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

Unit 2 Natural Disasters-Extended reading 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivates cultural awareness, develops thinking quality through disaster analysis, and fosters emotional attitude of respecting nature and mastering self-protection skills. 2. 教学重难点 Key: Grasping the text structure and core vocabulary about natural disasters. Difficulty: Using complex sentences to describe disaster processes and analyzing the author’s emotional tendency. 教学过程 1. Pre-reading: Lead-in and Preview (Full English) Activity 1: Warm-up and Lead-in The teacher will show students pictures and short video clips of natural disasters (such as volcanic eruptions, earthquakes and tsunamis), and ask the following questions: “What natural disasters can you see in the materials? Have you ever heard of the story of Pompeii? What do you know about it?” Then, invite 2-3 students to share their answers in English. After that, the teacher will briefly introduce the background of the extended reading text—an excerpt from The Last Day of Pompeii, which describes the prosperity of Pompeii before the volcanic eruption and the terrible scene when Mount Vesuvius erupted in 79 AD. Finally, the teacher will list core vocabulary related to the text on the blackboard, including “erupt, volcanic, ruin, disaster, survivor, rescue” and key phrases such as “break out, in the distance, take the form of”, and guide students to read them aloud and explain their basic meanings in simple English. Design Intention: The combination of pictures and video clips can quickly attract students’ attention, arouse their interest in the theme of natural disasters, and help them establish a preliminary connection with the text content. Introducing the background of the text helps students understand the cultural and historical context of the reading material, reducing the difficulty of understanding the text. Previewing core vocabulary lays a solid foundation for students’ smooth reading, avoids the interruption of reading due to unfamiliar words, and improves reading efficiency. Activity 2: Predicting the Text Content The teacher will present the title of the extended reading “The Last Day of Pompeii (Excerpt)” and the author’s information (Edward Bulwer-Lytton, a talented British writer), and ask students to predict: “What do you think the author will describe in this excerpt? Will it focus on the prosperity of Pompeii or the destruction of the disaster? What details may be mentioned?” Students will be divided into groups of 4 to discuss for a short time, and each group will send a representative to express their predictions. The teacher will comment on students’ predictions positively, affirm their reasonable guesses, and guide them to focus on the time clue of the text (before, during and after the volcanic eruption) when reading. Design Intention: Predicting the text content can stimulate students’ thinking activity, cultivate their ability of logical reasoning and imagination, and enable them to read with questions, which is conducive to improving their reading concentration and the effect of text understanding. Group discussion can also enhance students’ cooperative learning awareness and oral expression ability in English. 2. While-reading: Text Analysis and Comprehension (Full English) Activity 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and answer the following questions: ① What is the main topic of this excerpt? ② How is the text organized? After students finish reading, invite them to answer the questions one by one. The teacher will summarize and sort out: The main topic of the text is the scene of Pompeii before and during the volcanic eruption of Mount Vesuvius, showing the great power of natural disasters and the helplessness of human beings in the face of disasters. The text is organized in chronological order, which can be divided into two parts: the prosperity of Pompeii before the disaster and the terrible scene during the volcanic eruption. At the same time, the teacher will guide students to mark the key sentences that reflect the main idea of each paragraph, such as the first sentence of the first paragraph “Pompeii was a typical Roman city” and the first sentence of the third paragraph “Suddenly, there was a great roar from the mountain.” Design Intention: Skimming is an important reading skill. Through this activity, students can quickly grasp the main idea of the text and the overall structure, cultivate their ability to extract key information quickly, and lay a foundation for in-depth text analysis. Marking key sentences helps students sort out the logical context of the text and deepen their understanding of the text framework. Activity 2: Scanning for Specific Information Ask students to read the text again carefully (scanning) and complete the following table, which includes three parts: Time (before/during the volcanic eruption), Scene Description and People’s Reactions. Students can work in groups to find relevant information in the text, fill in the table, and then each group will send a representative to present their results. The teacher will check and correct the answers, and focus on explaining the difficult sentences in the process, such as “Trading ships bringing imports to the city or carrying exports overseas, along with golden pleasure boats for the rich, were crowded together in the glassy water of the port.” and “Ash and cinders fell like rain, covering the roofs and the streets, and the air was filled with a choking smell.” The teacher will analyze the sentence structure (such as participial phrases as attributives, absolute construction) and guide students to understand the meaning of the sentences accurately. Design Intention: Scanning helps students extract specific information from the text accurately, improve their ability to locate information quickly, and deepen their understanding of the details of the text. Completing the table in groups can enhance students’ cooperative learning ability and communication ability. Explaining difficult sentences can help students break through the language barriers in reading, master complex sentence structures, and improve their language competence. Activity 3: Close Reading for Language and Emotion 1. Language Analysis: The teacher will select typical words and sentences in the text for in-depth analysis. For example, the use of descriptive words: “glassy water”, “choking smell”, “terrible roar” and “burning lava”, which help to create a vivid scene and let students feel the prosperity of Pompeii and the horror of the disaster. The use of complex sentences: “Since 1748, Pompeii has been systematically unearthed, and today it is an international tourist destination, reminding people of the power of nature and the fragility of human civilization.” The teacher will guide students to analyze the function of the sentence (connecting the past and the present, expressing the author’s emotion) and learn to use such sentences in their own writing. In addition, the teacher will focus on the application of passive voice in the text, such as “Pompeii was destroyed by a volcanic eruption” and “The city has been unearthed systematically”, and explain the usage of passive voice in describing natural disasters (expressing objectivity and formality). 2. Emotional Analysis: Ask students to think and discuss: “What emotion does the author want to express through this excerpt? Is it only regret for the destruction of Pompeii, or is there other deeper meaning?” Guide students to realize that the author not only expresses regret for the loss of a splendid ancient city, but also reminds people to respect nature, realize the power of natural disasters, and cherish the present life. At the same time, the teacher will connect the text with real life, ask students: “What can we learn from the story of Pompeii? How should we deal with natural disasters in our daily life?” Design Intention: In-depth analysis of words and sentences helps students master the use of language in specific contexts, improve their ability to appreciate and use English language, and lay a foundation for their writing. Analyzing the author’s emotional tendency can cultivate students’ thinking quality, guide them to think deeply about the relationship between human beings and nature, and realize the importance of respecting nature and protecting the environment. Connecting the text with real life can enhance the practicality of the teaching content and help students apply the knowledge they have learned to real life. 3. Post-reading: Consolidation and Extension (Full English) Activity 1: Text Retelling Ask students to retell the text according to the chronological order and the key information they have sorted out. They can choose to retell individually or in groups (each group member retells a part of the text). The teacher will put forward specific requirements: use the core vocabulary and key phrases learned in the text, use appropriate complex sentences, and ensure the logic and fluency of the retelling. After the retelling, the teacher will comment on students’ performance, affirm their advantages, and put forward suggestions for improvement (such as the use of words, sentence structure and logic). Design Intention: Text retelling is an effective way to consolidate the text content. It can help students review the key information and language points of the text, improve their oral expression ability and logical thinking ability, and test their understanding of the text. Group retelling can also enhance students’ cooperative learning awareness and sense of participation. Activity 2: Group Discussion and Expression Divide students into groups of 4-5, and give them the discussion topic: “What should we do to protect ourselves and reduce losses when natural disasters (such as earthquakes, volcanic eruptions) occur?” Each group will discuss for 10 minutes, and sort out their opinions and suggestions. Then, each group will send a representative to make a speech in English, introducing their group’s views. The teacher will listen carefully to students’ speeches, comment positively, and supplement relevant knowledge about disaster prevention and self-protection, such as “When an earthquake occurs, we should hide under the desk, protect our heads, and not rush out randomly; when a volcanic eruption occurs, we should stay away from the volcanic area and wear masks to prevent inhalation of ash.” Design Intention: Group discussion can stimulate students’ thinking, let them combine the text content with real life, put forward practical suggestions, and cultivate their ability of solving practical problems. Making speeches in English can improve students’ oral expression ability and confidence in using English. Supplementing disaster prevention knowledge can help students master practical self-protection skills, implement the goal of emotional attitude and values, and let students realize the importance of life and safety. Activity 3: Writing Practice Ask students to write a short passage (about 100-120 words) with the title “How to Protect Ourselves in Natural Disasters”. The requirements are: ① Use the core vocabulary and key phrases learned in the extended reading; ② Use at least two complex sentences; ③ Clearly express the methods of self-protection in natural disasters. After students finish writing, the teacher will collect some students’ works, comment on them in class, point out their advantages and shortcomings, and guide students to revise their works. At the same time, the teacher will show excellent works for students to learn from. Design Intention: Writing practice is an important link to consolidate the language knowledge learned and improve students’ writing ability. Combining the theme of the text with writing can help students apply the language points they have learned to practical writing, improve their ability of using language comprehensively. Commenting on students’ works can help them find their own shortcomings, learn from others’ advantages, and continuously improve their writing level. Activity 4: Summary and Reflection The teacher will lead students to summarize the content of this class: review the main idea and structure of the extended reading text, sort out the core vocabulary, key phrases and difficult sentences, and review the methods of self-protection in natural disasters. Then, ask students to reflect on their own learning in this class: “What have you learned in this class? What difficulties have you encountered? How can you solve these difficulties?” Invite 2-3 students to share their reflections in English. Finally, the teacher will make a summary, emphasize the importance of respecting nature, mastering disaster prevention skills and learning English well, and assign after-class tasks: ① Recite the core vocabulary and key sentences of the text; ② Revise the writing task; ③ Search for more stories about natural disasters and prepare to share them in the next class. Design Intention: Summarizing the class content helps students sort out the knowledge system, consolidate the knowledge they have learned, and form a complete cognitive structure. Reflection can help students understand their own learning situation, find their own shortcomings, and improve their learning efficiency. Assigning after-class tasks can extend the teaching content, consolidate the learning effect, and lay a foundation for the next class. 4. Teaching Reflection (Embedded in the Teaching Process) In the whole teaching process, the design of each activity is closely combined with the four-dimensional core literacy, focusing on cultivating students’ language competence, cultural awareness, thinking quality and emotional attitude. The pre-reading activities lay a foundation for students’ reading, the while-reading activities help students understand the text in depth, and the post-reading activities consolidate and extend the teaching content. The use of group discussion, speech, retelling and writing activities can fully mobilize students’ learning enthusiasm, let students participate in the teaching process actively, and improve their comprehensive English ability. At the same time, combining the text with real life, guiding students to think about the relationship between human beings and nature, and cultivating their awareness of disaster prevention and self-protection, which conforms to the requirements of quality-oriented education. However, in the teaching process, we should pay attention to the individual differences of students, give more guidance and help to students with poor English foundation, and ensure that every student can gain something in the class. 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 $