Unit 5 Natural Disasters-Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版必修第一册

Unit 5 Natural Disasters-Section 3 Using English in Context 教学目标和重难点 教学目标 Language Ability: Enable students to master disaster-related words and sentence patterns, and use them to express disaster situations, prevention measures and relief actions in context. Cultural Awareness: Help students understand disaster response cultures at home and abroad, establish a sense of global community and respect for life. Thinking Quality: Guide students to analyze disaster causes and solutions logically, and cultivate critical and innovative thinking. Learning Ability: Help students master context-based language application strategies, improve autonomous and cooperative learning abilities. 教学重难点 Key Points: Master core vocabulary (e.g., evacuation, relief, survivor) and sentence patterns for describing natural disasters; use English to communicate effectively in disaster-related scenarios such as asking for help and offering assistance. Difficult Points: Flexibly apply language knowledge in real contexts; accurately express complex disaster situations and put forward reasonable prevention and relief suggestions. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing a set of multi-modal materials, including short video clips of common natural disasters (earthquakes, floods, typhoons), real photos of disaster scenes and relief work, and plays a 1-minute English audio clip introducing the impact of a recent flood. After playing, the teacher asks two guiding questions: “What natural disasters did you see and hear just now?” “What do people usually do when facing such disasters?” Then, invite 3-4 students to answer in English. During the students’ answers, the teacher writes down key disaster-related words (e.g., earthquake, flood, typhoon, rescue, help) on the blackboard, and briefly corrects their pronunciation and grammar errors. Finally, the teacher summarizes: “Today we will learn Section 3 Using English in Context, which will help us master how to use English correctly in natural disaster scenarios and better communicate and respond to disasters.” Design Intention: Multi-modal materials (videos, photos, audio) can quickly attract students’ attention, arouse their emotional resonance and interest in learning, as they are closely related to real life. The guiding questions guide students to activate their existing knowledge reserve of natural disasters and related English expressions, laying a foundation for the subsequent teaching. Writing down key words helps students sort out their ideas and strengthen their memory of core vocabulary. The brief summary clarifies the learning objectives of the lesson, making students clear about what they will learn. Step 2: Pre-context Preparation (Pre-context Preparation) This step is divided into two parts: vocabulary consolidation and sentence pattern sorting, to help students break through the language barriers before entering the context. First, vocabulary consolidation. The teacher presents 12 core words and phrases related to the section on the screen: evacuation, relief supplies, survivor, damage, collapse, rescue team, first aid, calm down, take shelter, call for help, deal with, in case of. Then, adopt the “word matching + context filling” method for training. For word matching, the teacher provides English words and Chinese meanings, and asks students to match them in pairs in groups of 4; for context filling, the teacher designs 6 simple sentences related to natural disasters, and students fill in the blanks with the correct words or phrases. For example: 1. When an earthquake happens, we should ______ (take shelter) under a strong table. 2. The ______ (rescue team) arrived at the disaster area quickly to save people. After the exercise, the teacher checks the answers, explains the usage of difficult words (such as the collocation of “relief supplies” and “provide”, the difference between “damage” and “destroy”), and invites students to make one sentence with each difficult word to ensure they master the usage. Second, sentence pattern sorting. The teacher sorts out 4 key sentence patterns in the section according to the context characteristics: 1. It is important to do sth. (It is important to stay calm when facing a natural disaster.) 2. If + clause, ... (If you are trapped in a flood, you should call for help immediately.) 3. We should / had better do sth. (We should prepare emergency supplies in advance.) 4. People can ... by doing sth. (People can protect themselves by taking proper measures.) The teacher explains the structure and usage of each sentence pattern, gives 2 additional examples for each, and then asks students to practice making sentences in pairs, using the core vocabulary just learned. For example, students can make sentences like “It is important to learn first aid skills.” “If there is a typhoon, we had better stay indoors.” Design Intention: Vocabulary and sentence patterns are the foundation of language application. This step focuses on consolidating the core language knowledge required for the section, helping students eliminate language obstacles in the subsequent context application. The group cooperation and pair practice methods can improve students’ participation, make them master vocabulary and sentence patterns in interaction, and lay a solid foundation for the next context-based application training. The explanation of difficult points and sentence pattern examples can help students accurately grasp the usage of language, avoiding wrong application in practice. Step 3: In-context Application (In-context Application) This is the core part of the teaching process, which is divided into three layers: context understanding, situational dialogue and short passage writing, gradually improving students’ ability to use English in context. First, context understanding. The teacher presents a real context passage on the screen, which is closely related to the section theme: “A sudden flood hit a small town yesterday. Many houses were damaged, and some people were trapped on the roofs. The rescue team arrived quickly, provided relief supplies to the survivors, and helped them evacuate to a safe place. Local people also actively participated in the rescue work, providing food and water for the victims. Experts remind people that it is important to stay calm when facing floods and take proper shelter measures.” Then, the teacher asks students to read the passage silently, and then designs three levels of questions to guide students to understand the context: 1. Basic questions (literal understanding): What natural disaster happened in the small town? What did the rescue team do? 2. Intermediate questions (inferential understanding): Why did experts remind people to stay calm? 3. Advanced questions (critical thinking): What else can people do to deal with floods? After students read the passage, the teacher invites students to answer the questions one by one, and guides students to find the corresponding sentences in the passage to support their answers. For the advanced questions, the teacher encourages students to express their own opinions freely, and does not limit the answers, as long as they are reasonable. Design Intention: The real context passage is close to the theme of the section and students’ real life, which helps students understand how to use the learned language knowledge in specific scenarios. The three-level questions are designed from shallow to deep, which not only helps students grasp the basic information of the passage, but also guides them to think deeply, cultivates their ability of literal understanding, inferential understanding and critical thinking, and conforms to the requirements of thinking quality in core literacy. Asking students to find supporting sentences in the passage can help them develop the good habit of reading carefully and improve their reading ability. Second, situational dialogue. The teacher divides students into groups of 4, and assigns 4 different scenarios related to natural disasters to each group, ensuring that each group gets a different scenario: Scenario 1: You are trapped in an earthquake, and you call your friend for help. Scenario 2: You are a member of the rescue team, and you are comforting a survivor who lost his home. Scenario 3: You are talking with your classmate about how to prepare for typhoons. Scenario 4: You are explaining first aid skills to a foreign student who just came to China. The teacher requires each group to design a 3-5 minute dialogue based on the scenario, using the core vocabulary and sentence patterns learned in this lesson. Before the group preparation, the teacher gives a brief prompt: pay attention to the appropriateness of the language in the scenario, and ensure that the dialogue is natural and logical. During the group preparation, the teacher walks around the classroom, observes the situation of each group, and provides timely help for students who have difficulties (such as guiding them to use the correct sentence patterns, supplementing appropriate vocabulary). After the preparation, each group sends a representative to perform the dialogue in front of the class. After each group’s performance, the teacher makes comments: affirm the advantages of the dialogue (such as correct use of language, natural dialogue), point out the existing problems (such as inappropriate language, illogical plot), and invite other students to put forward suggestions for improvement. Finally, the teacher summarizes the key points of situational dialogue: pay attention to the context, use appropriate language, and ensure the logic and naturalness of the dialogue. Design Intention: Situational dialogue is an important way to improve students’ oral expression ability and context application ability. Assigning different scenarios can make students practice the use of language in different disaster-related situations, improving the comprehensiveness of their language application. Group cooperation can cultivate students’ cooperative learning ability and communication ability, and the teacher’s guidance and help can solve the difficulties encountered by students in the process of preparation, ensuring the smooth progress of the activity. The comments and suggestions after the performance can help students find their own problems, learn from each other’s advantages, and further improve their oral expression and context application ability. Third, short passage writing. On the basis of context understanding and situational dialogue, the teacher guides students to carry out short passage writing training. The teacher sets a writing task: “Suppose a typhoon is coming to your city. Write a short passage (80-100 words) to tell your foreign pen pal how to protect yourself during the typhoon. You should include the following points: 1. What to do indoors; 2. What to do outdoors; 3. The importance of staying calm.” Before writing, the teacher gives a brief guide: first, sort out the writing ideas, determine the structure of the passage (beginning: introduce the coming typhoon; middle: explain the protection measures indoors and outdoors; end: emphasize the importance of staying calm); second, use the core vocabulary and sentence patterns learned in this lesson, and pay attention to the coherence and logic of the passage. Then, students write independently. During the writing process, the teacher walks around the classroom, checks the students’ writing situation, and provides guidance for students who have difficulties (such as helping them sort out ideas, correct grammar errors). After the writing, the teacher collects 3-4 students’ works (including 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 clear structure, correct use of language, fluent expression) and invites other students to learn from them; for works with problems, the teacher points out the problems (such as wrong word usage, illogical sentences) and guides students to correct them together. Finally, students revise their own works according to the teacher’s comments and their classmates’ advantages. Design Intention: Short passage writing is a comprehensive test of students’ language application ability, which can help students integrate the learned vocabulary and sentence patterns, and improve their written expression ability. The clear writing task and guide can help students sort out their writing ideas, avoid blind writing. Independent writing can cultivate students’ autonomous learning ability, and the teacher’s guidance can solve the difficulties encountered by students in the writing process. The display and comment of works can help students find their own advantages and disadvantages, learn from each other, and further improve their written expression ability. Revising their own works can deepen students’ understanding and mastery of language knowledge, and improve the quality of their writing. Step 4: Expansion and Extension (Expansion and Extension) First, cultural expansion. The teacher introduces the differences in disaster response cultures between China and foreign countries in English: “In China, we have a national disaster prevention and mitigation day on May 12th to remind people to pay attention to disaster prevention. In Japan, which is prone to earthquakes, schools often carry out earthquake drills to help students master disaster response skills. In the United States, people usually prepare emergency kits at home to deal with sudden disasters.” Then, the teacher asks students to discuss in groups: “What are the advantages of these disaster response methods in different countries? What can we learn from each other?” After the discussion, invite each group to share their views. The teacher summarizes: “Different countries have different disaster response methods due to different geographical environments and cultural backgrounds. We should learn from each other’s advantages, strengthen international cooperation, and work together to deal with natural disasters.” Second, practical extension. The teacher assigns a practical task: “After class, work in groups to make a bilingual poster about natural disaster prevention. The poster should include common natural disasters, prevention measures and emergency contact methods. You can use the core vocabulary and sentence patterns learned in this lesson, and add appropriate pictures to make the poster more vivid. Next class, each group will display their posters and introduce them in English.” Design Intention: Cultural expansion helps students understand the disaster response cultures at home and abroad, broaden their international vision, cultivate their cultural awareness and sense of global community, which conforms to the requirements of cultural awareness in core literacy. Group discussion can stimulate students’ thinking, make them learn from each other’s views, and improve their critical thinking ability. The practical task of making bilingual posters combines language learning with practical operation, which can not only consolidate the learned language knowledge, but also improve students’ practical ability, cooperative learning ability and innovation ability. It also lays a foundation for the display and exchange of the next class, and extends the teaching content from the classroom to the after-class. Step 5: Summary and Reflection (Summary and Reflection) First, class summary. The teacher invites students to summarize what they have learned in this class, including core vocabulary, key sentence patterns, context application methods and cultural knowledge. Then, the teacher makes a comprehensive summary: “In this class, we have mastered the core vocabulary and key sentence patterns related to natural disasters, learned how to use English in disaster-related contexts through context understanding, situational dialogue and short passage writing, understood the differences in disaster response cultures at home and abroad, and cultivated our awareness of disaster prevention and relief. I hope you can apply what you have learned to real life and better respond to natural disasters.” Second, learning reflection. The teacher asks students to think about two questions silently: 1. What have I mastered well in this class? 2. What are the difficulties I still have? Then, invite 2-3 students to share their reflection results. For students who have difficulties, the teacher gives targeted guidance and encouragement: “It doesn’t matter if you have difficulties. You can review the content of this class after class, or ask the teacher and classmates for help. As long as you keep practicing, you will definitely make progress.” Design Intention: Letting students summarize the class content can help them sort out the knowledge system, strengthen their memory and understanding of the learned content, and cultivate their ability of induction and summary. The teacher’s comprehensive summary can help students clarify the key points of the class and deepen their understanding of the teaching objectives. Learning reflection can help students understand their own learning situation, find their own advantages and disadvantages, and put forward targeted improvement measures, which is conducive to the improvement of their learning ability and conforms to the requirements of learning ability in core literacy. Targeted guidance and encouragement can enhance students’ confidence in learning and stimulate their enthusiasm for learning. 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 $