find the relevant sentences in the article and summarize them in their own words. For the question about the components of a family emergency kit, the teacher asks students to list the items and explain their functions. For the question about the importance of preparing a family emergency kit, the teacher encourages students to combine their own experiences and the content of the article to express their views. Then, the teacher designs a deep reading activity: “Read the article again and discuss with your group: What are the advantages of the Japan earthquake early warning system? What can we learn from Japan’s experience in earthquake prevention and response?” Students discuss in groups for 5 minutes, and then share their discussion results. The teacher summarizes the students’ views, emphasizing that we should learn from other countries’ advanced experience in disaster prevention and response, and strengthen our own disaster prevention awareness and capabilities. Design Intention: The reading material is closely related to the theme of the lesson and the previous activities, which can help students connect the knowledge they have learned and form a complete knowledge system. The reading tasks from shallow to deep (finding main ideas, underlining key words, answering questions and deep discussion) help students improve their reading comprehension ability and information processing ability. The class discussion and group discussion encourage students to express their views and exchange ideas, which not only improves their reading ability, but also cultivates their logical thinking and critical thinking. Explaining key vocabulary and phrases in the reading material helps students expand their vocabulary and lay a foundation for the follow-up writing activity. Step 5: Writing Practice (Writing & Revision) Based on the listening, speaking and reading activities, the teacher guides students to carry out writing practice. The writing task is: “Write a Family Disaster Prevention Guide in English, which includes the following parts: 1. The importance of family disaster prevention; 2. The items that should be included in a family emergency kit; 3. The emergency response methods when a natural disaster (such as flood, earthquake) happens.” Before writing, the teacher guides students to sort out the writing ideas: first, introduce the importance of family disaster prevention, then list the items in the emergency kit and their functions, and finally explain the emergency response methods in different natural disasters. The teacher also provides some key vocabulary and sentence patterns for students to refer to, such as “It is crucial to prepare for natural disasters in advance. A family emergency kit should include... When an earthquake happens, we should... In case of a flood, we need to...”. Students start to write independently, and the teacher walks around the classroom to provide individual guidance. For students who have difficulty starting to write, the teacher helps them sort out the writing ideas and provides some sentence patterns. For students who have problems with vocabulary and grammar, the teacher corrects their mistakes and gives suggestions for improvement. After students finish writing their first draft, the teacher asks them to exchange their drafts with their deskmates and revise each other’s works according to the following revision criteria: 1. Is the content complete and in line with the requirements? 2. Is the logic clear and the structure reasonable? 3. Are the vocabulary and sentence patterns used correctly and appropriately? 4. Are there any spelling, grammar or punctuation mistakes? After the peer revision, students revise their own drafts according to the suggestions from their deskmates. Then, the teacher collects some typical drafts (including good drafts and drafts with common problems) and displays them on the screen. The teacher comments on the good drafts, emphasizing their advantages, such as clear structure, rich content, accurate use of language and vivid expression, and encourages other students to learn from them. For the drafts with common problems, the teacher points out the mistakes and guides students to correct them together, such as the improper use of tenses, the incorrect collocation of vocabulary and the lack of logical connection between sentences. Finally, students revise their drafts again and submit their final works. The teacher will check all the works after class and give feedback to students in the next class. Design Intention: The writing task is closely connected with the previous listening, speaking and reading activities, which can help students integrate the language knowledge and skills they have learned and apply them in writing. Guiding students to sort out writing ideas and providing key vocabulary and sentence patterns reduces the difficulty of writing and helps students complete the writing task smoothly. Peer revision and teacher’s comments help students find their own mistakes and improve their writing ability. Displaying typical drafts allows students to learn from each other and improve their writing level in comparison and revision. The whole writing process cultivates students’ ability to organize language, express ideas and revise works independently. Step 6: Summary & Homework First, the teacher summarizes the content of this lesson with students: “In today’s class, we have integrated our listening, speaking, reading and writing skills to learn about natural disasters. We have mastered some core vocabulary and phrases related to disaster prevention and response, improved our integrated language skills, and learned how to protect ourselves when natural disasters happen. We have also understood the importance of disaster prevention and cultivated our sense of responsibility.” Then, the teacher assigns the homework: 1. Review the key vocabulary, phrases and sentence patterns learned in this lesson, and write 5 sentences using these words and patterns. 2. Polish the Family Disaster Prevention Guide you wrote in class, and design a simple cover for it. 3. Surf the Internet to find more information about natural disaster prevention in English, and write a short report (about 100 words) to share in the next class. 4. Discuss the Family Disaster Prevention Guide with your family members and put forward suggestions for improvement. Design Intention: The summary helps students sort out the knowledge and skills they have learned in this lesson, strengthen their memory and form a systematic understanding. The homework is designed to consolidate the knowledge and skills learned in class, expand students’ knowledge about natural disaster prevention, and connect classroom learning with real life. Asking students to discuss the guide with their family members not only strengthens their understanding of disaster prevention knowledge, but also spreads disaster prevention awareness to their families, realizing the extension of classroom teaching. 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 $