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

Unit 5 Natural Disasters-Exploring and Using 教学目标和重难点 教学目标 Language Ability: Students can master core vocabularies and sentence patterns related to natural disasters, and use them to describe disaster scenes, express prevention measures and relief actions in English. Cultural Awareness: They understand disaster response differences at home and abroad, cultivate respect for diverse cultures, and establish a sense of global responsibility and life awareness. Thinking Quality: They develop logical thinking by analyzing disaster causes and solutions, and critical thinking through discussing disaster-related issues. Learning Ability: They master effective learning strategies such as cooperative learning and autonomous inquiry, and form good learning habits in exploring and using language. 教学重难点 Key Points: Master core vocabularies (e.g., earthquake, flood, rescue, survivor, damage) and functional sentence patterns for describing natural disasters, disaster causes and prevention measures; grasp how to use English to communicate in disaster-related scenarios and complete simple practical tasks. Difficult Points: Flexibly apply learned language knowledge to analyze and discuss complex disaster issues; accurately express personal views and reasonable suggestions on disaster prevention and relief in English; understand the implied meaning and emotional attitude in disaster-related materials. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class by showing multi-modal materials, including short video clips of common natural disasters (earthquakes, floods, typhoons, volcanic eruptions), real photos of disaster scenes and relief work, and plays a 1-minute English audio clip introducing the global impact of natural disasters. After playing, the teacher asks guiding questions in English: “What natural disasters did you see and hear just now?” “How do you feel when you witness these disaster scenes?” “What do people usually do when facing natural disasters?” Then, invite 4-5 students to share their answers in English. During the sharing, the teacher writes down key disaster-related words and phrases on the blackboard, such as “natural disaster, earthquake, flood, rescue, shelter, survive”, and briefly corrects their pronunciation and grammar errors. Finally, the teacher summarizes and leads to the theme: “Today, we will focus on Exploring and Using part of Unit 5 Natural Disasters. We will learn to use English to talk about natural disasters, analyze their causes and impacts, and put forward practical prevention and relief suggestions, so as to improve our comprehensive language application ability.” Design Intention: Multi-modal materials (videos, photos, audio) can quickly attract students’ attention and arouse their emotional resonance, 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 solid 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 and enhancing their learning motivation. Step 2: Pre-exploration — Master Core Vocabulary and Sentence Patterns First, the teacher presents the core vocabularies and phrases of this unit on the multimedia courseware, including nouns (disaster, earthquake, flood, typhoon, volcanic eruption, survivor, ruin, damage, relief, shelter), verbs (occur, happen, strike, destroy, damage, rescue, survive, evacuate), adjectives (destructive, dangerous, urgent, helpless, brave) and phrases (take place, break out, cause damage to, come to one’s rescue, take measures to do sth., in case of). For each vocabulary and phrase, the teacher explains its meaning, pronunciation and usage in combination with disaster-related examples, and invites students to make sentences in pairs. For example, for “cause damage to”, the teacher gives an example: “The earthquake caused great damage to the city.” Then students practice making sentences like “The flood caused damage to the crops.” Next, the teacher introduces the functional sentence patterns commonly used in talking about natural disasters, which are divided into three categories: describing disaster scenes (“The ground shook violently, and many buildings collapsed.” “The flood washed away many houses and roads.”), analyzing disaster causes (“Natural disasters are mainly caused by natural factors such as climate change and geological movements.” “Human activities also contribute to some natural disasters.”), and putting forward prevention and relief measures (“We should take effective measures to prevent natural disasters, such as building earthquake-resistant houses.” “The government should provide timely relief to the affected people.”). The teacher explains the usage of each sentence pattern and demonstrates with specific examples, then organizes students to practice in groups of three, using the sentence patterns to talk about a natural disaster they know. After the practice, the teacher checks the effect by inviting several groups to present their dialogues. For the problems existing in students’ expressions, such as incorrect word collocation and improper sentence structure, the teacher corrects them in time and summarizes the key points of using the sentence patterns, helping students master the language foundation for subsequent exploration and application. Design Intention: Vocabulary and sentence patterns are the basis of language application. This step focuses on consolidating the core language knowledge of the unit, helping students build a complete vocabulary and sentence pattern system related to natural disasters. The combination of explanation and practice, as well as individual and group activities, makes the learning process more vivid and effective, avoiding mechanical memory. Timely inspection and correction can help students find and correct their mistakes in time, laying a solid foundation for their subsequent language application and exploration. Step 3: In-class Exploration — Analyze and Discuss Disaster-related Issues This step is divided into two parts: text exploration and group discussion, aiming to guide students to use the learned language knowledge to analyze and solve practical problems, and cultivate their thinking quality and language application ability. In the first part, text exploration, the teacher presents a short English passage about a recent flood disaster (closely related to the unit theme and suitable for senior high school students’ English level). The passage introduces the occurrence time, place, impact of the flood and the relief measures taken by the government and people. The teacher asks students to read the passage independently and complete the following tasks: 1. Skim the passage and find out the main idea (the impact of a flood disaster and the corresponding relief measures). 2. Scan the passage and extract key information, including the time, place, casualties and relief measures of the flood. 3. Read the passage carefully and answer the questions: What caused the flood? What damage did the flood cause? What measures did the government and people take to deal with it? Do you think these measures are effective? Why? After students finish the tasks, the teacher organizes the whole class to check the answers. For the key and difficult questions, such as evaluating the effectiveness of relief measures, the teacher guides students to express their views and reasons in English, encouraging them to think deeply. For example, when discussing whether the relief measures are effective, students may put forward different views: some think they are effective because they helped the affected people get timely help, while others think there are deficiencies, such as insufficient early warning. The teacher affirms students’ different views and guides them to analyze the problem from multiple angles, cultivating their critical thinking ability. In the second part, group discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “How can we prevent natural disasters and reduce their damage?” Each group is required to discuss from three aspects: personal, school and society, and put forward specific and practical suggestions. During the discussion, the teacher walks around the classroom, guides students to use the learned vocabularies and sentence patterns to express their views, helps students solve the language difficulties encountered in the discussion, and ensures that every student participates in the discussion actively. After the discussion, each group sends a representative to present the discussion results to the whole class. The representative needs to introduce the group’s suggestions clearly and logically in English. After each group’s presentation, other groups can ask questions or put forward supplementary opinions, such as “Do you think it is necessary for schools to hold regular disaster prevention drills? Why?” The teacher makes comments on each group’s presentation, affirming their advantages (such as clear logic, practical suggestions, fluent expression) and putting forward improvement suggestions (such as enriching vocabulary, improving sentence diversity), so as to further improve students’ language expression ability and logical thinking ability. Design Intention: Text exploration helps students improve their reading ability, master the method of extracting key information and analyzing text content, and at the same time consolidate the learned language knowledge. Group discussion provides students with a platform for language communication and application, enabling them to use English to discuss practical issues, which not only improves their oral expression ability, but also cultivates their cooperative learning ability and critical thinking ability. The teacher’s guidance and comments can help students find their own deficiencies and improve their comprehensive quality in time. Step 4: Language Application — Complete Practical Tasks On the basis of exploration and discussion, this step focuses on guiding students to apply the learned language knowledge to complete practical tasks, realizing the transformation from “learning language” to “using language”, and improving their language application ability and learning ability. The teacher assigns two practical tasks, which students can choose one to complete independently or in pairs. Task 1: Write a short English passage (about 80-100 words) introducing a natural disaster you know, including its causes, impacts and prevention measures. Task 2: Design a simple English poster about disaster prevention, which should include key disaster prevention tips and use the vocabularies and sentence patterns learned in this unit. The teacher provides appropriate examples and tips for both tasks, such as the structure of the passage (beginning: introduce the disaster; middle: analyze its causes and impacts; end: put forward prevention measures) and the content of the poster (clear title, simple and practical tips, correct English expression). During the task completion, the teacher walks around the classroom, provides targeted guidance for students who have difficulties, such as helping them sort out the writing ideas, correcting the incorrect use of words and sentences, and reminding them to pay attention to the logic and fluency of the expression. For students who complete the task quickly, the teacher encourages them to enrich the content, such as adding more specific examples or improving the diversity of sentences. After students finish the tasks, the teacher selects some typical works to display in the class, such as excellent passages and posters. For the excellent works, the teacher analyzes their advantages in detail, such as correct language, clear logic and creative design, and encourages other students to learn from them. For the works with deficiencies, the teacher puts forward specific improvement suggestions, such as correcting grammar errors, enriching vocabulary and improving logic, so as to help students improve their language application ability in practice. Design Intention: Practical tasks are closely combined with the unit theme and students’ real life, which can stimulate students’ learning interest and motivation, and enable them to apply the learned language knowledge to practical scenarios. The choice of two tasks takes into account the differences in students’ learning ability and interests, ensuring that every student can complete the task successfully. Displaying and commenting on students’ works can not only affirm students’ achievements, enhance their confidence, but also help students find their own deficiencies and improve their language application ability and creative thinking ability. Step 5: Summary and Extension — Consolidate Knowledge and Expand Vision First, the teacher leads students to summarize the content of this lesson. The teacher asks students to recall what they have learned today, including core vocabularies, sentence patterns, the method of analyzing disaster-related texts, and the suggestions for disaster prevention and relief. Then, the teacher makes a systematic summary, emphasizing the key and difficult points of this lesson, and sorting out the logical relationship between knowledge points, helping students form a complete knowledge system. Next, the teacher carries out knowledge extension. The teacher introduces some international organizations and projects related to disaster prevention and relief in English, such as the United Nations International Strategy for Disaster Reduction (UNISDR) and the International Federation of Red Cross and Red Crescent Societies (IFRC), and briefly introduces their functions and roles in global disaster relief. At the same time, the teacher encourages students to pay attention to global natural disaster events in daily life, read English news and materials about natural disasters, and expand their English vision and global awareness. Finally, the teacher assigns after-class tasks: 1. Review the core vocabularies and sentence patterns learned in this lesson, and make a vocabulary card. 2. Complete the unselected task in the in-class practical tasks. 3. Search for an English news report about natural disasters, read it carefully and write a short summary (about 50 words). 4. Discuss with family members about disaster prevention measures and share what you have learned in this lesson with them in English. Design Intention: The summary helps students consolidate the knowledge learned in this lesson, sort out the knowledge system, and deepen their understanding of the key and difficult points. Knowledge extension broadens students’ vision, enables them to understand the global situation of disaster prevention and relief, and cultivates their global awareness and sense of social responsibility. After-class tasks are closely combined with the in-class content, which can help students consolidate the knowledge and skills learned in class, and extend the learning from the classroom to daily life, improving their autonomous learning ability and language application ability. 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 $