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(共17张PPT)
Unit 5 Nature’s Temper
第1课时
Section A 1a—2d
Activity 1: Watch, play and say
Watch a video and tell what it is about.
Do you remember what you were doing at that time
Activity 1: Watch, play and say
Quickly say the corresponding disaster words for each picture.
Activity 1: Watch, play and say
Match the natural disasters with the pictures.
_____ earthquake _____ typhoon _____ wildfire
_____ snowstorm _____ flood _____ drought
B
F
A
C
E
D
Can you name more natural disasters that you know
Activity 2: Listen, write and circle
Listen to three conversations. What natural disasters did the people face
1. _____________________
flood
2. _____________________
3. _____________________
earthquake
snowstorm
Activity 2: Listen, write and circle
Listen again. Circle what each person was doing when the natural disaster happened.
Conversation 1
1. Xinyi was warning a neighbour / having dinner.
Conversation 2
2.Kate was doing her homework / calling her mother.
3.Jiaming was doing chores / preparing lunch.
Conversation 3
4. Liu Yun was staying in a hotel / taking a train.
Activity 3: Think and finish
Pay attention to the questions in the conversations.
What were you doing at the time
What were you doing when it started
What were you doing while it was snowing
Activity 3: Think and finish
Ask and answer questions about the people in the conversations.
A: What was Xinyi doing at the time of ...
B: She was ...
A: What was Xinyi doing at the time of the flood
B: She was having dinner.
A: What was Kate doing when the earthquake started
B: She was doing her homework.
A: What was Liu Yun doing during the snowstorm
B: She was taking a train.
Activity 4: Read, judge and think
Read the statements about typhoons. Write T for true or F for false.
1. There are very strong winds and
heavy rain during a typhoon.
2. Sometimes there are tall waves and
the areas near the coast get flooded.
3. In the eye of a typhoon, the weather
can be very calm.
4. Typhoons cause tsunamis to happen
in some places.
( )
( )
( )
( )
T
T
T
F
Activity 4: Read, judge and think
Think about the two questions below.
When will the typhoon happen in the year
Where will the typhoon possibly happen
Activity 5: Listen, record and answer
Listen to the interviews and circle the correct answers.
1. When did the interviews take place
A. Before the typhoon hit.
B. After the typhoon slowed down.
2. Where did the interviews probably take place
A. On the street.
B. In someone's home.
Activity 5: Listen, record and answer
Listen to the interviews and the weather plete the sentences.
Interview 1
1. When the typhoon hit, the boy’s family were _____________ at home.
2. After the typhoon, they helped to _____________ the neighbourhood.
Interview 2
3. The girl’s grandparents were _____________ at home when she called.
Interview 3
4. The man’s children were _____________at the time of the typhoon.
5. A _____________in the man’s house broke, and the roof nearly came off.
Weather report
6. The reporter advised people to be careful, pay attention to the weather reports, and_____________.
having dinner
clean up
playing chess
reading
window
stay inside
Activity 6: Let’s act
Role-play a conversation between the reporter and another person who experienced the typhoon.
A: Excuse me. Did you have any trouble during the typhoon
B: Yes, it was awful. I .../ No, not really. When the typhoon hit, ...
Activity 6: Let’s act
Role-play a conversation between the reporter and another person who experienced the typhoon.
A: Excuse me. Did you have any trouble during the typhoon
B: Yes, it was awful. I was walking home when the typhoon hit—the wind was
so strong I could barely stand. Dust hit my face, I could hardly open my eyes,
and my heart raced.
A: That’s scary! How did you stay safe
B: I grabbed a streetlight pole, then hid in a nearby shop. The owner let me wait
there till the wind calmed a bit—I texted my family I was okay right away.
A: Glad you’re safe. Any tips for others
B: Don’t go out when a typhoon hits! If you’re outside, hide in a sturdy building.
Stay away from trees, and check weather warnings first.
Activity 6: Let’s act
Present in front of the class and vote for the best pair according to the evaluation form.
1. Finish the self-check. (Required)
2. Search for information to gain knowledge about natural disaster
prevention and mitigation after class. (Required)
3. Write a short passage describing what your family would do if a
disaster happened. (Optional)
Homework(共11张PPT)
Unit 5 Nature’s Temper
第3课时
Section A Grammar Focus
Activity 1: Watch, answer and describe
What were the people doing when the tornado hit
Can you use more accurate English to describe the actions
Activity 2: Read, underline and summarize
Read the sentences. Underline the verbs which show an ongoing action in the past.
Activity 2: Read, underline and summarize
Summarize the structure of the past continuous tense.
过去进行时的结构
(1) 肯定句：主语+was/were doing+其他.
(2) 否定句：主语+was/were not doing +其他.
(3) 疑问句：Was/Were+ 主语+ doing+其他
肯定回答：Yes, 主语+was/were.
否定回答：No, 主语+wasn’t/weren’t.
(4) 特殊疑问句：特殊疑问词+was/were + 主语+ doing +其他
Activity 3: Combine and complete
Combine each pair of sentences using when or while.
1. I did my homework. The typhoon landed on the coast.
2. The power went out. My father and I made dinner.
3. Kate wrote a letter. Her brother called to warn her of the storm.
4. My parents packed the supplies. I moved our things off the floor.
5. I slept soundly. It rained cats and dogs.
I was doing my homework when the typhoon landed on the coast.
The power went out while my father and I were making dinner.
Kate was writing a letter when her brother called to warn her of the storm.
My parents were packing the supplies while I was moving our things off the floor.
I was sleeping soundly while it was raining cats and dogs.
Activity 3: Combine and complete
Complete the mind map below.
可接短暂性/延续性动词时间
可指时间点/时间段
从句可接一般过去时/过去进行时
通常接延续性动词
指时间段
从句与主句常接过去进行时
Activity 3: Combine and complete
Complete the passage with was, were, when, or while.
When Jenny looked up, thick black clouds were forming in the sky, and the rain ________ beating against their roof.
“Quick, this way,” said Dad. The family ran to the safe room at once. ______________ they were waiting, Jenny’s little sister started to cry. Dad gave her some chocolate and told her that they ________ hiding from an angry lion. Soon, she was laughing again.
At last, the storm passed. ________ they stepped outside, they found the sun shining. People were asking one another if they were safe while some ________ starting to clear the streets. Jenny smiled. The tornado was scary, but it also brought everyone closer together.
was
While/When
were
When
were
Activity 4: Think, make and act
Imagine that you are a reporter. Interview a member of Jenny’s family and find out what he or she was doing around the time of the tornado.
A: What were you doing when the tornado hit
B: My family and I were hiding in a safe room.
A: What were you doing while you were waiting there
B: Oh, while I ...
Activity 4: Think, make and act
Perform your conversations and evaluate the others’ the performances from aspects such as grammatical correctness and expression fluency.
1. Finish the self-check. (Required )
2. Write a short paragraph about a past event with the grammar knowledge. (Required)
3. Make a tornado survival guide poster in English. (Optional)
Homework(共10张PPT)
Unit 5 Nature’s Temper
综合实践课
Project: Make a chain story
Step 1: Plan
1. List the natural disasters.
snowstorm
Natural disasters
wildfire
earthquake
tsunami
flood
typhoon
landslide
drought
(1) In groups, discuss what natural disasters they have known. Write them down in the mind map.
Step 1: Plan
1. List the natural disasters.
(2) Discuss with your partner on some information about wildfire and snowstorm. Think about what your family were doing when the disaster happened.
Step 1: Plan
2. Group division and task assignment.
Divide into groups of 4~5, choose either the “wildfire” or “snowstorm” storyline, and then discuss and clarify your roles within the group.
Creative ideas contributors: Search for information about natural disasters online and provide more specific response measures.
Recorder: Fill in the table neatly.
Presenter: Give a presentation as a presenter.
1. Each group member writes 1~2 sentences in turn according to the example in 4b.
A: “Look!” my brother shouted. “I can see the fire over there!”
B: I had my phone out. I was ready to call for help.
C: My dad...
Step 2: Make
2. Use sentences like “ My dad was finding a map to escape when the wildfire happened.” “... was doing... while the fire was burning.”
Further discussion :
(1) Can you name different natural disasters and talk about their impacts
(2) Can you describe people's actions before , during, and after a natural disaster
(3) Can you talk about what you were doing during an event in the past
(4) How should we prepare for and stay safe in bad weather or natural disasters
Step 2: Make
3. The recorder write down all the ideas and all the members work together to polish the story.
1. The presenter of each group tells the story vividly.
2. Set up a “Story Q&A” session. Other students ask questions about the details of the story, promoting the understanding of the story.
Step 3: Share
1. Conduct self-evaluation and group mutual-evaluation based on language, plot, and creativity.
2. Evaluate each member.
Step 4: Improve
1. Use the self-check form to evaluate your performance.
Step 5: Reflect
2. Think about what you could do better next time and make a plan for improvement.(共9张PPT)
Unit 5 Nature’s Temper
第2课时
Section A 3a—3d
Activity 1: Lead in
Can you retell the statements about typhoons you learnt before
Review the knowledge about typhoons you've learnt last class.
What would you do if you were informed of a typhoon in advance
Activity 2: Read, tick and compare
Read the conversation in 3a and answer the questions.
1. Who had a worse typhoon experience Why
2. Whose family was better prepared for the typhoon
Lisa had a worse typhoon experience.
Because she was driving home during the typhoon (which was dangerous), almost got into an accident, and found water everywhere in her house when she got back, making the house look awful.
Haitao’s family was better prepared for the typhoon.
Activity 2: Read, tick and compare
Read again. Who experienced or did these things Tick the correct boxes.
Activity 2: Read, tick and compare
Compare the actions of Haitao’s family with the actions of Lisa’s family before/ during/after the typhoon and then complete the table below.
Before the typhoon
During the typhoon
After the typhoon
The actions of Haitao’s family
The actions of Lisa’s family
Covered the windows, moved things off the floor, and stored food and water.
Stayed inside safely.
Had no trouble and their house remained in good condition.
Knew the typhoon was coming but didn’t take protective measures; stayed at relatives’ house.
Were driving home from relatives’ house, faced heavy rain, and almost got into an accident.
Found water everywhere in the house, and the house looked awful.
Activity 3: Listen, read and role-play
Listen and repeat the conversation sentence by sentence. Work in groups to role-play the conversation and appropriately add actions and expressions.
Activity 4: Imagine and role-play
Imagine that Haitao or Lisa is your friend. Role-play a conversation about your friend’s experience with the typhoon.
A: Hi Lisa. I heard about the typhoon yesterday. Are you OK
B: Not really. I was a bit scared.
A: What were you doing when the typhoon hit
B: I was reading a book at home. Suddenly the windows started to shake.
A: Did your family make any preparations before the typhoon landed
B: Yes, we bought lots of food and water and stayed indoors.
1. Finish the self-check. (Required )
2. Write an English essay titled “My Typhoon Experience”. If you don’t have a real experience, you can make up a reasonable one. Your essay should have at least 5 sentences and you need to use the tenses you have learnt. (Required)
3. Make an English handwritten newspaper introducing the causes of typhoons and response measures for typhoons. (Required)
4. Briefly introduce how to prepare for a typhoon to your family in English, and share your communication experience in the next class. (Optional)
Homework(共14张PPT)
Unit 5 Nature’s Temper
第5课时
Section B 2a—3d
Activity 1: Make and complete
Some words for natural disasters go together with certain verbs. Use these collocations to make sentences.
An earthquake rocked the small town last night.
A typhoon blew across the island yesterday.
The tsunami hit the village, causing a lot of loss.
Activity 1: Make and complete
Look at the compound words in the box. Do you know what they mean
Complete the sentences using five of these words.
landslide snowstorm earthquake safeguard
floodwater manpower wildfire heartbeat
1. The rescue workers need more __________ to clear the streets.
2. The family built strong roofs to __________ their house from heavy storms.
3. The doctor listened to the man’s __________ carefully.
4. During the storm, the __________ nearly reached our windows.
5. People should avoid driving during a __________ because it can be very
difficult to see clearly on the roads.
manpower
safeguard
heartbeat
floodwater
snowstorm
Activity 1: Make and complete
Complete the passage with the correct forms of the words in the box.
refuse drought warn hit safe wildfire
In August 2022, China experienced a great heatwave. It caused ________ in different parts of the country. The heatwave __________ the southwestern city of Chongqing very hard. Large __________ swept through the forests and mountains there. Over 5,000 firefighters, police, and volunteers all worked together to keep the people and their homes safe. They put out the fires, brought more than l,500 people to__________ and __________ others to stay away from dangerous areas. It was very hard to fight the fires because of the high temperatures and changeable winds, but the rescue workers __________ to give up. By the end of August, they managed to put out all the fires.
droughts
hit
wildfires
safety
warned
refused
Activity 2: Read, complete and retell
Read about Ma Li’s day and order the events.
Ma Li woke up late.
The bus driver said they would be late.
She started reviewing her notes.
Last Friday started terribly. First, my alarm clock didn’t go off, so I woke up late and had to rush to the bus stop.
I had a test that morning, so I was reviewing my notes while I was waiting for my bus. All of a sudden, thunder rolled across the sky. Then it started to pour. The wind was too strong for me to use my umbrella!
By the time the bus came, I was cold and wet. I was still worrying about the test when the bus driver said that we would be late. There was a landslide along our usual road.
When I finally reached my classroom, out of breath, my teacher was already waiting at the door. Many others were also late because of the rainstorm. Asa result, she said we weren’t having a test after all! What luck on my unlucky day!
The teacher decided not to have a test.
She ran to the bus stop.
It started to rain and she became cold and wet.
1
2
3
4
5
6
Activity 2: Read, complete and retell
Read again. Underline the words and phrases that indicate the times of the events or connect them together.
Last Friday started terribly. First, my alarm clock didn’t go off, so I woke up late and had to rush to the bus stop.
I had a test that morning, so I was reviewing my notes while I was waiting for my bus. All of a sudden, thunder rolled across the sky. Then it started to pour. The wind was too strong for me to use my umbrella!
By the time the bus came, I was cold and wet. I was still worrying about the test when the bus driver said that we would be late. There was a landslide along our usual road.
When I finally reached my classroom, out of breath, my teacher was already waiting at the door. Many others were also late because of the rainstorm. As a result, she said we weren’t having a test after all! What luck on my unlucky day!
Activity 2: Read, complete and retell
Try to complete the table and retell the story of Ma Li.
woke up late
arrived at the bus stop
thunder rolled and it started to pour (she got cold and wet)
The bus driver said they would be late because of a landslide on the road; she finally reached the classroom out of breath
1. What kind of bad weather was it
2. What were you doing when the bad weather started
3. What did you see, hear, or do during the bad weather How did you feel
4. What happened or went wrong because of the bad weather
Activity 3: Discuss and share
Think about a day when you experienced bad weather. Discuss the events of your day with a partner.
Activity 3: Discuss and share
Select a representative to share the discussion and has the whole class communicate various plots of “a bad day” for writing.
情绪形容词
frustrated, upset, embarrassed, devastated, stressed, anxious, gloomy, helpless, furious, worn out
常用句式
I felt so frustrated when I realized I’d left my project at home.
It was such an embarrassing moment when everyone stared at my soup-stained shirt.
I was absolutely devastated when my laptop crashed and I lost my video.
By the end of the day, I was worn out and just wanted to crawl into bed.
Nothing seemed to go right that day— I couldn’t help but feel like the world was against me.
Activity 4: Write, share and give feedback
Write a story about your day. Use 3a as an example.
Last Friday, 1 had a really bad day. While I was having breakfast with my younger sister, the sky growing darker and darker. 1 heard thunder and saw lightning. When l left the house,...
Last Friday, I had a really bad day. While I was having breakfast with my younger sister, the sky was growing darker and darker. I heard thunder and saw lightning. When I left the house, it started to pour heavily. I rushed to the bus stop, but I forgot to take my umbrella. By the time the bus arrived, my shoes and socks were completely wet. To make things worse, the bus got stuck in a traffic jam because of the rain. When I finally got to school, I realized I had left my math workbook at home. My math teacher was angry and gave me a warning. In the afternoon, the rain stopped, but I slipped on the wet playground and fell down. I scraped my knee and had to go to the nurse’s office. What a terrible day!
Activity 4: Write, share and give feedback
Exchange compositions in groups and evaluate each other’s writings from the aspects.
Activity 4: Write, share and give feedback
Summarizes the key points for writing improvement.
细节描写：用感官让画面“活”起来
视觉：The rain poured down and blurred the street signs.
听觉：Thunder crashed so loudly that I jumped.
触觉：My socks were soaked, and my feet felt like ice.
情绪表达：用精准词汇替代“sad/bad”
多使用 frustrated, embarrassed, anxious, relieved 等具体情绪词，
再搭配句式让感受更真实。
尴尬：It was such an embarrassing moment when I spilled coffee on my teacher’s desk.
沮丧：I felt so frustrated that I almost cried when I lost my homework.
1. Finish the self-check. (Required)
2. Polish your own writing. (Required)
3. Read an extracurricular English narrative short essay
and analyze its structure. (Required)
4. Select a narrative essay from your exercise book and
create a mind map for it. (Optional)
Homework(共17张PPT)
Unit 5 Nature’s Temper
第4课时
Section B 1a—1e
Activity 1: Answer, watch and predict
What is the worst natural disaster you know of Discuss it with a partner.
I think the worst natural disaster is the tsunami. It’s very dangerous.
The earthquake is the worst natural disaster I know. It can break houses easily.
Activity 1: Answer, watch and predict
Watch a short video and share your knowledge of tsunamis.
What natural disaster is it Have you heard of any real-life stories about tsunami
Activity 1: Answer, watch and predict
Read the first paragraph of the text. What do you think happened to Tilly Smith and her family next
How One Girl Saved Many Lives
On 26 December 2004, Tilly Smith, a 10-year-old English schoolgirl, and her family were on holiday in Phuket, Thailand. Everyone was enjoying the beautiful weather that morning. Some people were swimming in the sea and some were relaxing on the beach. But while Tilly was walking along the beach with her family, she noticed something strange. Thick white froth was forming on top of the waves. Next, she saw that the waves were coming in instead of going out.
Activity 2: Read, get and analyze
Learn about the background of the story in 1b.
The background of the story
On 26 December 2004, Tilly Smith (a 10-year-old English schoolgirl) and her family were on holiday at the beach in Phuket, Thailand. That morning, the weather was beautiful, so people there were either swimming in the sea or relaxing on the beach, enjoying the pleasant holiday time.
Activity 2: Read, get and analyze
Read the whole text quickly to get the main idea and analyze the structure of it. Identifying the beginning, middle and end of a story can help you understand the story better.
the beginning
the middle
the middle
the end
Activity 3: Read, judge and learn
Read the text again and complete the timeline.
Understanding the order of events
Identifying the beginning, middle, and end of a story can help you understand the story better. Look out for words and phrases that tell you when something happens, such as next, then, finally, when, while, and two weeks before.
Activity 3: Read, judge and learn
Read the text again and complete the timeline.
waves/
water/sea
tsunamis
family
mother
security
guard
beach
hotel
Activity 3: Read, judge and learn
Read again. Circle T for true or F for false. Then correct the false statements.
1. Tilly found that the waves were moving away from the beach.
2. Tilly remembered what she read about in her geography book.
3. Tilly’s father believed her as soon as she told her family about
the strong waves.
4. The security guard learnt about the tsunami from Tilly’s father.
S. Tilly’s mother did not reach the hotel before the tsunami did.
T F
T F
T F
T F
T F
Tilly found that the waves were coming in instead of going out.
Tilly remembered what her geography teacher had explained in class.
Tilly’s father didn’t believe her when she told her family about the strong waves.
Tilly’s mother reached the hotel safely just as the tsunami hit.
Activity 3: Read, judge and learn
Review keywords and sentence patterns.
earthquake
tsunami
wave
While + 主语 + was/were doing，主语 + 一般过去时.（强调两个动作同时发生）
Activity 3: Read, judge and learn
Review keywords and sentence patterns.
While Tilly was walking along the beach, she noticed something strange.
instead of 表对比，后接名词/动名词，连接对比的动作或状态。
The waves were coming in instead of going out.
just as 表动作同步，强调两个动作在同一时间点发生。
Her family made it to safety just as the water hit the hotel.
remember + that 从句，用于描述过去的记忆内容。
She remembered that her geography teacher had explained earthquakes under the sea could create tsunamis.
Activity 4: Retell, think and discuss
Try to retell the text in 1b according to the timeline in 1c.
waves/
water/sea
tsunamis
family
mother
security
guard
beach
hotel
Activity 4: Retell, think and discuss
Think about what qualities Tilly has and find evidence from the text.
Sharp observation
“While Tilly was walking along the beach with her family, she noticed something strange. Thick white froth was forming on top of the waves. Next, she saw that the waves were coming in instead of going out.”
Persistent & Determined
“Unfortunately, her family didn’t believe her and wanted to continue their walk. However, Tilly refused to take a single step further.”
High alertness & Crisis awareness
“‘I know what’s going to happen! There’s going to be a big wave,’ Tilly cried.”
Activity 4: Retell, think and discuss
Think about what qualities Tilly has and find evidence from the text.
Brave & Responsible
“‘I know what’s going to happen! There’s going to be a big wave,’ Tilly cried.”
“Thanks to her knowledge and quick thinking, one schoolgirl was able to save over 100 lives.”
Calm & Composed
“Just then, she remembered something important. Two weeks before, her geography teacher had explained that earthquakes under the sea could create dangerous waves called tsunamis!”
“However, Tilly refused to take a single step further.”
Activity 4: Retell, think and discuss
Discuss the questions.
1. Do you think Tilly Smith was a hero Why
2. From Tilly’s experience, what do you think people need to know to survive a natural disaster
3. What did you learn at school that might help to save your life one day
1. Finish the self-check. (Required)
2. Write a short passage about a disaster you once experienced. (Required)
3. Search for more information about disasters. (Optional )
Homework

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