7.1 Natural Disasters-Listening& Speaking（教案）-《英语 基础模块3》(高教版第三版) 【上好课】

课题 《英语 基础模块 3》(高教版 第三版) Unit 7 Natural Disasters ( Warming up、Listening and speaking) 课 型 新授课 课 时 2 授课班级 授课时间 90mins 授课教师 教材分析 本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材《英语3基础模块（第三版）》中Unit 7 Natural Disasters的Warming up和Listening and Speaking版块。本单元主题为“人与自然”中的“自然与环境”。本板块以自然灾害影响人类日常生活为主题设计了对话听力活动和口语活动。听说部分的语料是两人从航班因自然灾害而延误或取消的时间，谈及近些年自然灾害频发和环境保护的话题。要求识别灾害词汇（如typhoon、drought），提取信息并能就自然灾害对人类日常生活影响的话题进行交际，提升职场沟通表达。同时，结合自然灾害与人类活动的关联，培养学生对环境议题的理解与跨情境应用能力。 学情分析 1.知识基础 中职二年级学生已掌握关于自然灾害基础日常交际词汇与简单句型，但由于知识面有限，词汇储备分散，口语输出困难。在进行此主题下的听力和口语练习时理解和表达有困难，需要教师及时补充背景知识，尤其是图片等视觉信息，辅助学生进行理解。 2. 认知能力 学生具备基本听说理解能力，能进行简单问答互动，具备基础情景理解能力，但是听力中难以抓取“灾害—影响”逻辑；表达局限于单一情境（如因台风取消航班），缺乏迁移与拓展能力，需通过课堂活动进一步强化梳理、输入与输出。 3. 学生特点 学生乐于课堂互动、角色扮演等实操活动，学习主动性依赖课堂趣味与任务驱动；部分学生畏难开口，发音、表达自信心不足，学习专注力易受外界影响。 因此教师对教学活动应进行合理的设计，将真实情境代入到语境中，由易到难，由简到繁，逐步铺设台阶，把学生可能遇到的困难挫折降到最低。 教学目标 1. 通过听力策略听懂“航班取消—灾害成因”信息链，理解信息传递逻辑，感知中西方在解释原因上的文化差异； 2. 能预测并概括听力主题，能就“灾害与出行”进行问答与观点表述，发展跨文化意识； 3. 在客人因行程受阻而提出抱怨的情境中，能以专业方式回应，展现有效的职场沟通与跨文化能力。 教学重难点 教学重点：能识别与灾害相关的词汇，询问并回应因自然灾害导致航班延误的事件，并能就有关自然灾害的信息进行交流。 教学难点：在交际中谈论灾害的原因及其对人类生活和工作产生的影响；在多样化灾害场景中灵活运用语言，结合职场角色传递环保理念。 教学方法 小组讨论法、任务教学法、情境教学法 课前准备 PPT课件，语音素材，图片 教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Warming Up Warming-up 1.Show students a video about a natural disaster to ask them watch carefully. T: Let's take a look at a video: What is the natural disaster in the video? Ask students:What other natural disasters do you know? Show the pictures of different natural disasters. 2. Look and match.(处理教材活动1） 呈现情境：This activity presents six different natural disasters. Ask students to drag and drop disaster words to match the corresponding pictures. Then, check answers instantly. Ask students to match the words in Column A of Activity 1 with their English definitions in Column B.: 3.Think and tick. (处理教材活动2） Ask the students to discuss in groups the impacts of the six natural disasters. Then, Check the answers and lead them to read the sentences aloud together. Ask them to make introductions following the sentences in Activity 2 of the textbook. 1.Watch a video about the seven natural wonders in the world. Try to write down the seven wonders’ names. 2.Match the pictures and names of the natural disasters; then, try to briefly describe the natural disasters. 3.Observe the four given sentences and tick the ones that are used to describe the natural disasters. 本环节通过播放关于自然灾害视频，激活关于自然灾害的常见词汇储备，引导学生融入语言情景，为后续听说活动做语言上的准备。 通过图片匹配等活动，学进一步激活学生关于自然景观的已有知识，并引出相关词汇与句型，为之后的听说活动做准备。 Step 2 Listening 呈现情境： 1.Listen and choose. (处理教材活动3) 1). Before playing the audio, lead students to read the options to predict the topic of the dialogue. then play the audio and ask them listen to the recording, answers based on the options and get a general understanding of the listening material. After listening, the teacher checks answers and gives feedback. Explain new words briefly when necessary. 2. Listen and decide. (处理教材活动4) Ask students to read the options and make an initial judgment. Then, listen to the recording. focusing on the statement that some disasters are caused by human activities. Checks answers and gives feedback. 3.Listen and complete(处理教材活动5). ① Before listening, let students scan the short text; ② Then, play the audio. Ask students to complete the text with the information . ③Checks answers, Ask them to read out the text and share answers, then give feedback. 4.Dialogue Analysis. Show the script and ask students to read the script after the audio. Explain the key words and expressions. 1.Read the options before listening to predict the listening topic. Then, listen to the recording, choose the topic of the listening material. 2. First, read the options and make an initial judgment. Next, listen to the recording to judge true or false and correct the wrong information. 3. First read through the passage to predict the part of speech of each blank first. Then, listen to catch the key information to complete the text. 4.Read the script and master the usage of key words and expressions. 本环节旨在训练学生根据已有的问题和选项预测听力内容，在听的过程中概括主题，获取和归纳关键信息，培养学生语言交互能力，提升表达的逻辑思维。 呈现听力文本，简要解析文本中的关键词汇和表达，帮助学生更好地理解对话文本。 Step 3 Speaking 1.Listen、read and underline. ① First, Explain the background of the dialogue:Travel reporter Kevin is interviewing Mr. Brown, manager of a scenic spot. Then, ask students to listen to the dialogue first and read the dialogue following the audio to mark the sentences the sentences for information inquiry. ②. Read and answer: lead the students to read the dialogue again to answer the following questions. Why is the mountain called “Table Mountain? What is the story about “tablecloth? ③then, play the situational animation, and students read and imitate the dialogue.Then, invite two students to read the dialogue and make comments. ④Finally, briefly explains the key phrases and sentence patterns, then ask the students to practice the sentence patterns. 2.Imitate and practice. Lead students to recall the communicative patterns in Activity 6. Then, introduce the background and present the situation: Travel reporter Kevin is interviewing manager of a tourist destination. Please imitate and practice the dialogue with your partner, according to the picture and sentences. Guide students to practice dialogues following the format of Activity 6, using relevant sentence patterns and picture information for reference. Invite several pairs to present their dialogues. Based on the evaluation sheet, select the best pair. 3. Role play. Introduce the background and present the situation：A foreign traveler is on a trip in China. However, her flights were canceled, and her trains were delayed. She had to stay in the hotel. She is now complaining to the receptionist. 1). Organize students to discuss around the following two questions based on the given situations. Why were the flights canceled? Why were the trains delayed? 2). With the given situations, talk about why flights are canceled and trains are delayed, and discuss how natural disasters affect human trips. 3). Choose some students to make presentation and lead other students to give mutual comments and feedback. 1.Students imitate and underline the sentences related to making complaints and giving responds. Read the dialogue carefully to find the detailed information and answer the questions. Read the dialogue with partners and do presentation in front of the classes. 2.Imitate and practice 1) Read the given information and prepare for the dialogue using the expressions learned above. 2） Make dialogue with partners and do the presentation in front of the class. 3.Work in pairs, create and act out dialogues according to the given situations and prompts. 学生已经掌握了自然灾害影响人类出行和公益环保的基本表达，在此基础上,要求学生将语言知识和口语表达技能迁移到真实的语境中，以角色扮演的形式进行自主练习。口语活动可采用抽签方式分配学生扮演酒店接待人员与外国旅客角色，并在练习中互换身份，培养其在职场情境下的语言沟通能力，增进跨文化理解与思维差异感知素养，同时提升职业素养，增强文化自信。 学生已经掌握了自然灾害影响人类出行和公益环保的基本表达，在此基础上,要求学生将语言知识和口语表达技能迁移到真实的语境中，以角色扮演的形式进行自主练习。口语活动可采用抽签方式分配学生扮演酒店接待人员与外国旅客角色，并在练习中互换身份，培养其在职场情境下的语言沟通能力，增进跨文化理解与思维差异感知素养，同时提升职业素养，增强文化自信。 Step 4: Language points Language points analysis. Analyze the important words and phrases of the dialogue: Understand the important language points and take notes. Finish the relevant supporting exercises. 分析重点词汇和表达。讲解重点知识点，帮助学生夯实重点，为之后的口语活动的输出做好语言准备。 课堂练习 Lead the students to finish the exercise. Choose some students to share their answers and explain the reasons. Step 5: Summary 1. Key words and phrases: 课后作业 1.1.复习本部分的教学内容，读、背活动6的对话，读记本课重要词汇和表达，自愿模拟练习对话，在下节课展示。 2.拓展作业： 收集关于自然灾害的报道，谈一谈自己对自然灾害的认识。可以以小报的形式或视频的形式。 板书设计 同总结部分 教学评价 教学反思 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $