Unit 4 Disaster Survival-Reading A-Digging in 教案-2025-2026学年高中英语沪外版选择性必修第二册

Unit 4 Disaster Survival-Reading A-Digging in 教学目标和重难点 教学目标 It cultivates students’ language competence via mastering disaster-related vocabulary and reading skills, develops cultural awareness by understanding disaster relief spirits, fosters thinking quality through analyzing plots and causes, and improves learning ability by guiding autonomous and cooperative learning. 教学重难点 Key points: Master core vocabulary and phrases about disasters, grasp the text’s main idea and narrative sequence. Difficult points: Understand long and complex sentences, and deeply comprehend the connotation of human spirits in disasters. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing students multi-modal materials, including short video clips of natural disasters (such as earthquakes, floods) and pictures of disaster scenes and post-disaster reconstruction. After playing the video and displaying the pictures, the teacher asks the following questions in English: “Have you ever heard of or witnessed a natural disaster? What do you think people will do when facing a disaster? Do you know any survival skills in disasters?” Then, the teacher invites 3-4 students to share their ideas freely, encouraging them to express their opinions in simple English. After the sharing, the teacher naturally leads to the topic of this lesson: “Today, we will read a text titled Digging in, which tells a story about people’s experiences and choices in the face of a disaster. Through this text, we will not only learn language knowledge but also understand the great power of human beings in the face of difficulties.” Design Intention: Using multi-modal materials (videos and pictures) can quickly attract students’ attention, arouse their emotional resonance, and activate their existing knowledge and life experience about natural disasters. The interactive questions can guide students to think actively, stimulate their desire to participate in class activities, and lay a good emotional and cognitive foundation for the subsequent reading teaching. At the same time, it can naturally connect students’ life experience with the text theme, helping students better enter the text context. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in the text on the screen, including disaster-related words (such as earthquake, collapse, survive, rescue, rebuild) and key phrases (such as dig in, fall apart, pull through, in the face of). For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of the text, and gives simple example sentences to help students understand and memorize. For example, when explaining “dig in”, the teacher says: “Dig in means to work hard and persistently in a difficult situation. In the text, it refers to people’s perseverance in rebuilding their homes after the disaster.” Then, the teacher arranges a quick memory game: show the words and phrases randomly, and ask students to read them aloud and explain their meanings immediately, so as to strengthen students’ memory of the core vocabulary. Next, the teacher briefly introduces the background of the text: the text takes a serious earthquake as the background, telling the story of a group of people who did not give up in the face of the disaster, worked hard to rescue the injured, and tried their best to rebuild their homes. The teacher emphasizes that the text reflects the courage, perseverance and mutual assistance of human beings in the face of disasters, which helps students have a preliminary understanding of the text content and lay a foundation for in-depth reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading efficiency, and ensure that they can focus on understanding the text content and connotation during reading. The quick memory game can increase the fun of vocabulary learning, arouse students’ learning enthusiasm, and help students master vocabulary in a relaxed atmosphere. The brief background introduction can help students establish a connection between the text and real life, deepen their understanding of the text theme, and lay a foundation for the subsequent analysis of the text. Step 3: While-reading (In-depth Reading and Skill Training) This step is divided into three parts: skimming, scanning and careful reading, which guides students to understand the text from shallow to deep and master relevant reading skills. First, skimming: The teacher asks students to read the text quickly, without paying too much attention to details, and then answer two questions: “What is the main event of the text?” and “What is the main idea of the text?” After students finish reading, the teacher invites several students to share their answers, and then summarizes together: The main event of the text is that a terrible earthquake happened, and people tried their best to rescue and rebuild their homes; the main idea is to show the courage, perseverance and mutual assistance of human beings in the face of disasters. Design Intention: Skimming is a basic reading skill that can help students quickly grasp the main idea of the text and establish a general framework of the text. By asking simple and direct questions, it can guide students to focus on the key information of the text during skimming, avoid aimless reading, and improve students’ skimming ability. Second, scanning: The teacher asks students to read the text again, scan for specific information, and fill in the following form: the time of the disaster, the damage caused by the disaster, the actions people took after the disaster, and the results of their efforts. The teacher divides students into groups of 4, and each group completes the form through discussion. After the groups finish, the teacher invites representatives of each group to present their answers, and corrects and supplements them, ensuring that students can find key details accurately. Items Details Time of the disaster Early in the morning Damage caused by the disaster Buildings fell apart, roads were blocked, many people were injured and homeless Actions people took Dig in to rescue the injured, clear the roads, set up temporary shelters, help each other Results They rescued many injured people, gradually cleared the roads, and started to rebuild their homes Design Intention: Scanning is a skill to find specific information quickly. By completing the form, it can guide students to focus on the details of the text, improve their ability to find and sort out specific information. Group discussion can cultivate students’ cooperative learning ability, make students learn from each other, and improve their learning efficiency. At the same time, it can help students have a more detailed understanding of the text content and lay a foundation for careful reading. Third, careful reading: The teacher guides students to read the text paragraph by paragraph, analyze the key sentences and the author’s emotional tendency, and deeply understand the connotation of the text. For each paragraph, the teacher puts forward targeted questions to guide students to think in depth. For the first paragraph (the description of the earthquake), the teacher asks: “What words and sentences does the author use to describe the earthquake? What kind of feeling do these words and sentences bring to you?” Students are asked to find the key words and sentences (such as “shook violently”, “buildings collapsed like paper”, “screams and cries filled the air”) and analyze their expressive effects. The teacher summarizes: The author uses vivid and image words and sentences to describe the power and destructiveness of the earthquake, making readers feel the horror and cruelty of the disaster. For the paragraphs about people’s rescue actions, the teacher asks: “What specific actions did people take? What can we learn from these actions?” Students are guided to find the details such as “digging with their hands to rescue the trapped people”, “sharing food and water with the homeless”, “working day and night to clear the roads”, and analyze that these actions reflect people’s courage, kindness and mutual assistance. The teacher emphasizes that in the face of disasters, human beings are not alone; mutual assistance and perseverance can help us get through difficulties. For the last paragraph (the description of post-disaster reconstruction), the teacher asks: “What is the author’s attitude towards the future? How do you know that?” Students are guided to find sentences such as “We will rebuild our homes, stronger and better than before” and “Hope is the most powerful force in the face of disasters”, and analyze that the author holds a positive and optimistic attitude towards the future, which reflects the indomitable spirit of human beings. In addition, the teacher focuses on analyzing the long and complex sentences in the text, such as “When the earthquake happened, I was sleeping soundly, and suddenly the room shook violently, making me fall out of bed.” The teacher parses the sentence structure (adverbial clause of time, main clause, present participle phrase as adverbial), explains the meaning of the sentence, and guides students to imitate the sentence structure to make sentences, so as to help students master the usage of complex sentences and improve their language expression ability. Design Intention: Careful reading is the key link to in-depth understanding of the text. By analyzing key sentences and paragraphs, it can guide students to deeply understand the author’s emotional tendency and the connotation of the text, and cultivate students’ ability to analyze and appreciate the text. Targeted questions can stimulate students’ thinking, guide students to think in depth, and improve their critical thinking ability. The analysis and imitation of long and complex sentences can help students break through the reading difficulties, master the key grammar points, and improve their language competence. Step 4: Post-reading (Consolidation and Extension) This step is divided into three parts: language consolidation, theme discussion and practical application, which helps students consolidate the knowledge they have learned, deepen their understanding of the theme, and realize the migration and application of knowledge. First, language consolidation: The teacher arranges two exercises to help students consolidate the core vocabulary and sentence patterns they have learned. Exercise 1: Fill in the blanks with the core vocabulary and phrases learned in the lesson. The sentences are closely combined with the text context, such as “After the earthquake, many buildings ________ (fell apart), and people had to live in temporary shelters.” “We should ________ (dig in) and never give up when facing difficulties.” Exercise 2: Imitate the long and complex sentences in the text to make sentences. The teacher gives examples, and then asks students to make sentences independently, and invites several students to share their sentences, correcting and guiding them. Design Intention: Language consolidation exercises can help students review and consolidate the core vocabulary and sentence patterns learned in the lesson, deepen their memory and understanding, and improve their ability to use language flexibly. The exercises closely combined with the text context can help students connect the language knowledge with the text content, realizing the integration of knowledge and context. Second, theme discussion: The teacher puts forward the following discussion topics: “What qualities do people need to have in the face of disasters? Do you think these qualities are important in our daily life? Why?” “If you are in a disaster, what will you do to protect yourself and help others?” The teacher divides students into groups of 5, and each group discusses the topics fully. During the discussion, the teacher walks around the classroom, guides students to express their opinions in English, helps students solve the language difficulties encountered in the discussion, and encourages students to put forward their own views. After the discussion, each group selects a representative to make a 2-3 minute report, sharing the group’s views. After all groups finish reporting, the teacher makes a summary, emphasizing that courage, perseverance, mutual assistance and optimism are important qualities for people to face difficulties, which are not only needed in the face of disasters but also in our daily study and life. We should learn from the people in the text, and cultivate these good qualities. Design Intention: Theme discussion can guide students to deeply understand the theme of the text, connect the text content with real life, and realize the migration of the text connotation. Group discussion can cultivate students’ cooperative learning ability and oral expression ability, make students learn to listen to others’ opinions, and improve their communication ability. The teacher’s guidance and summary can help students sort out their ideas, deepen their understanding of the theme, and realize the infiltration of value education. Third, practical application: The teacher arranges a practical task: “Suppose there is an earthquake in our school, what should we do to ensure our safety? Please work in groups to design a simple earthquake survival plan, including the actions to take during the earthquake and after the earthquake.” The teacher gives some tips, such as “stay away from windows and heavy objects during the earthquake”, “take the stairs instead of the elevator after the earthquake”, etc. Each group designs the plan together, and then presents their plan to the whole class. The teacher comments on each group’s plan, points out the advantages and deficiencies, and guides students to improve their plans. Finally, the teacher summarizes the key points of earthquake survival, helping students master practical survival skills. Design Intention: Practical application tasks can connect the text knowledge with real life, make students apply the knowledge and skills learned in the lesson to practical situations, and improve their practical ability and problem-solving ability. Designing the earthquake survival plan can not only deepen students’ understanding of the text theme but also help students master practical disaster survival skills, which is in line with the teaching goal of “disaster survival” in this unit. At the same time, it can cultivate students’ sense of safety and self-protection. Step 5: Summary and Homework First, summary: The teacher invites students to summarize the content of this lesson independently, including the main idea of the text, the core vocabulary and phrases learned, and the understanding of the theme. Then, the teacher makes a comprehensive summary: In this lesson, we read the text Digging in, understood the story of people rescuing and rebuilding their homes after the earthquake, mastered the core vocabulary and phrases related to disasters, and learned the good qualities of courage, perseverance and mutual assistance. We also discussed the theme of disaster survival and designed the earthquake survival plan, which helped us improve our language ability and practical ability. The teacher emphasizes that disasters are ruthless, but human beings are affectionate. In the face of disasters, we should keep calm, help each other, and never give up. Design Intention: Letting students summarize independently can help students sort out the knowledge they have learned, deepen their understanding and memory, and improve their ability to summarize and sort out information. The teacher’s comprehensive summary can help students form a systematic knowledge framework, clarify the key points of the lesson, and strengthen the infiltration of value education. Second, homework: The teacher arranges three levels of homework to meet the needs of different students. Basic homework: 1. Recite the core vocabulary and phrases learned in this lesson, and write 5 sentences with these words and phrases. 2. Retell the main content of the text in your own words (about 100 words). Improvement homework: Write a short passage about “My Views on Disaster Survival” (about 150 words), combining the text content and your own views. Expansion homework: Collect information about other natural disasters and their survival skills, and share it with the class in the next lesson. Design Intention: The hierarchical homework can meet the learning needs of different levels of students, help students consolidate the knowledge they have learned, and improve their language expression ability and autonomous learning ability. Basic homework focuses on the consolidation of basic knowledge and skills; improvement homework focuses on the application of knowledge and the expression of personal views; expansion homework focuses on expanding students’ horizons and cultivating their ability to collect and sort out information. 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 $