Unit 4 Disaster Survival-Reading B-Writing 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-Writing 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use disaster-related words and sentences, cultural awareness of global disaster response, thinking quality to analyze survival strategies logically, and learning ability to accumulate and apply knowledge independently in disaster contexts. 教学重难点 Key points: Master disaster-related vocabulary and sentence patterns, understand the structure of Reading B and writing requirements. Difficult points: Apply learned knowledge to describe disaster scenes and write practical survival guides logically and accurately. 教学过程 Pre-Class Preparation Preview Task Arrangement: Ask students to preview Reading B and finish two tasks. First, underline new words and phrases related to disasters, such as “earthquake”, “collapse”, “survive”, “rescue”, “emergency kit” and so on. Second, think about one question: “What should we do to survive a natural disaster?” and write down 2-3 simple ideas in English. Teaching Aids Preparation: Prepare multimedia materials including short videos of common natural disasters (typhoons, earthquakes, floods), pictures of disaster scenes and survival supplies, the text of Reading B with key points marked, and writing templates. Design Intention: Previewing helps students get familiar with the theme and new vocabulary in advance, reducing the difficulty of understanding the text in class. The preview tasks are simple and targeted, which can stimulate students’ learning initiative and let them have a preliminary thinking about the theme of disaster survival, laying a foundation for the smooth development of in-class teaching. The prepared teaching aids can intuitively present the teaching content, arouse students’ interest and help them understand abstract knowledge. Lead-In (Lead-in to the Theme) Start the class with a 3-minute short video, which shows the process of Typhoon Mangkhut striking southern China and the measures people took to respond to it, as well as the scene of the San Francisco earthquake mentioned in Reading B. After playing the video, ask students two questions in English: “What natural disasters are shown in the video?” “How do people respond to these disasters to protect themselves?” Invite 3-4 students to answer freely. Then, summarize students’ answers and lead to the theme of this unit — Disaster Survival. Tell students: “Today, we will learn Reading B about a survivor’s experience in an earthquake and then learn to write a practical disaster survival guide, which will help us better protect ourselves when facing disasters.” Design Intention: The short video is vivid and intuitive, which can quickly attract students’ attention and arouse their emotional resonance. By asking questions, it can guide students to actively think and express, review the disaster-related knowledge they have learned before, and naturally lead to the theme of the class. At the same time, it can let students realize the practical significance of learning this unit, enhance their learning motivation and sense of responsibility for disaster prevention and self-protection. Reading B Learning (Text Analysis and Language Input) This part is divided into three steps: skimming, scanning and intensive reading, to help students gradually understand the text and accumulate language knowledge. Skimming: Ask students to read Reading B quickly and finish two tasks: (1) Find out the main character of the text and the main event. (2) Summarize the main idea of the text in one sentence. After students finish reading, organize them to discuss in groups of 4 for 2 minutes, then invite 2-3 groups to share their answers. The teacher makes comments and summarizes: The text is a narrative, telling the experience of a little boy named Leo who survived the San Francisco earthquake, describing the great destructiveness of the earthquake, people’s emotional experiences during the disaster, and their determination to rebuild their homes after the disaster. Design Intention: Skimming training helps students master the skill of quickly grasping the main idea of the text, which is an important part of Reading ability. Group discussion can stimulate students’ participation, let them learn from each other and improve their ability of cooperation and expression. Summarizing by the teacher can help students clarify the core content of the text and lay a foundation for further text analysis. Scanning: Ask students to read the text again carefully and find out the key information according to the following clues: (1) The scene before the earthquake. (2) The process and damage of the earthquake. (3) Leo’s feelings and actions during the earthquake. (4) People’s actions after the earthquake. Ask students to fill in the information form prepared in advance (projected on the screen). After students finish, check the answers with the whole class, and explain the difficult sentences in the process, such as “It looked like a furious giant had marched through the city, jumping over some houses and stamping on others.”, helping students understand the simile rhetoric used in the sentence and the vivid description of the earthquake’s destructiveness. Design Intention: Scanning training can help students improve the ability of locating key information quickly and accurately, which is conducive to deepening their understanding of the text structure and details. The information form can guide students to sort out the text content systematically, making the scattered information in the text more organized. Explaining difficult sentences can help students break through the language barriers, master the key sentence patterns and rhetorical devices, and accumulate effective language materials for subsequent writing. Intensive Reading: Focus on analyzing the language points and emotional changes in the text. First, sort out the key vocabulary and phrases in the text, such as “survive”, “collapse”, “bury”, “frightened”, “shocked”, “rebuild”, “in ruins”, “take measures”, etc. Explain their meanings, usages and collocations, and give example sentences combined with the text context, such as “It's lucky that no one was buried in the ruins in the earthquake.” Then, analyze Leo’s emotional changes in the text: calm before the earthquake — frightened and shocked during the earthquake — firm and hopeful after the earthquake. Ask students: “Why did Leo’s feelings change like this? What can we learn from Leo’s experience?” Guide students to think deeply and realize the courage and perseverance of human beings in the face of disasters. Finally, let students read the text aloud in groups, paying attention to the intonation and emotion, and experience the emotional expression in the text. Design Intention: Intensive reading is the key link of language input. By explaining key vocabulary and phrases, students can master the basic language knowledge and lay a foundation for language output. Analyzing emotional changes can help students understand the emotional connotation of the text, cultivate their emotional perception ability and thinking quality. Reading aloud can help students familiarize themselves with the language rhythm and emotional expression of the text, deepen their understanding of the text and improve their oral expression ability. Language Consolidation (Consolidate and Apply Learned Knowledge) Arrange two interactive activities to help students consolidate the language knowledge learned from Reading B and improve their language application ability. Activity 1: Vocabulary and Sentence Pattern Practice. Show the key vocabulary and sentence patterns on the screen, and ask students to make sentences in groups. Each group is assigned 2-3 words or sentence patterns, and they need to make 3-4 meaningful sentences combined with the theme of disaster survival. For example, use “collapse” to make a sentence: “Many houses collapsed in the earthquake, leaving hundreds of people homeless.” After each group finishes, invite them to present their sentences to the whole class, and the teacher makes comments and corrections, emphasizing the correct usage of vocabulary and sentence patterns. Activity 2: Retell the Story. Ask students to retell the main content of Reading B in their own words, using the key vocabulary and sentence patterns learned. They can retell it individually or in pairs. Give students 3 minutes to prepare, then invite 2-3 students or pairs to retell. The teacher evaluates their performance from the aspects of content completeness, language accuracy and fluency, and gives appropriate guidance and encouragement. Design Intention: Vocabulary and sentence pattern practice can help students consolidate the learned language knowledge and improve their ability of flexible application. Group cooperation can enhance students’ sense of participation and cooperation ability. Retelling the story can test students’ understanding of the text and their ability to use language comprehensively, which is a bridge between reading input and writing output, laying a solid foundation for the subsequent writing link. Writing Guidance (From Input to Output) This part is the key of the class, which guides students to apply the language knowledge and theme-related content learned from Reading B to writing, and completes a disaster survival guide. It is divided into four steps: analyzing writing requirements, sorting out writing ideas, learning writing skills and carrying out writing practice. Analyze Writing Requirements: Show the writing task on the screen: “Suppose there is a possibility of an earthquake in your city. Write a survival guide for your classmates, telling them what to do before, during and after an earthquake. The guide should be clear, practical and easy to understand, using the vocabulary and sentence patterns learned in this class.” Then, analyze the writing requirements with students: (1) Genre: Practical guide (expository writing). (2) Theme: Earthquake survival tips. (3) Structure: It should include three parts: before, during and after the earthquake. (4) Language requirements: Use disaster-related vocabulary and sentence patterns, accurate and fluent, clear logic. Design Intention: Clearly analyzing the writing requirements can help students clarify the direction of writing, avoid deviating from the topic, and let them know the specific requirements of genre, structure and language, so as to write targeted works. Sort Out Writing Ideas: Guide students to sort out the writing ideas combined with Reading B and their own life experience. First, ask students: “What should we do before an earthquake to prepare for it?” Invite students to answer freely, such as preparing emergency kits, learning disaster prevention knowledge, checking the safety of houses, etc. Then, ask: “What should we do during an earthquake to protect ourselves?” Combine the content of Reading B and students’ common sense, such as hiding under solid furniture, avoiding windows and heavy objects, not using elevators, etc. Finally, ask: “What should we do after an earthquake?” Such as checking for injuries, rescuing others, obeying the arrangement of rescuers, etc. The teacher sorts out students’ answers and forms a clear writing outline on the screen: Introduction (the importance of earthquake survival guide) — Body (before earthquake: preparation; during earthquake: self-protection; after earthquake: post-disaster response) — Conclusion (call on everyone to pay attention to disaster prevention and self-protection). Design Intention: Guiding students to sort out writing ideas can help them establish a clear writing framework, avoid disorganized writing. Combining Reading B and life experience can make the writing content more practical and authentic, and also help students connect reading input with writing output, realizing the transfer and application of knowledge. Learn Writing Skills: Focus on guiding students to master the writing skills of practical guides. First, the use of imperative sentences: Explain that imperative sentences are often used in survival guides to express suggestions and requirements, which are concise and clear. Give examples: “Prepare an emergency kit with water, food, a flashlight and a first-aid kit.” “Do not run in panic during an earthquake.” Second, the use of transition words: Guide students to use transition words to connect different parts, such as “firstly”, “secondly”, “finally”, “in addition”, “what’s more”, to make the writing logic clearer. Third, the use of disaster-related vocabulary and sentence patterns: Remind students to flexibly use the vocabulary and sentence patterns learned in Reading B, such as “collapse”, “rescue”, “in ruins”, “take measures”, etc., to enrich the writing content and improve the language accuracy. At the same time, show a sample writing on the screen, let students read it carefully, analyze its structure, language characteristics and writing skills, and learn from it. Design Intention: Mastering writing skills is the key to improving writing level. Targeted guidance on imperative sentences, transition words and vocabulary use can help students solve common problems in writing, make their writing more standardized and fluent. The sample writing can provide a specific reference for students, let them have a clearer understanding of the writing requirements and skills, and reduce the difficulty of writing. Carry Out Writing Practice: Ask students to start writing according to the writing outline and skills learned. During the writing process, the teacher walks around the classroom, observes students’ writing situation, and provides timely guidance for students who have difficulties. For example, some students may not know how to express a certain meaning, the teacher can prompt them to use the learned vocabulary and sentence patterns; some students may have unclear logic, the teacher can guide them to adjust the writing structure. After students finish writing, ask them to check their own works first, focusing on checking the accuracy of vocabulary and grammar, the clarity of logic and the completeness of content. Design Intention: Writing practice is the key link of language output, which can test students’ ability to apply the learned knowledge and skills. The teacher’s on-site guidance can help students solve problems in time, avoid wrong writing habits, and improve the quality of writing. Self-check can cultivate students’ learning ability of self-monitoring and self-correction, helping them form a good writing habit. Writing Evaluation and Feedback (Improve Writing Level) This part is divided into peer evaluation and teacher evaluation to help students find their own advantages and disadvantages and improve their writing level. Peer Evaluation: Ask students to exchange their writing works with their deskmates, and evaluate each other according to the evaluation criteria prepared in advance (projected on the screen). The evaluation criteria include: (1) Whether the structure is clear (including before, during and after the earthquake). (2) Whether the content is practical and complete. (3) Whether the vocabulary and sentence patterns are used correctly and flexibly. (4) Whether the language is accurate and fluent. (5) Whether there are grammar and spelling mistakes. Each student needs to put forward 2 advantages and 1 suggestion for their deskmate’s work, and fill in the peer evaluation form. After the evaluation, students can communicate with each other and modify their own works according to the suggestions. Teacher Evaluation: Collect some representative works (including excellent works and works with common problems), display them on the screen, and evaluate them with the whole class. For excellent works, affirm their advantages, such as clear structure, accurate language, flexible use of learned knowledge, and ask students to learn from them. For works with common problems, such as unclear logic, incorrect use of vocabulary and sentence patterns, grammar mistakes, etc., point out the problems and give specific correction suggestions. For example, if a student writes “I should prepare some food and water before earthquake.”, the teacher can correct it to “We should prepare some food and water before an earthquake.”, and explain the reasons for the correction (the use of article “an” and the subject “we” is more appropriate for the guide). Finally, the teacher summarizes the overall writing situation of the class, affirms the progress of students, and emphasizes the key points that need to be improved. Design Intention: Peer evaluation can let students learn from each other, improve their ability of appreciation and evaluation, and also make them more aware of their own problems through evaluating others’ works. Teacher evaluation can help students grasp the key points of writing, correct common mistakes, and have a clearer understanding of their own writing level. The combination of peer evaluation and teacher evaluation can make the evaluation more comprehensive and objective, and effectively help students improve their writing level. Summary and Extension (Deepen Theme and Expand Vision) Class Summary: The teacher summarizes the content of this class: “Today, we learned Reading B about Leo’s experience in the San Francisco earthquake, mastered a lot of disaster-related vocabulary and sentence patterns, and learned to write an earthquake survival guide. Through this class, we not only improved our language ability, but also understood the importance of disaster prevention and self-protection, and learned the courage and perseverance of human beings in the face of disasters.” Extension Task: Assign an after-class extension task: (1) Revise and improve your writing according to the evaluation suggestions, and hand it in the next class. (2) Collect information about other natural disasters (such as floods, typhoons, mudslides) and their survival tips, and write a short English introduction (about 50 words) for each disaster. (3) Discuss with your family about the family disaster prevention plan, and share it with your classmates in the next class. Design Intention: The class summary can help students sort out the knowledge and skills learned in this class, deepen their memory and understanding. The extension task can not only consolidate the knowledge learned in class, but also expand students’ vision, let them understand more disaster-related knowledge, and combine English learning with real life, improving their comprehensive language application ability and sense of social responsibility. At the same time, it can lay a foundation for the subsequent teaching content 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 $