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(共33张PPT)
Unit 4
Natural Disasters
Listening and Speaking
Reading and Thinking
Language Competence
Students can understand and utilize vocabulary, sentence patterns, and descriptive expressions related to natural disasters.
Learning Ability
Develop students' autonomous learning skills about natural disasters, enabling them to summarize reading strategies and knowledge points.
Cultural Awareness
Deepen students' awareness of the cultural and social impacts of natural disasters, fostering respect for diverse disaster - response cultures.
Thinking Quality
Students should be able to analyze the causes, consequences, and prevention of natural disaster.
Learning Objectives
Teaching Focus
Master natural - disaster - related language expressions, practice reading - to - writing transformation skills, and explore the cultural and social implications of disasters through reading and discussion.
Teaching Challenges
Enable students to apply complex language structures accurately when describing disasters, integrate multiple thinking modes to analyze disaster - related issues.
Teaching Focus and Teaching Challenges
Part 1
Listening
1. What’s going on in this photo
2. What kinds of natural disasters can you think of
In the photograph, a team of soldiers are rescuing somebody from a collapsed building following an earthquake.
Some natural disasters are hurricanes, floods, earthquakes, tsunamis, erupting volcanoes, wildfires, and tornadoes.
Look and discuss
Watch the video Natural Disasters and look at the photos.
Activity 1
Do you know what these disasters are. Write down their names.
Activity 1
tornado
tsunami
earthquake
wildfire
flood
Listen to the news reports and tick the disasters that you hear.
Activity 2
● earthquake ● tornado ● wildfire ● drought
● landslide ● tsunami ● flood ● volcanic eruption




Circle the key word(s) in the questions below and write the kind of information they refer to.
Activity 3
Questions
1. What was the magnitude of the earthquake in Ecuador
2. How many people were killed or injured in Ecuador
3. Where are the floods
4. What are the rescue workers and soldiers doing in the flood-hit area
5. When did people see the tornado in Memphis
6. Which buildings were damaged in Seoul
7. What caused the landslide in Seoul
Then listen again and answer the questions.
Activity 3
Question Type of Information Answer
1. What was the magnitude of the earthquake in Ecuador number
2. How many people were killed and injured in Ecuador number
3. Where are the floods place
4. What are the rescue workers and soldiers doing in the flood-hit area activities
5. When did people see the tornado in Memphis time
6. Which buildings were damaged in Seoul places
7. What caused landslide in Seoul reasons
7.8
About 230 people were killed and more than 1,500 were injured.
In central China.
They are working day and night to make sure that people are safe.
at 9:25 a.m
A library and a supermarket
by heavy rain that has fallen in the last week
Part 2
Reading
Lead-in
What we should do when an earthquake occurs
Stay indoors and seek shelter
Evacuate carefully
Stay in an open area when outdoors
Check for injuries
Discuss what can happen to a city during a big earthquake.
A city can be damaged in an earthquake. The electricity can go down. The water can be unsafe to drink. Fires can start. People can panic or get severely injured.
……
Activity 1
Activity 2
Look at the titles and pictures below. What do you think the text is about
It seems that something awful occurred.
Perhaps they aimed to save someone trapped beneath the collapsed structures.
The earthquake occurring during the night brought huge losses to the city and its people.
Skim for the structure of the passage.
Before the earthquake
During the earthquake
After the earthquake
Activity 3
Read the text carefully and write down the main idea of each paragraph.
\
Para.1: Warning signs before the earthquakes
Para. 2: The happening of the big earthquake.
Para. 3: The immediate effects of the earthquake.
Activity 3
Read the text carefully and write down the main idea of each paragraph.
Para. 4: The rescue work.
Para. 5: The revival of the city.
Scan the text and find the words below. Guess what they mean from the context.
Activity 4
ruin brick trap bury
ruin
(noun, Paragraph 2)
This word describes the city straight after the earthquake. In a short time, a lot of damage was done, so it must describe a place that has been badly damaged.
brick
(noun, Paragraph 3)
This word is used to describe the buildings that have fallen. They are red like leaves, but also heavy, because the wind cannot move them. They sound like the red clay blocks commonly used to build buildings.
Scan the text and find the words below. Guess what they mean from the context.
Activity 4
ruin brick trap bury
trap
(verb, Paragraph 4)
This verb is used to describe people who are not dead, but they need help to be dug out, so it must mean they cannot move because they are stuck somewhere.
bury
(verb, Paragraph 4)
This verb is used to describe what happens to the dead bodies. They are often put into the ground and covered, so that could be what this means.
Read the sentences describing what happened after a huge plete the sentences with the correct forms of the new words and phrases from the text.
Activity 5
1. The huge earthquake left nearly the whole city __________.
2. Everyone was __________, thinking the world must be coming to an end.
3. Millions of people were left without water, food, or _________.
4. Soldiers and volunteers worked as hard as they could to pull away __________ and rocks, and rescue those who were _________ under the ruins.
5. Some were found alive, though they were suffering from terrible injuries, but others had already stopped __________ when they were discovered.
6. A few buildings were still standing, but people were afraid to use them as shelters, worrying they would be __________ if the buildings fell.
in ruins
in shock
electricity
bricks
trapped
breathing
buried
Read the text again and answer the questions.
Activity 6
1. What were some of the strange things happening before the earthquake
Do you think they were warning signs Why or why not
Before the earthquake, the water in the village wells rose and fell. Deep cracks appeared in their walls. Animals were acting strangely.
I think these were warning signs as they don’t usually happen. Something strange must be happening underground.
Sometimes, animals are more sensitive to some coming dangers.
Read the text again and answer the questions.
Activity 6
2. What does the writer mean by “Slowly, the city began to breathe again”
The writer means that the city began to function again, because the earthquake had stopped people and supplies moving about, and so it was like the city couldn’t breathe.
Read the text again and answer the questions.
Activity 6
3. What kind of help do you think people who have suffered an earthquake need
People who have suffered an earthquake need quick access to basic things such as water and food, because they cannot get them easily.
They also need medical care, not just for injuries, but to protect against disease and other problems that happen after the earthquake.
Last but not least, these people also need psychological care and help.
Part 3
Language Points
ruin n. & vt. 破坏；毁坏
in ruins 严重受损；破败不堪
be/lie in ruins 变成废墟
go/fall into ruin 衰落，败落
ruin one’s health/fame/future
毁坏某人的健康/名誉/前途
练习：Three-fourths of the crop was _______ by the flood last night.
ruined
shock n. 震惊；令人震惊的事；休克 vt. （使）震惊
in (a state of) shock 处于休克状态；震惊地
shock absorber 减震器；缓冲器
culture shock 文化冲击；文化休克
electric shock 触电；电击
visual shock 视觉冲击
练习：He’s still ____ a state of shock after witnessing the accident.
in
trap vt. 使落入险境；使陷入圈套
n. 险境；陷阱
be trapped in 困在……中，陷入……
trap sb into (doing) sth 诱使某人（做）某事
lay/set a trap for 为……设下圈套
fall/walk into a trap 落入圈套
fall into the trap of doing sth 陷入做某事的误区
练习：The liar trapped me into _________ (believe) his story.
believing
effort n. 努力；艰难的尝试；尽力
make an effort/make efforts 做出努力
make every effort to do sth = spare no effort to do sth
尽全力做某事
without effort 毫不费力地
joint effort 共同努力；协同努力
练习：He spared no _______ to make her happy again.
effort
It seemed as if the world were coming to an end!
as if/though引导的从句的虚拟语气：
(1) 从句谓语与主句谓语同时进行,从句用一般过去时(系动词一般用were);
(2) 从句谓语在主句谓语之前发生，从句用过去完成时;
(3) 从句谓语在主句谓语之后发生，从句用过去将来时(would/could/might+do)。
练习：She looks as though she _____ ten years younger.
were
Part 4
Exercise
Sample
1. It is well known that ancient Greece was a fountain of ________ (wise) and philosophy.
2. He lifted the big rock without ______ (努力).
3. All the listeners were greatly _________ (shock) when they heard the terrible news on radio.
4. Rescue workers are rescuing the _________ (injure) in the earthquake.
5. You can guess the meaning of the word according to the__________ (语境).
6. It is a life and _______ (死亡) decision for him, so he must think twice.
7. Though experiencing _________ (灾害), they still have a strong desire for study.
8. ___________ (损坏) caused by the flood is very terrible.
wisdom
effort
shocked
injured
context
death
Damage
disasters
Homework
1. Summarise what we have learnt in this lesson;
2. Prepare for the next lesson
See you next time!

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