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

Unit 5 Natural Disasters-Listening, Speaking and Writing 教学目标和重难点 教学目标 The listening, speaking and writing module of Unit 5 Natural Disasters focuses on cultivating students’ four-dimensional core literacy in English. In terms of Language Ability, it helps students master core vocabulary and sentence patterns related to natural disasters, enabling them to accurately capture key information in listening materials, express their views fluently in oral communication, and write coherent and logical passages about disaster prevention and response. For Cultural Awareness, it guides students to understand disaster response cultures at home and abroad, establish a sense of global community, respect life, and cultivate the awareness of environmental protection and social responsibility. Regarding Thinking Quality, it encourages students to analyze the causes, impacts and solutions of natural disasters logically, develop critical and innovative thinking, and learn to view disasters from a dialectical perspective. As for Learning Ability, it trains students to use various learning strategies such as cooperative learning, autonomous inquiry and context-based application, helping them improve their ability to learn and use English independently and cooperatively in practical scenarios. All these elements are integrated into listening, speaking and writing activities to achieve the goal of cultivating all-round developed students. 教学重难点 The key points of this module are: mastering core vocabulary (such as earthquake, flood, typhoon, evacuation, relief, survivor) and sentence patterns for describing natural disasters, disaster causes and response measures; being able to accurately extract key information (time, place, disaster type, impact and relief actions) from listening materials; being able to conduct fluent oral communication on disaster-related topics, including describing disaster scenes, expressing personal views and putting forward reasonable suggestions; and being able to write a coherent short passage with clear structure, combining disaster-related knowledge and personal insights. The difficult points are: flexibly applying complex sentence patterns (such as conditional clauses, adverbial clauses of concession) in oral and written expression to enhance accuracy and richness; accurately understanding the logical connection between listening materials and converting the information into their own language; and integrating emotional experience and value guidance into oral expression and writing, so as to achieve the unity of language application and value shaping. In addition, understanding the differences in disaster response cultures between different countries and regions is also a difficult point that needs attention. 教学过程 Step 1: Lead-in (Warm-up and Preview Review) The teacher starts the class by showing multi-modal materials, including short video clips of common natural disasters (earthquakes, floods, typhoons), real photos of disaster scenes and relief work, and plays a 1-minute English audio clip introducing the impact of a recent flood. After playing, the teacher asks two guiding questions: “What natural disasters did you see and hear just now?” “What do people usually do when facing such disasters?” Then, invite 3-4 students to answer in English. During the students’ answers, the teacher writes down key disaster-related words (such as earthquake, flood, typhoon, rescue, help) on the blackboard, and briefly corrects their pronunciation and grammar errors. Finally, the teacher summarizes: “Today we will focus on listening, speaking and writing related to natural disasters, which will help us master how to use English correctly in disaster-related scenarios and better communicate and respond to disasters.” Design Intention: Multi-modal materials (videos, photos, audio) can quickly attract students’ attention, arouse their emotional resonance and interest in learning, 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 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. Step 2: Listening Practice (Input and Comprehension) This step is divided into three parts: pre-listening, while-listening and post-listening, to help students gradually improve their listening comprehension ability and extract key information accurately. In the pre-listening part, the teacher introduces the background of the listening materials: the listening content is two news reports, one about an earthquake in a small city and the other about a flood in a coastal area, focusing on the disaster situation, impact and relief measures. Then, the teacher presents key vocabulary and phrases in the listening materials, such as “magnitude 6.0 earthquake”, “flash flood”, “collapse”, “evacuate”, “relief supplies”, “rescue team” and “casualty”, and explains their meanings and usages in context. The teacher also reminds students to pay attention to the intonation and rhythm of news reports, which helps to capture key information quickly. Design Intention: Pre-listening preparation helps students eliminate language barriers, understand the background of listening materials, and establish a connection between new knowledge and existing knowledge. Introducing key vocabulary and phrases in advance enables students to focus more on the content of listening materials during the listening process, rather than being distracted by unfamiliar words. Reminding students of the characteristics of news reports helps them master listening skills and improve listening efficiency. In the while-listening part, the teacher plays the listening materials twice. For the first time, students are asked to listen carefully and finish a simple task: tick the natural disasters mentioned in the materials and write down the places where the disasters occurred. For the second time, students are required to listen again and fill in the blanks with key information, including the time of the disaster, the impact (number of casualties, property loss) and the relief measures taken by the government and rescue teams. During the listening process, the teacher encourages students to take notes briefly, focusing on key words and numbers, and reminds them not to stop listening because of a single unfamiliar word. Design Intention: Playing the listening materials twice follows the law of listening teaching, from overall understanding to detailed grasp. The first listening helps students form an overall impression of the listening materials, while the second listening focuses on extracting specific information, which is in line with the cognitive law of students. Asking students to take notes cultivates their listening habits and ability to capture key information, which is conducive to improving their listening comprehension ability in the long run. In the post-listening part, the teacher checks the students’ answers, corrects mistakes in a timely manner, and explains the difficult points in the listening materials. For example, if students have difficulty understanding the sentence “The local government immediately dispatched rescue teams to search for survivors and provide relief supplies”, the teacher will analyze the sentence structure and explain the meaning of “dispatch” and “survivor” again. Then, the teacher invites students to retell the main content of the listening materials in their own words, either individually or in pairs. Finally, the teacher summarizes the listening skills: when listening to news reports about natural disasters, we should focus on the six elements of news (time, place, person, event, reason, result), and pay attention to key words such as numbers, actions and adjectives. Design Intention: Checking and correcting answers helps students find their own deficiencies and consolidate the key information in the listening materials. Retelling the listening content in their own words not only tests students’ listening comprehension ability, but also exercises their oral expression ability, realizing the connection between listening and speaking. Summarizing listening skills helps students form systematic listening methods, which is conducive to improving their listening ability in future study. Step 3: Speaking Practice (Output and Communication) On the basis of listening input, this step focuses on oral output, guiding students to use the learned vocabulary and sentence patterns to conduct fluent communication on disaster-related topics, and improving their oral expression ability and communication ability. First, the teacher organizes a group discussion activity. Students are divided into groups of 4-5, and the discussion topic is “How should we respond to natural disasters to reduce losses?”. The teacher provides some guiding questions to help students carry out the discussion: “What should we do before a natural disaster?”, “What should we do during a natural disaster?”, “What should we do after a natural disaster?”, “What suggestions can you put forward to the government and society to prevent natural disasters?”. During the discussion, the teacher walks around the classroom, observes the students’ performance, provides guidance and help in time, reminds students to use the learned vocabulary and sentence patterns, and encourages shy students to speak actively. Design Intention: Group discussion is conducive to creating a relaxed and active classroom atmosphere, enabling students to express their views freely. The guiding questions help students sort out their ideas and ensure that the discussion can be carried out smoothly. The teacher’s guidance and encouragement can help students overcome the fear of speaking English, improve their confidence in oral expression, and cultivate their cooperative learning ability. After the group discussion, each group selects a representative to report the discussion results to the whole class. The representative should briefly introduce the group’s views, and other students can ask questions or put forward supplementary opinions. For example, if a group mentions “We should strengthen disaster prevention publicity and education”, other students can ask “How can we strengthen disaster prevention publicity and education in schools?”. The teacher comments on the students’ reports, affirms their advantages, points out their deficiencies, and guides them to use more accurate and fluent language to express their views. Design Intention: Reporting the discussion results not only tests the effect of group discussion, but also provides students with a platform to show themselves, which is conducive to improving their oral expression ability and logical thinking ability. Asking and answering questions between students can promote mutual learning and communication, and enrich the content of the discussion. The teacher’s comments help students find their own problems and improve their oral expression level. Then, the teacher organizes a role-play activity. The roles include disaster survivors, rescue team members, journalists and government staff. Students choose their own roles freely and make up a dialogue based on the scenario: a natural disaster has just occurred, and the rescue work is in progress. The teacher provides some key sentence patterns for reference, such as “I was trapped in the house when the earthquake happened. Please help me!”, “Don’t worry, we will rescue you as soon as possible. Please keep calm.”, “Could you tell us about the current disaster situation?”, “We have dispatched a large number of rescue teams and relief supplies to the disaster area.”. During the role-play, the teacher encourages students to use their imagination, add more details to the dialogue, and pay attention to the emotion and tone of the dialogue. Design Intention: Role-play activity combines language learning with real life scenarios, making students feel that English is practical and useful, which can stimulate their interest in learning English. It also helps students flexibly apply the learned vocabulary and sentence patterns, improve their oral communication ability and emotional expression ability, and cultivate their innovative thinking ability. Step 4: Writing Practice (Integration and Application) This step focuses on integrating listening and speaking input into writing output, guiding students to master the structure and writing skills of disaster-related passages, and improving their writing ability. First, the teacher guides students to sort out the writing framework. Combined with the listening materials and oral discussion content, the teacher summarizes the structure of a disaster-related passage: the first paragraph introduces the natural disaster (type, time, place); the second paragraph describes the impact of the disaster (casualties, property loss, impact on people’s life); the third paragraph introduces the relief measures taken by the government, society and individuals; the fourth paragraph expresses personal views and suggestions (such as disaster prevention and mitigation suggestions, calls for attention to natural disasters). Then, the teacher presents some key sentence patterns for each part, such as “A terrible [disaster type] happened in [place] on [time].”, “The disaster caused great damage to the local area. Many houses collapsed, and a large number of people were injured or killed.”, “The government took immediate action to organize rescue work and provide relief supplies to the affected people.”, “In my opinion, we should strengthen disaster prevention awareness and improve disaster prevention and mitigation capabilities.”. Then, students start to write independently. The writing task is: Write a short passage about a natural disaster you know, with a focus on its impact and response measures, and put forward your own suggestions. During the writing process, the teacher walks around the classroom, provides help to students who have difficulties, such as guiding them to choose appropriate vocabulary and sentence patterns, correcting grammar errors, and helping them sort out their ideas. For students who finish writing early, the teacher encourages them to revise their passages, improve the language expression, and add more details to make the passage more vivid. Design Intention: Independent writing enables students to integrate the learned knowledge into practice, exercise their writing ability and independent thinking ability. The teacher’s timely help can help students solve the problems encountered in the writing process, improve their writing confidence. Encouraging students to revise their passages helps them develop a good writing habit of revising and polishing, which is conducive to improving their writing level. After the students finish writing, the teacher organizes a peer review activity. Students exchange their passages with their deskmates, and review each other according to the evaluation criteria: whether the structure is clear, whether the content is coherent, whether the vocabulary and sentence patterns are used correctly, whether the views are clear, and whether there are grammar and spelling errors. Students can put forward revision suggestions to each other. Then, the teacher selects 2-3 typical passages (one excellent passage and one passage with common problems) to comment on in class. For the excellent passage, the teacher affirms its advantages, such as clear structure, accurate language and rich content, and asks students to learn from it. For the passage with problems, the teacher points out the existing problems and guides students to revise it together. Design Intention: Peer review not only helps students find their own problems by reading others’ passages, but also improves their ability to evaluate and revise passages. It also promotes mutual learning and communication between students, creating a positive learning atmosphere. The teacher’s comment on typical passages helps students have a clearer understanding of the writing requirements and key points, and helps them avoid common mistakes in future writing. Step 5: Summary and Extension First, the teacher summarizes the whole lesson: in this lesson, we have learned a lot of vocabulary and sentence patterns related to natural disasters, improved our listening comprehension ability by listening to news reports, exercised our oral communication ability through group discussion and role-play, and mastered the structure and writing skills of disaster-related passages through writing practice. The teacher also emphasizes that natural disasters are inevitable, but we can reduce their losses through scientific prevention and effective response, and calls on students to pay attention to natural disasters, strengthen disaster prevention awareness, and take action to protect our home. Then, the teacher assigns after-class tasks: 1. Listen to the listening materials again and retell the content to your family in English; 2. Interview your classmates or family members about their views on disaster prevention and mitigation, and write a short interview report; 3. Search for information about famous natural disasters in the world and their response measures, and prepare a short speech for the next class. Design Intention: Summarizing the lesson helps students sort out the knowledge and skills learned in the class, consolidate the learning effect, and realize the integration of knowledge. The after-class tasks connect the classroom learning with real life, extend the learning content, and help students further improve their listening, speaking and writing abilities. At the same time, they also help students deepen their understanding of natural disasters and strengthen their disaster prevention awareness and social responsibility. 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 $