Unit 4 Disaster Survival-Reading B-Further Exploration 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-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use disaster-related vocabulary and sentences, cultural awareness of global disaster response, thinking quality of analyzing survival strategies, and learning ability of independent exploration and cooperative inquiry. 教学重难点 Key points: Master core vocabulary and sentence patterns about disaster survival; understand the logical structure of the text. Difficult points: Analyze the author’s purpose and implied meaning, and apply survival skills to practical scenarios in English. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a short video clip about common natural disasters (such as earthquakes, floods and typhoons), with no narration but only scenes of disasters and people’s survival behaviors. After playing the video, the teacher asks two open-ended questions: “What disasters can you see in the video?” “What do you think people should do to survive when facing such disasters?” Students are invited to answer freely in English. Then, the teacher presents 5-6 core vocabulary words from Reading A (e.g., survive, emergency, rescue, shelter, supplies, panic) with pictures and simple English definitions, and asks students to match the words with their meanings in pairs. Finally, the teacher briefly introduces the topic of Further Exploration: “Today we will go deeper into Reading A, explore more details about disaster survival, and learn how to apply these skills in real life.” Design Intention: The video clip can quickly attract students’ attention and arouse their emotional resonance, making them naturally enter the theme of disaster survival. The vocabulary preview helps students remove language obstacles in the subsequent reading and exploration, laying a solid foundation for in-depth learning. The open-ended questions encourage students to express their own views, cultivate their oral expression ability and initial thinking about disaster survival, and pave the way for the follow-up further exploration. Step 2: Text Retrospection and Key Information Carding First, the teacher asks students to review Reading A independently and think about two questions: “What is the main idea of Reading A?” “What are the key survival skills mentioned in the text?” After 3 minutes of independent thinking, students are organized to share their answers in groups of 4. Each group selects one representative to report, and the teacher supplements and sorts out the key points on the blackboard (or PPT), including the background of the disaster described in the text, the main characters’ survival experience, and 3-4 core survival skills (e.g., staying calm, finding a safe shelter, saving water and food, asking for help in the right way). Then, the teacher guides students to sort out the logical structure of the text. The teacher divides the text into three parts: “Disaster Occurrence”, “Survival Process” and “Experience Summary”, and asks students to fill in the detailed information of each part in a form (presented on PPT). Students complete the form in pairs, and then the teacher checks the answers randomly, emphasizing the connection between each part and the author’s writing ideas. Design Intention: Retrospecting the text helps students consolidate the basic content of Reading A and form a systematic understanding of the text. Sorting out the logical structure can cultivate students’ ability to analyze and organize information, which is an important part of improving their thinking quality. Completing the form in pairs not only promotes students’ cooperative learning but also enables them to find and make up for their own deficiencies in the process of communication, improving their learning ability. Step 3: Further Exploration of Text Details This part is the core of the lesson, focusing on in-depth exploration of the text details to help students understand the implied meaning and the author’s writing purpose, and further improve their language ability and thinking quality. First, the teacher presents 4 detailed questions related to the text, and asks students to read the text carefully again, find the relevant sentences and answer the questions independently: 1. Why did the author emphasize “staying calm” many times in the text? 2. What details in the text show that the main character has a strong sense of survival? 3. What is the author’s purpose of describing the process of asking for help? 4. Do you think the survival skills mentioned in the text are applicable to all disasters? Why or why not? After students finish answering independently, the teacher organizes a class discussion. For each question, the teacher invites 2-3 students to share their answers, and then guides students to analyze and summarize together. For example, when discussing the first question, the teacher guides students to think: “If people panic in a disaster, what bad consequences will it bring? Combining with your own life experience, talk about the importance of staying calm.” For the fourth question, the teacher encourages students to put forward their own views, and guides them to distinguish the applicability of different survival skills, such as “finding a safe shelter” is applicable to earthquakes, but not to floods (floods need to escape to higher ground). Then, the teacher focuses on the key sentences and difficult sentences in the text. For example, the sentence “In the face of disaster, panic is our biggest enemy; calmness and rationality are our best weapons.” The teacher asks students to analyze the structure of the sentence (parallel structure), understand the meaning of the sentence, and then ask students to imitate the sentence structure to make their own sentences related to disaster survival. Another example is the long sentence “When the earthquake happened, he quickly crawled under the table, held his head with both hands, and waited quietly for the shaking to stop, which was exactly what he learned from the disaster prevention course.” The teacher guides students to divide the sentence into clauses, understand the logical relationship between each clause, and explain the usage of the relative clause in the sentence. In addition, the teacher guides students to explore the emotional connotation of the text. The teacher asks: “What emotions does the author want to convey through the text? (e.g., respect for life, confidence in overcoming disasters, importance of disaster prevention and mitigation)” Students are invited to find the words and sentences in the text that reflect these emotions and analyze them. For example, the sentence “Every life is precious, and as long as we don’t give up, we will have a chance to survive.” reflects the author’s respect for life. Design Intention: The detailed questions guide students to read the text carefully, find and analyze the key information, and cultivate their ability to read for details. The class discussion encourages students to express their own views, develop their critical thinking and logical reasoning ability. The analysis of key sentences and difficult sentences helps students master the usage of important sentence patterns and vocabulary, improving their language ability. Exploring the emotional connotation of the text enables students to understand the theme of the text more deeply, cultivate their sense of life and social responsibility, and reflect the cultivation of cultural awareness. Step 4: Skill Application and Practical Simulation On the basis of in-depth understanding of the text, this part focuses on guiding students to apply the disaster survival skills learned in the text to practical scenarios, realizing the connection between text learning and real life, and improving their comprehensive language application ability and practical problem-solving ability. First, the teacher divides students into 4 groups, and each group is assigned a different disaster scenario (earthquake, flood, typhoon, fire). The teacher gives each group a scenario description (in English), such as: “You are at home when an earthquake suddenly happens. The house is shaking violently, and some furniture is falling. What should you do to survive?” Each group needs to discuss and sort out 5-6 specific survival measures according to the scenario, and use the vocabulary and sentence patterns learned in the text to express them in English. The teacher walks around the classroom to guide students, helps them solve language problems, and reminds them to pay attention to the rationality and operability of the measures. After 10 minutes of group discussion, each group conducts a 3-minute simulation presentation. One or two students in the group act as the narrators, introducing the scenario and the corresponding survival measures in English, and other students can cooperate with simple actions to show the survival process. After each group’s presentation, the teacher and other groups make comments: pointing out the advantages of the presentation (e.g., accurate use of vocabulary, clear logic, practical measures) and putting forward suggestions for improvement (e.g., adding more details, using more complex sentence patterns). Then, the teacher organizes a class-wide exchange activity: “What other disaster survival skills do you know besides the ones mentioned in the text and the ones presented by each group?” Students are invited to share their own knowledge and experience in English, and the teacher supplements and sorts out these skills, such as “how to give first aid to the injured in a disaster”, “how to prepare an emergency kit”, etc. Finally, the teacher summarizes: “Disaster is ruthless, but we can protect ourselves and others by mastering scientific survival skills. We should pay attention to disaster prevention and mitigation in daily life and cherish every life.” Design Intention: The practical simulation activity combines language learning with real life, making students feel that the knowledge learned is useful, which improves their enthusiasm and initiative in learning. Group cooperation enables students to learn from each other, improve their cooperative learning ability and oral expression ability. The class-wide exchange activity enriches students’ knowledge of disaster survival, expands their horizons, and cultivates their awareness of disaster prevention and mitigation, which is in line with the requirements of cultural awareness and learning ability cultivation. Step 5: Summary and Extension First, the teacher leads students to summarize the content of this lesson. The teacher asks: “What have we learned today? What key points should we remember?” Students are invited to answer one by one, and the teacher supplements and sorts out: 1. We have reviewed the main content and logical structure of Reading A; 2. We have explored the text details, key sentences and emotional connotation; 3. We have applied the survival skills to practical scenarios through simulation activities. Then, the teacher emphasizes the importance of the four-dimensional key competencies in this lesson, and encourages students to apply the knowledge and skills learned to their daily lives. Then, the teacher arranges extension tasks (all in English): 1. Write a short passage (80-100 words) about “My Disaster Survival Plan”, using the vocabulary and sentence patterns learned in this lesson; 2. Surf the Internet to find more information about global disaster response and share it in the next class; 3. Discuss with your family about disaster survival skills and make a family emergency plan together. Design Intention: The summary helps students sort out the knowledge learned in this lesson, form a systematic cognitive structure, and consolidate the learning effect. The extension tasks connect classroom learning with after-class life, guide students to learn independently and explore actively, which is conducive to improving their learning ability. At the same time, the tasks also help students spread disaster survival knowledge to their families, enhancing the sense of social responsibility and realizing the value of education. Step 6: Evaluation and Feedback The evaluation in this lesson is mainly process evaluation, combining teacher evaluation, student self-evaluation and peer evaluation. During the group discussion, simulation presentation and class exchange, the teacher observes students’ performance, records their advantages and deficiencies in language expression, cooperative learning and thinking ability, and gives timely praise and guidance. After the class, students are asked to complete a self-evaluation form (in English), which includes: “What did I do well in this lesson? What do I need to improve? What questions do I have?” Then, students exchange their self-evaluation forms in pairs and give peer evaluation suggestions. The teacher collects the self-evaluation and peer evaluation forms, summarizes the overall performance of the students, and gives targeted feedback in the next class. For students who perform well, the teacher gives public praise and encouragement; for students who have deficiencies, the teacher communicates with them individually and provides help and guidance to help them improve. Design Intention: Process evaluation can comprehensively understand students’ learning status and progress, and help teachers adjust teaching strategies in time. Self-evaluation and peer evaluation enable students to better understand their own advantages and deficiencies, cultivate their self-reflection ability and ability to evaluate others, which is an important part of improving their learning ability. Timely feedback and guidance can help students solve problems in learning and enhance their confidence in learning English. 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 $