Unit 4 Disaster Survival-Reading B-Critical Thinking 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 B-Critical Thinking 教学目标和重难点 教学目标 It focuses on language competence by grasping disaster-related vocabulary and discourse logic, cultivates cultural awareness by comparing disaster response across regions, develops thinking quality through critical analysis of survival strategies, and fosters learning ability by guiding autonomous and cooperative exploration. 教学重难点 Key points: Master core vocabulary and sentence patterns about disasters, understand the discourse structure and main ideas. Difficult points: Conduct critical thinking on survival measures in the text and apply relevant knowledge to practical disaster scenarios. 教学过程 Pre-reading: Lead-in and Preparation (Focus on Activating Prior Knowledge and Guiding Critical Awareness) Activity 1: Theme Lead-in with Multimedia The teacher presents short video clips and pictures of common disasters (such as earthquakes, floods, and typhoons), with no captions or explanations. Then, the teacher asks students to observe carefully and answer the following questions in English: 1. What disasters can you see in the materials? 2. How do people usually respond when facing such disasters? 3. Do you think all the responses are correct and effective? After students share their answers freely, the teacher summarizes and guides: "Disasters are unexpected, and scientific survival methods are crucial. Today, we will read a passage about disaster survival and think critically about the survival strategies mentioned in it." Design Intention: Using vivid multimedia materials can quickly attract students' attention, activate their prior knowledge and life experience about disasters, and lay a foundation for understanding the text. The third question intentionally guides students to think critically, rather than simply memorizing or describing, which is closely linked to the core requirement of Critical Thinking in this lesson. It helps students establish the awareness of "questioning and analyzing" from the beginning of the class. Activity 2: Vocabulary and Phrase Preview The teacher lists core vocabulary and phrases related to the text on the blackboard or courseware, including disaster-related nouns (earthquake, collapse, ash), verbs (rip, sway, burst), adjectives (violent, shaky, injured), and key phrases (break out, rush out, cover with). For each word and phrase, the teacher does not directly give the Chinese meaning, but provides simple English definitions, example sentences related to disaster scenarios, or gestures to prompt students to guess the meaning. For example, for "collapse", the teacher says: "When a building falls down suddenly because of a disaster, we call this action 'collapse'." For "violent", the teacher shows a picture of a violent storm and says: "The storm is very strong and destructive; it is a violent storm." After students guess, the teacher confirms the meaning and asks students to make simple sentences with these words and phrases in combination with disaster scenarios. Finally, the teacher sorts out the vocabulary and forms a vocabulary network on the blackboard, connecting disaster types, disaster processes, and survival actions with relevant words. Design Intention: Previewing vocabulary in advance can reduce students' language barriers in reading, ensuring that they can focus on understanding the text content and conducting critical thinking during the reading process. Using English definitions and scenario prompts helps students understand and remember vocabulary in context, which is in line with the requirements of language competence in key competencies. Establishing a vocabulary network helps students sort out the logical relationship between words, laying a foundation for grasping the discourse structure of the text. Activity 3: Predicting the Text Content The teacher shows the title of Reading B and the first paragraph of the text, and asks students to predict: 1. What kind of disaster may be mentioned in the text? 2. Who may be the main character in the text? 3. What survival experiences or strategies may the text introduce? Students are divided into groups of 4 to discuss, and each group sends a representative to share their predictions. The teacher writes down the key points of students' predictions on the blackboard, and then says: "Let's read the text carefully to check whether your predictions are correct, and at the same time, think about whether the survival strategies in the text are scientific and reasonable." Design Intention: Predicting the text content can stimulate students' reading interest and initiative, and help students form a preliminary reading expectation. In the process of discussion, students can exchange their own views and experiences, which cultivates their cooperative learning ability. At the same time, the teacher's guidance at the end of the activity further strengthens the critical thinking awareness of students, guiding them to read with questions. While-reading: In-depth Understanding and Critical Analysis (Focus on Grasping Discourse and Developing Critical Thinking) Activity 1: Skimming for Main Ideas Students read the entire text quickly, and are required to finish reading within a certain time (the teacher does not specify the time, but guides students to read efficiently). After reading, students are asked to answer two questions: 1. What is the main content of the text? 2. What is the author's purpose in writing this text? Then, the teacher invites several students to share their answers, and guides students to summarize the main idea of the text: The text tells the story of a boy named Leo who survived the San Francisco earthquake in 1906, describing the process of the earthquake and the survival experiences of Leo and other victims, and highlighting the human glory in the face of disasters. For the author's purpose, the teacher guides students to think further: "Is the author only telling a survival story? Or is there a deeper meaning?" Finally, the teacher summarizes: The author not only records the disaster and survival experience, but also hopes that readers can think about the importance of scientific survival methods and the strength of human beings in the face of disasters. Design Intention: Skimming is a basic reading strategy, which helps students quickly grasp the main idea of the text and establish the overall framework of the discourse. By asking questions about the author's purpose, students are guided to think beyond the surface of the text, which is the initial embodiment of critical thinking. It helps students understand the theme significance of the text and lay a foundation for in-depth critical analysis later. Activity 2: Scanning for Key Details Students read the text again carefully, and are required to find and sort out the following key information: 1. The time, place and process of the earthquake. 2. The actions Leo took to survive during the earthquake. 3. The reactions of other people in the disaster. Students can use different symbols to mark the key information in the text (such as underlining the time and place, circling Leo's actions). After finishing, students exchange information in groups, check and supplement each other. Then, the teacher invites each group to share one part of the key information, and sorts out the key details on the courseware, forming a clear context of the text. For example, the process of the earthquake is sorted out as: before the earthquake (peaceful), during the earthquake (violent shaking, buildings collapsing, fires breaking out), after the earthquake (ruins, people rescuing each other). For Leo's survival actions, the teacher lists them one by one, such as "ran to the doorframe", "covered his mouth and nose with a wet cloth", "helped an old man escape". Design Intention: Scanning helps students accurately extract key details from the text, which is the basis for in-depth understanding of the text and critical thinking. Sorting out the key information in the form of context helps students clarify the logical structure of the text and understand the development of the plot. Exchanging information in groups can cultivate students' cooperative learning ability and communication ability, and at the same time, help students find the information they missed, improving the efficiency of Reading And learning. Activity 3: Critical Analysis of Survival Strategies On the basis of sorting out the key details, the teacher guides students to conduct critical analysis of Leo's survival actions and other people's reactions. The teacher puts forward the following guiding questions: 1. Why did Leo choose to run to the doorframe during the earthquake? Do you think this is a scientific survival method? 2. What do you think of Leo's action of helping the old man escape? Is it safe to do so in a disaster? 3. Some people in the text rushed out of the house randomly when the earthquake happened. What are the potential dangers of this behavior? 4. If you were Leo, what would you do differently to improve your survival rate? Students are given enough time to think independently first, then discuss in groups, and each group is required to put forward their own views and explain the reasons. During the discussion, the teacher walks around the classroom, guides students to think from multiple angles, and reminds students to combine their own life experience and disaster survival knowledge. For example, when discussing whether running to the doorframe is scientific, the teacher guides students to think: "What are the characteristics of the doorframe? Is it suitable for all types of buildings? What should we do if there is no doorframe around?" After the discussion, each group sends a representative to share their views. The teacher does not directly judge the right or wrong of the views, but guides students to summarize: "There is no absolute right or wrong survival method in a disaster. It needs to be adjusted according to the specific situation. Leo's actions are based on his own judgment and the actual situation at that time, which is worthy of recognition, but there are also some places that can be improved. The key is to remain calm and take scientific measures in the face of disasters." Design Intention: This activity is the core of the lesson, which directly focuses on the requirement of Critical Thinking. By asking guiding questions, students are guided to question and analyze the survival strategies in the text, rather than passively accepting the content of the text. Independent thinking and group discussion enable students to express their views freely, develop their logical thinking ability and critical analysis ability. The teacher's guidance helps students establish a scientific view of disaster survival, and at the same time, cultivates their humanistic care, which is in line with the requirements of thinking quality and cultural awareness in key competencies. Activity 4: Analyzing Discourse Features and Language Devices The teacher guides students to read the text again, focusing on analyzing the discourse features and language devices used by the author, and thinking about how these devices help express the theme and arouse readers' resonance. The teacher puts forward the following questions: 1. What kind of discourse type is this text? (Narrative) 2. In what order does the author narrate the story? (Time order) 3. What descriptive words and sentences are used in the text to describe the power of the earthquake? What effect do they have? 4. How does the author describe Leo's psychological activities? What role does it play in showing Leo's character? Students discuss in groups, and then share their views. For example, when analyzing the descriptive words about the earthquake, students may point out words such as "violent", "shaky", "roaring", and sentences such as "The ground shook violently, and buildings began to collapse one after another." The teacher guides students to summarize: These words and sentences vividly show the great power and destructiveness of the earthquake, making readers feel the horror of the disaster personally. When analyzing Leo's psychological activities, the teacher guides students to find sentences such as "I was very scared, but I knew I had to stay calm." and summarizes: These descriptions show Leo's fear and calmness in the face of disasters, making Leo's image more vivid and three-dimensional, and highlighting the courage and tenacity of human beings in the face of disasters. Design Intention: Analyzing discourse features and language devices helps students deepen their understanding of the text, improve their language appreciation ability and language competence. At the same time, by analyzing how the author uses language to express the theme, students are guided to think about the relationship between language and content, which further develops their critical thinking ability. It also helps students learn to use similar language devices in their own writing, improving their language application ability. Post-reading: Consolidation, Application and Extension (Focus on Applying Knowledge and Cultivating Comprehensive Competencies) Activity 1: Vocabulary and Sentence Pattern Consolidation 1. The teacher presents some blanks, and asks students to fill in the blanks with the core vocabulary and phrases previewed and learned in the text. The blanks are closely linked to the text content and disaster scenarios. For example: When the earthquake broke out, the ground shook ______ (violent), and many buildings ______ (collapse) in a short time. Leo ______ (rush out) of the house and ran to the doorframe to protect himself. 2. The teacher asks students to rewrite some sentences in the text with the learned vocabulary and sentence patterns, and requires them to maintain the original meaning. For example, rewrite "The earthquake was so violent that it destroyed many houses." into "The violent earthquake destroyed many houses." 3. Students are asked to make sentences with the core vocabulary and phrases, combined with their own understanding of disaster survival, and each student makes at least 3 sentences. After finishing, students exchange their sentences in pairs, check each other's correctness and appropriateness, and the teacher randomly checks and comments. Design Intention: Consolidating vocabulary and sentence patterns through filling in the blanks, rewriting and making sentences helps students master the usage of core language knowledge, improving their language application ability. The design of the exercises is closely linked to the text and disaster scenarios, which helps students connect language learning with practical content, and lays a foundation for the following application and extension activities. Activity 2: Group Discussion and Practical Application The teacher divides students into groups of 4-5, and assigns the following discussion task: "Suppose an earthquake happens in our school, what should we do to ensure our own safety? Please combine the survival strategies learned in the text and your own disaster survival knowledge, discuss and formulate a detailed emergency response plan for the school." Each group is required to include the following contents in the plan: 1. What to do during the earthquake (such as in the classroom, in the corridor, on the playground). 2. What to do after the earthquake (such as how to escape, how to help others, how to avoid secondary disasters). 3. What preparations should we make in advance (such as emergency supplies, emergency drills). During the discussion, the teacher guides students to think critically: "Is this measure scientific? Is there any potential danger? How can we improve it?" After the discussion, each group makes a PPT or a poster to show their emergency response plan, and sends a representative to explain the plan. Other groups can put forward questions and suggestions, and the teacher makes comments and summaries, affirming the advantages of each group's plan and putting forward improvement suggestions. Design Intention: This activity connects the text content with real life, enabling students to apply the learned survival strategies and critical thinking ability to practical scenarios, which embodies the requirement of "applying what they have learned". Group discussion and presentation cultivate students' cooperative learning ability, communication ability and expression ability. The process of putting forward questions and suggestions between groups further develops students' critical thinking ability. At the same time, this activity helps students establish a sense of disaster prevention and self-protection, which is in line with the requirements of cultivating students' comprehensive quality. Activity 3: Critical Thinking Extension The teacher puts forward the following extended questions for students to think and discuss: 1. With the development of science and technology, what new methods can we use to predict and prevent disasters? 2. What responsibilities do individuals, communities and countries have in disaster prevention and relief? 3. In the face of disasters, what is more important: personal safety or helping others? Why? Students first think independently, then share their views in the whole class. The teacher guides students to think from multiple angles, respects different views of students, and guides students to establish a correct view of values. For example, when discussing the relationship between personal safety and helping others, the teacher guides students to think: "Helping others is a noble behavior, but we should also consider our own ability. We can't put ourselves in danger blindly. We should use scientific methods to help others." Finally, the teacher summarizes: Disasters are ruthless, but human beings are affectionate. In the face of disasters, we need to remain calm, take scientific measures, and at the same time, care for each other and work together to overcome the difficulties. Design Intention: The extended questions help students expand their thinking, connect the text content with the society and the times, and further develop their critical thinking ability and comprehensive quality. Discussing the responsibilities of individuals, communities and countries helps students establish a sense of social responsibility, which is in line with the requirements of cultural awareness and learning ability in key competencies. Guiding students to establish a correct view of values helps to realize the educational function of the course. Activity 4: Summary and Reflection 1. The teacher invites students to summarize the content of this lesson, including the main idea of the text, core vocabulary and phrases, and the critical thinking points involved. The teacher supplements and improves the summary, and sorts out the key points of the lesson. 2. Students are asked to reflect on their own learning process in this lesson: What have I learned? What difficulties have I encountered? How did I solve them? What aspects do I need to improve in the future? Students can write a short reflection in English (about 50-100 words), and then share their reflections with their deskmates. 3. The teacher makes a final summary: In this lesson, we not only learned the relevant knowledge about disaster survival, mastered the core language points, but also developed our critical thinking ability. We should apply the knowledge and ability learned in this lesson to our daily life, establish a sense of disaster prevention and self-protection, and become people who can think independently and take responsibility. Homework (Focus on Consolidating and Extending Learning Achievements) 1. Finish the vocabulary and sentence pattern exercises arranged in class, and review the core vocabulary and phrases of the text. 2. Write a short passage (about 150-200 words) titled "My Disaster Survival Plan", which should include the survival strategies learned in this lesson and your own ideas, and use the core vocabulary and sentence patterns learned. 3. Surf the Internet to collect information about a major disaster in history, analyze the survival strategies used by people at that time, and put forward your own critical opinions (about 100 words). 4. Discuss the emergency response plan formulated in class with your family, and put forward improvement suggestions according to the actual situation of your family. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and ability learned in class. Writing a short passage enables students to apply the language knowledge and critical thinking ability to practical writing, improving their language application ability. Collecting disaster information and putting forward critical opinions helps students expand their horizons, further develop their critical thinking ability and autonomous learning ability. Discussing the emergency response plan with family members helps students popularize disaster survival knowledge and enhance the disaster prevention awareness of the whole family, realizing the connection between school education and family education. 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 $