Unit 4 Natural Disasters Listening and Speaking 教案-2025-2026学年高中英语人教版（2019）必修第一册
文档属性
| 名称 | Unit 4 Natural Disasters Listening and Speaking 教案-2025-2026学年高中英语人教版（2019）必修第一册 |
|
|
| 格式 | docx | ||
| 文件大小 | 19.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-19 00:00:00 | ||
图片预览
文档简介
Unit 4 Natural Disasters Listening and Speaking
Teaching plan
I. Teaching Objectives
Knowledge & Skills:
Identify and use key vocabulary related to natural disasters (e.g., `damage`, `destroy`, `survive`, `survivor`).
Apply the "Listen for details" strategy to predict information types and extract key details (time, place, numbers, activities) from news reports.
Identify the key structural elements of a news report (Time, Place, Disaster, Damage, Rescue).
Recognize and use common expressions for news reporting (e.g., "Good morning," "breaking news," "According to...").
Deliver a short, structured oral news report on a natural disaster based on given facts.
Process & Methods:
Follow an "Input-Internalize-Output" learning path through structured listening, note-taking, and speaking activities.
Develop communicative competence and confidence through pair work (retelling, presenting) and group discussion.
Affect, Attitudes & Values:
Increase awareness of the impact of natural disasters and the importance of preparedness.
Foster empathy and a positive attitude towards rescue efforts and survivors.
II. Key & Difficult Points
Key Points:
1. Applying the "Listen for details" strategy to capture the key elements from the news reports.
2. Using the key elements and "Useful Expressions" to produce a coherent oral news report.
Difficult Points:
1. Accurately capturing specific details (especially numbers and proper nouns) from the fast-paced audio.
2. Organizing facts and language effectively to deliver a fluent oral report under time constraints.
III. Teaching Preparations
Textbook (Pages 48-49)
Multimedia Projector (PPT)
Video file for Activity 1 ("Natural Disasters")
Audio files for Listening tasks (Activity 2 & 3)
IV. Teaching Procedures
Step 1: Pre-listening ( 8 minutes)
1. Warm-up & Lead-in (Activity 1):
Play the video "Natural Disasters" to create a visual impact and engage students.
Direct students to the five photos on p. 48. Ask them to identify and write down the name of each disaster.
Answers: 1. drought 2. landslide 3. flood 4. tornado 5. wildfire
2. Discussion & Vocabulary Introduction (Based on Teaching Suggestions):
Lead a brief class discussion with questions from the teaching suggestions :
T: How do these natural disasters affect our life
T: What may happen to people and buildings in these disasters
As students respond, introduce and clarify the key vocabulary: `damage`, `destroy`, `survive`, `survivor`.
T: (Example) "To damage something means to break it or make it work less well. But to destroy it means to cause so much damage that it is completely ruined. When people live through a disaster, they survive, and we call them survivors."
Step 2: While-listening (15-18 minutes)
1. 1st Listen: Listening for Gist (Activity 2):
Ask students to look at the list of disasters in Activity 2 (p. 48).
Play the audio (four news reports) once.
Students tick ( ) the four disasters they hear.
Check answers. (Answers: earthquake, flood, tornado, landslide)
2. 2nd Listen: Listening for Details (Activity 3 & Strategy Focus):
Strategy: Direct students to the "Listen for details" strategy box (p. 48). Emphasize that before listening, they should predict what kind of information they need.
Pre-Task: Instruct students to read the 7 questions in Activity 3, circle the key word (e.g., "What," "How many," "Where"), and write the predicted "Type of information" (e.g., "number," "place," "activity") in the column.
Listen: Play the audio a second time. Students write down the answers to the 7 questions.
Check answers as a class.
3. 3rd Listen: Intensive Note-taking (Based on Teaching Suggestions):
Task: Project a 5-column table on the PPT (as suggested in the teaching plan ):
News Time Place Disaster Disaster Rescue
1
2
3
4
Listen: Play the audio a third time (pausing if necessary for lower-level classes). Students listen intensively and fill in the table with key facts from all four reports.
4. Oral Retell (Internalization):
In pairs, students use their completed tables. Each student chooses one news report and retells it to their partner, summarizing the key information.
T: "Now, use your notes. Can you report the news to your partner Tell them the time, place, disaster, damage, and rescue."
Step 3: Post-listening (Speaking) ( 15 minutes)
1. Task Introduction (Activity 4):
Introduce the speaking task: "Now, you will be a news reporter. Your job is to report on a natural disaster using the facts provided."
2. Language Input (Based on Text Analysis):
Present the "Useful Expressions" from the text analysis on the PPT :
Opening: "Good morning/evening...", "Here is the breaking news..."
Introducing: "A huge earthquake hit...", "Early reports said that..."
Giving Details: "According to...", "Eyewitnesses said..."
Describing Rescue: "Rescue workers are helping...", "The government is setting up..." (Emphasize the use of Present Continuous for ongoing rescue)
3. Preparation:
Students read the three scenarios in Activity 4 (Wenchuan Earthquake, Alberta Wildfire, Colombo Flood).
Students choose one scenario and use the facts, plus the "Useful Expressions," to prepare a 30-60 second news report individually.
4. Practice & Presentation (Pair Work):
In pairs, students practice presenting their reports to each other.
T: "Partner A, present your report. Partner B, listen carefully and ask one follow-up question. Then, switch roles."
Invite 2-3 pairs to present their reports to the class. Provide positive feedback and peer evaluation based on clarity and use of news language.
Step 4: Summary & Homework ( 2 minutes)
1. Summary: Briefly review the lesson:
T: "Today we learned how to listen for details in a news report, identified the key elements (Time, Place, Damage, Rescue), and practiced being news reporters using special expressions."
2. Homework (Extension Activity):
Assign the "Extension Activity" from the teaching suggestions.
Task: "Broadcast a recent natural disaster."
Instructions:
1.Find information online about a recent natural disaster (in the last few months).
2.Prepare a 1-2 minute news report using the language and structure from today.
3. Be ready to present it in the next class, or create an audio/video file to share.
V. Teaching Reflection:
This lesson was designed based on the "Input-Internalize-Output" pedagogical model, as recommended by the provided teaching suggestions. The primary goal was to guide students from comprehending authentic-style news reports to confidently producing their own structured oral reports on the same theme.
Strengths of the Lesson Design:Logical Scaffolding: The lesson's strength lies in its meticulous scaffolding. It does not simply jump from listening to speaking.
Task Authenticity: Both the listening and speaking tasks mirror real-world applications. Students are practicing skills for understanding news and reporting information clearly and concisely. The extension activity (reporting on a recent disaster) further enhances this real-world connection.
Teaching plan
I. Teaching Objectives
Knowledge & Skills:
Identify and use key vocabulary related to natural disasters (e.g., `damage`, `destroy`, `survive`, `survivor`).
Apply the "Listen for details" strategy to predict information types and extract key details (time, place, numbers, activities) from news reports.
Identify the key structural elements of a news report (Time, Place, Disaster, Damage, Rescue).
Recognize and use common expressions for news reporting (e.g., "Good morning," "breaking news," "According to...").
Deliver a short, structured oral news report on a natural disaster based on given facts.
Process & Methods:
Follow an "Input-Internalize-Output" learning path through structured listening, note-taking, and speaking activities.
Develop communicative competence and confidence through pair work (retelling, presenting) and group discussion.
Affect, Attitudes & Values:
Increase awareness of the impact of natural disasters and the importance of preparedness.
Foster empathy and a positive attitude towards rescue efforts and survivors.
II. Key & Difficult Points
Key Points:
1. Applying the "Listen for details" strategy to capture the key elements from the news reports.
2. Using the key elements and "Useful Expressions" to produce a coherent oral news report.
Difficult Points:
1. Accurately capturing specific details (especially numbers and proper nouns) from the fast-paced audio.
2. Organizing facts and language effectively to deliver a fluent oral report under time constraints.
III. Teaching Preparations
Textbook (Pages 48-49)
Multimedia Projector (PPT)
Video file for Activity 1 ("Natural Disasters")
Audio files for Listening tasks (Activity 2 & 3)
IV. Teaching Procedures
Step 1: Pre-listening ( 8 minutes)
1. Warm-up & Lead-in (Activity 1):
Play the video "Natural Disasters" to create a visual impact and engage students.
Direct students to the five photos on p. 48. Ask them to identify and write down the name of each disaster.
Answers: 1. drought 2. landslide 3. flood 4. tornado 5. wildfire
2. Discussion & Vocabulary Introduction (Based on Teaching Suggestions):
Lead a brief class discussion with questions from the teaching suggestions :
T: How do these natural disasters affect our life
T: What may happen to people and buildings in these disasters
As students respond, introduce and clarify the key vocabulary: `damage`, `destroy`, `survive`, `survivor`.
T: (Example) "To damage something means to break it or make it work less well. But to destroy it means to cause so much damage that it is completely ruined. When people live through a disaster, they survive, and we call them survivors."
Step 2: While-listening (15-18 minutes)
1. 1st Listen: Listening for Gist (Activity 2):
Ask students to look at the list of disasters in Activity 2 (p. 48).
Play the audio (four news reports) once.
Students tick ( ) the four disasters they hear.
Check answers. (Answers: earthquake, flood, tornado, landslide)
2. 2nd Listen: Listening for Details (Activity 3 & Strategy Focus):
Strategy: Direct students to the "Listen for details" strategy box (p. 48). Emphasize that before listening, they should predict what kind of information they need.
Pre-Task: Instruct students to read the 7 questions in Activity 3, circle the key word (e.g., "What," "How many," "Where"), and write the predicted "Type of information" (e.g., "number," "place," "activity") in the column.
Listen: Play the audio a second time. Students write down the answers to the 7 questions.
Check answers as a class.
3. 3rd Listen: Intensive Note-taking (Based on Teaching Suggestions):
Task: Project a 5-column table on the PPT (as suggested in the teaching plan ):
News Time Place Disaster Disaster Rescue
1
2
3
4
Listen: Play the audio a third time (pausing if necessary for lower-level classes). Students listen intensively and fill in the table with key facts from all four reports.
4. Oral Retell (Internalization):
In pairs, students use their completed tables. Each student chooses one news report and retells it to their partner, summarizing the key information.
T: "Now, use your notes. Can you report the news to your partner Tell them the time, place, disaster, damage, and rescue."
Step 3: Post-listening (Speaking) ( 15 minutes)
1. Task Introduction (Activity 4):
Introduce the speaking task: "Now, you will be a news reporter. Your job is to report on a natural disaster using the facts provided."
2. Language Input (Based on Text Analysis):
Present the "Useful Expressions" from the text analysis on the PPT :
Opening: "Good morning/evening...", "Here is the breaking news..."
Introducing: "A huge earthquake hit...", "Early reports said that..."
Giving Details: "According to...", "Eyewitnesses said..."
Describing Rescue: "Rescue workers are helping...", "The government is setting up..." (Emphasize the use of Present Continuous for ongoing rescue)
3. Preparation:
Students read the three scenarios in Activity 4 (Wenchuan Earthquake, Alberta Wildfire, Colombo Flood).
Students choose one scenario and use the facts, plus the "Useful Expressions," to prepare a 30-60 second news report individually.
4. Practice & Presentation (Pair Work):
In pairs, students practice presenting their reports to each other.
T: "Partner A, present your report. Partner B, listen carefully and ask one follow-up question. Then, switch roles."
Invite 2-3 pairs to present their reports to the class. Provide positive feedback and peer evaluation based on clarity and use of news language.
Step 4: Summary & Homework ( 2 minutes)
1. Summary: Briefly review the lesson:
T: "Today we learned how to listen for details in a news report, identified the key elements (Time, Place, Damage, Rescue), and practiced being news reporters using special expressions."
2. Homework (Extension Activity):
Assign the "Extension Activity" from the teaching suggestions.
Task: "Broadcast a recent natural disaster."
Instructions:
1.Find information online about a recent natural disaster (in the last few months).
2.Prepare a 1-2 minute news report using the language and structure from today.
3. Be ready to present it in the next class, or create an audio/video file to share.
V. Teaching Reflection:
This lesson was designed based on the "Input-Internalize-Output" pedagogical model, as recommended by the provided teaching suggestions. The primary goal was to guide students from comprehending authentic-style news reports to confidently producing their own structured oral reports on the same theme.
Strengths of the Lesson Design:Logical Scaffolding: The lesson's strength lies in its meticulous scaffolding. It does not simply jump from listening to speaking.
Task Authenticity: Both the listening and speaking tasks mirror real-world applications. Students are practicing skills for understanding news and reporting information clearly and concisely. The extension activity (reporting on a recent disaster) further enhances this real-world connection.