Unit 5 Natural Disasters-Reading Further 教案-2025-2026学年高中英语重大版必修第二册

Unit 5 Natural Disasters-Reading Further 教学目标和重难点 教学目标 The teaching of Reading Further in Unit 5 Natural Disasters focuses on the comprehensive development of students’ four-dimensional core literacy. For language competence, it aims to help students master key words and phrases related to natural disasters, such as “tsunami”, “landslide” and “emergency response”, and improve their ability to understand and analyze expository texts, as well as express views on disaster prevention and relief in English. For cultural awareness, it guides students to understand the global impact of natural disasters, respect the differences in disaster response measures among different countries and regions, establish a sense of global community, and cultivate the spirit of mutual assistance in the face of disasters. For thinking quality, it encourages students to sort out the logical structure of the text, analyze the causes and effects of natural disasters, and put forward reasonable suggestions for disaster prevention, thus developing their logical thinking, critical thinking and innovative thinking. For learning ability, it helps students master reading strategies such as skimming, scanning and careful reading, cultivate the habit of independent reading and cooperative learning, and enhance their ability to actively explore and solve problems in English learning. This teaching design closely combines the text content with the core literacy requirements, realizing the organic integration of language learning and quality improvement. 教学重难点 The key points of this lesson are: mastering the core vocabulary and fixed collocations related to natural disasters and their application in specific contexts; understanding the main idea and logical structure of the Reading Further text, including the introduction of different types of natural disasters, their characteristics and impact; and grasping the basic reading strategies to quickly obtain key information from the expository text. The difficult points are: accurately understanding the long and complex sentences in the text and analyzing their grammatical structure to avoid misunderstanding the meaning; using the learned vocabulary and sentence patterns to express personal views on disaster prevention and relief fluently and logically; and cultivating the ability to connect the text content with real life, so as to apply the learned knowledge to practical communication and problem-solving. In addition, guiding students to deeply understand the connotation of the text and establish a correct attitude towards natural disasters is also a difficult point that needs to be broken through in teaching. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of pictures and short videos about natural disasters, including earthquakes, floods, tsunamis and landslides. After playing the videos, the teacher asks students two questions in English: “What natural disasters have you seen in the pictures or videos?” “What harm do these natural disasters bring to human beings and the environment?” Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher briefly summarizes, and naturally leads to the theme of this lesson: “Today, we will continue to learn about natural disasters through Reading Further, and explore more details about different types of natural disasters and how we can respond to them.” Design Intent: The lead-in activity uses intuitive audio-visual materials to arouse students’ interest in learning and activate their prior knowledge about natural disasters. By asking questions and organizing students to share, it creates a relaxed English communication atmosphere, helps students quickly enter the theme of the lesson, and lays a foundation for the subsequent reading teaching. At the same time, it implicitly guides students to pay attention to the harm of natural disasters, laying an emotional foundation for cultivating their sense of social responsibility. Step 2: Pre-reading (Preparatory Activity) First, the teacher presents the new words and phrases in the Reading Further text on the blackboard or courseware, including core vocabulary such as “tsunami”, “landslide”, “avalanche”, “drought”, “famine”, and fixed collocations such as “take measures”, “respond to”, “be at risk of”, “in the face of”. For each new word and phrase, the teacher explains its pronunciation, meaning and usage, and gives example sentences closely related to natural disasters, such as “A tsunami can cause great damage to coastal cities.” “We should take effective measures to prevent landslides in mountainous areas.” Then, the teacher organizes students to read the new words and phrases twice in groups to ensure that they can read them correctly and master their basic meanings. Next, the teacher guides students to predict the content of the text. The teacher shows the title of the Reading Further text and asks: “According to the title and the new words we just learned, what do you think the text will talk about?” Students are encouraged to express their predictions freely, such as “It may introduce different types of natural disasters.” “It may talk about the causes of natural disasters.” “It may tell us how to deal with natural disasters.” After students finish their predictions, the teacher writes down the key points of their predictions on the blackboard and says: “Let’s read the text to check whether your predictions are correct.” Design Intent: The pre-reading activity focuses on solving the language barriers for students to read the text. By teaching new words and phrases, it helps students master the basic language knowledge needed for reading, avoiding the situation that students cannot understand the text due to unfamiliar vocabulary. The prediction activity can stimulate students’ reading motivation, cultivate their ability to infer the content of the text based on existing information, and help them form a good reading habit of active thinking before reading. Step 3: While-reading (Core Reading Activity) This step is divided into three parts: skimming, scanning and careful reading, to help students understand the text step by step from the overall to the local. First, skimming. The teacher asks students to read the whole text quickly, and then answer two questions: “What is the main idea of the text?” “How many types of natural disasters are mentioned in the text, and what are they?” After students finish reading, the teacher invites several students to answer the questions, and then summarizes the main idea of the text: The text mainly introduces several common types of natural disasters, their characteristics, causes and the harm they bring to human beings, and briefly mentions the importance of disaster prevention and relief. At the same time, the teacher confirms the types of natural disasters mentioned in the text: tsunami, landslide, avalanche, drought and famine. Design Intent: Skimming training helps students quickly grasp the main idea of the text, cultivate their ability to obtain overall information, and lay a foundation for in-depth reading. By answering questions, it can test students’ skimming effect and help them sort out the overall framework of the text. Second, scanning. The teacher assigns a task to students: Read the text again quickly, find out the key information of each type of natural disaster, and fill in the following form (the form is presented on the courseware). The form includes four columns: Type of Natural Disaster, Characteristics, Causes and Harm. Students are required to complete the form independently within a certain time, and then discuss and correct it in groups of four. After the group discussion, the teacher invites 2-3 groups to present their forms, and comments and supplements them, ensuring that each student masters the key information of each type of natural disaster. Design Intent: Scanning training focuses on helping students quickly find specific information in the text, improving their reading efficiency. The form-filling activity makes the key information of the text more intuitive and clear, which is conducive to students sorting out and memorizing the information. Group discussion can promote students’ cooperative learning, help them learn from each other, and solve the problems encountered in the process of scanning. Third, careful reading. The teacher guides students to read the text carefully paragraph by paragraph, focusing on analyzing the long and complex sentences in the text and the logical relationship between paragraphs. For example, in the paragraph introducing tsunamis, the teacher points out the long sentence: “Tsunamis are usually caused by underwater earthquakes, volcanic eruptions or landslides, and they can travel at high speeds across the ocean, causing huge waves that destroy coastal areas.” The teacher analyzes the sentence structure: the subject is “tsunamis”, the predicate is “are caused” and “can travel”, and the attributive clause “that destroy coastal areas” modifies “huge waves”. Then, the teacher asks students to translate the sentence into Chinese to ensure that they understand the meaning of the sentence. In addition, the teacher guides students to analyze the logical relationship between paragraphs: the first paragraph is the opening, introducing the universality of natural disasters; the following paragraphs respectively introduce different types of natural disasters; the last paragraph summarizes the importance of disaster prevention and relief, forming a complete logical structure of “introduction - elaboration - summary”. At the same time, the teacher asks some critical thinking questions during the careful reading process, such as: “Why do natural disasters occur? Are there any man-made factors?” “What are the differences between different types of natural disasters in terms of harm?” “How can we reduce the harm caused by natural disasters?” Students are encouraged to think deeply and discuss in groups, and then share their views. Design Intent: Careful reading is the key link of this lesson. By analyzing long and complex sentences, it helps students break through the language difficulties in reading, improve their ability to understand complex texts. By analyzing the logical relationship between paragraphs, it helps students grasp the structure of the text and cultivate their logical thinking ability. Critical thinking questions can stimulate students’ deep thinking, guide them to connect the text content with real life, and lay a foundation for the subsequent post-reading activities. Step 4: Post-reading (Consolidation and Extension Activity) This step includes three parts: language consolidation, theme discussion and practical application, to help students consolidate the learned knowledge and apply it to practice. First, language consolidation. The teacher designs two exercises to help students consolidate the new words and sentence patterns learned in this lesson. Exercise 1: Fill in the blanks with the correct form of the given words and phrases. The words and phrases include the core vocabulary and collocations learned in the pre-reading part, such as “tsunami”, “take measures”, “respond to”. Exercise 2: Rewrite the sentences according to the requirements. For example, rewrite the sentence “Natural disasters bring great harm to human beings.” into a passive voice sentence: “Great harm is brought to human beings by natural disasters.” Students complete the exercises independently, and then the teacher checks and explains the answers, focusing on correcting the common mistakes of students. Design Intent: Language consolidation exercises help students consolidate the new words and sentence patterns learned in this lesson, improve their ability to use language flexibly, and lay a solid foundation for their subsequent English expression. Second, theme discussion. The teacher organizes students to carry out a group discussion with the theme “How can we protect ourselves and help others in the face of natural disasters?” Each group is assigned a specific natural disaster, such as earthquake, flood or tsunami, and is required to discuss and put forward specific measures from the aspects of before, during and after the disaster. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabulary and sentence patterns to express their views, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to make a 2-3 minute report in English, introducing the measures put forward by the group. After the report, the teacher makes comments, affirms the advantages of each group, and puts forward suggestions for improvement. Design Intent: Theme discussion combines the text content with real life, helps students apply the learned knowledge to practical communication, improves their oral expression ability and cooperative learning ability. At the same time, it guides students to establish a sense of self-protection and social responsibility, and cultivates their spirit of mutual assistance, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Third, practical application. The teacher assigns a writing task to students: Write a short passage of 80-100 words about “How to Respond to Natural Disasters”. The requirements are: use the new words and sentence patterns learned in this lesson; clearly put forward specific measures for disaster response; and ensure the logic and fluency of the passage. Students complete the writing task independently, and then exchange their passages with their deskmates for mutual revision. The teacher selects several representative passages to comment on, focusing on the use of language, logic and content, and guides students to improve their writing ability. Design Intent: The writing task is an extension of the reading teaching, which helps students integrate the learned language knowledge and theme content, improve their writing ability. Mutual revision between deskmates can promote students’ mutual learning and help them find their own mistakes and improve their writing level. Teacher’s comments can point out the advantages and disadvantages of students’ writing, and provide targeted guidance for students’ future writing. Step 5: Summary and Homework First, summary. The teacher invites students to summarize the content of this lesson independently, including the new words and phrases learned, the main idea and key information of the text, and the methods of disaster response. Then, the teacher makes a comprehensive summary, emphasizing the key and difficult points of this lesson, and reaffirming the importance of mastering the reading strategies and applying the learned knowledge to practice. At the same time, the teacher encourages students to pay more attention to the news about natural disasters in daily life, and actively learn knowledge about disaster prevention and relief. Second, homework. The teacher assigns two types of homework: 1. Review the new words and phrases learned in this lesson, and write 5 sentences with the core vocabulary and collocations. 2. Surf the Internet to collect more information about a certain type of natural disaster, and supplement the content of the text, which will be shared in the next class. 3. Polish the short passage written in the post-reading activity and hand it in the next class. Design Intent: The summary link helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the lesson content. The homework is designed to consolidate the learned knowledge, expand students’ knowledge scope, and cultivate their ability to collect and process information independently. At the same time, it lays a foundation for the subsequent class sharing activities, promoting the continuity of teaching. Step 6: Teaching Reflection (Designed for Teachers) After the class, teachers need to reflect on the teaching process, focusing on the following aspects: Whether the lead-in activity effectively arouses students’ learning interest; whether the pre-reading link effectively solves students’ language barriers; whether the while-reading link effectively helps students master the text content and reading strategies; whether the post-reading activity effectively consolidates students’ learned knowledge and improves their language application ability; whether the teaching activities are closely combined with the four-dimensional core literacy requirements; and whether there are problems in the teaching process, such as uneven participation of students, and how to solve these problems in the future teaching. Teaching reflection helps teachers summarize experience, find deficiencies, and continuously improve the quality of teaching. Design Intent: Teaching reflection is an important part of teaching design, which helps teachers improve their teaching level and promote the continuous optimization of teaching activities. By reflecting on the teaching process, teachers can better grasp the needs of students, adjust the teaching methods and strategies, and ensure that the teaching design can better meet the requirements of core literacy training and the actual learning situation of students. 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 $