Unit5 Humans and Nature Writing Workshop 教案-2025-2026学年高中英语北师大版必修第二册

Language Ability: Master core vocabulary and sentence patterns related to natural disasters and survival skills, and be able to write a clear, logical and practical safety brochure.

Cultural Awareness: Understand the concept of harmony between humans and nature, recognize the importance of disaster prevention, and establish a sense of global environmental responsibility.

Thinking Quality: Develop logical thinking through sorting out writing frameworks and critical thinking through evaluating and revising works.

Learning Ability: Cultivate autonomous learning and cooperative learning skills through independent writing, group discussion and peer evaluation, and form the habit of applying what they have learned.

Key Points: Understand the structural characteristics (clear classification, concise language) and language features (imperative sentences, present tense) of safety brochures, and be able to use relevant vocabulary and sentence patterns to complete the writing of a disaster survival brochure.

Difficult Points: How to accurately and comprehensively express disaster survival skills in simple and appropriate English, and how to reasonably arrange the structure to make the brochure have strong guidance and practicality.

Step 1: Lead-in (Lead-in and Theme Activation)

The teacher starts the class with a question: “Have you ever heard of an earthquake? What should we do if an earthquake happens suddenly?” Then, show students three short video clips (each about 1 minute) through multimedia, which respectively show the scenes of indoor, outdoor and in-car situations when an earthquake occurs, and ask students to watch carefully and take notes about the correct escape behaviors in the video. After watching the video, invite 3-4 students to share their notes in English, and the teacher makes simple comments, affirming the correct points and supplementing the missing key points. Then, the teacher presents the topic of this lesson: “Today we will learn to write a safety brochure about disaster survival, which can help us better protect ourselves and others when facing natural disasters. This writing task is closely related to our unit theme ‘Humans and Nature’—while we respect nature, we also need to master the skills to deal with natural disasters.”

Design Intention: The lead-in link takes students’ familiar natural disasters as the starting point, and stimulates students’ interest and existing knowledge reserve through video clips and questions. The visual and intuitive video materials can help students quickly enter the theme, understand the practical significance of the writing task, and lay a foundation for the subsequent learning of brochure writing. At the same time, it connects with the unit theme “Humans and Nature”, allowing students to realize the connection between writing and real life, and enhance their sense of participation and responsibility.

Step 2: Sample Analysis (Analyze the Model Text and Summarize Features)

The teacher distributes the sample text (the earthquake survival brochure in the textbook) to each student, and asks students to read the sample text independently with the following questions: 1. What is the main content of the sample text? 2. How many parts is the sample text divided into? What is the topic of each part? 3. What sentence patterns are mainly used in the sample text? 4. What are the characteristics of the language in the sample text?

After independent reading, organize students to discuss in groups of 4, and exchange their answers to the above questions. During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides timely guidance for students who have difficulties in understanding. After the discussion, invite each group to send a

representative to report the discussion results, and the teacher summarizes and sorts out the key points on the blackboard:

Main Content: The sample text introduces the correct escape methods and precautions when an earthquake occurs, which are divided into three situations: indoor, outdoor and in-car. 2. Structure: The sample text has a clear structure, including a title and three subheadings, each subheading corresponds to a specific scene, and the content under each subheading is specific and targeted. 3. Sentence Patterns: The sample text mainly uses imperative sentences (such as “Stay calm and do not panic”, “Take shelter under a strong table or desk”) to give clear instructions; it also uses simple present tense to state objective escape rules. 4. Language Features: The language is concise, accurate and practical, avoiding complex and difficult words and sentences, so that readers can quickly understand and master the escape skills.

Then, the teacher focuses on explaining the key points of the brochure structure and language features: “A good safety brochure should have a clear structure—first, a clear title to let readers know the theme of the brochure; then, reasonable classification (such as classified by scene, by steps) to make the content organized; finally, specific and practical content to ensure that the brochure has guiding significance. In terms of language, we should use concise and accurate words, and more imperative sentences to convey clear instructions, because the purpose of the brochure is to let readers quickly master the relevant skills.”

In addition, the teacher sorts out the core vocabulary and sentence patterns in the sample text, such as “shelter”, “aftershock”, “stay calm”, “hold on to”, “if you are indoors/outdoors/in a car”, and asks students to read and memorize them, and gives examples to help students understand the usage of these vocabulary and sentence patterns. For example, “shelter” can be used as a noun (“take shelter from the earthquake”) or a verb (“shelter yourself under a table”); the structure “if you are...” is used to describe different situations, and the corresponding measures are put forward.

Design Intention: The sample analysis is the key link of “reading for writing”, which helps students understand the structural and language characteristics of safety brochures through independent reading and group discussion. By setting targeted questions, students can focus on the key points of the sample text, improve their reading comprehension ability and analytical ability. The teacher’s summary and explanation can help students sort out the knowledge points systematically, master the core vocabulary and sentence patterns needed for writing, and lay a solid foundation for the subsequent writing practice. Group discussion can also cultivate students’ cooperative learning ability and expression ability.

Step 3: Pre-writing Preparation (Determine the Topic, Collect Materials and Outline)

First, the teacher guides students to determine the writing topic. On the basis of the sample text about earthquake survival, the teacher expands the topic scope: “In addition to earthquakes, there are many other natural disasters, such as floods, typhoons, landslides, etc. You can choose a natural disaster you are familiar with, and write a safety brochure about its survival skills. You can also choose the earthquake theme to further enrich the content on the basis of the sample text.” Then, ask students to think independently and determine their own writing topic, and report it to the teacher to ensure that the topic is appropriate and specific.

Next, guide students to collect writing materials. The teacher asks students to think about the following questions: 1. What are the common characteristics and hazards of the natural disaster you choose? 2. What survival skills are there in different scenes (such as indoor, outdoor, in transit)? 3. What precautions should be paid attention to before, during and after the disaster? Then, organize students to exchange materials in groups—each student shares the materials they have collected, and the group members supplement each other to make the materials more comprehensive. For example, if a student chooses the theme of “typhoon survival”, other students in the group can supplement the skills of closing doors and windows, avoiding going out, and taking shelter in safe places. The teacher provides appropriate help for students who have difficulty collecting materials, such as showing pictures, short texts and other materials about different natural disasters, and guiding students to extract key information.

After collecting materials, guide students to sort out the materials and write an outline. The teacher gives a sample