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

Unit 2 Natural Disasters-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to use disaster-related words and sentences, cultural awareness of global disaster response, thinking quality to analyze disaster causes and solutions, and learning ability to summarize and apply knowledge independently. 2. 教学重难点 Key points: Mastering core vocabulary and sentence patterns about natural disasters; completing assessment tasks such as listening, speaking, reading and writing. Difficult points: Using passive voice correctly in disaster reports and expressing disaster-related views logically. 教学过程 Step 1: Lead-in & Review (Warm-up and Knowledge Consolidation) The teacher starts the class by showing a short video clip about different natural disasters (such as earthquakes, tsunamis and floods), with English subtitles and simple narrations. After playing the video, the teacher asks students two questions: “What natural disasters did you see in the video?” and “What words or phrases can you use to describe these disasters?” Then, the teacher invites 3-5 students to share their answers, and writes down the key vocabulary and phrases on the blackboard, such as disaster, earthquake, tsunami, flood, injure, destroy, in ruins, rescue, evacuation, etc. After that, the teacher reviews the key grammar points of the unit—passive voice, by giving simple sentences and asking students to change them into passive voice, e.g., “People built emergency shelters after the earthquake.” → “Emergency shelters were built by people after the earthquake.” Design Intention: The video clip can quickly attract students’ attention and arouse their interest in the topic of natural disasters, which is in line with senior high school students’ cognitive characteristics of being more sensitive to visual and auditory stimuli. Reviewing core vocabulary and passive voice helps students consolidate the knowledge they have learned in the unit, lay a solid foundation for the subsequent assessment tasks, and realize the connection between previous knowledge and the current assessment content. Meanwhile, asking questions encourages students to actively participate in classroom interaction and mobilizes their learning enthusiasm. Step 2: Assessment of Listening Comprehension (Listening Ability Evaluation) The teacher distributes listening assessment task sheets to students, which include two parts: short conversations and a long passage. Before playing the listening material, the teacher guides students to read the questions and options carefully, and reminds them to pay attention to key information such as time, place, characters and events in the listening content. Then, the teacher plays the listening material twice: for the first time, students listen and finish the preliminary answers; for the second time, students check and correct their answers. After the listening is over, the teacher invites students to share their answers, and explains the difficult points and key information in the listening material in detail. For example, in the long passage about an earthquake rescue, the teacher emphasizes the understanding of sentences in passive voice, such as “The injured were sent to the hospital immediately by the rescue team.”, and explains the usage of passive voice in disaster reports—emphasizing the object of the action and making the report more formal and objective. Design Intention: Listening comprehension is an important part of English assessment, which can test students’ ability to obtain and process information in English. The design of short conversations and long passages is close to the actual situation of the unit, focusing on disaster-related themes, which can effectively test students’ mastery of disaster-related vocabulary and sentence patterns. Guiding students to preview questions before listening helps them improve their listening efficiency and cultivate their ability to capture key information. Explaining difficult points after listening helps students make up for their deficiencies and deepen their understanding of passive voice and disaster-related expressions. Step 3: Assessment of Speaking (Oral Expression Evaluation) The speaking assessment is carried out in the form of group discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “What should we do to prepare for natural disasters in our daily life?” The teacher provides some tips for students, such as preparing emergency supplies, learning self-rescue skills, paying attention to weather forecasts, etc. Then, students have a 5-minute group discussion, during which the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance for students who have difficulty in expression, such as reminding them to use the vocabulary and sentence patterns they have learned, such as “We should prepare...”, “It is necessary to...”, “In case of..., we should...”. After the discussion, each group selects a representative to make a 2-3 minute report, introducing the group’s opinions. After each report, the teacher and other students make comments, focusing on the accuracy of vocabulary and grammar, the fluency of expression and the rationality of opinions. Design Intention: Speaking assessment aims to test students’ ability to use English to communicate and express their views in real situations. Group discussion can create a relaxed and active communication atmosphere, reduce students’ anxiety in speaking English, and cultivate their cooperative learning ability. The discussion topic is closely related to students’ daily life, which can stimulate students’ thinking and make them have something to say. Providing tips helps students expand their ideas and improve the quality of their expressions. Comments from teachers and students can help students find their own advantages and deficiencies in oral expression, and promote the improvement of their oral English ability. Step 4: Assessment of Reading Comprehension (Reading Ability Evaluation) The reading assessment includes two reading passages: a narrative passage about a survivor’s experience in an earthquake and an expository passage about the causes and prevention measures of floods. The teacher distributes the reading task sheets to students, and asks them to finish the reading tasks within the specified time, which include multiple-choice questions, true or false questions and short-answer questions. The multiple-choice questions focus on testing students’ understanding of details and the main idea of the passage; the true or false questions focus on testing students’ grasp of key information; the short-answer questions focus on testing students’ ability to summarize and express information in their own words. After students finish the reading tasks, the teacher collects the task sheets, checks them carefully, and then comments on the assessment results. For the wrong questions that students often make, the teacher analyzes the reasons in detail, such as the misunderstanding of key words, the inability to grasp the main idea of the passage, or the lack of ability to summarize information. At the same time, the teacher guides students to summarize the reading skills, such as skimming for the main idea, scanning for details, and inferring the meaning of new words according to the context. Design Intention: Reading comprehension is an important way to test students’ language input ability and information processing ability. The selection of reading passages is closely related to the theme of natural disasters, which can not only test students’ mastery of disaster-related vocabulary and sentence patterns, but also enable students to understand more knowledge about natural disasters. The design of different types of questions can comprehensively test students’ reading ability from different angles. Commenting on the assessment results and analyzing wrong questions helps students find their own problems in reading, and summarizing reading skills can help students improve their reading efficiency and lay a foundation for their future English reading. Step 5: Assessment of Writing (Writing Ability Evaluation) The writing assessment requires students to write a short passage of 80-100 words, with the title “How to Protect Ourselves in Natural Disasters”. Before writing, the teacher guides students to brainstorm and list the key points of the passage, such as self-rescue methods in earthquakes, floods and other disasters, the importance of preparing emergency supplies, and the need to listen to the guidance of the government and rescue teams. Then, the teacher reminds students to use the vocabulary, sentence patterns and passive voice they have learned in the unit, and pay attention to the coherence and logic of the passage. After that, students start to write independently, and the teacher walks around the classroom to provide guidance for students who have difficulty in writing, such as helping them organize their ideas, correct grammar mistakes, and improve the expression of sentences. After students finish writing, the teacher collects the compositions, selects several typical compositions (including excellent ones and those with common problems) to comment on in class. For excellent compositions, the teacher affirms their advantages, such as accurate vocabulary, correct grammar, fluent expression and clear logic; for compositions with problems, the teacher points out the existing problems and gives suggestions for improvement, such as correcting grammar mistakes, improving the coherence of the passage, and enriching the content. Design Intention: Writing assessment is an important way to test students’ language output ability and comprehensive language application ability. The writing topic is closely related to the theme of the unit and students’ daily life, which can stimulate students’ writing enthusiasm and make them have something to write. Guiding students to brainstorm helps them sort out their ideas and lay a foundation for writing. Providing on-site guidance helps students solve problems in writing in time and improve the quality of their compositions. Commenting on typical compositions can help students learn from each other, find their own advantages and deficiencies, and improve their writing ability. At the same time, it can also strengthen students’ understanding and application of the knowledge learned in the unit. Step 6: Summary & Reflection (Knowledge Integration and Self-evaluation) First, the teacher summarizes the content of this assessment class, reviews the key vocabulary, sentence patterns and grammar points of the unit, and emphasizes the key and difficult points in the assessment. Then, the teacher invites students to reflect on their own performance in this assessment, such as which part they did well in, which part they had difficulties in, and what problems they need to solve. Students can share their reflections in class, and the teacher gives appropriate encouragement and guidance. Finally, the teacher assigns after-class tasks: correcting the mistakes in the assessment tasks, sorting out the key knowledge of the unit, and writing a short reflection on this assessment, which mainly introduces their own gains and deficiencies. Design Intention: Summarizing the class content helps students integrate the knowledge learned in the unit, form a systematic knowledge framework, and deepen their understanding and memory of the knowledge. Guiding students to reflect on their own performance helps them cultivate self-evaluation ability, find their own problems, and put forward targeted improvement measures. After-class tasks can help students consolidate the knowledge learned in the class, make up for their deficiencies, and promote the continuous improvement of their English ability. At the same time, it can also help teachers understand students’ learning situation and adjust the teaching plan in time. 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 $