Unit 5 Natural Disasters-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第二册

Unit 5 Natural Disasters-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This lesson focuses on the theme of natural disasters and integrates the four-dimensional core literacy of English subjects. For language competence, students will master core vocabularies and sentence patterns related to natural disasters, improve their ability to obtain and sort out listening information, and achieve fluent oral communication. For thinking quality, it guides students to analyze the causes, impacts and response measures of natural disasters, cultivating their logical thinking and problem-solving ability. For cultural awareness, it enables students to understand the global impact of natural disasters and the common efforts of all countries in disaster prevention and mitigation, enhancing their sense of global responsibility. For learning ability, it teaches students listening strategies such as prediction and key information extraction, guiding them to learn independently and cooperate in groups to improve their autonomous learning ability. 教学重难点 The key points of this lesson are: mastering core vocabularies and expressions about natural disasters (such as earthquake, flood, typhoon, evacuation, relief, etc.) and related sentence patterns; accurately understanding the key information in the listening materials, including the type, occurrence process, impact and response measures of natural disasters; and being able to use the learned knowledge to carry out simple oral communication about natural disasters. The difficult points are: understanding the complex sentence structures and logical relationships (such as cause-effect, transition) in the listening materials; flexibly applying listening strategies to cope with different listening tasks; and conducting in-depth oral discussions on natural disaster topics, accurately expressing personal views and putting forward reasonable suggestions. 教学过程 Step 1: Lead-in (Lead-in and Preview) The teacher starts the class by showing pictures and short video clips of different natural disasters (such as earthquakes, floods, typhoons and tsunamis) with English captions. After playing, the teacher asks simple guiding questions: “What natural disasters can you see in the pictures and videos? Have you ever heard of or experienced any of these disasters?” Then, the teacher guides students to share their own experiences or known information about natural disasters in simple English. During the sharing process, the teacher writes down the core vocabularies and simple expressions mentioned by students on the blackboard, such as “earthquake”, “flood”, “dangerous”, “help”, and supplements other key vocabularies and phrases needed for this lesson, such as “typhoon”, “tsunami”, “evacuation”, “emergency relief”, “take shelter”, and explains their pronunciations and basic usages briefly. Design Intention: This link 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 encouraging students to share, it activates students' prior knowledge and life experience, lays a foundation for the smooth development of subsequent listening and communication activities. At the same time, it naturally introduces the core vocabularies of this lesson, avoids the tediousness of pure vocabulary teaching, and enables students to understand and remember vocabularies in a real context. It also helps students build confidence in oral expression, laying a foundation for subsequent communication links. Step 2: Pre-Listening (Preparation and Prediction) First, the teacher sorts out the core vocabularies and sentence patterns of this lesson again, and organizes students to do a quick matching exercise: match the disaster names with their corresponding descriptions (such as “earthquake - a sudden shaking of the ground caused by the movement of the earth's crust”). After the exercise, the teacher checks the answers together with the students, and focuses on explaining the difficult words and sentence patterns to ensure that students can understand the basic meaning and usage. Then, the teacher introduces the background of the listening materials: the listening materials are two short conversations and a news report, which mainly talk about the occurrence of a flood in a small town, the process of people's evacuation, and the rescue measures taken by the government and volunteers. The teacher guides students to predict the possible content of the listening materials according to the background introduction and the learned vocabularies. For example, ask: “What information do you think will be mentioned in the conversation about the flood? What will people talk about when they evacuate?” Students are encouraged to express their predictions freely, and the teacher records the key prediction points on the blackboard, such as “time of the flood”, “place of the flood”, “number of affected people”, “evacuation route”, “rescue measures”. In addition, the teacher briefly introduces listening strategies suitable for this lesson: prediction strategy (predicting content according to context and background), key information extraction strategy (focusing on time, place, characters, events and other key elements), and note-taking strategy (recording key words and short sentences instead of complete sentences to improve listening efficiency). Design Intention: The pre-listening preparation helps students consolidate the core vocabularies and sentence patterns, eliminating the language barriers in listening. The prediction link can stimulate students' thinking, make students enter the listening state actively, and improve their listening efficiency. By introducing listening strategies, students are guided to master scientific listening methods, which is conducive to improving their listening ability in the long run. At the same time, the note-taking strategy training helps students develop good listening habits and lays a foundation for accurately completing listening tasks. Step 3: While-Listening (Listening and Understanding) This link is divided into three listening tasks, from easy to difficult, to help students gradually understand the listening materials and master the key information. Task 1: First Listening - Get the Main Idea. The teacher plays the listening materials completely once, and asks students to listen carefully and answer two simple questions: “What natural disaster is mentioned in the listening materials? What is the main content of the listening materials?” After listening, students are asked to answer the questions individually. The teacher checks the answers, and guides students to summarize the main idea of the listening materials together: the listening materials mainly introduce the occurrence of a flood in a small town, the process of local residents' evacuation, and the rescue work carried out by the government and volunteers. Design Intention: The first listening focuses on the main idea, which helps students establish an overall understanding of the listening materials, avoid being trapped in details, and lay a foundation for the extraction of key information in the subsequent listening. At the same time, it can help students adapt to the speed and pronunciation of the listening materials, reduce their tension in listening, and enhance their confidence in completing listening tasks. Task 2: Second Listening - Extract Key Information. The teacher plays the listening materials again, and asks students to take notes according to the prediction points recorded on the blackboard, and complete the information form prepared in advance. The form includes the following columns: Disaster Type, Occurrence Time, Occurrence Place, Affected Situation, Evacuation Measures, Rescue Measures. During the listening process, the teacher reminds students to use the note-taking strategy, record key words and short sentences, and not to write complete sentences. After listening, students are organized to discuss in groups of 4, exchange their notes and complete the information form together. Then, each group sends a representative to present the group's results, and the teacher corrects and supplements them, focusing on the key information that students may miss, such as the specific time of the flood, the number of evacuated people, and the specific rescue measures (such as providing food, water and temporary shelters). Design Intention: The second listening focuses on the extraction of key information, which is the key point of this lesson. By completing the information form, students' ability to extract and sort out listening information is trained. Group discussion enables students to complement each other's advantages, solve the problems encountered in listening together, and improve their cooperative learning ability. The teacher's correction and supplement helps students accurately grasp the key information of the listening materials and deepen their understanding of the content. Task 3: Third Listening - Understand Details and Logical Relationships. The teacher plays the key parts of the listening materials (such as the part about the causes of the flood and the process of evacuation) again, and asks students to answer detailed questions: “Why did the flood happen? What did the local government do first after the flood occurred? What should people pay attention to when evacuating?” In addition, the teacher guides students to analyze the logical relationships in the listening materials, such as cause-effect relationship (because of heavy rain for several days, the river water rose and caused the flood) and sequence relationship (first issue an evacuation notice, then organize volunteers to help residents evacuate, and finally provide relief supplies). Students are asked to find out the signal words representing logical relationships in the listening materials, such as “because”, “so”, “first”, “then”, “finally”. Design Intention: The third listening focuses on details and logical relationships, which helps students deeply understand the content of the listening materials and break through the difficult points of this lesson. By analyzing logical relationships, students' logical thinking ability is trained, and they can better understand the context and meaning of the listening materials. Looking for signal words helps students master the method of understanding logical relationships in listening, which is conducive to improving their listening comprehension ability in complex contexts. Step 4: Post-Listening (Consolidation and Communication) This link is divided into two parts: consolidation exercise and oral communication, to help students consolidate the listening content and realize the transformation from input to output. Part 1: Consolidation Exercise. The teacher designs two types of exercises. The first type is blank filling: the teacher presents the key sentences in the listening materials with some words missing, and asks students to fill in the blanks according to the listening content they have just heard. For example: “The flood happened because of ______ for several days. The local government ______ an evacuation notice immediately.” The second type is sentence rewriting: ask students to rewrite the key sentences in the listening materials with the learned vocabularies and sentence patterns, such as rewriting “The volunteers helped the elderly and children evacuate” into “The volunteers assisted the elderly and children in evacuating”. After the exercise, the teacher checks the answers together with the students, and focuses on correcting the common mistakes of students, such as incorrect word collocation and wrong sentence structure. Design Intention: The consolidation exercise helps students review and consolidate the key vocabularies, sentence patterns and listening content, and deepen their memory and understanding. Blank filling focuses on the mastery of key words and sentences, while sentence rewriting focuses on the flexible application of language knowledge, which lays a foundation for subsequent oral communication. Part 2: Oral Communication. The teacher designs two communication tasks, from simple to complex, to help students apply the learned knowledge to practice. Task 1: Pair Discussion. Students are divided into pairs, and each pair is given a scenario: “Suppose a typhoon is coming to your city, what should you do to protect yourself and your family? What measures do you think the government should take?” Students are required to use the vocabularies and sentence patterns learned in this lesson to discuss, and the teacher provides appropriate prompts if necessary, such as “take shelter in a safe place”, “close the windows and doors”, “store enough food and water”, “issue typhoon warning”. During the discussion, the teacher walks around the classroom, listens to the students' discussions, and provides guidance and help for students who have difficulties in expression, such as reminding them of the correct sentence structure and vocabulary usage. Task 2: Group Role-Play. Students are divided into groups of 5, and each group is assigned different roles: reporter, disaster victim, rescue worker, government staff, volunteer. The task requires each group to design a short dialogue according to the theme of natural disasters, integrating the listening content and learned knowledge. For example, the reporter interviews the disaster victim about the impact of the disaster, the rescue worker introduces the rescue situation, the government staff explains the relief measures, and the volunteer talks about their own experience in helping others. Each group prepares for a few minutes, then performs the role-play in front of the class. After each group's performance, the teacher and other students make comments, focusing on the accuracy of language usage, the fluency of expression and the rationality of the dialogue. Design Intention: Oral communication is the key link to realize the application of language knowledge. Pair discussion is relatively simple, which can help all students participate in the communication and improve their oral expression ability. Role-play is more complex, which can train students' comprehensive language application ability, cooperative learning ability and innovative thinking ability. Through comments, students can find their own advantages and disadvantages, and learn from each other to improve their oral communication level. At the same time, the scenario design is closely related to real life, which helps students realize the practical value of English learning and enhance their sense of application. Step 5: Summary and Extension First, the teacher guides students to summarize the content of this lesson together: review the core vocabularies and sentence patterns about natural disasters, the key information of the listening materials, and the listening strategies and oral communication skills learned. The teacher emphasizes that listening and speaking are closely linked, and that only by mastering scientific listening strategies and flexibly applying language knowledge can we achieve effective communication. Then, the teacher carries out the extension activity: introduce some common disaster prevention and mitigation knowledge in English, such as “When an earthquake happens, you should hide under a solid table or desk, protect your head and neck”, “When a flood happens, you should move to a high place quickly”. Then, ask students to share the disaster prevention and mitigation knowledge they know in English, and encourage students to pay attention to natural disasters in daily life, enhance their safety awareness and sense of social responsibility. Finally, the teacher assigns after-class tasks: 1. Listen to the listening materials again and retell the main content in your own words; 2. Discuss with your family members about disaster prevention and mitigation measures, and write a short English passage (about 80 words) to introduce the measures; 3. Collect 5-10 new vocabularies related to natural disasters and their usages. Design Intention: The summary link helps students sort out the knowledge system of this lesson, deepen their memory and understanding of the learned content. The extension activity combines language learning with real life, not only expanding students' knowledge, but also cultivating their safety awareness and sense of social responsibility, which is in line with the requirements of cultural awareness and emotional attitude in core literacy. The after-class tasks are closely linked to the classroom content, which can help students consolidate the learned knowledge, improve their listening retelling ability and writing ability, and lay a foundation for the subsequent learning of the unit. 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 $