资源简介

Developing ideas—Listening and speaking
　　　　　　　　　　　　　　　　　　　　　　
What: The text offers English-learning materials on natural disaster warnings and responses. It starts with a discussion on disaster warnings, introducing China's warning systems. There are listening exercises, like choosing how Tilly Smith saved lives, correcting notes, and filling in a chart about a safety app. Also, there's a group activity to introduce a piece of life-saving technology, and a review of what's learnt about disaster warnings.
Why: The activities aim to improve students' English listening, information-handling, and speaking skills. They help students understand the importance of disaster warning systems and life-saving technologies, enhance their awareness of dealing with natural disasters, and cultivate teamwork and critical thinking through group work and discussions, enabling better communication about natural disasters in English.
How: Using simple English, the materials combine pictures, audio, and various interactive activities such as listening, filling in charts and group discussions. They help students obtain and process information, and learn and use English through specific examples and useful expressions related to disaster warnings and life-saving technologies.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information about disasters and warning systems.
2.know the importance of saving lives.
3.learn and introduce a piece of life-saving technology.
4.learn the key language points and structures of the text such as “provide” and “be made of”, and apply them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get information about disasters and warning systems. Step 1　Pre-listening 1.Show a picture of an earthquake warning system. Guide students to identify what it is and how it is used. 2.Share information about China's disaster warning systems, like how warnings are given and the accuracy of storm warnings. Check if students actively engage, answer questions correctly, and share reasonable ideas when they are identifying the earthquake warning system picture and discussing China's disaster warning systems.
2.To know the importance of saving lives. Step 2　While-listening 1.Play the radio recording. Instruct students to listen and choose how Tilly Smith saved lives. 2.Start a free talk by asking students what they know about tsunamis. 3.Play the radio recording again. Tell students to correct the mistakes in the host s notes. 4.Play the conversation recording. Direct students to fill in the chart about the“SAFETY NET”app. Check whether students can get the key information by their answers to exercises. Additionally, observe if they can share knowledge during a free discussion about tsunamis.
1.To arouse students'interest in the topic of disasters and warning systems, activate their prior knowledge, and introduce relevant vocabulary and background information. 2.To train students'listening skills, including listening for specific information and listening for details.
3.To learn and introduce a piece of life-saving technology. Step 3　Post-listening 1.Divide students into groups. Tell them to choose a piece of life-saving technology. Encourage them to do research on the chosen technology.Guide them to complete a mind map and make a poster. 2.Ask students to give an introduction to the life-saving technology using useful expressions. During group work, observe whether students can describe characters and functions of the life-saving technology. Check the quality of their research, the completeness of their mind maps and posters, and the clarity and accuracy of their introductions using the provided expressions.
To enhance students' research, cooperation, and presentation abilities, and help them apply language knowledge by researching, making posters, and introducing life-saving technologies in groups.
4.To learn the key language points and structures of the text such as“provide”and“be made of”, and apply them in context. Step 4　Language Points Teach relevant expressions and language points such as“provide”and“be made of”. Step 5　Exercise Guide students to complete fill-in-the-blank and translation exercises. Check students'grasp of expressions by evaluating their performance in exercises.
Introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Listen and repeat the words and sentences in the pronunciation part. Practical homework: Try to introduce a piece of life-saving technology. Extended homework: Search more about the life-saving technology or disaster warning system.
　　　　　　　　　　　　　　　　　　　　　　　　


Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on the story of Niu Yu, a survivor of the 2008 Wenchuan earthquake who lost her right leg. It contains a reading passage about her experience, recovery process, and her current life. There are also various tasks such as answering questions related to pictures and the passage, completing a chart about Niu Yu's story, and planning and writing a similar heart-warming story. Vocabulary and expressions are provided to assist learners.
Why: These activities aim to improve students' English reading and writing skills, as well as their comprehension ability. By learning about Niu Yu's inspiring story, students can develop positive values such as courage and resilience. The tasks encourage students to think deeply and express their thoughts in English, and they gain a better understanding of how to face difficulties and recover from disasters.
How: The material uses a real-life story as the core, presenting it in simple English. It combines reading, writing, and thinking activities. The reading passage provides the main content, while questions and tasks guide students to understand details, analyse the story, and apply what they've learnt in writing their own stories. The use of pictures and vocabulary support makes it accessible to learners.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the heart-warming story of Niu Yu after the 2008 Wenchuan earthquake, including the disaster, her recovery process and her current situation.
2.analyse the reasons for Niu Yu's growth and the importance of positive qualities like courage and confidence for disaster survivors.
3.write a story inspired by Niu Yu's resilience and optimism, showing personal growth and the importance of rebuilding one's spirit after disasters.
4.learn the new words and phrases such as “come out” “find oneself” and “face”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend the heart-warming story of Niu Yu after the 2008 Wenchuan earthquake, including the disaster, her recovery process and her current situation. Step 1　Lead-in Show pictures of different natural disasters like volcanic eruptions, tsunamis, floods and earthquakes. Guide students to observe and talk about what they see. Step 2　Pre-reading Present pictures related to the 2008 Wenchuan earthquake and the“Iron Girl”Niu Yu. Ask students to look at the pictures and answer questions to introduce the story of Niu Yu and the topic of dealing with disasters. Assess if students can describe natural disasters in English and their awareness of disasters by observing their descriptions of the pictures. Evaluate students' ability to infer information from pictures and their understanding of the topic of dealing with disasters.
To introduce the topic of disasters through pictures, arouse students'interest, help them understand Niu Yu's story and related vocabulary and sentence patterns, and improve their reading skills and ability to think about the theme of facing disasters bravely.
2.To analyse the reasons for Niu Yu's growth and the importance of positive qualities like courage and confidence for disaster survivors. Step 3　While-reading 1.Provide the reading passage about Niu Yu. Instruct students to read it quickly and answer general questions, such as when and where Niu Yu drew everyone's attention and what happened to her in 2008. 2.Ask students to read again and answer questions to learn about the development of the event. 3.Guide students to read the passage for details. Let them complete a chart about Niu Yu s story using the words and expressions from the passage. Assess students' understanding of structured knowledge from the passage by examining their answers to the questions and the completed chart. Observe whether they can get the key information by skimming and have a deep understanding of the event's development based on their completion of the chart about Niu Yu's story.
To cultivate students'ability to quickly acquire key information, train them to sort out text details, summarise and integrate information, and enhance their understanding and mastery of the stories of specific individuals.
3.To write a story inspired by Niu Yu's resilience and optimism, showing personal growth and the importance of rebuilding one s spirit after disasters. Step 4　Post-reading 1.Direct students to think and share with their partners about the meaning of the title“Iron Girl”. 2.Introduce the writing task: announce a“Heart-warming Stories after Disasters”writing activity. 3. Guide students to plan their stories with the help of the given questions. 4.Require students to write their stories, then check their writing according to the checklist and share their stories with the class. Evaluate students'understanding of the article theme, critical thinking, and writing skills. Observe how deeply they think and how active they are when they are discussing the“Iron Girl”. Also, check how rationally they plan stories, the quality of their writing, and their performance of sharing their stories.
To deepen students'understanding of the story, improve their writing skills via the writing process, and foster peer-learning and self-assessment through discussion and evaluation.
4.To learn the new words and phrases such as“come out”“find oneself”and“face”, and use them in context. Step 5　Language Points Teach relevant expressions and language points, e.g.,“come out”“find oneself”and“face”. Step 6　Exercise Guide students to complete fill-in-the-blank and translation exercises. Evaluate students' grasp and application of relevant language knowledge. Observe how attentive they are during language point learning and how well they understand. Also, check answers accuracy and knowledge-using flexibility in exercises.
Introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Polish your writing again and send it to me. Practical homework: Design a poster with the theme of“Courage After Disaster”and display it in the classroom. Extended homework: Create a short video to introduce Niu Yu s story and your understanding of how to face difficulties bravely.
　　　　　　　　　　　　　　　　　　　　　　　


Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text offers English-learning content focusing on natural disasters. It guides students to make posters about natural disasters in groups, including steps like searching for information about different kinds of natural disasters, deciding on a disaster type, using an outline to organise ideas, and creating the posters. There are also tasks like practising and presenting the posters, voting on the best three ones, and reflecting on the unit, such as understanding more about natural disasters, assessing the ability to use relevant language knowledge, and identifying areas for improvement.
Why: The activities aim to enhance students'English skills in reading, writing, speaking, and self-assessment. By making and presenting posters, students learn to collect and organise information about natural disasters, improving their understanding of the impact of disasters, how to prepare for them, and the role of technology. The reflection part helps students internalise what they have learnt and identify areas for further improvement, while also cultivating positive attitudes towards disasters.
How: The materials use practical and step-by-step instructions in simple English. Visual elements like sample pictures on the poster outline and cartoon illustrations in the reflection part are provided. Interactive activities such as group work, poster making, presenting, voting, and self-assessment are included. These help students actively engage with the topic, organise their knowledge about natural disasters, and practise English language skills.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the structural and content requirements for making a poster about a natural disaster.
2.use words and expressions in the unit to create a poster about a natural disaster.
3.apply the understanding of natural disasters and the skills of poster-making to other real-life scenarios.
4.reflect the knowledge in the unit, master the language points and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the structural and content requirements for making a poster about a natural disaster. Step 1　Lead-in 1.Announce a poster-making activity about a natural disaster to the class to arouse students interest. 2.Play a short video to lead in the topic. Check if students'can under-stand the structural and content needs for making a natural-disaster poster and use words and expressions in the unit.
To stimulate students'interest in the theme of natural disasters and guide them to engage in the topic.
2.To use words and expressions in the unit to create a poster about a natural disaster.　 Step 2　Presentation 1.Instruct students to work in groups. Guide them to search for information about different kinds of natural disasters and then take a group vote to decide on one for their posters. 2.Present an outline for making the poster, including questions like“What is it ”and“What effects did it have on people ” 3.Explain the outline and show useful expressions and sentences to help students organise their ideas. Observe if students show interest during the activity introduction, are enthusiastic about infosearching, participate in themevoting in groups, understand the poster-making outline and can organise ideas with the given expressions.
To help students understand the structural and content requirements for making a poster about natural disasters, and enhance their language application and practical abilities.
3.To apply the understanding of natural disasters and the skills of poster-making to other real-life scenarios. Step 3　Production 1.Let students start creating their posters based on the information they ve gathered and the outline provided. 2.Require students to practise and present their posters. 3.Organise a voting activity to select the best three posters and the best three presentations. 4.Guide students to share their posters with the class using the given sentences. In group discussions and presentations, observe whether students can make a poster about a natural disaster creatively, describe the disaster correctly and know how to deal with the situation properly. Additionally, observe if they can take part in the voting activity actively.
To let students apply the knowledge and skills they've learnt to create posters, improve their presentation skills through practice, encourage healthy competition via the voting activity, and enhance their language-using ability by sharing posters with the given sentences.
4.To reflect the knowledge in the unit, master the language points and use them in context. Step 4　Reflection 1.Guide students to reflect on what they ve learnt in this unit, such as understanding more about natural disasters and how technology helps. 2.Let students assess their own learning progress, like their ability to use relevant words and tenses. Step 5　Language Points Teach relevant expressions and language points. Step 6　Exercise Guide students to complete exercises. (详见课件资源) Assess students comprehension of the unit content and their self-awareness of learning progress by observing their reflections on what they've learnt. Observe how attentive they are during language point learning and how well they understand. Also, check answers accuracy and knowledge-using flexibility in exercises.
1.To help students internalise knowledge about natural disasters and technology's role, and promote their self-awareness of language learning progress, such as the use of relevant vocabulary and tenses. 2.Introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Review and copy the key words and phrases about natural disasters in this unit. Practical homework: Role-play with your partner and have a Q&A activity about what to do in the face of natural disasters. Extended homework: Search for more knowledge about preventing and reducing disasters after class and share it in class.
　　　　　　　　　　　　　　　　　　　　　　　


Understanding ideas—Grammar
　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on natural disasters. It has grammar-learning tasks like summarising the grammar rules from sentences with “when” and “while” structures and completing the sentences or the passage with the correct form of the verbs in brackets. Also, there's a task to tell a story about a natural disaster using given words and expressions.
Why: The activities aim to enhance students'English grammar knowledge, especially regarding the use of the past continuous tense and the simple past tense when they are describing disasters. Writing a story about natural disasters improves their writing and descriptive skills. Overall, it helps students better talk about natural disasters in English and understand how to use language to describe such events.
How: It uses straightforward English. The learning process combines grammar analysis of specific sentence structures, practical exercises on verb tenses in context, and a creative storytelling activity with visual hints. These diverse tasks help students understand grammar related to past events during disasters and express their ideas about natural disasters.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.perceive the form and understand the meaning of the past continuous tense.
2.tell the differences between “when” and “while”.
3.use the past continuous tense to tell a story about natural disasters.
4.understand and use the key points and the past continuous tense correctly in real-life context.
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To perceive the form and under stand the meaning of the past continuous tense.　 Step 1　Lead-in Present sentences containing the past continuous tense and ask students what they have in common to let them perceive the form of the past continuous tense. Assess students' observation ability by their reactions to the example sentences. Note if they can quickly spot the structure of the past continuous tense.
To introduce the past continuous tense in a natural and intuitive way, making students be aware of its form and laying a foundation for further learning.
2.To tell the differences between“when” and“while”.　 Step 2　Grammar Focus 1.Guide students to find time markers in the given sentences like“that night”to help them understand the meaning of the past continuous tense and when it is used. 2.Provide more sentences with time markers and let students classify these time markers into“moment”and“time period”. 3.Explain the usage differences between“when”and“while”when used with the past continuous tense through examples. Observe whether students understand the past continu-ous tense's meaning, time markers classification, and the differences between“when”and“while”through their performance of finding time markers and classifying them, and their responses when examples are explained.
To help students comprehensively understand the meaning and usage scenarios of the past continuous tense, and the differences between“when”and“while”in this context, enabling them to use the tense accurately.
3.To use the past continuous tense to tell a story about natural disasters. Step 3　Practice 1.Let students do exercises, including filling in the blanks with the correct form of verbs in the past continuous tense. 2.Organise students to work in groups of four. Instruct them to tell a story about natural disasters using the past continuous tense and given useful expressions. Observe if students master the past continuous tense through their performance. Additionally, evaluate their teamwork and language skills by observing their group storytelling about natural disasters.
To reinforce students'understanding and application of the past continuous tense through exercises and group storytelling, improving their grammar-using ability, practical language skills and teamwork spirit.
(续表)
4.To understand and use the key points and the past continuous tense correctly in real-life context. Step 4　Language Points Teach relevant expressions and language points.　 Step 5　Exercise (详见课件资源) Evaluate students' grasp and application of relevant language knowledge. Observe how attentive they are during language point learning and how well they understand it. Also, check their answers accuracy and knowledge-using flexibility in exercises.
Introduce key expressions and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Finish the exercise book. Practical homework: Write down a story about a natural disaster with the target grammar. Extended homework: Try to search for more stories about natural disasters and share them in class.
　　　　　　　　　　　　　　　　　　　　　　　




Developing ideas—Reading for writing
　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on the story of Niu Yu, a survivor of the 2008 Wenchuan earthquake who lost her right leg. It contains a reading passage about her experience, recovery process, and her current life. There are also various tasks such as answering questions related to pictures and the passage, completing a chart about Niu Yu's story, and planning and writing a similar heart-warming story. Vocabulary and expressions are provided to assist learners.
Why: These activities aim to improve students' English reading and writing skills, as well as their comprehension ability. By learning about Niu Yu's inspiring story, students can develop positive values such as courage and resilience. The tasks encourage students to think deeply and express their thoughts in English, and they gain a better understanding of how to face difficulties and recover from disasters.
How: The material uses a real-life story as the core, presenting it in simple English. It combines reading, writing, and thinking activities. The reading passage provides the main content, while questions and tasks guide students to understand details, analyse the story, and apply what they've learnt in writing their own stories. The use of pictures and vocabulary support makes it accessible to learners.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the heart-warming story of Niu Yu after the 2008 Wenchuan earthquake, including the disaster, her recovery process and her current situation.
2.analyse the reasons for Niu Yu's growth and the importance of positive qualities like courage and confidence for disaster survivors.
3.write a story inspired by Niu Yu's resilience and optimism, showing personal growth and the importance of rebuilding one's spirit after disasters.
4.learn the new words and phrases such as “come out” “find oneself” and “face”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend the heart-warming story of Niu Yu after the 2008 Wenchuan earthquake, including the disaster, her recovery process and her current situation. Step 1　Lead-in Show pictures of different natural disasters like volcanic eruptions, tsunamis, floods and earthquakes. Guide students to observe and talk about what they see. Step 2　Pre-reading Present pictures related to the 2008 Wenchuan earthquake and the“Iron Girl”Niu Yu. Ask students to look at the pictures and answer questions to introduce the story of Niu Yu and the topic of dealing with disasters. Assess if students can describe natural disasters in English and their awareness of disasters by observing their descriptions of the pictures. Evaluate students' ability to infer information from pictures and their understanding of the topic of dealing with disasters.
To introduce the topic of disasters through pictures, arouse students'interest, help them understand Niu Yu's story and related vocabulary and sentence patterns, and improve their reading skills and ability to think about the theme of facing disasters bravely.
2.To analyse the reasons for Niu Yu's growth and the importance of positive qualities like courage and confidence for disaster survivors. Step 3　While-reading 1.Provide the reading passage about Niu Yu. Instruct students to read it quickly and answer general questions, such as when and where Niu Yu drew everyone's attention and what happened to her in 2008. 2.Ask students to read again and answer questions to learn about the development of the event. 3.Guide students to read the passage for details. Let them complete a chart about Niu Yu s story using the words and expressions from the passage. Assess students' understanding of structured knowledge from the passage by examining their answers to the questions and the completed chart. Observe whether they can get the key information by skimming and have a deep understanding of the event's development based on their completion of the chart about Niu Yu's story.
To cultivate students'ability to quickly acquire key information, train them to sort out text details, summarise and integrate information, and enhance their understanding and mastery of the stories of specific individuals.
3.To write a story inspired by Niu Yu's resilience and optimism, showing personal growth and the importance of rebuilding one s spirit after disasters. Step 4　Post-reading 1.Direct students to think and share with their partners about the meaning of the title“Iron Girl”. 2.Introduce the writing task: announce a“Heart-warming Stories after Disasters”writing activity. 3. Guide students to plan their stories with the help of the given questions. 4.Require students to write their stories, then check their writing according to the checklist and share their stories with the class. Evaluate students'understanding of the article theme, critical thinking, and writing skills. Observe how deeply they think and how active they are when they are discussing the“Iron Girl”. Also, check how rationally they plan stories, the quality of their writing, and their performance of sharing their stories.
To deepen students'understanding of the story, improve their writing skills via the writing process, and foster peer-learning and self-assessment through discussion and evaluation.
4.To learn the new words and phrases such as“come out”“find oneself”and“face”, and use them in context. Step 5　Language Points Teach relevant expressions and language points, e.g.,“come out”“find oneself”and“face”. Step 6　Exercise Guide students to complete fill-in-the-blank and translation exercises. Evaluate students' grasp and application of relevant language knowledge. Observe how attentive they are during language point learning and how well they understand. Also, check answers accuracy and knowledge-using flexibility in exercises.
Introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Polish your writing again and send it to me. Practical homework: Design a poster with the theme of“Courage After Disaster”and display it in the classroom. Extended homework: Create a short video to introduce Niu Yu's story and your understanding of how to face difficulties bravely.
　　　　　　　　　　　　　　　　　　　　　　　

Understanding ideas—Reading
　　　　　　　　　　　　　　　　　　　　　　　
What: The text offers English-learning materials about the volcanic eruption of Mount Vesuvius. It begins with pictures, prompting students to observe and answer questions. Then there's a reading passage by Pliny the Younger. After that, there are tasks like choosing the best summary and completing a timeline.
Why: These activities aim to enhance students'English reading skills, as well as their observation, thinking, and communication abilities. They help students understand the disaster and its impact, and foster critical thinking through discussions.
How: The story is presented through a combination of pictures and text. Various reading tasks are used to guide students to understand the content of the text, such as searching for information and summarising. The thinking and sharing sessions as well as the exercises encourage students to express their opinions to deepen their understanding of the story “A lost city”.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the text about the volcanic eruption and answer related factual questions.
2.use vocabulary and expressions from the text to recount the story of “A lost city”.
3.generate ideas for dealing with disasters and apply the positive spirit from the text to real-ife situations.
4.grasp the key language points, such as “be doing…when” “refuse to do sth” and “leave sb behind”, and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the text about the volcanic eruption and answer related factual questions. Step 1　Pre-reading Show two pictures; one shows a volcanic eruption and the other shows an earthquake. Guide students to observe and answer questions using given words and expressions. Assess students' observation ability and vocabulary application skills by checking their answers when using given words and expressions to respond to questions about the pictures.
To arouse students'interest in the topic of disasters, activate their prior knowledge, and help them review and use relevant vocabulary and expressions.
2.To use vocabulary and expressions from the text to recount the story of“A lost city”. Step 2　While-reading 1.Present the article. Instruct students to skim the article and check the main idea from the given options. 2.Tell students to scan the record of Pliny the Younger and find out information like where the writer went, what happened to him, and who was involved in the disaster. 3.Direct students to read each paragraph and answer related questions, such as what the writer was doing when the earthquake happened, why the coach couldn t go straight ahead and what the dark cloud did. 4.Ask students to complete the timeline with the words and expressions from the passage. Check whether students can accurately find details in the record of Pliny the Younger, and whether they understand the development of the story's plot by reviewing their answers in tasks such as choosing the main idea, answering paragraph-related questions and completing the timeline.
To train students'reading skills including skimming, scanning and close-reading, and deepen their understanding of the text about the volcanic eruption.
3.To generate ideas for dealing with disasters and apply the positive spirit from the text to real-life situations. Step 3　Post-reading 1.Pose the question“What can we do when we face a volcanic eruption ”and let students discuss and share their ideas. 2.Play a video and guide students to learn how to deal with disasters. In group discussions and pre-sentations, observe whether students can describe what they see and know how to protect themselves when facing disasters.
To have students think, share, and communicate during a volcanic-eruption talk, teach them skills of coping with disasters and raise their self-protection awareness with a video and guidance.
4.To grasp the key language points, such as“be doing…when”“refuse to do sth”and“leave sb behind”, and use them in context. Step 4　Language Points Teach relevant expressions and language points, e.g.,“be doing…when”“refuse to do sth”and“leave sb behind”. Step 5　Exercise Guide students to complete fill-in-the-blank and translation exercises. (详见课件资源) Observe their attentiveness during language point learning and assess their understanding. Additionally, check if they can answer accurately and use their knowledge flexibly in exercises.
Introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Reread the passage and retell the story. Practical homework: Tell your parents what you should do when you face a volcanic eruption. Extended homework: Try to search more information about the ways of dealing with natural disasters.
　　　　　　　　　　　　　　　　　　　　　　　

Starting out
　　　　　　　　　　　　　　　　　　　　　　
What: The text is the English-learning content about natural disasters. It has pictures related to stories, asking if students know the stories and which disasters they relate to. There are also questions about types of natural disasters and how people s understanding of them has changed.
Why: These activities aim to develop students'observation, thinking, and communication skills. By connecting pictures with stories and disasters, and discussing people's understanding of natural disasters, students can improve their English language skills and gain a better understanding of the relationship between stories and real-world natural disasters.
How: The material uses simple English and visual pictures to engage students. Guided questions are provided to make students observe the pictures and think about natural disasters. This combination of visuals and questions encourages students to reflect on the topic.
　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn different expressions of natural disasters.
2.use English to talk about different natural disasters.
3.know some ways of saving lives from natural disasters.
4.learn and apply the key language points correctly.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn different expressions of natural disasters. Step 1　Lead-in Show students pictures of various natural disasters. Ask them to identify each natural disaster. Assess students' recognition of natural disasters and their initial knowledge by showing pictures and asking them to identify each one.
2.To use English to talk about different natural disasters. Step 2　Presentation 1.Guide students to think about their feelings when they are facing natural disasters and what action can be taken. 2.Display pictures related to ancient Chinese stories (Hou Yi Shoots the Suns and Nü Wa Repairs the Sky). Prompt students to guess the associated natural disasters and the stories behind them. 3.Pose questions like“What kind of natural disasters do you know ”and encourage students to answer them. Assess students' understanding of natural disaster concepts by determining the accuracy of their statements about natural disasters and evaluating their ability to guess and retell natural disasters depicted in ancient stories.
Show pictures to help students recognise natural disasters, guide them to think about feelings and actions, link with ancient stories, and ask questions for sharing, aiming to arouse interest, and expand the understanding of natural disasters.
3.To know some ways of saving lives from natural disasters. Step 3　Practice 1.Divide students into groups of five. Instruct each group to choose a picture of a natural disaster from the given options. 2.Guide group members to discuss and talk about the appropriate action to take when they are facing the natural disaster in their chosen picture. 3.Require each group to present their discussion results to the class. During group discussions, observe whether students can accurately describe the natural disasters based on the selected pictures, and assess each group's ability to present their stories to the whole class.
To improve students'teamwork, communication skills, and practical knowledge of dealing with natural disasters.
4.To learn and apply the key language points correctly. Step 4　Language Points Teach relevant expressions and language points such as“natural”and“relate to”. Step 5　Exercise Guide students to complete fill-in-the-blank and translation exercises. Evaluate students understanding and application of language knowledge by observing their attentiveness during lessons and the accuracy of their answers to exercises.
Introduce key expressions and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Review and write the words you have learnt about natural disasters. Practical homework: Introduce the ancient stories you have learnt to your parents and tell them stories about natural disasters. Extended homework: Try to search more kinds of natural disasters and ways to protect you when you are facing natural disasters.
　　　　　　　　　　　　　　　　　　　　　　　

Presenting ideas & Reflection
　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text offers English-learning content focusing on natural disasters. It guides students to make posters about natural disasters in groups, including steps like searching for information about different kinds of natural disasters, deciding on a disaster type, using an outline to organise ideas, and creating the posters. There are also tasks like practising and presenting the posters, voting on the best three ones, and reflecting on the unit, such as understanding more about natural disasters, assessing the ability to use relevant language knowledge, and identifying areas for improvement.
Why: The activities aim to enhance students'English skills in reading, writing, speaking, and self-assessment. By making and presenting posters, students learn to collect and organise information about natural disasters, improving their understanding of the impact of disasters, how to prepare for them, and the role of technology. The reflection part helps students internalise what they have learnt and identify areas for further improvement, while also cultivating positive attitudes towards disasters.
How: The materials use practical and step-by-step instructions in simple English. Visual elements like sample pictures on the poster outline and cartoon illustrations in the reflection part are provided. Interactive activities such as group work, poster making, presenting, voting, and self-assessment are included. These help students actively engage with the topic, organise their knowledge about natural disasters, and practise English language skills.
　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the structural and content requirements for making a poster about a natural disaster.
2.use words and expressions in the unit to create a poster about a natural disaster.
3.apply the understanding of natural disasters and the skills of poster-making to other real-life scenarios.
4.reflect the knowledge in the unit, master the language points and use them in context.
　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the structural and content requirements for making a poster about a natural disaster. Step 1　Lead-in 1.Announce a poster-making activity about a natural disaster to the class to arouse students interest. 2.Play a short video to lead in the topic. Check if students'can under-stand the structural and content needs for making a natural-disaster poster and use words and expressions in the unit.
To stimulate students'interest in the theme of natural disasters and guide them to engage in the topic.
2.To use words and expressions in the unit to create a poster about a natural disaster.　 Step 2　Presentation 1.Instruct students to work in groups. Guide them to search for information about different kinds of natural disasters and then take a group vote to decide on one for their posters. 2.Present an outline for making the poster, including questions like“What is it ”and“What effects did it have on people ” 3.Explain the outline and show useful expressions and sentences to help students organise their ideas. Observe if students show interest during the activity introduction, are enthusiastic about infosearching, participate in themevoting in groups, understand the poster-making outline and can organise ideas with the given expressions.
To help students understand the structural and content requirements for making a poster about natural disasters, and enhance their language application and practical abilities.
3.To apply the understanding of natural disasters and the skills of poster-making to other real-life scenarios. Step 3　Production 1.Let students start creating their posters based on the information they ve gathered and the outline provided. 2.Require students to practise and present their posters. 3.Organise a voting activity to select the best three posters and the best three presentations. 4.Guide students to share their posters with the class using the given sentences. In group discussions and presentations, observe whether students can make a poster about a natural disaster creatively, describe the disaster correctly and know how to deal with the situation properly. Additionally, observe if they can take part in the voting activity actively.
To let students apply the knowledge and skills they've learnt to create posters, improve their presentation skills through practice, encourage healthy competition via the voting activity, and enhance their language-using ability by sharing posters with the given sentences.
4.To reflect the knowledge in the unit, master the language points and use them in context. Step 4　Reflection 1.Guide students to reflect on what they ve learnt in this unit, such as understanding more about natural disasters and how technology helps. 2.Let students assess their own learning progress, like their ability to use relevant words and tenses. Step 5　Language Points Teach relevant expressions and language points. Step 6　Exercise Guide students to complete exercises. (详见课件资源) Assess students comprehension of the unit content and their self-awareness of learning progress by observing their reflections on what they've learnt. Observe how attentive they are during language point learning and how well they understand. Also, check answers accuracy and knowledge-using flexibility in exercises.
1.To help students internalise knowledge about natural disasters and technology's role, and promote their self-awareness of language learning progress, such as the use of relevant vocabulary and tenses. 2.Introduce key expressions, and then guide students to practise these through exercises to reinforce their understanding and application.
Homework Basic homework: Review and copy the key words and phrases about natural disasters in this unit. Practical homework: Role-play with your partner and have a Q&A activity about what to do in the face of natural disasters. Extended homework: Search for more knowledge about preventing and reducing disasters after class and share it in class.
　　　　　　　　　　　　　　　　　　　　　　　

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