Unit 5 Natural Disasters-Section 2 Learning Through Practice 教案-2025-2026学年高中英语冀教版必修第一册

Unit 5 Natural Disasters-Section 2 Learning Through Practice 教学目标和重难点 教学目标 Language competence: Master disaster-related words and expressions to communicate and write. Cultural awareness: Understand global disaster relief and cultivate empathy. Thinking quality: Analyze disaster issues logically. Learning ability: Develop autonomous and cooperative learning skills in practice. 教学重难点 Key: Master disaster-related vocabulary and sentence patterns; use them in listening, speaking, reading and writing. Difficulty: Apply knowledge flexibly in practical tasks; express disaster-related ideas accurately and fluently. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of vivid pictures and short video clips about common natural disasters, such as earthquakes, floods, typhoons and mudslides. The video clips are kept concise and focused, showing the scenes of disasters and people’s responses to them. After playing the video, the teacher asks some guiding questions: “What natural disasters have you seen or heard of? How do people feel when a natural disaster happens? What should we do to protect ourselves during a disaster?” Then, the teacher organizes a free discussion activity. Students are encouraged to share their own experiences or known information about natural disasters in pairs. During the discussion, the teacher walks around the classroom, listens to students’ conversations, and gives appropriate guidance and prompts when necessary, such as reminding students to use simple English expressions and helping them correct small mistakes in pronunciation or grammar. After the pair discussion, invite 2-3 groups to share their opinions with the whole class, and the teacher makes brief comments to affirm students’ active participation and correct any inappropriate expressions. Design Intention: This lead-in activity combines visual and auditory stimulation to quickly attract students’ attention and arouse their interest in the theme of natural disasters. By asking guiding questions and organizing pair discussions, it helps students activate their prior knowledge about natural disasters, lay a foundation for the subsequent learning of new knowledge, and also create a relaxed and active classroom atmosphere, encouraging students to actively participate in classroom activities. At the same time, it subtly cultivates students’ language expression ability and cooperative learning awareness in the process of communication. Presentation: Master New Knowledge and Build Language Foundation Based on the lead-in activity, the teacher naturally presents the new vocabulary and sentence patterns related to natural disasters in this section. First, the teacher writes the key vocabulary on the blackboard or displays them on the screen, including nouns such as “earthquake, flood, typhoon, mudslide, victim, rescue”, verbs such as “survive, rescue, damage, destroy”, adjectives such as “dangerous, terrible, urgent, helpful”, and phrases such as “take shelter, give first aid, deal with, in danger”. For each new word and phrase, the teacher pronounces it clearly and correctly, and asks students to follow along twice to ensure that students can master the correct pronunciation. Then, the teacher explains the meaning of the words and phrases with simple English and combines them with the pictures and video clips shown earlier to help students understand. For example, when explaining “take shelter”, the teacher can say: “When an earthquake happens, we need to take shelter under a strong table to protect ourselves.” and match it with a picture of people taking shelter. After introducing the new vocabulary, the teacher presents the key sentence patterns, such as “It is important to do sth. when a natural disaster happens.”, “We should/shouldn’t do sth. to keep safe.”, “People can... to help the victims.”. The teacher gives specific examples for each sentence pattern, combines them with disaster scenarios, and guides students to understand the structure and usage of the sentence patterns. For example, “It is important to stay calm when an earthquake happens.”, “We should not run out of the room in a hurry.”, “People can donate money and materials to help the victims.”. Then, the teacher asks students to make sentences with the new vocabulary and sentence patterns in pairs, and invites some students to share their sentences with the class. The teacher checks and corrects them in time to help students master the new knowledge firmly. In addition, the teacher briefly introduces the main content of this section: this section focuses on learning through practice, and students will improve their language application ability through a series of practical tasks, such as listening practice, speaking tasks, reading and writing exercises, so as to better understand how to respond to natural disasters and help others in disasters. Design Intention: This link adopts the teaching method of combining explanation and practice, which is in line with the cognitive law of senior one students. By combining vocabulary and sentence patterns with specific disaster scenarios, it helps students understand and remember new knowledge more easily, avoiding the boring memory of isolated words and sentences. The pair sentence-making activity not only enables students to apply new knowledge in time, but also cultivates their cooperative learning ability and language expression ability. At the same time, it clarifies the learning focus of this section for students, helping them establish a clear learning goal. Practice: Consolidate Knowledge and Improve Language Application Ability This part is divided into four sub-tasks, which are carried out step by step, from listening and speaking to reading and writing, to help students consolidate the new knowledge they have learned and gradually improve their comprehensive language application ability. Listening Practice: Understand Disaster-Related Conversations The teacher plays the listening material twice. The listening material is closely related to the theme of natural disasters, mainly about a conversation between two students talking about an earthquake and how to protect themselves. Before playing the listening material, the teacher gives students 1-2 minutes to read the listening tasks (such as multiple-choice questions and short-answer questions) to help students clarify the listening focus. After the first playing, the teacher asks students to complete the listening tasks independently. After the second playing, students can check their answers with their deskmates, and then the teacher explains the listening material in detail, analyzes the key information and difficult points in the conversation, and explains the new words and sentence patterns involved in the listening material again to help students deepen their understanding. After the listening practice, the teacher organizes a listening retelling activity. Students are asked to retell the main content of the listening material in their own words in pairs. The teacher gives appropriate prompts, such as key words and sentence patterns, to help students complete the retelling task. Then, invite 1-2 students to retell the listening material in front of the class, and the teacher makes comments and guidance, affirming the advantages of students and putting forward suggestions for improvement. Design Intention: Listening practice is an important part of improving students’ language ability. By designing listening materials closely related to the theme, it helps students consolidate the new knowledge they have learned and improve their listening comprehension ability. The listening retelling activity not only tests students’ listening effect, but also exercises their oral expression ability and logical thinking ability. The pair retelling activity reduces the pressure on students to express independently and encourages more students to participate in the activity. Speaking Task: Discuss Disaster Prevention and Relief Measures The teacher divides students into groups of 4-5, and assigns a discussion task: “Suppose a flood happens in our city, what should we do to protect ourselves and help others? Please discuss and list at least 5 measures.” Before the discussion, the teacher reminds students to use the new vocabulary and sentence patterns they have learned in this section, such as “We should take shelter on high ground.”, “We can help the elderly and children escape.”, “It is important to save water and food.”. During the discussion, each group elects a recorder to record the discussion results, and a speaker to prepare to share the group’s opinions with the whole class. After the group discussion, each group’s speaker takes turns to share the group’s discussion results. The teacher listens carefully, records the key points of each group’s speech, and makes comments after all groups have shared. The comments focus on affirming the rationality of the measures put forward by the groups, praising the groups that can flexibly use new knowledge, and putting forward suggestions for improvement for the inappropriate expressions or unreasonable measures. At the same time, the teacher sorts out and summarizes the disaster prevention and relief measures put forward by each group, helping students form a systematic understanding of how to respond to floods. In addition, the teacher designs a role-play activity. Each group is assigned a specific role, such as “victim, rescuer, volunteer, reporter”, and asks them to make a short dialogue based on the disaster scenario and their roles. The dialogue should include the new vocabulary and sentence patterns learned in this section. Students have 5 minutes to prepare, and then each group performs the dialogue in front of the class. The teacher and other students score the performance of each group from the aspects of language accuracy, fluency, role interpretation and cooperation. Design Intention: The group discussion and role-play activities are in line with the “Learning Through Practice” concept of this section. They not only help students consolidate the new knowledge they have learned and improve their oral expression ability, but also cultivate their cooperative learning ability, problem-solving ability and logical thinking ability. By simulating real disaster scenarios, students can better understand the practical significance of disaster prevention and relief measures, and subtly cultivate their sense of social responsibility and empathy. Reading Practice: Understand Disaster-Related Passages The teacher distributes a short reading passage related to natural disasters. The passage mainly introduces the causes of a certain natural disaster (such as earthquakes) and the measures people can take to reduce losses. Before reading, the teacher asks students to predict the content of the passage according to the title and pictures, and guides students to use the skimming strategy to quickly read the passage and grasp the main idea. Then, the teacher asks students to read the passage carefully and complete the reading tasks, such as answering questions, filling in the blanks and judging true or false. After students complete the reading tasks independently, the teacher checks the answers with the whole class, and explains the difficult sentences and key points in the passage in detail. For example, explain the long sentences in the passage, analyze the sentence structure, and help students understand the meaning of the sentences. At the same time, the teacher guides students to find the new vocabulary and sentence patterns learned in this section in the passage, and lets students read the relevant sentences aloud to deepen their memory and understanding. After the reading practice, the teacher organizes a group discussion: “What can we learn from the passage? What should we do to protect our environment and reduce the occurrence of natural disasters?” Students discuss in groups, and the teacher walks around to guide them. After the discussion, invite some students to share their views, and the teacher makes a summary, emphasizing the importance of protecting the environment and enhancing students’ environmental awareness. Design Intention: Reading practice helps students improve their reading comprehension ability, expand their vocabulary and accumulate sentence patterns. By guiding students to use reading strategies such as skimming and scanning, it helps students master scientific reading methods and improve their reading efficiency. The group discussion after reading not only deepens students’ understanding of the passage content, but also combines the theme of natural disasters with environmental protection, cultivating students’ environmental awareness and sense of social responsibility. Writing Practice: Write a Disaster-Related Short Passage The teacher assigns a writing task: “Write a short passage about how to protect ourselves during an earthquake. The passage should be about 80-100 words, and include at least 5 new words and 2 new sentence patterns learned in this section.” Before writing, the teacher guides students to sort out the writing ideas: first, introduce the importance of protecting ourselves during an earthquake; then, list 2-3 specific protection measures; finally, express our hope for a safe world. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties in writing, such as helping them sort out their ideas, reminding them to use new knowledge, and correcting their mistakes in grammar, spelling and punctuation. After students finish writing, the teacher collects some students’ works (including both excellent works and works with common problems), displays them on the screen, and comments on them. For excellent works, the teacher affirms their advantages, such as accurate use of vocabulary and sentence patterns, clear logic and fluent expression, and asks other students to learn from them. For works with problems, the teacher points out the existing problems and gives specific suggestions for improvement, helping students correct their mistakes and improve their writing ability. After the teacher’s comments, students revise their own works according to the teacher’s suggestions and exchange their works with their deskmates for mutual evaluation. Deskmates put forward suggestions for improvement for each other, and the teacher guides students to learn from each other and make progress together. Design Intention: Writing practice is an important way to test students’ comprehensive language application ability. By assigning a writing task closely related to the theme, it helps students apply the new knowledge they have learned to practical writing, and improve their writing ability. The teacher’s individual guidance and collective comment help students find their own problems and improve their writing level. The mutual evaluation activity between deskmates not only cultivates students’ ability to evaluate and modify articles, but also enhances their cooperative learning awareness. Consolidation and Extension: Deepen Understanding and Expand Vision First, the teacher organizes a summary activity. Students are asked to summarize the new knowledge learned in this class in pairs, including key vocabulary, sentence patterns and practical skills. Then, invite 1-2 students to summarize the main content of the class for the whole class, and the teacher makes a supplement and improvement to ensure that students have a systematic grasp of the knowledge learned in this class. Then, the teacher carries out an extension activity: “Introduce a famous natural disaster in history and its impact on human society, and put forward your own suggestions on disaster prevention and relief.” The teacher provides students with some relevant materials (such as short English passages, pictures and videos) to help students understand the relevant information. Students can choose to complete the task independently or in groups, and submit their results in the next class. The teacher will evaluate the results and select excellent works to display in the class. In addition, the teacher assigns after-class homework: 1. Recite the key vocabulary and sentence patterns learned in this class; 2. Complete the relevant exercises in the textbook; 3. Write a short passage about a natural disaster you know, using the knowledge learned in this class; 4. Collect information about international disaster relief organizations and their actions, and share it in the next class. Design Intention: The summary activity helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory and understanding. The extension activity expands students’ vision, enables students to understand more knowledge about natural disasters, and further cultivates their sense of social responsibility and problem-solving ability. The after-class homework is closely linked to the content of the class, which helps students consolidate the knowledge learned, apply it to practice, and lay a foundation for the subsequent learning. Summary and Reflection: Sort Out Knowledge and Promote Progress At the end of the class, the teacher makes a brief summary of the whole class: this class focuses on the theme of natural disasters, through lead-in, presentation, practice, consolidation and extension, we have mastered the key vocabulary and sentence patterns related to natural disasters, improved our listening, speaking, reading and writing abilities, and understood the importance of disaster prevention and relief. At the same time, the teacher encourages students to apply the knowledge learned in this class to their daily life, pay attention to natural disasters, and cultivate a sense of responsibility and empathy. Then, the teacher guides students to carry out self-reflection: “What have you learned in this class? What are your strengths and weaknesses? What aspects do you need to improve in the future?” Students think independently for a few minutes, and then share their reflection results with their deskmates. The teacher listens to students’ reflections and gives appropriate guidance and encouragement, helping students clarify their own problems and put forward improvement plans. Design Intention: The summary and reflection link helps students sort out the learning process and results of the whole class, find their own strengths and weaknesses, and clarify the direction of future efforts. It not only cultivates students’ self-reflection ability, but also helps the teacher understand the teaching effect, adjust the teaching plan in time, and improve the quality of teaching. 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 $