Unit5 Humans and Nature Lesson2 Professional rescue team 教案-2025-2026学年高中英语北师大版必修第二册

Unit 5 Humans and Nature-Lesson 2 Professional rescue team 教学目标和重难点 1. 教学目标 It develops students’ language ability in listening to and talking about rescue work, cultivates cultural awareness of humanitarian spirit, improves logical thinking through information sorting, and enhances autonomous learning ability via cooperative activities. 2. 教学重难点 Key: Master rescue-related vocabulary and sentences, understand the main idea and details of the interview. Difficulty: Use polite expressions to maintain/interrupt conversations and talk about rescue work fluently. 教学过程 Step 1: Lead-in (Lead-in and Warm-up) The teacher starts the class by showing students pictures and short video clips of natural disasters, such as earthquakes, floods, forest fires and landslides. After playing the video, the teacher asks two questions in English: “What natural disasters can you see in the pictures and video?”, “What do you think people need most after a natural disaster?” Then, the teacher invites 3-4 students to share their answers freely. After the sharing, the teacher naturally leads to the topic of the lesson: “When a natural disaster happens, professional rescue teams will rush to the scene to help. Today, we will learn about their work and experiences through an interview.” Next, the teacher presents some core vocabulary related to the lesson on the blackboard or multimedia courseware, including “professional rescue team, search and rescue, trapped, sniffer dog, medical assistance, survive”, and guides students to read the words correctly, explaining their basic meanings and usages in simple English combined with the pictures just shown. For example, when explaining “sniffer dog”, the teacher can say: “A sniffer dog is a dog trained to help search for people who are trapped under buildings after a disaster.” Design Intention: The lead-in links the lesson with students’ prior knowledge and life experience by using intuitive audio-visual materials. Showing natural disaster scenes can arouse students’ emotional resonance, make them realize the importance of professional rescue teams, and lay an emotional foundation for the follow-up learning. Presenting core vocabulary in advance helps students remove language obstacles in listening and understanding, laying a solid foundation for the smooth development of the subsequent teaching links. At the same time, asking questions and inviting students to share can activate the classroom atmosphere and stimulate students’ learning enthusiasm. Step 2: Pre-listening (Preparation for Listening) First, the teacher briefly introduces the background of the listening material: “Today we will listen to an interview between a host and Mr. Wang, who is from China International Search and Rescue Team. He will talk about the work of professional rescue teams and give some advice on how to survive natural disasters.” Then, the teacher presents two pre-listening tasks to help students predict the content of the listening material. Task 1: Match the descriptions with the pictures (four pictures are shown, including search and rescue vehicles, sniffer dogs, rescuers saving people trapped under buildings, and destroyed houses; four descriptions are given, which are the ones in the teaching materials: 1. Search and rescue vehicles are brought into destroyed areas. 2. Trained dogs are used to help search for anyone who is still alive. 3. Rescue teams try to save people trapped under buildings. 4. Many houses are destroyed by the terrible flood.). Students finish the matching task in pairs, and then the teacher checks the answers together with the whole class, explaining the key phrases in the descriptions, such as “search and rescue vehicles, trapped under buildings, terrible flood”. Task 2: Predict the content of the interview. The teacher asks: “What do you think Mr. Wang will talk about in the interview? You can guess from the title and the pictures we just saw.” Students discuss in groups of four for 2 minutes, and then each group sends a representative to share their predictions, such as “He will talk about what rescue teams do after a disaster”, “He will talk about his own rescue experiences”, “He will tell us how to protect ourselves in a disaster”. Design Intention: Pre-listening preparation is an important link to improve listening efficiency. Briefly introducing the background of the listening material helps students build a clear context and understand the purpose of the interview. The matching task not only consolidates the core vocabulary learned in the lead-in link, but also enables students to have a preliminary understanding of the work content of professional rescue teams, laying a foundation for listening to catch key information. The prediction task can stimulate students’ thinking, cultivate their ability to predict the content of the listening material based on existing information, and improve their listening initiative. Group discussion also helps to cultivate students’ cooperative learning ability. Step 3: While-listening (Listening Practice) This link is divided into two parts, corresponding to the two parts of the listening material, focusing on training students’ ability to listen for the main idea and details. Part 1: Listen for the main idea. The teacher plays the first part of the interview once, and then asks students two questions: “What is the interview about?”, “Who is the interviewee and which two disasters are mentioned?” After students think independently for 1 minute, the teacher invites several students to answer. Then, the teacher plays the first part again, and checks the answers with the whole class, emphasizing the key information: the interview is about what search and rescue teams do when a natural disaster happens; the interviewee is Mr. Wang from China International Search and Rescue Team; the two disasters mentioned are the Wenchuan earthquake and the Nepal earthquake. Part 2: Listen for details. First, the teacher presents a detail-filling task on the courseware. The task content is based on the first part of the interview, such as: “Over ____ members and ____ dogs took part in the rescue in Nepal, and they were there for ____ days. They rescued ____ people and provided medical help to over ____ people.” Then, the teacher plays the first part of the interview twice. Students fill in the blanks independently while listening. After finishing, students check their answers with their desk mates, and then the teacher explains the key points in the task, such as the numbers and the phrase “provide medical help to sb”. Next, the teacher moves to the second part of the listening material. First, play the second part once, and ask students: “What advice does Mr. Wang give about surviving an earthquake when you’re outdoors, indoors or trapped?” Then, play the second part again, and ask students to take notes while listening, writing down the key advice for each situation. After listening, students share their notes in pairs, and then the teacher organizes the whole class to sort out the advice together: When outdoors, stay away from any buildings or streetlights; when indoors, stay there and move away from anything that can break or fall; when trapped, knock on a wall to help people find you and only shout when someone is nearby. In addition, the teacher focuses on the polite expressions for maintaining, interrupting and ending a conversation in the interview, such as “Excuse me, Mr. Wang, but can I...”, “Could you tell us...”, “Thank you for your sharing.” The teacher explains the usages of these expressions, and invites students to read them imitatively, letting them understand the appropriate occasions to use these expressions. Design Intention: The while-listening link is designed from “main idea to details”, which conforms to the law of students’ listening cognition and helps students gradually improve their listening ability. Listening for the main idea helps students grasp the core content of the listening material, while listening for details enables students to deeply understand the specific content of the interview, such as the rescue process and survival advice. The detail-filling task and note-taking task can train students’ ability to capture key information in listening. Focusing on polite expressions is to help students master the pragmatic knowledge of English, improve their ability to communicate appropriately in English, and implement the training of language ability in the core literacy. Step 4: Post-listening (Consolidation and Application) This link is divided into three activities to help students consolidate the knowledge learned in the listening link and apply it flexibly, so as to achieve the goal of “learning to use”. Activity 1: Role-play. Students are divided into groups of three, with one student as the host, one as Mr. Wang, and one as the audience. They need to reenact the interview according to the listening material, and can properly expand the content on the basis of the original material, such as adding more questions about rescue work and more detailed answers. Before the role-play, the teacher gives a few tips: pay attention to the pronunciation and intonation, use the polite expressions learned, and show the emotion of the characters. Each group prepares for 5 minutes, and then 2-3 groups are invited to perform in front of the class. After the performance, the teacher and other students comment on their performance, focusing on the use of language, the fluency of the dialogue and the expression of emotion. Activity 2: Group discussion. The teacher puts forward a discussion topic: “What qualities do you think a professional rescue team member should have? And why?” Students discuss in groups of four for 5 minutes, and each group needs to list at least three qualities and explain the reasons. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentences learned in the lesson, such as “brave, responsible, strong, professional, because they need to risk their lives to save others”, “they need to be professional because they have to use search and rescue equipment and help the injured”. After the discussion, each group sends a representative to share their opinions. The teacher summarizes the students’ opinions, and emphasizes the important qualities of rescue team members, such as bravery, responsibility, professionalism, physical and mental strength, and kindness, helping students understand the spirit of humanitarianism and cultivate their cultural awareness. Activity 3: Writing practice. The teacher asks students to write a short passage (about 80-100 words) titled “My Understanding of Professional Rescue Teams”. The requirements are: use the vocabulary and sentences learned in the lesson, briefly introduce the work of professional rescue teams, and express their feelings about rescue team members. Students finish the writing independently, and then exchange their passages with their deskmates for mutual revision, focusing on whether the content is complete, the language is correct, and the logic is clear. Then, the teacher selects 2-3 excellent passages and 1-2 passages with common problems to comment on, affirming the advantages and pointing out the problems and improvement methods. Design Intention: Role-play can let students deeply understand the content of the interview, practice their oral expression ability and cooperative learning ability, and make the language learning more vivid and interesting. Group discussion can stimulate students’ thinking, let them think deeply about the qualities of rescue team members, and cultivate their logical thinking ability and cultural awareness. Writing practice is a comprehensive application of listening and speaking, which can help students consolidate the vocabulary and sentences learned, improve their writing ability, and realize the integration of listening, speaking and writing. Mutual revision can let students learn from each other and improve their ability to find and correct mistakes. Step 5: Summary and Extension First, the teacher leads the students to summarize the content of the lesson together: “Today we listened to an interview about professional rescue teams, learned about their work content and rescue experiences, mastered some rescue-related vocabulary and polite expressions, and discussed the qualities of rescue team members. We also learned some advice on how to survive an earthquake.” Then, the teacher emphasizes the key and difficult points of the lesson again, helping students sort out the knowledge system and deepen their memory. Next, the teacher carries out the extension activity: “After class, you can search for more information about professional rescue teams, such as the Blue Sky Rescue Team in China, and write a short introduction about it. You can also discuss with your family and friends about how to protect yourself in different natural disasters, and share what you have learned in the next class.” In addition, the teacher plays a short video about the Blue Sky Rescue Team, introducing its establishment time, number of volunteers and main tasks, helping students expand their horizons and deepen their understanding of professional rescue teams. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in the class, form a systematic knowledge structure, and consolidate the learning effect. The extension activity can extend the classroom learning to after-class life, encourage students to carry out autonomous learning, expand their knowledge, and further cultivate their learning ability. Introducing the Blue Sky Rescue Team can let students understand the non-governmental rescue forces in China, enhance their national pride and sense of social responsibility, and further implement the training of cultural awareness in the core literacy. Step 6: Homework Arrangement 1. Listen to the interview again and again, imitate the pronunciation and intonation, and try to recite the key parts of the interview. 2. Finish the writing task assigned in the post-listening link and revise it according to the teacher’s and deskmate’s suggestions. 3. Search for information about a professional rescue team and write a short introduction (about 100 words). 4. Memorize the core vocabulary and sentences learned in the lesson, and prepare for the dictation in the next class. Design Intention: Homework is an important link to consolidate classroom learning and extend learning effect. Listening and reciting can help students further familiarize themselves with the listening material, improve their listening and speaking ability. The writing and information search tasks can encourage students to carry out autonomous learning, expand their knowledge and improve their writing ability. Memorizing vocabulary and sentences can help students lay a solid language foundation for subsequent learning. 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 $