Unit 5 Natural Disasters-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版必修第一册

Unit 5 Natural Disasters-Section 1 Reading for Meaning 教学目标和重难点 教学目标 Language Ability: Master key vocabularies and sentence patterns about natural disasters, improve abilities of skimming, scanning and inferring meaning from context. Cultural Awareness: Understand disaster response differences at home and abroad, cultivate respect for diverse cultures and sense of global responsibility. Thinking Quality: Develop logical thinking through analyzing text structure and causal relationships, and critical thinking by discussing disaster prevention. Learning Ability: Master effective reading strategies, form good independent and cooperative learning habits. 教学重难点 Key Points: Master core vocabularies (e.g., earthquake, survivor, ruin, rescue) and sentence patterns related to natural disasters; grasp the main idea and key details of the reading text; master skimming and scanning strategies. Difficult Points: Infer the author’s emotional attitude and implied meaning from the text; use the learned language and reading strategies to analyze and discuss disaster-related issues flexibly. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing students a series of vivid pictures and short video clips about natural disasters, including earthquakes, snowstorms, floods and other common disasters. The video clips are short and intense, showing the scene of disasters and the process of rescue. After playing the video, the teacher asks two questions in English: “What natural disasters have you seen in the pictures or video?” “How do you feel when you see these scenes?” Then, the teacher invites 3-4 students to share their answers. After the sharing, the teacher naturally leads to the topic of this lesson: “Today, we will learn a reading text about earthquakes, one of the most destructive natural disasters, and explore what happened during the disaster and how people responded to it.” Design Intention: The visual and auditory stimulation of pictures and video clips can quickly attract students’ attention, arouse their emotional resonance, and activate their existing knowledge and experience about natural disasters. Asking questions can guide students to think actively and express their views in English, laying a good foundation for the subsequent reading teaching. At the same time, it can naturally introduce the core topic of the lesson, making the transition smooth and natural. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher presents the key vocabularies and phrases of this lesson on the blackboard or multimedia courseware, including earthquake, seismograph, survivor, ruin, collapse, rescue, disaster, emergency, shelter, damage, etc. For each vocabulary, the teacher explains its pronunciation and basic meaning, and combines it with simple sentences related to natural disasters to help students understand and remember, such as “An earthquake is a sudden shaking of the earth’s surface, which can cause great damage.” Then, the teacher organizes students to do a quick vocabulary matching exercise: match the vocabularies with their corresponding Chinese meanings, and check the answers together to ensure that students have a preliminary grasp of the key vocabularies. Next, the teacher shows the title of the reading text “The Day the Earth Shook” and the picture of the text to the students, and asks them to predict the content of the text based on the title and picture. The teacher guides students to put forward their predictions, such as “This text may talk about a specific earthquake event.” “It may describe the process of the earthquake and the situation of the survivors.” “It may introduce how people rescued the victims after the earthquake.” After students put forward their predictions, the teacher encourages them: “Your predictions are very reasonable. Now let’s read the text to check whether your guesses are correct.” Design Intention: Previewing key vocabularies can help students reduce the difficulty of reading, avoid being blocked by new words during reading, and improve reading efficiency. The vocabulary matching exercise can consolidate students’ memory of new words in a timely manner. Predicting the text content based on the title and picture can stimulate students’ reading interest, cultivate their ability of logical prediction, and make students have a clear purpose when reading, which is conducive to improving their reading effect. Step 3: While-reading (Intensive Reading and Strategy Guidance) This step is divided into three parts: skimming, scanning and intensive reading, to guide students to understand the text step by step and master relevant reading strategies. First, Skimming: The teacher asks students to read the whole text quickly, without paying too much attention to the details, and requires them to finish reading within a certain time. After reading, the teacher asks two questions: “What is the main idea of this text?” “Who is the narrator of the text?” Then, the teacher invites students to answer, and summarizes the main idea of the text together with the students: This text is a first-person narrative, which tells the author’s personal experience of an earthquake, including the process of the earthquake, the scene after the disaster, and the rescue work carried out by people. Design Intention: Skimming is an important reading strategy. Guiding students to skim the text can help them quickly grasp the main idea of the text, form a general understanding of the text, and lay a foundation for the subsequent detailed reading. Asking targeted questions can guide students to focus on the key points during skimming, avoid aimless reading, and improve the efficiency of skimming. Second, Scanning: The teacher asks students to read the text again, this time focusing on finding specific information, and completes the following information form: 1. When did the earthquake happen? 2. What strange phenomena appeared before the earthquake? 3. What happened during the earthquake? 4. What was the situation after the earthquake? 5. Who came to help after the earthquake? After students finish reading, they work in pairs to check their answers, and then the teacher invites several groups to share their answers, and corrects and supplements them to ensure that students can find key details accurately. Design Intention: Scanning is a reading strategy to find specific information quickly. Through this link, students can further understand the details of the text, master the key information of the text, and improve their ability to find and sort out information. Working in pairs can promote students’ cooperative learning, let them learn from each other, and improve their ability to communicate in English. Third, Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key sentences, the author’s emotional changes and the logical relationship between paragraphs. For the first paragraph, the teacher asks students to read it carefully, and then asks: “What strange phenomena did the author find before the earthquake? What do these phenomena indicate?” The teacher guides students to find the relevant sentences in the text, such as “The water in the village wells rose and fell. There were deep cracks that appeared in the well walls. Chickens and even pigs were too nervous to eat and dogs refused to go inside buildings.” Then, the teacher explains that these phenomena are the precursors of earthquakes, and guides students to understand the author’s subtle observation of the surrounding environment. For the second and third paragraphs, which describe the process of the earthquake, the teacher asks students to pay attention to the verbs used in the text, such as “shook”, “cracked”, “collapsed”, “fell”, and asks: “What feelings do these verbs bring to you? What do they show?” The teacher guides students to realize that these vivid verbs can show the power and destructiveness of the earthquake, and feel the author’s fear and helplessness at that time. For the fourth and fifth paragraphs, which describe the scene after the earthquake and the rescue work, the teacher asks students: “What did the author see after the earthquake? How did people respond to the disaster?” The teacher guides students to find the sentences describing the ruins and the rescue work, and analyzes the author’s emotional changes from fear and despair to hope. At the same time, the teacher guides students to pay attention to the sentence patterns such as “It seemed as if the world were coming to an end.” and “Hope was not lost.”, and explains their usage and expressive effect. During the intensive reading process, the teacher also guides students to analyze the logical relationship between paragraphs, such as the causal relationship between the precursor phenomena of the earthquake and the occurrence of the earthquake, and the sequential relationship between the process of the earthquake, the scene after the disaster and the rescue work. At the same time, the teacher reminds students to take notes of key points and difficult points, and asks students to put forward their own questions if they have any doubts, which are solved through group discussion or teacher’s explanation. Design Intention: Intensive reading is the key link of reading teaching. By reading paragraph by paragraph, students can deeply understand the connotation of the text, grasp the key sentences and the author’s emotional attitude, and improve their ability to analyze and understand the text. Focusing on the analysis of verbs and sentence patterns can help students master the usage of language knowledge and improve their language ability. Guiding students to analyze the logical relationship between paragraphs can cultivate their logical thinking ability. Encouraging students to put forward questions can stimulate their thinking and improve their ability of independent learning. Step 4: Post-reading (Consolidation and Extension) This step is divided into three parts: text retelling, group discussion and language application, to help students consolidate the knowledge they have learned and improve their comprehensive language application ability. First, Text Retelling: The teacher asks students to retell the text in their own words based on the key information and the structure of the text. The teacher can give some hints, such as the time, the precursor phenomena, the process of the earthquake, the scene after the disaster and the rescue work. Students can retell the text individually or in groups. After retelling, the teacher comments on the students’ performance, affirm their advantages, and put forward suggestions for improvement, such as adding more details or using more accurate words. Design Intention: Text retelling can help students consolidate the main idea and key details of the text, improve their ability of language organization and expression, and test their mastery of the text. Giving hints can reduce the difficulty of retelling, enhance students’ confidence, and ensure that more students can participate in the activity. Second, Group Discussion: The teacher puts forward two discussion topics for students to discuss in groups of 4-5: 1. What should we do to prepare for natural disasters like earthquakes? 2. What can we learn from the rescue work after the earthquake? Before the discussion, the teacher gives students 5 minutes to think about their own views and organize their language. During the discussion, the teacher walks around the classroom, guides students to express their views in English, and helps them solve the language problems they encounter. After the discussion, each group sends a representative to share their group’s views, and the teacher makes a summary and comment, guiding students to form a correct view of disaster prevention and rescue. Design Intention: Group discussion can promote students’ cooperative learning, improve their ability of oral communication and logical thinking, and let them apply the learned language knowledge to practical communication. The discussion topics are closely related to the text and real life, which can arouse students’ interest in discussion, cultivate their sense of social responsibility and awareness of disaster prevention, and implement the goal of cultural awareness and thinking quality. Third, Language Application: The teacher asks students to complete a short writing task: Write a short passage (about 80-100 words) about a natural disaster you know, including its causes, process and influence. The teacher gives some key vocabularies and sentence patterns for students to refer to, such as “natural disaster”, “happen suddenly”, “cause great damage”, “people work together to rescue”, etc. After students finish writing, the teacher collects some students’ works, reads them out in class, and makes comments and corrections, focusing on the correctness of language, the rationality of content and the fluency of expression. Design Intention: The writing task is a kind of output activity, which can help students consolidate the language knowledge and reading strategies they have learned, and improve their ability of written expression. Providing key vocabularies and sentence patterns can help students reduce the difficulty of writing, and the comments and corrections can help students find their own problems and improve their writing level. Step 5: Summary and Homework First, Summary: The teacher summarizes the content of this lesson with the students. The teacher guides students to review the key vocabularies, key sentences and reading strategies learned in this lesson, and reviews the main idea and key details of the text. At the same time, the teacher emphasizes the importance of understanding natural disasters, mastering disaster prevention and rescue knowledge, and cultivating a sense of responsibility and unity. Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their understanding and memory of the lesson content. Emphasizing the educational significance of the lesson can help students establish correct values and implement the goal of core literacy. Second, Homework: 1. Review the key vocabularies and key sentences of this lesson, and recite them. 2. Read the text again and write down your own feelings and insights. 3. Search for information about other natural disasters and their prevention methods in English, and prepare a short report for the next class. 4. Finish the exercises related to the reading text in the workbook. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content, and improve students’ independent learning ability. Reciting vocabularies and sentences can consolidate the language knowledge; writing feelings and insights can cultivate students’ thinking ability and emotional experience; searching for information can expand students’ horizons and improve their ability to collect and sort out information; finishing workbook exercises can test students’ mastery of the lesson content. 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 $