Unit 4 Disaster Survival-Reading A-Listening, Viewing and Speaking 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-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Students can master disaster-related vocabulary and expressions, understand listening and viewing materials about disasters, and express disaster survival skills and feelings fluently in English. Thinking Quality: They can analyze disaster causes and survival measures logically, develop critical thinking and problem-solving abilities. Cultural Awareness: They can understand global disaster relief concepts and respect different countries’ disaster response cultures. Learning Ability: They can actively participate in interactive activities, summarize learning methods, and improve independent and cooperative learning skills. 教学重难点 Key Points: Mastering core vocabulary (e.g., earthquake, typhoon, survive, rescue) and sentence patterns about disaster description and survival measures; understanding the main idea and key information of listening and viewing materials; expressing disaster-related views clearly and appropriately. Difficult Points: Grasping the logical connection of listening materials and identifying specific details; using correct expressions to describe disaster scenes and survival steps fluently; applying listening and speaking skills in practical communication. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing pictures and short video clips of common natural disasters (such as earthquakes, typhoons, and floods) related to Reading A. The video clips are about the San Francisco earthquake mentioned in Reading A and the damage caused by Typhoon Mangkhut, which are closely linked to the listening and viewing materials of this lesson. After playing the video, the teacher asks two questions in English: “Have you ever heard of these disasters? What do you think people should do to survive when a disaster happens?” Then, the teacher invites 3-4 students to share their opinions freely. During the sharing process, the teacher guides students to use simple English expressions and records key words and phrases they mention (such as run away, hide, call for help) on the blackboard. After the sharing, the teacher briefly comments, affirms the students’ positive thinking, and naturally leads to the topic of this lesson: “Today, we will continue to learn about Disaster Survival, focusing on listening to news about typhoons, viewing earthquake survival skills, and practicing speaking about disaster survival measures.” Design Intention: The lead-in links Reading A with the listening, viewing and speaking content of this lesson, making the teaching context coherent. The combination of pictures and video clips can visually stimulate students’ senses, quickly attract their attention, and arouse their interest in the topic of disaster survival. By asking open questions and encouraging students to share, we can activate their prior knowledge and life experience related to disasters, lay a foundation for the subsequent listening, viewing and speaking activities, and also help students build confidence in English expression from simple communication. Pre-listening: Preview Vocabulary and Predict Content First, the teacher focuses on teaching the core vocabulary and phrases needed for listening. The vocabulary includes nouns (earthquake, typhoon, damage, rescue, survivor), verbs (survive, strike, destroy, rescue, prepare), adjectives (terrible, dangerous, urgent, resilient) and phrases (take measures, call for help, escape from, in case of). For each word and phrase, the teacher explains its meaning in simple English, combines it with disaster-related example sentences (e.g., “Typhoon Mangkhut struck southern China and caused great damage.” “People should take measures to protect themselves in case of an earthquake.”), and guides students to read aloud repeatedly to ensure they master the pronunciation and usage. Then, the teacher introduces the background of the listening material: it is a news report about Typhoon Mangkhut striking southern China, including the damage caused by the typhoon and the measures taken to deal with it. The teacher asks students to predict the content of the listening material based on the background and the previewed vocabulary, and invites students to write down their predictions on the exercise book, such as “The news will talk about how strong Typhoon Mangkhut is.” “It will introduce the rescue work after the typhoon.” Design Intention: Vocabulary is the foundation of listening comprehension. Previewing core vocabulary before listening can help students avoid obstacles in understanding the listening material due to unfamiliar words, improve listening efficiency. Introducing the background of the listening material and guiding students to predict the content can activate their thinking, let them have a clear direction when listening, and cultivate their ability to predict and infer information, which is an important part of improving listening ability. At the same time, writing down predictions can enhance students’ sense of participation and concentration in listening activities. While-listening: Grasp Key Information and Improve Listening Skills This link is divided into two listening tasks, from shallow to deep, to help students gradually grasp the key information of the listening material. Task 1: Listen for the main idea. The teacher plays the listening material once, and asks students to finish a simple question after listening: “What is the main idea of this news report?” The options are: A. The formation of Typhoon Mangkhut. B. The damage caused by Typhoon Mangkhut and the measures taken against it. C. The rescue work of Typhoon Mangkhut in foreign countries. After students finish answering, the teacher checks the answers, explains the reasons for choosing the correct option, and guides students to summarize the main idea of the listening material in their own words, helping them form the habit of grasping the overall content first when listening. Task 2: Listen for specific details. The teacher distributes listening task sheets to students, which include questions about specific details: 1. When did Typhoon Mangkhut strike southern China? 2. What damage did the typhoon cause? (List at least two points) 3. What measures did the local government and people take to deal with the typhoon? Then, the teacher plays the listening material twice. For the first time, students listen and underline the key information; for the second time, they fill in the blanks in the task sheet based on the key information they heard. After finishing, the teacher invites students to share their answers, corrects mistakes in time, and explains the key sentences and difficult points in the listening material (such as long sentences and complex sentence structures). For example, for the sentence “The typhoon caused widespread flooding, destroyed many houses and cut off power supplies in many areas.”, the teacher analyzes the sentence structure, explains the meaning of “widespread flooding” and “cut off power supplies”, and guides students to read the sentence aloud to deepen their understanding. Design Intention: Dividing listening into two tasks (grasping the main idea and specific details) conforms to the law of students’ listening comprehension—from overall to local. Playing the listening material multiple times can give students sufficient time to process information, reduce their listening pressure, and help them gradually improve their listening ability. The listening task sheet can guide students to listen with purpose, avoid blind listening, and help them master the method of extracting specific information. Explaining difficult points in time can solve students’ doubts in listening, consolidate the learned vocabulary and sentence patterns, and lay a foundation for subsequent speaking activities. Pre-viewing: Clarify Objectives and Prepare for Viewing After the listening activity, the teacher transitions to the viewing part: “We just listened to the news about Typhoon Mangkhut. In addition to typhoons, earthquakes are also very common natural disasters. Next, we will watch a video about earthquake survival skills, which will tell us what we should do before, during and after an earthquake.” Before playing the video, the teacher clarifies the viewing objectives: 1. Understand the key survival skills mentioned in the video. 2. Distinguish the things we should do and should not do during an earthquake. Then, the teacher reviews some key vocabulary related to earthquakes (such as collapse, ruin, emergency kit, safe spot) and phrases (drop to the knees, curl up, exit the building), which are helpful for students to understand the video content. At the same time, the teacher distributes a viewing task sheet, which has a table with two columns: “Things we should do during an earthquake” and “Things we should not do during an earthquake”, and asks students to fill in the table while watching the video. Design Intention: Clarifying the viewing objectives can help students focus on the key content of the video and improve viewing efficiency. Reviewing relevant vocabulary before viewing can avoid students’ confusion due to unfamiliar words and ensure that they can smoothly understand the video content. The viewing task sheet with a table can guide students to sort out information systematically, help them distinguish right and wrong earthquake survival behaviors, and lay a solid foundation for the subsequent speaking and practical application. While-viewing: Extract Information and Sort Out Key Points The teacher plays the video twice. For the first time, students watch the video carefully and get a general understanding of the content, focusing on the overall process of earthquake survival skills. For the second time, students watch the video again, and fill in the table in the viewing task sheet according to the content of the video. During the viewing process, the teacher can pause the video at key points (such as when introducing the steps of self-protection during an earthquake) to give students time to record information. After watching the video, the teacher organizes students to exchange their task sheets in groups of 4, check each other’s answers, and supplement the missing content. Then, the teacher invites several groups to share their tables with the whole class, and makes a summary, emphasizing the key earthquake survival skills: before an earthquake, make an emergency kit and identify safe spots; during an earthquake, drop to the knees, curl up, and avoid dangerous places such as windows and heavy furniture; after an earthquake, put on sturdy shoes, exit the building safely, and check for broken pipes. Design Intention: Playing the video twice allows students to first grasp the overall content and then extract specific information, which conforms to the law of information processing. Pausing the video at key points can help students catch important information in time, reduce the difficulty of viewing. Group exchange can promote students’ cooperative learning, let them learn from each other, supplement and improve their own answers, and enhance their sense of teamwork. The teacher’s summary can help students sort out the key points of earthquake survival skills systematically, deepen their memory, and prepare for the subsequent speaking activities. Speaking Practice: Apply Knowledge and Improve Expression Ability This link is divided into three levels of speaking activities, from simple to complex, to help students apply the learned listening and viewing knowledge to practical speaking, and gradually improve their English expression ability. Activity 1: Sentence making practice. The teacher provides the core vocabulary and sentence patterns learned in this lesson (such as “In case of an earthquake, we should...”, “Typhoon Mangkhut caused...”, “It is important to... when a disaster happens”), and asks students to make sentences individually. Each student makes 3-4 sentences, and then invites several students to share their sentences with the whole class. The teacher comments on the sentences, affirms the correct expressions, and corrects the wrong ones (such as grammar mistakes and inappropriate word collocations). For example, if a student says “When earthquake happens, we should run”, the teacher corrects it to “When an earthquake happens, we should run to a safe place” and explains the reasons, helping students master correct sentence structures. Activity 2: Group discussion. The teacher divides students into groups of 4-5, and sets the discussion topic: “What should we do to survive different natural disasters (earthquakes, typhoons, floods) in our daily life?” The teacher requires each group to discuss from three aspects: before, during and after the disaster, and record the key points of the discussion. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in this lesson, helps students who have difficulty in expression, and encourages all students to participate in the discussion actively. The discussion lasts for a certain period, and then each group sends a representative to report the discussion results to the whole class. After each group’s report, the teacher makes comments, affirms the advantages of the report, puts forward suggestions for improvement, and guides students to supplement and improve the discussion results together. Activity 3: Role-play. The teacher sets up a real-life scenario: “Suppose you are at home when an earthquake happens. You need to call your friend and tell him/her what is happening and how to protect himself/herself.” The teacher asks students to pair up, one as the caller and the other as the receiver, and perform the role-play. Before the role-play, the teacher gives some tips: use polite language, clearly express the current situation and survival measures, and respond appropriately. During the role-play, the teacher observes the performance of each pair, records the problems in their expression, and after the role-play, selects 2-3 pairs to perform in front of the whole class, and makes comments and corrections. For example, if students use too simple expressions, the teacher guides them to use more complex sentence structures; if there are pronunciation mistakes, the teacher corrects them in time. Design Intention: The three-level speaking activities (sentence making, group discussion, role-play) are designed from simple to complex, which conforms to the law of students’ language learning and can help students gradually improve their expression ability. Sentence making practice can help students consolidate the learned vocabulary and sentence patterns, lay a foundation for coherent expression. Group discussion can cultivate students’ cooperative learning ability and logical thinking ability, let them apply knowledge to practical scenarios, and improve their ability to organize and express ideas. Role-play sets a real-life scenario, which can stimulate students’ interest in speaking, let them use English to solve practical problems, and improve their practical communication ability. The teacher’s guidance and comments can help students find their own problems in expression and make continuous progress. Summary and Consolidation: Sort Out Knowledge and Strengthen Memory First, the teacher invites students to summarize the content of this lesson independently. Students can talk about the key vocabulary and sentence patterns learned, the main content of the listening and viewing materials, and the disaster survival skills mastered. Then, the teacher makes a comprehensive summary: this lesson focuses on listening to the news about Typhoon Mangkhut, viewing earthquake survival skills, and practicing speaking about disaster survival measures. We have mastered a lot of disaster-related vocabulary and expressions, understood the damage caused by natural disasters and the corresponding survival measures, and improved our listening, viewing and speaking abilities. At the same time, the teacher emphasizes the importance of mastering disaster survival skills in daily life, guides students to pay attention to disaster prevention and mitigation, and establishes a sense of self-protection. Then, the teacher assigns after-class tasks: 1. Listen to the listening material again and retell the main content in your own words (about 50 words). 2. Watch the viewing video again and write down 5 key earthquake survival skills. 3. Have a conversation with your partner about disaster survival measures and record the conversation. 4. Collect 3-5 disaster-related English words or phrases and make sentences with them. Design Intention: Letting students summarize independently can help them sort out the knowledge learned in this lesson, strengthen memory, and improve their ability to summarize and sort out information. The teacher’s comprehensive summary can help students form a systematic understanding of the lesson content, and combine language learning with life education, which is in line with the requirements of core literacy. After-class tasks are closely linked to the content of the lesson, which can help students consolidate the knowledge and skills learned in class, extend the learning effect, and lay a foundation for the subsequent learning of the unit. 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 $