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Book 3 Unit 2 Natural disasters
一、教学目标
By the end of this section, students will be able to:
1. read two news reports about how disaster preparation has helped save lives;
2. find good qualities of people in the news in face of a natural disaster;
3. point out the structure and language characteristics of the news reports;
4. understand the significance of making preparations for a natural disaster.
二、教学重难点
1. To read and understand the news reports;
2. To raise awareness of the significance of preparations for a natural disaster.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Pre-reading
Step 1 The teacher has a free talk with students about natural disasters. If possible, the teacher can show some pictures. 1. As we know, there are different types of natural disasters. If they happen, what impact will natural disasters bring to us and our lives 2. Can natural disasters be prevented 3. Is there anything we can do when they hit 激发兴趣，自然引出学习任务。 2’ Individual Work Group Work
Step 2 The teacher has students share their previous knowledge of the signs of a natural disaster and measures taken in a natural disaster. The two questions are on Page 16. 1. What do you know about the signs of a natural disaster 2. What would you do during an earthquake 激活学生与主题相关的背景信息和阅读兴趣，为后续活动埋下伏笔。 3’ Individual Work Group Work
While-reading
Step 3 The first reading Before reading, the teacher guides students to look through A1 and focus on the “When, Where, What, How and Why” information. Students finish A1 on Page 18 by skimming the reports. When checking answers, the teacher can help students understand some new words and list them on the blackboard. 应用跳读策略，进行整体阅读，把握文章大意与行文思路。 5’ Individual Work Class Work
Step 4 The teacher guides students to get the general idea of news reports within a short time and summarizes the structural features of a news report. 指导学生总结新闻报道文本的结构特征。 2’ Individual Work Class Work
Step 5 The second reading The teacher asks students to read the text carefully again. Students locate detailed information by scanning the two news reports and finish A2 on Page 18. 1. How many deaths and injuries did the earthquake cause in Falmont 2. Why did Miss Brown quickly open the classroom door 3. What did Sabrina notice about the sea water 4. What was her parents’ first reaction when Sabrina warned them of the approaching tsunami While reading, students are encouraged to use a dictionary if they come across any new words. The teacher can help students understand some new words and expressions and list them on the blackboard. 通过查读，进一步梳理细节信息，理清行文脉络。 5’ Individual Work Class Work
Step 6 The third reading Students read through the two news reports, and answer questions as follows: News report 1 1. What was the right action during the earthquake 2. How did Miss Brown’s students exit the classroom 3. What made the students remain calm during the earthquake News report 2 1. How many people died during the tsunami on Goldshore Beach on 20 December 2. How did Sabrina know about tsunami 3. What does the author mean by saying “…, but she soon kept her head” 4. What were the changes of Sabrina’s emotion in the whole event The teacher inspires students to use new vocabulary when sharing answers in class. 通过分析两篇新闻报道中更多的细节问题，加深学生对文本内容——自然灾害所带来的后果及逃生方法的了解。同时，引导学生在具体语境中运用生词回答问题，巩固新知。 8’ Individual Work Class Work
Step 7 Putting what has been learnt into practice Students put the actions taken before, during and after a natural disaster in a correct order and practice safety procedures under the teacher’s instruction. 通过排序练习及随堂模拟逃生过程，在巩固新知的同时，激发学生对逃生方法的探究热情。 5’ Group Work Class Work
Step 8 The fourth reading Students read the text again and discuss the personalities of the two characters in the news reports and the decisive factor leading to people’s lives being saved from natural disasters by answering the following questions. 1. What personalities did Miss Brown and Sabrina show in the disaster Use details from the news reports to support your opinion. 2. What exactly have helped saved lives in these two news reports 通过深度分析两篇新闻报道中的主人公的性格特征和人们成功自救或得救的直接原因，让学生深度理解并真正认同逃生方法的重要性，为后续教学活动做铺垫。 5’ Group Work Class Work
Post-reading
Step 9 Students answer the following questions in groups. 1. What can you learn from these two news reports 2. What can be done to prepare for a natural disaster Students share their understanding of the two news reports from different aspects, like preparations to make for a natural disaster, role models mentioned in the news reports, and their strong desire to know more about preparations for natural disasters. 通过讨论与分享，再次提升学生对应对自然灾害的准备的重要性的认识。 8’ Group Work Class Work
Homework 1. Write an outline of the two news reports according to the table in A1 by using the new words like at large, signal, exit, a roll call, confirm, safe and sound, occur, keep one’s head, relief and crash. 2. Surf the Internet to find information on preparations for natural disasters (typhoon, flood, blizzard, volcano, etc.) like warning signs and actions we should take before, during and after natural disasters. 2’
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