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

Unit 2 Natural Disasters-Project 教学目标和重难点 1. 教学目标 It focuses on language ability to use disaster-related words and sentences, cultivates cultural awareness of global disaster prevention consensus, develops critical thinking for analyzing disaster solutions, and improves learning ability of cooperative inquiry and knowledge application. 2. 教学重难点 Key: Mastering core vocabulary and sentence patterns about natural disasters; completing a disaster prevention project through cooperative inquiry. Difficulty: Applying language knowledge flexibly to design practical disaster prevention plans and express ideas logically. 教学过程 Step 1: Lead-in (Lead-in and Review) The teacher starts the class by showing a 3-minute video clip, which includes scenes of common natural disasters such as earthquakes, floods, volcanic eruptions and typhoons, with English dubbing introducing the basic situation of each disaster. After playing the video, the teacher asks the whole class questions in English: “What natural disasters have you seen in the video? What words or sentences can you use to describe these disasters?” Then, invite 3-5 students to answer freely. After the students’ answers, the teacher summarizes and reviews the core vocabulary and sentences learned in the previous lessons of the unit, such as “eruption”, “rescue”, “break out”, “in the distance”, “Since the earthquake happened, many people have lost their homes.” and other key contents, and writes them on the blackboard or shows them on the courseware. Design Intention: The video clip with vivid images and English dubbing can quickly attract students’ attention, arouse their interest in the theme of natural disasters, and create a good English learning atmosphere. By asking questions and reviewing, it helps students recall the language knowledge they have learned before, lay a solid foundation for the smooth development of the subsequent Project link, and realize the connection between old and new knowledge, which conforms to the cognitive law of senior high school students. Step 2: Project Introduction and Task Arrangement First, the teacher introduces the Project task of this unit in English clearly: “Today, we will complete a group project - Design a School Disaster Prevention Manual. This manual should include the introduction of common natural disasters in our area, disaster prevention tips, emergency response steps and after-disaster rescue methods. It should be practical, clear and written in English.” Then, the teacher explains the specific requirements of the project: each group has 4-5 students, and each group is responsible for one kind of natural disaster (earthquake, flood, typhoon or volcanic eruption); the manual should have a clear structure, including title, table of contents, text and pictures (simple hand-painted or printed); the language should be accurate and fluent, and the core vocabulary and sentences of the unit should be used as much as possible; each group needs to assign roles, such as leader, information collector, writer, illustrator and speaker. After explaining the requirements, the teacher organizes students to form groups freely, and each group selects a leader. The leader is responsible for coordinating the group members and assigning specific tasks. The teacher walks around the classroom to guide the grouping, and reminds the students to choose the disaster type according to their own interests and the difficulty of the task, so as to ensure that each group can complete the task smoothly. At the same time, the teacher hands out a task list printed in English, which clearly lists the task content, time arrangement (for reference only, no specific time is marked) and evaluation standards, so that students can have a clear goal. Design Intention: Clearly introducing the project task and requirements helps students understand the core of the lesson and clarify their learning goals. Group cooperative learning is adopted to cultivate students’ cooperative awareness and communication ability, which is in line with the requirements of core literacy for learning ability. Assigning roles makes each student have a clear task, avoids the phenomenon of some students being lazy, and ensures the participation of all students. The task list helps students arrange their own learning progress reasonably and improve their learning efficiency. Step 3: Group Inquiry and Material Collection After the grouping is completed, each group starts the group inquiry and material collection link. The teacher first guides the students to think about the key points of material collection in English: “What information do we need to collect to complete the disaster prevention manual? For example, if we choose earthquakes, we need to know the signs of earthquakes, how to protect ourselves indoors and outdoors during earthquakes, and what to do after earthquakes.” Then, the teacher introduces the ways of collecting materials: using textbooks (the extended reading and integrated skills parts of this unit), searching for English materials on the Internet (recommending authoritative websites such as the World Health Organization and the International Disaster Reduction Association), consulting English newspapers and magazines, and asking teachers or classmates for help. During the process, the teacher walks around each group, listens to the discussion of the students, and provides timely guidance. For example, if a group has difficulty finding English materials about typhoon prevention, the teacher can recommend relevant English websites or provide simple English materials for reference; if a group has disputes about the division of labor, the teacher can guide the group members to communicate and negotiate, and help them solve the problem. At the same time, the teacher reminds the students to record the collected materials in English, sort out the key points, and avoid collecting irrelevant information. The teacher also encourages students to use the core vocabulary and sentences learned in the unit, such as “unbearable”, “rescue team”, “evacuation route”, “It is important to stay calm when a disaster happens.” and so on, to ensure that the collected materials are closely related to the unit knowledge. Design Intention: Guiding students to carry out group inquiry and material collection can cultivate their ability of independent learning and information processing. Providing guidance and help in time can solve the difficulties encountered by students in the learning process, ensure the smooth progress of the task, and protect students’ learning enthusiasm. Encouraging students to use the unit knowledge to collect materials can help them consolidate the learned language points and realize the application of knowledge, which is in line with the requirements of core literacy for language ability. Step 4: Drafting and Revising the Disaster Prevention Manual After collecting enough materials, each group starts to draft the disaster prevention manual. The writer of the group is responsible for organizing the collected materials, writing the manual in English according to the predetermined structure, and the other members of the group assist in checking and supplementing. The teacher first gives a sample of the manual (simplified version) in English on the courseware, which includes the title, table of contents and key text content, so that students can have a reference. The teacher reminds the students that the manual should be concise and clear, the language should be accurate and fluent, and the sentences should be varied; the pictures should be matched with the text, which can help readers understand the content better. During the drafting process, the teacher guides the students to revise the manual. First, the group members revise each other: each member reads the draft carefully, checks whether there are grammatical errors, spelling mistakes and inappropriate expressions, and puts forward revision suggestions. Then, the teacher checks the draft of each group, points out the existing problems, such as incorrect use of vocabulary, unclear logic of sentences, unreasonable structure, etc., and guides the students to revise. For example, if a student writes “When earthquake happen, we should run out quickly.”, the teacher reminds the student to correct the subject-verb agreement error and revise it into “When an earthquake happens, we should run out quickly.”; if a group’s manual structure is chaotic, the teacher guides the students to sort out the structure according to the sequence of “disaster introduction - prevention tips - emergency steps - after-disaster rescue”. At the same time, the teacher encourages students to use complex sentences properly, such as attributive clauses, adverbial clauses, etc., to improve the level of English expression. Design Intention: Drafting and revising the manual is the key link of the Project, which can effectively improve students’ English writing ability and logical thinking ability. Mutual revision among group members can cultivate students’ ability of mutual evaluation and help each other, and improve their ability of finding and correcting errors. The teacher’s guidance can help students standardize their language expression, solve the problems in writing, and ensure the quality of the manual. Providing samples can help students better grasp the writing method and structure of the manual, reduce the difficulty of writing, and enhance their confidence in completing the task. Step 5: Group Presentation and Evaluation After each group completes the revision of the disaster prevention manual, the group presentation link is carried out. Each group sends a speaker to introduce the group’s manual in English, including the selected disaster type, the structure of the manual, the key content and the design concept. The speaking time of each group is appropriate, and other students listen carefully, take notes, and put forward questions or suggestions after the presentation. For example, after a group introduces the earthquake prevention manual, other students can ask: “What should we do if we can’t run out of the room during an earthquake?” The speaker of the group answers in English, and the teacher guides the students to discuss and supplement. After all groups have finished their presentations, the evaluation link is carried out. The evaluation adopts the combination of student self-evaluation, group mutual evaluation and teacher evaluation. First, each group conducts self-evaluation: the group members discuss and evaluate the completion of the task, the advantages and disadvantages of the manual, and the performance of each member in the group. Then, group mutual evaluation: each group evaluates other groups’ manuals from the aspects of language accuracy, structure clarity, practicality and presentation effect, and puts forward reasonable revision suggestions. Finally, the teacher makes a summary evaluation: the teacher affirms the advantages of each group, such as fluent expression, clear structure, practical content, etc., and points out the areas that need to be improved, such as insufficient use of complex sentences, inappropriate matching of pictures and text, etc. At the same time, the teacher evaluates the performance of each group in the whole process, such as the degree of cooperation, the enthusiasm of participation, the ability of information collection and so on, and praises the groups and individuals with outstanding performance. In the evaluation process, the teacher uses English throughout, and guides the students to use English to express their opinions and suggestions, so as to create a good English communication atmosphere. The teacher also reminds the students to learn from each other’s advantages, find their own shortcomings, and improve their ability in the process of evaluation. Design Intention: Group presentation can improve students’ oral expression ability and on-site response ability, and enhance their confidence in speaking English. The combination of multiple evaluations can make the evaluation more comprehensive and objective, help students correctly understand their own learning level and the advantages and disadvantages of their works, and cultivate their ability of self-reflection and mutual learning. The teacher’s summary evaluation can help students sort out the knowledge and skills learned in the lesson, clarify the direction of improvement, and further consolidate the learning effect. Step 6: Summary and Extension First, the teacher summarizes the whole lesson in English: “Today, we have completed the group project of designing a school disaster prevention manual through cooperative inquiry. We have reviewed the core vocabulary and sentences about natural disasters, improved our ability of information collection, writing, oral expression and cooperative learning, and also learned a lot of practical disaster prevention knowledge.” Then, the teacher guides the students to think deeply: “What can we do to prevent natural disasters in our daily life? How can we help those affected by natural disasters?” Invite students to answer freely, and the teacher summarizes: “We should learn more about disaster prevention knowledge, enhance our awareness of disaster prevention and self-rescue, protect the environment, and work together to reduce the harm of natural disasters.” Finally, the teacher arranges the after-class extension task: each group revises the disaster prevention manual according to the evaluation suggestions, and prints it out; the groups exchange their manuals with each other, and learn from each other’s advantages; students can share the disaster prevention knowledge they have learned with their family and friends in English, and popularize disaster prevention and self-rescue skills. At the same time, the teacher recommends some English books, videos and websites about natural disasters and disaster prevention, so that students can continue to learn after class and expand their knowledge. Design Intention: The summary of the lesson helps students sort out the learning content of the whole lesson, consolidate the knowledge and skills learned, and form a systematic understanding. Guiding students to think deeply about the significance of disaster prevention can cultivate their sense of social responsibility and environmental awareness, which is in line with the requirements of core literacy for cultural awareness. The after-class extension task can extend the learning content from the classroom to the outside, realize the connection between classroom learning and daily life, and help students improve their English application ability and autonomous learning ability. 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 $