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Unit 6 When disaster strikes
Starting out & Understanding ideas (1)
Period 1-2
They are trying to put out the wildfire.
1. What can you see in the picture?
Wildfire is a kind of natural disaster.
2. What are the people doing?
A wildfire and firefighters.
Are disasters terrible?
Have you ever heard of or experienced a natural disaster?
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【设计意图】观察图片，引出本单元话题，初步感知自然灾害。
What are we going to learn in this unit?
influence of natural disasters
disaster
warnings
getting back to life after disasters
Unit task: Make a poster about a natural disaster.
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【设计意图】明确单元所学子话题以及单元任务
Nvwa Fixes the Sky
Do you know the stories in the pictures?
Houyi Shoots Down the Suns
Dayu Controls the Floods
Which natural disaster could they relate to?
wildfires, floods
floods
droughts
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【设计意图】帮助学生激活对自然灾害的已有认知。
What other kinds of natural disasters do you know?
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Plan A
【设计意图】引导学生分享已知的自然灾害类型，激活背景知识，为系统学习灾害主题做铺垫。
What other kinds of natural disasters do you know?
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Blizzard
Earthquake
Heat wave
Thunderstorm
Tornado
Tsunami
Hurricane
Plan B
Watch the video and answer the question.
How has people’s understanding of natural disasters changed?
Plan A
In the past, people connected natural disasters with the powerful beings from ancient stories, so they felt scared and hopeless.
As time passed, they started noticing the rules of these events. For example, dark clouds, strong winds and changes in temperature can cause storms.
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【设计意图】对比古今对自然灾害的理解，突出科学技术在防灾中的重要性，强化学生的现代防灾意识。
How did ancient people understand natural disasters?
Plan B
How do people understand natural disasters now?
In the past, people connected natural disasters with the powerful beings from ancient stories, so they felt scared and hopeless.
As time passed, they started noticing the rules of these events. For example, dark clouds, strong winds and changes in temperature can cause storms.
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Watch the video and answer the question.
1. What can you see in the first picture?
2. How might people feel in the first picture?
People might feel shocked and scared. They might be living between hope and fear.
In the first picture, I can see a volcano erupting. There is heavy smoke and dark clouds. The ash is spreading over the land.
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Plan A
【设计意图】借助图片和关键词汇，帮助学生描述灾害场景，提升语言表达能力和观察力。
1. What can you see in the second picture?
2. What do you think happened to the city in the second picture?
I think there might have been a disaster. The city turned into broken stones.
In the second picture, I can see an old city. The buildings are broken. No one lives here.
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Plan A
1. What can you see in the pictures?
2. How might people feel in the first picture?
3. What do you think happened to the city in the second picture?
People might feel shocked and scared.
They might be living between hope and fear.
I think there might have been a disaster.
The city turned into broken stones.
In the first picture, I can see a volcano erupting. There is heavy smoke and dark clouds. The ash is spreading over the land.
In the second picture, I can see an old city. The buildings are broken. No one lives here.
Plan B
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【设计意图】综合描述多幅图片，培养学生整体观察和逻辑表达能力，理解灾害的全貌。
What happened to the city?
Why is it a lost city?
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Look and predict.
【设计意图】通过预测文章内容，激发学生阅读兴趣，为理解语篇结构和主题意义做准备。
Who is the writer?
Pliny the Younger.
2. What’s the name of the city?
Pompeii.
3. What happened to the city?
There was an earthquake and a volcanic eruption.
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Read and answer.
【设计意图】通过问题引导细读，培养学生提取关键信息的能力，理解文章基本信息。
Paragraph 1: The earthquake happened.

Paragraph 2: People got out of town.

Paragraph 3: Mount Vesuvius erupted.

Paragraph 4 : The daylight returned.
Read the passage and get the main idea of each paragraph.
Plan A
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【设计意图】训练学生概括段落大意的能力，帮助他们掌握文章结构，提升阅读理解能力。
Paragraph 1

Paragraph 2
Paragraph 3
Paragraph 4
Read the passage and get the main idea of each paragraph.
The daylight returned.
People got out of town.
Mount Vesuvius erupted.
The earthquake happened.

Plan B
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The earthquake happened.
People got out of town.
Mount Vesuvius erupted.
The daylight returned.
Before the eruption.
During the eruption.
After the eruption.
How many parts can we divide the passage into?
In time order.
【设计意图】引导学生按时间顺序划分文章部分，理解叙事结构，为复述和呈现结构化知识做准备。
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Before the eruption
During the eruption
After the eruption
The daylight returned.
was covered in ash
the ground shook
rushed into
stay outside
leave the town
Time
moved down
covered
spread over
turned day into night
was thick with smoke
fall in showers
were calling/crying/shouting
the coach…
the sea…
the sea animals…
What happened
in each period?
Read and complete
Plan A
【设计意图】通过填空梳理事件发展过程，帮助学生整合信息，掌握灾害发生的阶段性特征。
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Feeling
Before the eruption
During the eruption
After the eruption
scared
Time
shocked
helpless
less worried
unsure
How did people feel in each period?
Read and complete
The daylight returned.
was covered in ash
the ground shook
rushed into
stay outside
leave the town
moved down,
covered,
spread over,
turned day into night
was thick with smoke
fall in showers
were calling/crying/shouting,
the coach…
the sea…
the sea animals…
Plan A
【设计意图】关注人物情感变化，深化对灾害主题的理解，培养同理心和情感表达能力。
1. What was the writer doing when the ground shook very hard? How about his mother?
2. What happened when they were out of town?
Plan B
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Read and answer.
Before the eruption
During the eruption
After the eruption
5. What was it like when the eruption was over?
3. What was the sky like when the volcano erupted?
4. What were people’s reactions when the volcano erupted?
【设计意图】通过细节问题，检查学生对文章内容理解，培养信息提炼和整合能力。
What was the writer doing when the ground shook very hard? How about his mother?
He was sleeping and his mother rushed into his room to wake him up.

Plan B
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2. What happened when they were out of town?
Their coach couldn’t go straight. It began to move from side to side. The sea moved back suddenly and many sea animals were left on the sand.
Plan B
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3. What was the sky like when the volcano erupted?
There was a very dark cloud over Mount Vesuvius.
Soon, the cloud moved down and covered the sea.
Then the cloud spread over the land like a flood.
It turned day into night.
Plan B
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4. What were people’s reactions when the volcano erupted?
Women were calling, children were crying and men were shouting. People were trying to find their families in the dark.
Plan B
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5. What was it like when the eruption was over?
The daylight returned. Everything was covered in ash, like the snow in winter.
Plan B
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shook
shocking
flood
smoke
crying
shouting
hope
fear
Complete the timeline.
Plan B
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【设计意图】通过时间线整合信息，强化学生对事件发展顺序的记忆，提升叙事能力，内化语言知识。
After the eruption, people feel______________.
During the eruption, people feel__________________.
Before the eruption, people feel_________________.
shook
shocking
flood
smoke
crying
shouting
hope
fear
scared and shocked
terrified and helpless
less worried
Complete the timeline.
Plan B
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【设计意图】通过时间线整合信息，强化学生对事件发展顺序的记忆，提升叙事能力，内化语言知识。
but uncertain
Read and choose the best summary of the passage.
Pliny the Younger and his mother saw Mount Vesuvius erupt and got away from it.
Pliny the Younger had no thoughts of things to come after the volcano erupted.
People have lived near Mount
Vesuvius for thousands of years.
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【设计意图】训练学生判断文章主旨，培养概括能力。
Read with the recording.
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【设计意图】跟读录音，改善语音语调，加深对语言和内容的理解，提升语感。
Retell the story.
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Plan A
【设计意图】借助图表复述故事，内化语言知识和内容结构，提升口语表达能力。
Retell the story.
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Plan B
Self-evaluation Form
Content
(6 points)
I can tell:
1. what happened before the eruption, during the eruption and after the eruption;
2. how people felt in each period.
Language
(3 points)
I can retell it:
1. fluently
2. correctly
3. logically
Others (1point)
I can retell the story confidently and loudly.
Total score:
（总分：优秀9-10；良好7-8；合格6）
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【设计意图】学生自评学习成果，促进反思，明确自身优势与不足，以评促学。
1. What do you think of Pliny the Younger? Why ?
Think and share.
I think he was brave and caring.
He was also a good writer.
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【设计意图】引导学生评价历史人物，培养批判性思维和价值观判断能力。
Think and share.
2. What else do you know about the disaster in Pompeii?
I know many people died and no one lived there again. The city was kept under ash for many centuries. People found it in the 18th century.
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【设计意图】扩展历史知识，连接现实，激发学生对灾害历史的探究兴趣。
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3. Why was Pompeii called “A lost city”?
Because the city was covered in ash after the eruption of Mount
Vesuvius.
Think and share.
Was it really lost?

It was not “lost” forever— it just became “a time capsule” or
“a frozen city” under the ash.
【设计意图】深化对“失落城市”主题的理解，培养辩证思维和多角度思考能力。
Self-evaluation for the lesson
{00A15C55-8517-42AA-B614-E9B94910E393}?Standard
1. I can read the passage correctly and understand the core meaning of passages.
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2. I can retell the passage by the core vocabulary and useful expressions correctly with the help of structure.
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3. I can give comments on Pliny the younger and have a deeper understanding of the title.
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【设计意图】课堂自我评价，帮助学生总结学习成果，提升元认知能力。
Homework
Must do:
Retell the story with your friends or family with the help of the timeline.
Choose-to-do:
Search for more information about natural disasters.
Unit 6 When disaster strikes
A lost city
Blackboard
Feeling
Before the eruption
During the eruption
After the eruption
scared
Time
shocked
helpless
less worried
unsure
The daylight returned.
was covered in ash
the ground shook
rushed into
stay outside
leave the town
moved down,
covered,
spread over,
turned day into night
was thick with smoke
fall in showers
were calling/crying/shouting,
the coach…
the sea…
the sea animals…

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