资源简介

Unit 6 When disaster strikes
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to talk about natural disasters. 2.Use the past continuous tense to tell natural disaster stories. 3.Describe ways of saving lives.
【Culture Awareness】 1.Learn about the historic event of the eruption of Mount Vesuvius near Pompeii. 2. Understand the positive spirit in face of disasters and show empathy for survivors.
【Quality of Thinking】 Infer the story content and related natural disasters based on pictures and text information. Improve logical and critical thinking by analyzing Niu Yu's story.
【Learning Abilities】 1.Students will learn to introduce an event according to the timeline. 2.Students can enhance reading, summarizing and self-learning abilities through the study of the text.
【Class Hour Division】 Six periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading
第五课时 Writing
第六课时 Presenting ideas&Reflection
单元教材分析
本单元的主题为：自然灾害。该主题与课标要求的“人与自然”主题范畴中的“自然灾害与防范措施，人身安全与自我保护”子主题密切相关。本单元围绕话题disaster, 学习和完成11个语篇，通过多样化的学习活动，帮助学生全面了解自然灾害的影响与应对措施，培养他们的应急意识和坚强意志。通过学习，学生将逐步掌握应对自然灾害的技巧，为未来的生活安全奠定坚实基础。
Starting out：本部分通过讨论神话故事中的自然灾害和人们对自然灾害看法的变化，激活学生对自然灾害的已有认知。
Understanding ideas: 本部分的阅读文章为《A Lost City》，讲述了小普林尼在维苏威火山爆发中的幸存经历。文章通过历史事件，揭示了自然灾害的破坏力，并引导学生讲述自己的自然灾害故事，培养他们的反思与表达能力。
Developing ideas:本部分包含听力和阅读两个模块。听力部分通过讨论灾难预警，帮助学生了解如何提前应对自然灾害；阅读部分则讲述了汶川地震中幸存者牛钰的故事，称赞她为“Iron Girl”，激励学生在灾难中保持坚强与勇气。
Presenting ideas:学生需要结合本单元所学内容，设计一个关于自然灾害的海报。通过这一任务，学生不仅能够巩固所学知识，还能将理论与实践结合，提升他们的创造力和应急意识。
第一课时　Starting out&Reading
Teaching Objects　【教学目标】
1.Talk about natural disasters.
2.Find out how Pliny the Younger survived the eruption of Mount Vesuvius.
3.Analyse the character of Pliny the Younger.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 82 to students, then ask them to answer the question.
What can you see in the picture
2.Let students share the answers.
Answer: The forest was on fire. The firefighters were busy putting out the fire.
Starting out
Page 83, 1
1.Ask students to look at the pictures and answer the questions.
①Do you know the stories in the picture
②Which natural disasters could they relate to
2.Let students share the answers.
Answers: 1. The stories are Nvwa Repairs the Sky, Da Yu Tamed the Flood and Hou Yi Shooting the Sun. 2. These stories are about earthquake, flood and drought.
Page 83, 2
1.Ask students to watch the video and answer the questions.
①Which natural disasters are mentioned
②How has people’s understanding of natural disasters changed
2.Let students share the answers.
Understanding ideas（1－4）
★Step 2 Pre-task【准备任务】
Page 84, 1
1.Ask students to look at the two pictures and answer the questions.
①What can you see in the pictures
②What do you think the local people did in the disaster
③How might people feel
2. Show the words and expressions to help students.
shake earth dark cloud spread turn into
smoke call cry shout shocked hope fear
Let students share the answers.
Answers: 1. I can see a volcano erupting. The dark cloud, smoke and dust covered the sky. 2. The local people shouted and cried, and tried to escape to a safe place. 3. They might be shocked by the eruption. They might lose all hope and be full of fear.
Background information
Pliny the Younger “小普林尼”，是古罗马时期的一位作家、律师和政治家，以其书信集而闻名，这些书信提供了有关古罗马社会、文化和政治生活的珍贵资料。
Mount Vesuvius 维苏威火山位于意大利南部那不勒斯湾东海岸，是欧洲大陆唯一的活火山，被誉为 “欧洲最危险的火山” 。维苏威火山最著名的一次喷发是公元79年的大喷发，其火山灰、火山砾迅速掩埋庞贝古城 ，城市瞬间被摧毁，约 1.6 万人死亡。
Pompeii 庞贝古城位于意大利南部那不勒斯附近、维苏威火山西南脚下。公元79年 8 月 24 日，维苏威火山突然喷发，火山灰和火山砾迅速将其掩埋。约 90% 居民及时撤离，可城市仍被摧毁，在地下沉睡约 1600 年。如今，古城遗址完整保留街道、房屋、公共建筑、艺术品等众多遗迹 ，是研究古罗马社会生活、文化艺术、建筑风格、社会结构和文化习俗的重要窗口 。
根据背景推断，本文应选自当时约17岁的小普林尼在经历了维苏威火山喷发事件后，写给历史学家塔西佗的两封信中的一封。
★Step 3 While-task【过程任务】
Page 84，2
1.Ask students to read the record of Pliny the Younger and find out how he survived the eruption of Mount Vesuvius.
2.Check the answer with the class.
Answer:Pliny and his mother left their town when the earthquake started. They tried to escape on a crowded road. A dark cloud covered the sky, and ash fell everywhere. Pliny stayed with his mother and did not leave her. They walked through the smoke and ash. After a scary night, the sun came back, and they were safe but covered in ash.
Page 86, 3
1.Ask students to choose the best summary of the passage.
2.Check the answer with the class.
Answer: a
Page 86, 4
1.Ask students to complete the timeline with the words and expressions from the passage.
2.Check the answer with the class.
Answer:①shook ②shocking ③spread ④smoke ⑤crying
⑥shouting ⑦hope ⑧fear
★Step 4　Post-task【后续任务】
Page 86, Think and share
1.Ask students to think about the following questions:
①What do you think of Pliny the Younger
②What else do you know about the disaster in Pompeii
2.Give some prompts to the students.
3.Let some students share their answers.
★Step 5　Language points　【语言要点】
1.It began to move from side to side.
from side to side意为“从一边到另一边”，在文中指“左右摇晃”。
例如:
His eyes moved from side to side, scanning the room.他的眼睛从这边看到那边，扫视着整个房间。
Mark shook his head from side to side.Mark摇了摇头。
2.My mother asked me to continue without her, but I refused to leave her behind.
(1) refuse to do意为“拒绝做”。例如:
He refused to answer the question.他拒绝回答那个问题。
(2) leave sb / sth behind意为“把某人(物)留在某处”。例如:
Did anyone leave a cup behind last night 昨晚有哪位忘传记拿杯子了吗
They left the key behind. 他们忘记带钥匙了。
3.The air was thick with smoke and ash began to fall in heavy showers.
be thick with...意为“充满了……”，但根据语境的不同，可以有不同的理解。例如:
The walls were thick with ivy.墙上爬满了常春藤。
The room was thick with tension.房间里弥漫着紧张的气氛。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can talk about natural disasters.
I can find out how Pliny the Younger survived the eruption of Mount Vesuvius.
I can analyse the character of Pliny the Younger.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this lesson, students read about Pliny the Younger and how he survived the eruption of Mount Vesuvius. They practiced answering questions and summarizing the story. Most students understood the main events, but some students found the vocabulary a bit difficult. Next time, I will pre-teach key words like “eruption” and “ash” to help them. The timeline activity worked well, but I will add more visuals to make it easier. Overall, students were engaged and learned about historical disasters, but I need to provide more support for weaker learners.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Master the usage of past continuous tense.
2.Distinguish between past continuous tense and past simple tense.
3.Tell a story about a natural disaster.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Ask students to read the sentences from the reading passage and pay attention to the bold words.
(a) That night, I was sleeping when the ground shook very hard.
(b) We moved on while the cloud was spreading over the land like a flood.
2.Then ask students to answer the question.
What tense are they
3.Ask students to find more sentences with these structures in the reading passage.
4.Check the answers with the class.
Answers: 1. My mother and I were staying in a town near Pompeii. 2. All around us, women were calling, children were crying and men were shouting. 3. People were trying to find their families in the dark.
Understanding ideas（5—8）
★Step 2　Grammar focus learning【语法学习】
过去进行时
一、含义
一般来说，要表示过去某个时刻或某一时段正在进行的动作，我们常使用过去进行时。
E.g. —What were you doing at 7 am yesterday 昨天早上7点你在做什么
—I was having breakfast.我在吃早餐。
二、常用的时间状语
常和过去进行时连用的时间状语有:then, at this / that time, yesterday, at... last night等。
E.g. I was reading a book at that time.
We were having a party at nine last night.
You were sleeping then.
They were playing basketball at 4 pm yesterday.
三、构成形式
1.肯定句
主语＋was / were+动词现在分词＋其它
E.g. Alice was sitting with her sister by the river.
They were having a tea party in the garden.
2.否定句
主语＋was / were not +动词现在分词＋其它
E.g. I wasn’t reading a book at that time.
We weren’t having a party at nine last night.
3.一般疑问句及其回答
—Was / Were＋主语＋动词现在分词＋其它
—Yes, 主语＋was /were. / No, 主语＋was /were not.
E.g. —Were you reading a book at that time
—Yes, I was. / No, I was not.
—Were you having a party at nine last night
—Yes, we were. / No, we were not.
区分过去进行时与一般过去时
这两种时态虽然都表示过去发生的事情，但是过去进行时强调过去某一时刻或时段正在进行或持续的动作;一般过去时表示过去的时间里所发生的动作，所表示的动作往往已经完成。
E.g. Laura was reading a novel at eight o’clock last night.昨晚8点Laura在看小说。
Laura read a novel last night.昨晚Laura看了一本小说。
【注意】过去进行时还可以和when,while, as引导的表示过去的时间状语从句连用，形成复合句。请看例句:
(1) One day, when Henry was working in a restaurant, a snake suddenly appeared.一天，当Henry正在餐馆里工作时，一条蛇突然钻了出来。
(2) While people were waiting for the traffic lights, a car suddenly appeared round the corner.就在人们等待红绿灯的时候，一辆汽车突然从拐角处驶出。
(3) As the doctors were checking him, the pain got worse.医生给他做检查时，疼痛加剧了。
五、When和While引导的从句与过去进行时连用的几种情况
1. when所引导的时间状语既可以指时间点，也可以指时间段;while所引导的时间状语只指时间段。因此，在when引导的时间状语从句中，动词可以是终止性动词，也可以是延续性动词;而在while引导的时间状语从句中，动词必须是延续性动词。
E.g.They arrived while we were having dinner.我们吃饭的时候他们到了。
这句话还可以写成:They arrived when we were having dinner.
2.由when引导的时间状语从句，如果主句用过去进行时、从句用一般过去时，表示一个动作正在进行的时候另一个动作(突然)发生了，强调后一动作发生的突然性。
E.g.We were talking when the teacher came in.我们正在讲话，老师(突然)进来了。
该句也可以用while表达，但与用when表达有细微的区别，请注意体会:
While we were talking, the teacher came in.我们正在讲话的时候，老师进来了。(只表明老师进来的事实，不强调突然性)
3.当主句和从句的动作都是延续的或同时发生的，两句都用过去进行时的时候，
多用while引导。
E.g. They were singing while we were dancing.他们在唱歌，我们在跳舞。
★Step 3　While-task【过程任务】
Page 87，6
1.Ask students to complete the sentences with the correct form of the verbs in brackets.
2.Check the answers with the class.
Answers:①were sleeping ②were walking ③was blowing
④was spreading, covered
Page 87，7
1.Ask students to complete the passage with the correct form of the verbs in brackets.
2.Check the answers with the class.
Answers:①was waiting ②heard ③were calling ④became ⑤started
⑥stopped ⑦sang ⑧was listening
★Step 4　Post-task【后续任务】
1.Ask students to tell a story about a natural disaster.
2.Ask students to use the words and expressions from the reading passage. Then show an example to them.
What was the disaster
When did it happen
Where did it happen
Who was there
How did it develop
What did people do
How did people feel
What happened after the disaster
3.Show the useful expressions to help them to organise their ideas.
Useful expressions:
It was a terrible...
A(n)... happened in...
Buildings and roads were...
People were...
The cause of... was..
.. people lost their lives.
... people were influenced and... homes were broken.
4.Choose some students to share their stories.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I know the usage of past continuous tense.
I can distinguish between past continuous tense and past simple tense.
I can tell a story about a natural disaster..
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this grammar class, using sentences from texts about natural disasters helped students understand the grammar in context. The exercises let them apply what they learned, and some showed progress.However, not all students took part in actively. I need more activities to get everyone involved. The story-telling task was too hard for some students. I should offer more help in the future.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Understand the listening material and grasp the key information.
2.Pronounce /br/ and /fr/ correctly and read words containing the related letter combinations correctly.
3.Talk about what you have learnt about disaster warnings in this section.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show the picture on page 89 to students, then ask them to answer the question.
What do these pictures show
What do you know about disaster warning
2.Let some students share the answers.
Answers: 1. These two pictures show the warning devices for natural disasters. 2. The disaster warning is a system that helps people know the natural disasters before they happen. It helps people gain more time to make preparations for the disasters.
★Step 2　Pre-task【准备任务】
China is one of many countries with disaster warning systems. The government can warn people with text messages, TV programmes and online notices. In communities, loud alarms go off. Warning times for storms in China have been increased to 42 minutes, with more than 90% being correct.
★Step 3　While-task【过程任务】
Page 89, 1
1.Ask students to listen to the radio and choose how Tilly Smith saved lives.
2.Check answers with the class.
Page 90, 2
1.Ask students to listen and correct the mistakes in the host's notes. Cross out the
mistakes and write the correct words.
2.Check answers with the class.
Page 91, 3
1.Ask students to listen to the conversation and fill in the chart about the app.
2.Check answers with the class.
Page 91
1.Ask students to listen again. Then talk about how the app is introduced.
2.Check answers with the class.
★Step 4　Post-task【后续任务】
Phonetics in use
1.Let students read the words on page 89 freely, and then ask them to pay attention to the bold letters.
2.Play the recording and ask students to repeat them.
3.Tell the key points of the pronunciation of /br/ and /fr/ and give a correct demonstration.
4.Have students read the words together.
5.If possible, provide more target language materials for students to practise.
Page 91, 4
1.Ask students to work in groups and choose a piece of life-saving technology and introduce it. Do more research if necessary.
2.Show an example to students.
3.Let students talk about what they have learnt about disaster warnings in this section.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can understand the listening material and grasp the key information.
I can pronounce /br/ and /fr/ correctly and read words containing the related letter combinations correctly.
I can talk about what I have learnt about disaster warnings in this section.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this class, students were interested in learning how Tilly Smith saved lives. The listening tasks, such as choosing the correct answer and correcting mistakes, helped them practice listening skills. Group work on introducing life-saving technology encouraged them to speak English and cooperate. However, when students talked about what they learned, some students couldn't express their ideas clearly. Next time, I will provided more sentence patterns and language support.
第四课时　Reading
Teaching Objects　【教学目标】
1.Learn about Niu Yu’s story.
2.Understand the meanings of the title Iron girl.
3.Talk about what you can learn from Niu Yu.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Play a video about the 2008 Wenchuan earthquake, then ask students to answer the question.
Do you know what happened in 2008
What do you know about that earthquake
2.Let students share the answer and lead to the earthquake topic.
★Step 2　Pre-task【准备任务】
1.Show the pictures on page 92 and 93 to students, then ask them to answer the questions.
①What is the sculpture built for
②What do you think of the young woman
③What may have happened to her
2.Show the words to help students.
confident earthquake disaster come out support encourage
survivor look forward brave courage break one’s dream
3.Let students share the answers.
★Step 3　While-task【过程任务】
Page 92, 2
Ask students to read the passage and check their answers.
Answers:1.The sculpture is built to remember the 2008 Wenchuan earthquake. It serves as a reminder of the disaster.
2.I think the young woman is confident and brave.
3.The girl might have lost her right leg in the earthquake, which broke her dream of becoming a dancer or a runner. But her family and friends helped her come out of the shadow, and she encouraged other survivors to look forward to the future.
Page 94, 3
1.Ask students to complete the chart about Niu Yu’s story using the words and expressions from the passage.
2.Let students share the answers.
Answers:①earthquake ②comfortable ③came out ④encouraging words
⑤encourages ⑥brave ⑦courage
Page 94, 4
1.Ask students to answer the questions.
①What does the title mean
②What does the expression “came out from the shadows” mean
③What is the meaning of Nora Ephron’s words
2.Let students share the answers.
3.Check the answers with the class.
Answers:①The title has double meanings. First, it refers to Niu Yu’s artificial leg. Second, it shows that Niu Yu’s bravery and confidence are as strong as iron.
②It means Niu Yu stopped hiding and became confident. She faced her fears and lived openly.
③Nora Ephron’s words mean that we should take control of our lives, face challenges bravely, and be the main character (heroine) of our own story, rather than seeing ourselves as people who are controlled by circumstances.
★Step 4　Post-task【后续任务】
Page 94，Think and share
1.Ask students to think and share:
①What might be the reason for Niu Yu to stop hiding her leg
②What do you think is important for the survivors of natural disasters to get back to their lives
2.Give students some prompts.
3.Let some students share their answers and check the answers with them.
★Step 5　Language points　【语言要点】
1.With the support of her family and friends, Niu Yu slowly came out from the shadows.
come out在此处意为“从困境、黑暗或消极状态中解脱出来，重新恢复积极的状态”。例如:
After months of therapy, she finally came out of her depression and started enjoying life again.经过几个月的治疗，她终于从抑郁中走出来，重新开始享受生活。
It took years of hard work for him to come out as a successful entrepreneur.经过多年的努力，他才成为一名成功的企业家。
2. She completed the hard 10-year journey of finding herself again.
find oneself在这里意为“重新找回自我，明确自己的身份、价值观和目标”。
例如:
After years of soul searching, he finally found himself and his true passion for art.经过多年的心灵探索，他终于重新找回自我，并发现了自己对艺术的热爱。
Travelling alone for the first time helped her to find herself and gain a sense of independence.第一次独自旅行帮助她找到了自我，并获得了独立感。
3.But we should always face it with courage.
在这里，face作为动词，意为“正视，面对，接受”。例如:
She decided to face her fears and meet the challenge.她决定面对自己的恐惧，迎接挑战。
The workers have gained the courage to face an uncertain future. 工人们获得了勇气去面对不确定的未来。
4. As the writer Nora Ephron once said: “Above all, be the heroine of your life, not the victim.”
(1)诺拉·艾芙隆(Nora Ephron)，美国作家、编剧、导演、制作人。
(2)此处above all (else)意为“最重要的是”。例如:
Jane is hard-working, cheerful, and above all honest.
Jane工作努力，性格开朗，最重要的是，她为人诚实。
Above all, this answer is correct.最重要的是，这个答案是正确的。
★Step 6　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I know about Niu Yu’s story.
I can understand the meanings of the title Iron girl.
I can talk about what I learn from Niu Yu.
★Step 7　Homework【家庭作业】
1.Review the words and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
This lesson focused on Niu Yu’s inspiring story. Students practiced reading comprehension and learned new vocabulary. Some students had difficulty with understanding deeper meanings, like “came out from the shadows.” Next time, I will use simpler examples to explain such phrases. Group discussions helped students share their thoughts, but quieter students need more encouragement. Overall, the lesson was engaging, but I need to find better ways to help students grasp challenging ideas.
第五课时　Writing
Teaching Objects　【教学目标】
1. Write another heart-warming story after a natural disaster.
2. Share your story with the class.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
1.Show some heart-warming pictures of the post-disasters situations, such as rescue workers helping victims and volunteers distributing supplies.
2.Ask students to answer the question.
Have you ever heard any heart-warming stories after natural disasters
★Step 2　Pre-task【准备任务】
1.Ask students to plan their stories with the help of the questions.
①What was the natural disaster
②When and where did it happen
③Who went through the disaster
④How did the person come out from the shadows of the disaster
⑤What were some touching moments？
⑥How is the person’s life now
⑦What was the natural disaster
★Step 3　While-task【过程任务】
1.Ask students to write the story.
2.Emphasize the use of appropriate vocabulary and expressions.
3.Show students an example.
Possible answer:Last summer, a flood hit a small village in July. A boy named Tom and his neighbors experienced this disaster. The flood ruined houses and fields, leaving Tom anxious as his home was destroyed.
Rescue teams arrived promptly after the flood, bringing food, water, and clothes. Volunteers aided in rebuilding. A touching moment came when an old man shared his last bread with Tom. Neighbors worked together to clean the village. Moved by their kindness, Tom also joined in helping others, and the village gradually revived.
Now, new houses stand in Tom’s village, and people’s lives return to normal. Tom studies harder and often helps others. This story tells us that love and unity warm hearts can help overcome difficulties during disasters.
★Step 4　Post-task【后续任务】
1.Ask students to check their rule lists as follows.
Did you include the structure in Step 2
Did you use the words and expressions from the reading passage
Did you give your opinion about getting back to oneself after a disaster
2.Let some students share their stories with the class.
★Step 5　Summary　【课堂小结】
Ask students to use the students' self-assessment form to check what they have learned in this lesson.
I can write another heart-warming story after a natural disaster.
I can share my story with the class.
★Step 6　Homework【家庭作业】
Further polish your writing according to the evaluation criteria.
Teaching reflection　【教学反思】
In this writing class, using the questions was helpful. Students could plan their stories more easily with the clear guide. But some students still had problems. For example, they didn’t know how to use right words or build good sentences. Next time, I’ll give more examples before writing. Also, I can teach key words first. Overall, the class had a good start, but I need to help students more on language details.
第六课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Make a poster about a natural disaster.
2.Talk about what you understand about natural disasters.
Teaching Aids　【教学工具】
an English book, a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【导入】
Introduce the project to students: Make a poster about a natural disaster.
★Step 2　Pre-task【准备任务】
1.Ask students to work in groups, then search for information about different kinds of natural disasters.
2.Let students take a group vote to decide on one for their poster.
★Step 3　While-task【过程任务】
1.Ask students to organize their ideas with the help of the outline on page 96.
2.Let students use the language tips in the outline or find useful expressions or sentences from this unit.
3.Ask students to practise and present their posters to the class.
★Step 4　Post-task【后续任务】
1.Ask students to vote on the best three posters and the best three presentations.
2.Ask students to talk about they understand about natural disasters as the following mind map.
Natural disasters greatly affect people's life.
In the face of natural disasters Technology helps with disaster warnings.
We need to face disasters with courage.
3.Ask students to check whether they have achieved their learning goals.
4.Let students write down what they still need to improve.
★Step 5　Summary　【课堂小结】
Ask students to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a poster about a natural disaster.
I can talk about what I understand about natural disasters.
★Step 6　Homework【家庭作业】
1.Review the words,phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this project class, students showed great interest. However, some students found it hard to start due to limited vocabulary. Next time, I will provide more relevant words at first. Also, group work went well but some groups spent too much time. I should better control the time. Overall, it was a meaningful activity for students to learn about a natural disaster. In the next class, I will improve the teaching method for better results.

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