Unit 5 Natural Disasters-Section 4 Expanding Our Horizons 教案-2025-2026学年高中英语冀教版必修第一册

Unit 5 Natural Disasters-Section 4 Expanding Our Horizons 教学目标和重难点 教学目标 It cultivates students’ language ability to express disaster-related content, cultural awareness of global disaster response differences, critical thinking to analyze disaster issues, and autonomous learning ability to explore relevant knowledge independently. 教学重难点 Key: Mastering disaster-related extended vocabulary and expressions; understanding the theme of expanding horizons. Difficulty: Using language flexibly to discuss disaster prevention and cross-cultural disaster response. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of multi-modal materials, including short video clips of different natural disasters (such as earthquakes, floods, and typhoons) and pictures of post-disaster rescue scenes, with English subtitles and simple explanations. After playing the materials, the teacher asks two guiding questions: “What natural disasters have you seen in the video? What do people usually do after a natural disaster?” Then, invite 3-4 students to answer freely in English. The teacher gives positive feedback in time, corrects minor language errors appropriately, and guides students to use basic disaster-related vocabulary they have learned in previous sections, such as “earthquake”, “flood”, “rescue”, “survive” and so on. Finally, the teacher naturally leads to the topic of this section: “Today, we will expand our horizons on natural disasters, learn more about disaster-related knowledge and global disaster response methods, and improve our ability to express and analyze related issues in English.” Design Intention: The multi-modal materials (videos and pictures) are intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic of natural disasters. The guiding questions are closely connected with the students’ existing knowledge and life experience, helping them review the basic vocabulary and expressions learned in previous sections, laying a solid foundation for the smooth development of the subsequent teaching activities. At the same time, the natural introduction of the topic clarifies the learning objectives of this section, enabling students to have a clear direction at the beginning of the class. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key extended vocabulary of this section on the blackboard or courseware, including “seismograph”, “disaster prevention”, “emergency kit”, “relief supplies”, “global cooperation”, “resilience” and so on. For each word, the teacher pronounces it clearly, explains its meaning in simple English, and combines it with specific examples or pictures to help students understand. For example, when explaining “seismograph”, the teacher shows a picture of Zhang Heng’s seismograph and introduces briefly: “This is a seismograph invented by Zhang Heng in ancient China, which is used to detect earthquakes.” When explaining “emergency kit”, the teacher lists the common items in it, such as “first-aid bandage”, “water”, “canned food” and so on, so that students can connect the vocabulary with real life. Then, the teacher organizes a “vocabulary matching” activity: divide students into groups of 4, give each group a set of vocabulary cards and meaning cards, and let them match the words with their corresponding meanings within a certain time. After the activity, the teacher checks the results, explains the difficult words again, and guides students to read the words together to strengthen memory. Next, the teacher introduces the background knowledge related to the text: “In this section, we will read some materials about natural disasters around the world, including how different countries respond to disasters, the role of science and technology in disaster prevention and mitigation, and the importance of global cooperation in disaster relief. This will help us expand our horizons and understand the common challenges faced by human beings in the face of natural disasters.” The teacher also briefly mentions that the text involves the cultural differences in disaster response between different countries, such as the disaster prevention education in Japan and the emergency response mechanism in China, laying a foundation for students to understand the cultural awareness part of the core literacy. Design Intention: Vocabulary is the foundation of language learning. Previewing the key extended vocabulary before reading can help students reduce the difficulty of understanding the text, avoid being blocked by new words during reading, and improve reading efficiency. The combination of pronunciation, explanation, examples and group activities makes vocabulary learning more vivid and interesting, which is conducive to students’ active memory and mastery. The introduction of background knowledge helps students understand the context and theme of the text in advance, cultivate their cross-cultural awareness, and lay a foundation for the in-depth understanding of the text later. Step 3: While-reading (In-depth Text Reading and Analysis) This step is divided into three parts: fast reading, careful reading and intensive reading, to help students understand the text layer by layer and improve their reading ability. First, fast reading: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What aspects of natural disasters are mentioned in the text? After students finish reading, invite them to share their answers. The teacher summarizes and sorts out: “The main idea of the text is to introduce the impact of natural disasters on human beings, the methods of disaster prevention and mitigation in different countries, and the importance of global cooperation. The text mentions the types of natural disasters, the role of science and technology in disaster prevention, cross-cultural disaster response and global disaster relief cooperation.” Design Intention: Fast reading training helps students master the skill of skimming, quickly grasp the main idea of the text and the key information, and improve their reading speed and overall understanding ability. The two guiding questions are designed to guide students to focus on the core content of the text and avoid aimless reading. Second, careful reading: The teacher asks students to read the text carefully again and complete the following tasks: 1. Underline the key sentences that introduce the methods of disaster prevention and mitigation in different countries. 2. Fill in the form about the role of science and technology in disaster prevention and mitigation (the form includes two columns: “Science and Technology Means” and “Specific Functions”). 3. Circle the sentences that reflect global cooperation in disaster relief. After students finish the tasks, the teacher organizes group discussions, lets students exchange their answers in groups, and complements and corrects each other. Then, the teacher invites representatives of each group to share the results, comments and summarizes, and emphasizes the key points and difficult points in the text. For example, when introducing the disaster prevention methods in Japan, the teacher guides students to pay attention to the sentence “Japan has a complete disaster prevention system, including regular disaster drills, perfect emergency response plans and high-standard earthquake-resistant buildings”, and explains the key expressions such as “complete disaster prevention system”, “regular disaster drills” and “earthquake-resistant buildings”. When introducing the role of science and technology, the teacher focuses on the application of satellite remote sensing, AI early warning and other technologies, and helps students understand the specific functions of these technologies through simple examples. Design Intention: Careful reading is an important link to help students in-depth understand the text. Through underlining key sentences, filling in forms and circling related sentences, students can accurately extract the key information in the text, clarify the logical structure of the text, and master the important expressions and sentence patterns. Group discussion can stimulate students’ learning enthusiasm, let them learn from each other, improve their cooperative learning ability, and at the same time, help the teacher find out the problems existing in students’ reading and give targeted guidance. Third, intensive reading: The teacher selects 2-3 difficult paragraphs or sentences in the text for intensive analysis, focusing on solving the language difficulties and logical relations in the text. For example, the sentence “In the face of natural disasters, no country can stand alone; global cooperation is not only necessary but also inevitable.” The teacher analyzes the sentence structure: “In the face of...” as a prepositional phrase, “no country can stand alone” as the main clause, and the semicolon connects two coordinate clauses, expressing the logical relationship of递进. The teacher also explains the key words “stand alone” and “inevitable”, and guides students to make sentences with these words to deepen their understanding. In addition, the teacher guides students to analyze the logical relationship between paragraphs, such as the transition from “the impact of natural disasters” to “disaster prevention and mitigation methods”, and from “national measures” to “global cooperation”, helping students sort out the overall framework of the text and cultivate their logical thinking ability. Design Intention: Intensive reading focuses on solving the difficulties in students’ reading, helping them master the key sentence patterns and logical relations, and improving their ability to understand complex sentences. By guiding students to analyze the logical structure of the text, students can not only understand the content of the text more deeply but also cultivate their logical thinking quality, which is in line with the requirements of core literacy. Step 4: While-reading Extension (Language Application and Thinking Training) After in-depth reading of the text, the teacher organizes two extension activities to help students apply the language knowledge they have learned and train their critical thinking ability. Activity 1: “Group Discussion - Disaster Prevention and Mitigation in Our Hometown” The teacher divides students into groups of 5, and puts forward the discussion topic: “Combined with the content of the text and your own life experience, discuss what natural disasters may occur in our hometown, and what disaster prevention and mitigation methods we can take. Please use the vocabulary and expressions learned in this section to express your opinions.” During the discussion, the teacher walks around each group, listens to their discussions, gives timely guidance, helps students use the correct language to express their views, and encourages them to put forward innovative suggestions. After the discussion, each group sends a representative to make a 2-3 minute report in English, introducing the group’s views. The teacher gives comments and feedback, affirming the advantages of each group, pointing out the problems in language expression, and guiding students to improve. Design Intention: This activity combines the text content with the students’ real life, making language learning closely connected with practice, which is conducive to improving students’ language application ability. Group discussion not only cultivates students’ cooperative learning ability but also encourages students to think actively, put forward their own views, and train their critical thinking and innovative thinking. The report link helps students exercise their oral expression ability and enhance their confidence in using English. Activity 2: “Debate - The Importance of Science and Technology vs. Global Cooperation in Disaster Relief” The teacher divides students into two groups: Group A holds the view that “Science and technology is more important in disaster relief”, and Group B holds the view that “Global cooperation is more important in disaster relief”. Before the debate, the teacher gives students 5 minutes to prepare, asks them to find supporting materials from the text or their own knowledge, and organize their language. During the debate, each group takes turns to state their views and refute the other group’s views. The teacher acts as the host and judge, guides the debate to be carried out in an orderly manner, reminds students to use the vocabulary and expressions learned in this section, and pays attention to the accuracy and fluency of language expression. After the debate, the teacher summarizes the debate, affirms the efforts of both groups, points out the advantages and disadvantages of both sides, and guides students to realize that science and technology and global cooperation are equally important in disaster relief, and only by combining them can we better respond to natural disasters. Design Intention: The debate activity is a good way to train students’ critical thinking and oral expression ability. It requires students to analyze the problem from different angles, organize their own views, and refute the other party’s views, which can effectively improve their logical thinking and language organization ability. At the same time, through the debate, students can have a deeper understanding of the importance of science and technology and global cooperation in disaster relief, and cultivate their global perspective and sense of social responsibility, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Step 5: Post-reading (Summary and Consolidation) First, the teacher invites students to summarize the content of this section independently. Students can summarize from the aspects of vocabulary, text main idea, key points and their own gains. Then, the teacher makes a comprehensive summary: “In this section, we have learned some extended vocabulary and expressions related to natural disasters, read the text about disaster prevention and mitigation, global cooperation in disaster relief, etc., and carried out group discussions and debates. We have not only improved our language ability but also understood the importance of disaster prevention and mitigation, and the necessity of global cooperation. We have also cultivated our critical thinking and cooperative learning ability.” Then, the teacher arranges the consolidation exercises: 1. Ask students to write a short passage (80-100 words) about “My Views on Disaster Prevention and Mitigation”, using the vocabulary and expressions learned in this section. 2. Ask students to search for one example of global cooperation in disaster relief after class, and prepare a 1-minute oral report for the next class. 3. Review the key vocabulary and sentences of this section, and prepare for the dictation in the next class. Design Intention: The summary link helps students sort out the knowledge they have learned in this class, form a systematic knowledge framework, and deepen their understanding and memory of the content. The consolidation exercises are designed to consolidate the language knowledge and application ability learned in this class. The written exercise exercises students’ written expression ability, the after-class search task expands students’ horizons and cultivates their autonomous learning ability, and the dictation preparation helps students strengthen the memory of vocabulary and sentences, ensuring the effect of classroom teaching. Step 6: Emotional Education and Homework Arrangement First, emotional education: The teacher guides students to think about the theme of natural disasters: “Natural disasters are ruthless, but human beings are affectionate. In the face of natural disasters, we should not only master the knowledge and skills of disaster prevention and mitigation but also have a sense of responsibility and compassion, care for the victims, and actively participate in disaster relief activities. At the same time, we should realize that the earth is our common home, and we should protect the environment and reduce the occurrence of natural disasters together.” Through this link, students are guided to establish a correct view of life and values, and cultivate their sense of social responsibility and environmental protection awareness. Then, homework arrangement: 1. Complete the short passage writing and after-class search task arranged in the consolidation link. 2. Read the text aloud for 15 minutes every day, and record the reading audio to improve the sense of language. 3. Discuss with family members about the disaster prevention and mitigation measures at home, and write down 3-5 specific measures in English. 4. Preview the next section of the unit. Design Intention: Emotional education is an important part of English teaching, which helps students cultivate good moral qualities and values, and realize the educational function of language teaching. The homework arrangement is hierarchical and diverse, combining written work, oral practice, practical activities and preview tasks, which not only helps students consolidate the knowledge and skills learned in class but also connects classroom learning with family life, cultivates their practical ability and autonomous learning ability, and lays a foundation for the subsequent learning. Step 7: Summary and Reflection (Teacher’s Summary and Student’s Reflection) The teacher makes a final summary of the class: “Today’s class focuses on expanding our horizons on natural disasters. We have achieved the learning objectives of this section through reading, discussion, debate and other activities. We have not only improved our language ability but also cultivated our cultural awareness, thinking quality and learning ability. I hope that after class, you can continue to consolidate the knowledge you have learned, apply it to practice, and pay more attention to the issue of natural disasters, so as to become a responsible person who cares about the world and protects the environment.” Then, the teacher asks students to do a brief in-class reflection: “Please think about what you have learned in today’s class, what you have mastered, what problems you still have, and what suggestions you have for the class. You can write down your reflections on the paper and hand them in after class.” Design Intention: The teacher’s summary helps students review the key content of the class again, clarify the learning gains, and strengthen the memory of the knowledge. The student’s reflection link helps students understand their own learning situation, find out their own problems, and improve their learning ability. At the same time, the teacher can also understand the effect of classroom teaching through students’ reflections, and adjust the teaching plan and methods in time to 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 $