资源简介

B3U2 Natural disasters
Reading(1)
Learning Objectives
identify the structure and grasp the main idea
of two news reports;
Firstly,
explore the language characteristic: describe a scene using five senses;
Secondly,
write a short continuation paragraph based on
the given opening sentence using five senses;
Thirdly,
understand the significance of preparing for
natural disasters.
Lastly,
Natural disasters are terrible reminders of the power of nature and cause a great deal of damage.
Leading-in
What should we do during an earthquake?

? hide under strong desks or tables；
? use schoolbags or other objects to protect the head and neck；
? stay away from tall buildings, walls and poles;
? bend down in an open place with the head in arms.
? don’t stand or run;
? don’t jump from buildings or take elevators.
Fast-reading
(1) What is the type of two passages?
News report.
(2) How is this type of text usually organized?
Inverted pyramid.
The lead
The body
The tail
the most important information
(5W1H)
detailed information
supporting information
(optional)
Fast-reading
3. Go through the passages and fill in the following blanks.
{5C22544A-7EE6-4342-B048-85BDC9FD1C3A}
Passage 1
When
(1)_________
Where
Falmont Primary School
What
Students and teachers saved themselves from (2)____________.
How
They reacted correctly and quickly when the earthquake hit.
Why
They practised (3)______________
about how to protect themselves.
17 March
an earthquake
{5C22544A-7EE6-4342-B048-85BDC9FD1C3A}
Passage 2
When
20 December
Where
(4)________________
What
A girl saved (5)________________
on the beach from (6)___________.
How
The girl talked to a safety officer; the beach was cleared of people.
Why
The girl had learnt about tsunamis
(7)____________________.
Goldshore Beach
around 100 people
a tsunami
safety procedures
in a Geography lesson
Detailed-reading
S: They _______under their desks, head first, and _________ the legs of the desks.
T: Miss Brown quickly _______ the classroom door.
T: She ________ to her students to exit the classroom in an orderly line _______ their heads with their hands.
S: The students _______ still and _______ calmly and quietly.
opened
signalled
covering
moved
remained
waited
1. What did the teacher and students do during the earthquake?
S: The whole class ____ down the stairs and________ to the playground.
rushed
held on to
went
2. What happened before the tsunami?
People were walking, running or simply sitting on the sandy beach,
________the warm sea air and the soft wind that brushed their hair.
Sabrina _______ something odd. “The water was like the bubbles on the top of a beer.”
Sabrina ______her parents of the danger, though at first they just thought she was joking.
To her great relief, the officer immediately _______ the coming danger.
Sabrina__________
the signs of a tsunami
with her geographic knowledge.
The beach was ________of people, just before the huge waves crashed into the coast.
enjoying
noticed
associated
warned
realized
cleared
3. What can help us survive disasters?
Frequent safety procedures
A calm mind
Relevant knowledge reserve
Raised awareness of the authorities
It is preparations for a natural disaster that have helped save lives.
Immediate action and measures
Advanced technology
Post-reading
Explore the language characteristic.
There were loud crashes of glass breaking and things falling to the ground，but the students remained still and waited calmly and quietly.
hearing
sight
· The combination of sight and hearing describes the chaotic moment during the earthquake.
Explore the language characteristic.
People were walking, running or simply sitting on the sandy beach, enjoying the warm sea air and the soft wind that brushed their hair.
touch
sight
Post-reading
· The combination of sight and touch describes the peaceful moment on the beach before the tsunami.
When describing a scene, use sensory information to put the reader in the action. Such descriptive details allow the reader to be transported into the scene.
Watch an interview between a student reporter from the future and a witness from the Falmont earthquake to know what happens on the scene.
Suppose you’re the student reporter in the video, work in groups of four to write a continuation paragraph according to the given sentence. (Score: 15)
1) Describe what you see, hear or touch in the video;
2) If possible, add more details to make the scene more immersive;
3) Use at least two sensory descriptions around 80 words.
The next day, Falmont Primary School’s playground became a temporary relief spot.________
____________________________________________________________________________________________________________________________________________________________
group work
One student focuses on sight
One student focuses on hearing / smell
One student focuses on touch / taste
One student focuses on presentation
sniff
hear
witness
brush
flash
fragrance
find
scent
smell
rustling
verb
fragrant
sweet
aroma
touch
noun
adjective
impress
taste
warmth
symphony
Word Bank
see
notice
mingle
spark
chilly
soft
warm
harsh
smooth
melody
fly up
drum on
spread over
music floods the room
hang in the air
pour on/out
give off
look up and see
a reddish color
sound like a symphony
a stream of fragrance
a sweet smell
a pleasant taste
a gentle breeze
be bathed in the sunlight
come in different flavors
phrases about hearing
phrases about sight
phrases about smell
phrases about taste
phrases about touch
Word Bank
Word Bank
Sentence patterns
Reflecting on what had happened, what I wanted to utter was that it was such a memorable experience that I would never forget it.
The warm hug wrapped around him, chasing away the chill of despair.
The sun’s warmth on my back, the girl’s smile, and the sound of helping each other—all of these chased away the gloom.
I nodded determinedly,with tears of gratitude brimming in my eyes.
Never had I anticipated that this act of kindness would inject such great power.
Evaluation: 4C principles
Complete:
· Plot development
· Description of senses
Correct:
· Spelling
· Grammar
· Vocabulary
Coherent:
· Transitional words
· Natural coherence
Creative:
· Sentence patterns
· Choice of words
T-review
Peer-review
Presentation & Evaluation
Student Work Display Wall
Summary
Leading-in
Fast-reading
Detailed-reading
Post-reading
Assignment
﹡Compulsory: Polish your writing according to 4C principles (by self-review and peer review).
﹡Optional: Find relevant information about natural disasters at home and abroad and understand how to prepare and protect during natural disasters. If possible, do more research and present it with an oral report next class.
For earthquakes don’t knock at the door,
Tsunamis don’t wait for “one more day”;
The wisdom lies in what we store
—Preparedness, not after the roar.
Let’s be well prepared to create a better place,
for you and for me and for the entire human race.
Closing
Thank you!

展开更多......

收起↑