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

Unit 5 Natural Disasters-Reading Actively 教学目标和重难点 教学目标 This lesson focuses on the theme of natural disasters, aiming to comprehensively develop students’ four-dimensional core literacy in English. In terms of Language Ability, students will master core vocabularies (such as earthquake, flood, landslide, rescue) and sentence patterns related to natural disasters, and improve their abilities of skimming, scanning and inferring meaning from context through reading practice. For Cultural Awareness, students will understand the common response measures to natural disasters at home and abroad, cultivate a sense of global responsibility and empathy for the victims, and respect the diverse concepts of disaster prevention and rescue in different cultures. Regarding Thinking Quality, students will develop logical thinking by analyzing the structure of the reading text and the causal relationship between disaster events, and critical thinking by discussing the causes of natural disasters and prevention strategies. In terms of Learning Ability, students will master effective reading strategies, form good habits of independent reading and cooperative learning, and learn to actively summarize and reflect on their learning process to improve their autonomous learning ability. 教学重难点 Key Points: Master the core vocabularies and phrases related to natural disasters (such as suffer heavy losses, search and rescue, reduce suffering) and complex sentence patterns (such as attributive clauses describing disaster losses); grasp the main idea and key details of the reading text, including the process of natural disasters, rescue actions and their impacts; master basic reading strategies such as skimming for the main idea and scanning for specific information. Difficult Points: Accurately infer the author’s emotional attitude and implied meaning from the text, especially the emotional expression in the description of disaster scenes and rescue processes; flexibly use the learned vocabularies, sentence patterns and reading strategies to analyze and discuss disaster-related issues; understand the subtle differences in disaster response cultures between different countries and regions, and establish a correct view of global disaster cooperation. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing students a series of vivid pictures and short video clips about natural disasters, including common disasters such as earthquakes, floods, landslides and tsunamis. The video clips are short and intense, showing the destructive power of natural disasters and the arduous process of rescue operations. After playing the video, the teacher asks two guiding questions in English: “What natural disasters have you seen in the pictures or video?” “How do you feel when you see these scenes of disasters and rescues?” Then, the teacher invites 3-4 students to share their answers freely, encouraging them to use simple English words and sentences to express their true feelings, such as “scared”, “sad”, “admired” and so on. After the sharing, the teacher naturally leads to the topic of this lesson: “Today, we will learn a reading text about natural disasters. Through this text, we will know more about how natural disasters happen, what rescue teams do during disasters, and what we can learn from these experiences.” Design Intention: The visual and auditory stimulation of pictures and video clips can quickly attract students’ attention, arouse their emotional resonance, and activate their existing knowledge and life experience about natural disasters. Asking open-ended questions can guide students to think actively, be brave to express their views in English, and lay a good foundation for the subsequent reading teaching. At the same time, it can naturally introduce the core topic of the lesson, making the transition from daily experience to text learning smooth and natural, and stimulating students’ interest in learning the lesson. Step 2: Pre-reading (Vocabulary Preview and Text Prediction) First, the teacher presents the core vocabularies and phrases of this lesson on the multimedia courseware, including earthquake, flood, landslide, rescue, survivor, ruin, collapse, damage, suffer heavy losses, search and rescue vehicles, trained dog, reduce suffering and so on. For each vocabulary and phrase, the teacher explains its pronunciation, meaning and usage briefly, and gives simple example sentences combined with the theme of natural disasters, such as “Natural disasters like earthquakes can cause great damage to our homes.” “Rescue teams use trained dogs to look for survivors after earthquakes.” Then, the teacher organizes a quick memory game: show the Chinese meaning of the vocabularies randomly, and ask students to stand up and say the corresponding English words quickly, so as to help students master the basic vocabularies in a relaxed atmosphere. Next, the teacher shows the title of the reading text and the related pictures in the textbook, and asks students to work in pairs to predict the content of the text. The guiding questions are: “What do you think the text will talk about according to the title?” “Who may be the main characters in the text?” “What kind of disaster may be mentioned in the text?” After 3 minutes of pair discussion, each pair sends a representative to share their predictions. The teacher listens carefully, affirms the reasonable predictions of the students, and appropriately supplements and guides them, such as prompting students to think about the process of disaster rescue and the responsibilities of rescue teams. Design Intention: Previewing core vocabularies before reading can help students remove language obstacles in the process of reading, improve reading efficiency, and lay a solid foundation for understanding the text. The quick memory game can increase the fun of vocabulary learning, avoid the tediousness of mechanical memory, and enhance students’ enthusiasm for learning. Predicting the text content based on the title and pictures can cultivate students’ ability of logical reasoning and prediction, stimulate their desire to read, and make them read the text with purpose, which is conducive to improving the effect of reading. Step 3: While-reading (Layered Reading and Information Comprehension) This step is divided into three layers: skimming, scanning and intensive reading, to guide students to understand the text from shallow to deep, and master the reading strategies while understanding the text content. First, Skimming: The teacher asks students to read the whole text quickly, without paying too much attention to the new words and difficult sentences that they don’t understand, and mainly grasp the main idea of the text. After reading, the teacher asks students to answer the following questions: “What is the main topic of the text?” “What is the main content of the text?” Then, the teacher invites several students to answer, and summarizes the main idea of the text together with the students: The text mainly introduces the destructive power of natural disasters, the work content and responsibilities of professional rescue teams during disasters, and the significance of disaster rescue, taking the Wenchuan earthquake and the Nepal earthquake as examples. Design Intention: Skimming is a basic reading strategy that can help students quickly grasp the core content of the text, form an overall understanding of the text, and avoid getting lost in details. By asking questions to check the effect of skimming, we can guide students to use skimming strategies consciously, and cultivate their ability to grasp the main idea of the text quickly. Second, Scanning: The teacher asks students to read the text again, and find out the key details according to the given task list. The task list is designed as follows: 1. What natural disasters are mentioned in the text? 2. Who is the interviewee in the text? 3. What is the first and most important goal of rescue teams during disasters? 4. What tools do rescue teams use to look for survivors? 5. How many members and dogs participated in the rescue during the Nepal earthquake? 6. What did the rescue team do during the Nepal earthquake? Students are asked to read the text carefully, find the corresponding information and mark it in the text, and then complete the task list independently. After completing, students can exchange their answers with their deskmates to check and correct each other. Finally, the teacher checks the completion of the task list, explains the key points and difficult points, and emphasizes the key details, such as the specific work of the rescue team and the data related to the Nepal earthquake. Design Intention: Scanning is a reading strategy to find specific information quickly. By designing a clear task list, we can guide students to read the text with purpose, improve their ability to locate and extract key information, and at the same time help students deepen their understanding of the text content. The mutual check between deskmates can not only help students find their own mistakes in time, but also cultivate their cooperative learning ability. Third, Intensive Reading: The teacher guides students to read the key paragraphs and difficult sentences in the text carefully, and solves the language difficulties and comprehension obstacles in the reading process. First, the teacher selects several difficult sentences in the text, such as “Natural disasters like earthquakes, floods and landslides can cause death and other loss and damage that is hard to measure.” and “It was a battle against time.” For each difficult sentence, the teacher guides students to analyze the sentence structure, such as finding the subject, predicate and object, analyzing the attributive clause and other subordinate clauses, and explains the meaning of the sentence in combination with the context. Then, the teacher guides students to appreciate the key words and expressions in the text, such as “battle against time”, “reduce suffering”, “duty” and so on, and asks students to think about the emotional connotation of these words and expressions, and what kind of attitude the author wants to express. In addition, the teacher guides students to analyze the structure of the text, and summarizes that the text is an interview, which is composed of questions and answers, and the content is closely around the work of rescue teams during natural disasters. Design Intention: Intensive reading is the key link to deepen the understanding of the text. By analyzing difficult sentences and key words, we can help students break through language obstacles, accurately understand the meaning of the text, and master the usage of complex sentence patterns. Guiding students to appreciate the emotional connotation of words and expressions can cultivate their ability of language appreciation and emotional perception. Analyzing the text structure can help students master the characteristics of interview-style texts, and improve their ability of text analysis. Step 4: Post-reading (Consolidation, Expansion and Application) This step is divided into three parts: language consolidation, group discussion and practical application, to help students consolidate the knowledge learned, deepen the understanding of the theme, and realize the migration and application of language knowledge. First, Language Consolidation: The teacher organizes a vocabulary and sentence pattern exercise. On the one hand, the teacher presents the Chinese meaning of the core phrases, and asks students to translate them into English, such as “遭受重大损失” (suffer heavy losses), “搜救犬” (trained dog), “减少痛苦” (reduce suffering). On the other hand, the teacher provides some incomplete sentences, and asks students to fill in the blanks with the learned vocabularies and sentence patterns, such as “The rescue team’s first goal is to ______ (拯救生命) when a natural disaster happens.” “We should ______ (尽最大努力) to help the victims of natural disasters.” After the exercise, the teacher checks the answers, explains the common mistakes, and strengthens the students’ mastery of vocabulary and sentence patterns. Design Intention: Language consolidation is an important link to internalize the knowledge learned. Through translation and cloze exercises, students can further master the usage of core vocabularies and sentence patterns, and lay a foundation for the subsequent language output. At the same time, it can help teachers understand the students’ mastery of knowledge and adjust the teaching progress and methods in time. Second, Group Discussion: The teacher divides students into groups of 4-6 people, and assigns a discussion task: “What should we do to prevent natural disasters? What can we do to help the victims when a natural disaster happens?” Before the discussion, the teacher gives some guiding prompts, such as “We can learn about disaster prevention knowledge.” “We can donate money and materials to the victims.” “We can volunteer to help with the rescue work.” Then, students have a heated discussion in groups, and each student is required to express their own views in English. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives timely guidance to the students who have difficulties in expression, such as providing appropriate vocabulary and sentence patterns. After the discussion, each group sends a representative to share the group’s views, and the teacher makes comments and summaries, affirming the reasonable suggestions of the students, and guiding students to establish a sense of responsibility and empathy. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability, and provide students with a platform to use English to communicate and express their views. The discussion topic is closely related to the theme of the text and real life, which can help students deepen their understanding of the theme of natural disasters, and at the same time cultivate their sense of social responsibility and empathy, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Third, Practical Application: The teacher assigns a small writing task to students: Write a short passage (about 80-100 words) about “What I Can Do in the Face of Natural Disasters”. The teacher provides some key vocabularies and sentence patterns for students to refer to, such as natural disaster, prevent, help, volunteer, donate, responsibility, etc. Students are asked to complete the writing task independently, combining the knowledge learned in this lesson and their own ideas. After completing the writing, students can exchange their passages with their deskmates, and put forward revision suggestions for each other. Then, the teacher selects several representative passages to comment on, affirming the advantages of the passages, and pointing out the areas that need to be improved, such as vocabulary usage, sentence structure and logical coherence. Design Intention: Practical writing is an important way to test students’ language output ability. Through this writing task, students can comprehensively use the vocabularies, sentence patterns and reading strategies learned in this lesson, and realize the migration and application of language knowledge. The mutual revision between deskmates can help students improve their writing ability and critical thinking ability. The teacher’s comment can help students find their own problems in writing and improve their writing level. Step 5: Summary and Reflection First, the teacher leads students to summarize the content of this lesson together: review the core vocabularies and sentence patterns related to natural disasters, sort out the main idea and key details of the reading text, and review the reading strategies (skimming, scanning, intensive reading) and practical application tasks learned in this lesson. Then, the teacher guides students to reflect on their own learning process: “What have you learned in this lesson?” “What difficulties have you encountered in the learning process?” “How can you improve your learning efficiency in the future?” Students are asked to think independently and share their reflection results voluntarily. Finally, the teacher makes a summary and outlook: This lesson takes natural disasters as the theme, and we have not only mastered the relevant language knowledge and reading strategies, but also understood the hard work of rescue teams and the importance of disaster prevention and rescue. It is hoped that students can apply the knowledge learned in this lesson to real life, pay attention to natural disasters, establish a sense of disaster prevention and self-protection, and have a sense of responsibility and empathy for the victims of natural disasters. 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 $