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Section A　What happens during a natural disaster
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is the first lesson of Unit 5, the listening and speaking lesson. 1a asks students to match disaster-related vocabulary with corresponding pictures. 1b-1c present the disasters people face through three dialogues and describe the activities the people were engaged in when the disasters happened. 1d requires students to ask and answer questions based on the listening material. 2a lets students judge true or false to learn about typhoons. 2b-2c tell about the activities of different people during typhoons and the impacts of the disaster. 2d provides a role-play framework of a dialogue between a reporter and someone who has experienced a typhoon, allowing students to use what they have learned to communicate about their experiences during the disaster.
Why: These activities help students master the usage of the past continuous tense, accumulate vocabulary related to natural disasters and daily activities, and improve language skills such as capturing key information, asking and answering questions, and judging true or false. They also enable students to understand the characteristics and impacts of different natural disasters, enhance disaster prevention awareness, and arouse attention to safety knowledge and natural phenomena.
How: In terms of content structure, the basic cognition in 1a and the listening comprehension in 1b-1c lay the foundation for 2a-2c, enabling students to learn about typhoons and understand the interview and the weather forecast. The role-play in 2d allows students to comprehensively apply what they learned. There are various text types like dialogues, statement judgment and weather forecasts, which are close to real life, and all use the past continuous tense as the core grammatical point. Vocabulary focuses on presenting nouns related to natural disasters and verb phrases related to daily activities, which can help students meet the communicative needs of “communicating disaster experiences and conveying safety information”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.listen and know about people's activities during natural disasters;
2.talk about personal activities and experiences during natural disasters;
3.use relevant expressions, act out dialogues in roles, and talk about experiences at the time of the typhoon.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To listen and know about people's activities during natural disasters. Step 1　Lead-in 1.Greetings. 2.Listen and guess. Match the sound with the natural disasters.(详见课件资源) Do you know other natural disasters Step 2　Work on 1a Match the natural disasters with the pictures. ◎Key: B; F; A; C; E; D Step 3　Listening 1.Work on 1b. Listen to three conversations. What natural disasters did the people face ◎Key: 1.flood　2.earthquake 3.snowstorm 2.Work on 1c. Listen again. Circle what each person was doing when the natural disaster happened. ◎Key: 1.having dinner　2.doing her homework 3.doing chores　4.taking a train 3.Read the transcript together and find out where the answers come from.(详见课件资源) Step 4　Pair-work Work on 1d. Ask and answer questions about the people in the conversations. A: What was Xinyi doing at the time of… B: She was… The degree of comprehensiveness and accuracy of students' listening in acquiring information is judged by whether or not they write the right disasters or circle the activities they heard.
Purpose To introduce the theme of natural disasters, activate students' prior knowledge about natural disasters through listening to sounds, matching pictures, etc. Through listening training and pair work, help students improve their ability to obtain information and their oral expression skills, so as to deepen their understanding of natural disasters.
2.To talk about personal activities and experiences during natural disasters. Step 5　Learn about typhoons Show a picture of a typhoon and ask: —What's this —What do you know about typhoons Watch a video about a typhoon and learn some basic information about typhoons.(详见课件资源) Step 6　Listening 1.Work on 2a. Read the statements about typhoons. Write T for true or F for false. ◎Key: T; T; T; F 2.Work on 2b. Listen to the interviews and circle the correct answers. ◎Key: 1.B　2.A 3.Work on 2c. Listen to the interviews and the weather plete the sentences. ◎Key: 1.having dinner　2.clean up 3. playing chess　4.reading together 5.window　6.stay inside 4.Read the transcript together and find out where the answers come from.(详见课件资源) Help students to consolidate knowledge related to typhoons, and the new word “tsunami” is introduced to enrich students' vocabulary reserve. The accuracy of students' answers can be used to judge their ability to capture detailed information in listening.
Purpose To guide students to understand the basic information about typhoons and deepen their knowledge of them. To assist students in improving their listening comprehension abilities, including the capture of detailed information and the grasp of overall content with the help of listening exercises.
3.To use relevant expressions, act out dialogues in roles, and talk about experiences at the time of the typhoon. Step 7　Role-play Work on 2d. 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, … Step 8　Language points(详见课件资源) Observe students' conversation performance to see if they can find relevant sentence patterns and summarise more relevant expressions from the listening material. Help students correct their grammar, such as the use of the third person singular, and supple-ment vocabulary.
Purpose To enable students to use what they have learned to express their experiences, so as to enhance their oral expression and practical application abilities.
Homework 1.Basic homework: Review the words, phrases and sentences in this lesson. 2.Practical homework: Suppose you have experienced a natural disaster. Introduce what you were doing at that time. 3.Extended homework: Create an English poster about a kind of natural disaster.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(3a-3d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In the dialogue 3a, Haitao and Lisa talk about their experiences when a typhoon hit. In 3b, students are required to identify who had the different experiences listed in the table. 3c asks students to listen to the conversation and role-play it. As for 3d, students need to imagine Haitao or Lisa is their friend and create new dialogues using the knowledge they have learned.
Why: The dialogue in 3a helps students review what they have learned while enhancing their awareness of natural disaster prevention. The reading exercise in 3b improves students' ability to find information accurately. The activity in 3c strengthens students' listening and speaking skills, as well as boosts their language sense and pronunciation accuracy. All the above activities lay the groundwork for the integrated practice in 3d, where students are able to comprehensively apply their knowledge to conduct dialogues in real-life scenes.
How: The text is a dialogue between Haitao and Lisa, narrated in the first person. Sentences like “We were driving home…” and “Luckily, we covered our windows…” vividly describe the actions and feelings of their families during and before the typhoon. Additionally, the text uses descriptive words and phrases such as “awful” “strong winds” and “raining hard”, which make the scene more vivid.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about personal experiences in the past continuous tense;
2.use relevant expression methods to role-play with their partners about the experience with the typhoon based on the dialogue content.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about personal experiences in the past continuous tense. Step 1　Lead-in Look and Say.(详见课件资源) Watch and answer: Do you like windy days Why What do people do on windy days Do you know the power of the wind What may happen during the typhoon Step 2　Work on 3a 1.Read the conversation. Whose family was better prepared for the typhoon ◎Key: Haitao's family was better prepared for the typhoon. 2.Read and answer.(详见课件资源) ①What were Lisa's family doing when the strong winds started ②What happened while Lisa's family were driving back ③What did Haitao's family do to prepare for the typhoon ◎Key: ①They were driving home from their relatives' house when the strong winds started. Observe the students' level of participation and enthusiasm as well as their ability to use what they have learned to describe the weather.
②It was raining hard and a truck nearly hit them. ③They covered their windows and moved their things off the floor before the typhoon started. They stored food and water too. Step 3　Work on 3b Read again.Who experienced or did these things Tick the correct boxes. ◎Key: A.Lisa　B.Haitao　C.Lisa D.Haitao　E.Haitao Observe whether students can find out details and finish the exercise correctly to judge if they can really understand the conver-sation and locate the key information.
Purpose To let students read the conversation and answer questions to get key information, understand the characters' experiences in typhoon weather, consolidate theme-related knowledge, and lay the groundwork for follow-up listening and speaking activities.
2.To use relevant expression methods to role-play with their partners about the experience with the typhoon based on the dialogue content. Step 4　Pair-work 1.Work on 3c. Listen to the conversation. Then role-play it. 2.Work on 3d. Imagine that Haitao or Lisa is your friend. Role-play a conversation about your friend's experience with the typhoon. A: Hi, Haitao/Lisa. I heard about the typhoon yesterday. Are you OK B: Yes, I…/Not really. I… … Step 5　Language points (详见课件资源) Observe whether stu-dents can accurately use target sentences during the dialogue process, and judge their fluency and accuracy to know if they can effectively describe the weather and people's activities.
Purpose To help students practise listening and speaking through role-play, and strengthen their natural disaster prevention awareness.
Homework 1.Basic homework: Write down new words, phrases and sentences in this lesson. 2.Practical homework: Write a short essay entitled “A Typhoon Experience”. 3.Extended homework: Make a “Natural Disaster Response Tips” creative card, including its characteristics and response methods.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 4a requires students to identify verbs which show an ongoing action in the past and perceive the form of the past continuous tense. 4b requires students to combine sentences using “when” or “while”. 4c requires students to complete a passage with “was” “were” “when” or “while”, integrating the use of the past continuous tense and conjunctions in context. 4d asks students to simulate a reporter's interview, applying the past continuous tense in a communicative scenario through dialogue to describe “what they were doing before and after the tornado occurred”.
Why: The progressive exercises of “identification-combination-text filling-communicative dialogue” improve students' language skills in accurately applying the past continuous tense and conjunctions in different contexts, integrate grammar learning with real-life scenes, and enhance the practicality of language application.
How: The activities follow the logic of language learning and the exercises progress step by step. The contextual materials are set against the background of the weather and natural disasters, describing actions that were in progress at a specific moment or period in the past. The scenes are close to real life, facilitating students' understanding of semantic functions.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.recognize the structure of the past continuous tense (“was/were+doing”);
2.use the tense to describe actions in progress at a specific past time;
3.apply the past continuous tense to talk about past events during natural disasters.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To recognize the structure of the past continuous tense (“was/were+doing”). Step 1　Lead-in 1.Greetings. 2.Look and discuss about the pictures.(详见课件资源) Simple Past Tense vs Past Continuous Tense 3.Find the rule. The past continuous tense is used to describe actions or states that were in progress at a specific past time or when a past event happened. 4.Find the structure: was/were+doing. Observe the students' summary to under-stand their primary mastery of the past continuous tense.
Purpose To lead into the past continuous tense.To guide students to perceive its usage and identify its rules and structure.
2.To use the tense to describe actions in progress at a specific past time. Step 2　Work on 4a Read the sentences. Underline the verbs which show an ongoing action in the past. Step 3　Work on 4b Combine each pair of sentences using when or while. ◎Key: 1.I was doing my homework when the typhoon landed on the coast. 2.When the power went out, my father and I were making dinner./My father and I were making dinner when the power went out. 3.Kate was writing a letter when her brother called to warn her of the storm. 4.While my parents were packing the supplies, I was moving our things off the floor. 5.I was sleeping soundly while it was raining cats and dogs. Step 4　Work on 4c Complete the passage with was, were, when, or while. ◎Key: was; While; were; When; were Observe two key aspects of students' performance: first, whether they can correctly determine which action is “ongoing” and which is “short/triggering”; second, whether they can properly choose “when” or “while” based on the logical relationship between the two actions.
Purpose Through underlining verbs, combining sentences and filling in blanks, to consolidate the recognition and application of the past continuous tense and correctly use “when” or “while”.
3.To apply the past continuous tense to talk about past events during natural disasters. Step 5　Work on 4d 1.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… 2.Present your interview and give a report in class. Step 6　Language points (详见课件资源) Observe students' conversation performance to see if they can use what they have learned. Help students correct their grammar mistakes and supplement more vocabulary.
Purpose To apply the past continuous tense through interview and report exercises.
Homework 1.Basic homework: Write 3 sentences about what your family were doing at 7 o'clock last night. 2.Practical homework: Describe a bad weather experience using the past continuous tense. 3.Extended homework: Interview a family member about a past natural disaster and write a short story.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Section A　What happens during a natural disaster
导入一:图片导入
Show several vivid pictures of different natural disasters such as earthquakes, typhoons and floods. Say, “Look at these pictures. What natural disasters can you see How do these disasters make you feel Today, we'll learn about ‘Nature's Temper’ and explore what happens during natural disasters.”
导入二:猜谜导入
Prepare riddles about natural disasters. For example, “It comes with strong winds and heavy rain, often causing floods. What is it (Answer: A typhoon.)” “It makes the ground shake, and buildings might collapse. What is it (Answer: An earthquake.)” After students guess, say, “These riddles are about natural disasters. Today, we'll dive into ‘Nature's Temper’ to know more about them.”
导入三:个人经历分享导入
Share a personal story about a natural disaster. Say, “Once, I experienced a heavy snowstorm. The snow was so thick that we couldn't go out. Have you ever experienced or heard of any natural disasters What happened Let's talk about it as we start ‘Nature's Temper’.”
导入四:情景假设导入
Ask students a hypothetical question: “Imagine a typhoon is coming to our city. What would you do How would you prepare Let's discuss. Today, the unit ‘Nature's Temper’ will teach us about natural disasters and how to deal with them.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一　For 1a-1d: Natural Disaster Match & Role-Play Challenge(自然灾害匹配与角色扮演挑战)
开展方式:1.小组竞赛(4 人一组)完成 1a “自然灾害与图片匹配”,计时评选最快且全对的小组。
2.播放 1b 听力,小组写下人们遭遇的自然灾害,教师核对答案。
3.再听 1c,小组圈出人们在灾害发生时的行为,抽取小组分享。
4.角色扮演:每组 2 人用 1d 中的示例(或改编地震场景)表演对话,其他组从流利度、准确性和表现力三个方面评分。
A: What was Xinyi doing at the time of the earthquake
B: She was warning a neighbour.
活动二　For 2a-2d: Typhoon Fact Check & Interview Role-Play(台风事实检测与访谈角色扮演)
开展方式:1.个人完成2a“有关台风陈述的正误判断”,小组互查后教师讲解。
2.播放 2b 听力,小组合作回答关于访谈的问题(时间、地点等)并汇报。
3.再听 2c,小组完成句子填空(如“当台风来袭时,男孩的家人正在家里　　　　”),教师巡视。
4.两人一组用 2d 框架表演“记者与台风经历者对话”,邀请小组上台展示。
A: Excuse me. Did you have any trouble during the typhoon
B: Yes, it was awful. When the typhoon hit, I was doing homework at home.
活动三　For 3a-3d: Typhoon Preparation Comparison & Creative Role-Play(台风准备情况对比与创意角色扮演)
开展方式:1.自主阅读 3a 对话,找出“谁的家庭为台风准备更充分”并画出依据。
2.小组合作完成 3b 表格(勾选 Lisa 和 Haitao 的经历),教师展示答案。
3.播放 3c 对话并跟读,模仿语音语调。
4.两人一组创编新对话(讨论朋友遭遇灾害的经历),用 3d中的提示表演。
A: Hi, I heard about the typhoon yesterday. Are you OK
B: Yes, I am. But my house was in a mess after the typhoon.
A: What were you doing when the typhoon hit
B: I was staying inside and reading a book.
A: Did your family make any preparations before the typhoon landed
B: Yes, we stored some food and water.
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A 1b and 1c)
Conversation 1
(　　)1.What were Xinyi's family doing when the water was rising
A.They were having breakfast. 　　
B.They were having dinner.
C.They were watching TV.
(　　)2.Who warned Xinyi's family about the flood in time
A.Their friend. 　 B.Their teacher. 　 C.Their neighbour.
Conversation 2
(　　)3.What was Kate doing when the earthquake started
A.She was doing homework. B.She was doing chores. C.She was preparing lunch.
(　　)4.What was Jiaming's mother doing when the earthquake started
A.She was doing homework. 　　　　　　　　　　
B.She was preparing lunch.
C.She was doing chores.
Conversation 3
(　　)5.What was Liu Yun doing during the snowstorm
A.Staying in a hotel. B.Travelling on a train. C.Playing at home.
(　　)6.How did the snowstorm affect Liu Yun's train ride
A.It took five hours longer. B.It was cancelled. C.It was on time.
◎Key: 1.B　2.C　3.A　4.B　5.B　6.A
听录音,回答下列问题。(听力原文: Section A 2b and 2c)
1.What were the boy's family doing when the typhoon hit

2.What did the boy and his parents do after the typhoon

3.What were the girl's grandparents doing when she called them

4.What happened to the man's house when the typhoon hit

5.What does the weather report advise people to do if they are near the typhoon area

6.(开放题)If a typhoon is coming, what preparations would you make to keep your family safe

◎Key:
1.They were having dinner at home.
2.They helped with the clean-up.
3.They were playing chess at home.
4.A window broke and the roof nearly came off.
5.Be careful, pay attention to the weather reports and stay inside.
6.I would store enough food and water, and make sure all windows are closed tightly.(答案不唯一,合理即可)
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　观察及探究
过去进行时的用法
【观察】
What were you doing while it was snowing heavily 下大雪的时候,你正在做什么
What were your family doing when the typhoon hit 台风来袭时,你的家人正在做什么
When my neighbour called, my family were having dinner.
当我的邻居打来电话时,我们一家人正在吃晚饭。
We were driving home when the strong winds started.我们正开车回家,突然刮起了大风。
It was raining hard while we were driving back.我们开车回去时,雨下得很大。
【探究】
过去进行时的结构是“was/were+现在分词”,表示过去某一时刻或某一段时间正在进行的动作,常与 at that time, when, while 等引导的时间状语(从句)连用。
描述两个过去同时进行的动作时,常用 “while+过去进行时”(主句和从句均为过去进行时)。
描述“一个动作正在进行时,另一个动作突然发生”时,常用 “when+一般过去时”(突然动作用一般过去时,持续动作用过去进行时),或 “while+过去进行时”(持续动作用 while 引导的过去进行时,突然动作用一般过去时)。
语法巧记口诀
过去进行时,was/were 加 doing, 过去某时正进行,when/while 常伴行。 while 强调 “同时做”,从句多用进行时; when 可表 “突然发”,从句长短都能行。
Step 2　练习巩固
Ⅰ.用when或while填空。
1.I was reading a book 　　　　my sister was watching TV.
2.She was cooking 　　　　the phone rang.
3.　　　　 he was sleeping, a thief broke into his house.
4.They arrived at the station 　　　　the train was leaving.
5.He was walking in the park 　　　　he met an old friend.
Ⅱ.用when或while将下列句子合并。
6.The students were having a class. The fire alarm rang.

7.My mother was washing clothes. I was doing my homework.

8.He finished his work. It was getting dark.

9.She was listening to music. She forgot the time.

◎Key: Ⅰ.1.while　2.when　3.While/When　4.when　5.when
Ⅱ.6.The students were having a class when the fire alarm rang.
7.My mother was washing clothes while I was doing my homework.
8.He finished his work when it was getting dark.
9.While she was listening to music, she forgot the time.
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