Unit 2 Natural Disasters Integrated skills教学设计 译林版（2019）必修第三册

1221740012407900教学设计
教材解读
本单元以“自然灾害”为核心主题，聚焦洪水这一典型灾害类型，搭建“认知灾害-掌握防灾技能-提升语言运用”的三维学习框架。既贴合高中学生对自然现象的认知需求，又呼应现实中防灾减灾的社会议题，同时承载英语学科“综合语言运用能力”与“文化意识、思维品质”的培养目标。
学情分析
基础学情：优势与起点
1.认知基础：高一学生已具备一定的自然现象认知，通过新闻、课本等对“洪水、地震”等自然灾害有基本概念，且课件中“贵州榕江洪灾”的真实案例贴近生活，易引发共鸣，降低“灾害主题”的认知门槛。
2.语言基础：经过初中及高一上学期学习，学生已掌握基础英语词汇（如rain、water、danger等）和简单时态（一般过去时、现在进行时），能理解简短对话与故事类文本，为听力中“筛选救灾物资”、阅读中“梳理Mary一家经历”等基础任务提供语言支撑。
3.学习能力：具备初步的文本分析能力，能通过“5Ws”（时间、地点、人物等）梳理简单故事脉络；小组讨论、合作学习的经验较丰富，可参与“Mary一家该留还是该走”的探究性任务。
二、潜在挑战：难点与障碍
1.语言层面
防灾类专业词汇陌生：听力与阅读中出现的“disaster supplies（救灾物资）、floodwater（洪水）、official notice（官方通知）”等主题词汇，学生日常接触少，可能影响听力理解与文本细节捕捉。
复杂句式理解困难：阅读中“while”引导的对比句式（Dad was listening... while Mum was putting...）、“in case”引导的目的状语从句（in case the floodwater forced the door open），以及写作中“情感表达+动作描写”的复合句式（She breathed a sigh of relief and clasped her parents in her arms），对学生的语法理解与运用能力提出更高要求。
2.思维与能力层面
逻辑梳理与深度分析不足：能找出故事的“5Ws”基本信息，但对“父母冷静行为背后的担忧”“环境描写对人物情绪的烘托作用”等深层文本逻辑，可能缺乏主动分析意识。
读后续写的创造性与连贯性薄弱：虽有写作支架（如语料库、段落开头），但学生可能存在“情节构思简单（如仅写‘救援人员到来’）、情感表达单一（仅用‘happy’‘scared’）、主题升华不足（未体现‘团结抗灾’）”的问题，难以实现“语言+情节+情感”的融合。
3.生活经验层面：
部分学生未亲身经历过洪水等灾害，对“洪水期间不能开门”“涉水开车的危险”等防灾常识缺乏直观认知，可能影响对文本情境的共情与防灾技能的理解。
三、学习需求：目标与期待
1.知识需求：希望在学习英语的同时，掌握实用的防灾技能（如洪水前后的准备与应对），让语言学习与生活实际结合，避免“单纯背单词、学语法”的枯燥感。
2.能力需求：渴望通过多样化任务（如听力选择、故事分析、续写创作）提升语言运用能力，同时希望获得具体的写作指导（如“如何用不同动词替换‘say’”），降低写作难度，增强表达自信。
3.情感需求：倾向于贴近现实的情境（如真实洪灾案例）和有情感共鸣的故事（如Mary一家的困境），希望在学习中感受到“面对灾害的勇气与团结”，获得积极的价值观引导。
四、教学工具
PPT、问卷星、豆包。
教学目标
1.?Language Objectives:?Master core vocabulary related to disaster prevention (e.g., disaster supplies, floodwater, official notice.
2.?Skill Objectives:?Accurately identify disaster relief supplies and flood prevention procedures through listening; sort out the story context using the "5Ws" (When, Where, Who, What, Why) and analyze characters' emotions through reading; and complete the story continuation with the help of the corpus, ensuring coherent plots and authentic emotions.
3.?Literacy Objectives:?Cultivate the awareness of "staying calm and helping each other in the face of disasters"; improve logical thinking (sorting out flood prevention procedures) and creative thinking (designing continuation plots).
教学重难点
1.Capturing key response measures before, during, and after floods in listening; analyzing Mary's family's situation and characters' emotions in reading; and constructing coherent plots using the given corpus in the continuation writing.
2.Understanding complex expressions of flood prevention procedures in listening; integrating "plot, emotion, and theme" in the continuation writing.????
教学方法
1.Audio-Lingual Method
2.Communication Language Teaching
3.Task-based language Teaching????
教学过程
Step 1 Lead-in
?AI Hot Topic Presentation:?Display real-time and localized flood-related hot topics (e.g., "Guizhou Rongjiang Severe Flood") on the interactive screen via an AI news aggregation tool. The AI automatically screens and pushes recent, vivid flood news with images and short videos to create an immersive disaster context.
2.?AI Interaction Trigger:?Simulate a firefighter?"Tom" sending an emergency message through an AI chatbot on the screen: "Hi! I’m Tom. Your classmate, Mary, is stuck in the flood with her family. We need to save them！" This AI-generated scenario instantly arouses students’ sense of participation and urgency, leading to the lesson theme.
Step 2 Listening&Knowledge Input
?Listening Practice：
Play an? flood safety tips audio. The transcript?adjusts the audio difficulty based on the class’s English proficiency level.
During listening, students? select correct disaster supplies (porridge, light source, drinking water, toast, sleeping bags) from the given options.
2.AI-Assisted Knowledge Consolidation:
Present a fill-in-the-blank task about flood prevention procedures (before, during, after a flood) on the screen. The AI automatically checks answers after students submit the quetionnaire, analysing the students' answers.
Step 3 Reading&Text Analysis
Text Reading:
Students read the story "Caught in a Flood (Part I)".?
2. Text Analysis:
Use a mind map tool to sort out the story’s "5Ws" (When: a rainy day with three non-stop rainy days; Where: in Mary’s house; Who: Mary and her parents; What: trapped at home; Why: severe flood).?
Identifies and labels character descriptions in the text (dialogues, actions, emotions) e.g., marking "‘We can’t do that, honey,’ explained Mum" as a dialogue and noting Mum’s emotion as "worried but calm". It also compares similar expressions (e.g., the difference between "cried" and "shouted" in the text) to expand students’ language knowledge.
Step 4 Writing & AI Guidance
1.?Plot Design:
Guide students to brainstorm the story’s continuation (Mary and her parents leave or stay).?
2. Writing:
Students start writing the two paragraphs (Para.1: the family’s decision; Para.2: after the rain stops).?
3.?AI Quick Evaluation:
Use the Doubao AI tool to randomly select 2-3 students’ works for evaluation. The AI scores the works from aspects of plot logic, language expression, and safety knowledge application, and gives targeted revision suggestions (e.g., "Add more details about how they use disaster supplies to make the plot more realistic").
Step 5 Homework Assignment
AI-Personalized Homework:
Assign students to polish their continuation writing. The AI sends a personalized homework list to each student based on their writing performance – e.g., students weak in emotional expression are asked to add 2 more emotional descriptions using the corpus; students with grammar errors need to complete 5 related grammar exercises pushed by the AI.
板书设计
牛津译林必修三U2 Natural disasters
Integrated Skills
一、Flood? 1.Before a flood(food,water,light source)
? ? ? ? ? ?2.During a flood
? ? ? ? ? ?3.After a flood
二、
Mary
Dad? ? ? ? ? ? ? ?emotions
Mom