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第五课时Section B(1a－1e) & Vocabulary in Use
Teaching Objectives
In this class, students will：
l. extract how Tilly recognized the tsunami warning signs and how different people's reactions to her warnings.
2. evaluate Tilly's role as a hero by discussing her quick thinking and how her knowledge helped save people's lives.
3. apply the lesson to real-life situations by brainstorming essential survival skills for natural disasters and share personal insights.
Teaching Advice
Lead-in
la 1.Have students work in pairs and discuss the question. To help students answer thequestion,show them some pictures of natural disasters and give an example.(见优翼配套教学课件) 2. Invite some students to share their answers.
Pre-reading
Free Talk 1. Show students some pictures of Phuket island after the tsunamis and ask the questions: Look at this place. What do you see What do you think it was like before Present pre-tsunami Phuket pictures and let students make comparisons:This is how this place looked before. Was it beautiful Introduce the Phuket island to students.(见优翼配套教学课件) 4. Introduce the background of this text.(见优翼配套教学课件)
While-reading
1b 1. Have students read the first paragraph of the text and underline what strange things Tilly saw by the sea. 2. Let students discuss the questions: Based on your knowledge,what is going to happen if you see these phenomena by the sea What do you think would happen to Tilly Smith and her family next 3. Ask students to read the rest of the text to check the answer. After that,the teacher canalso ask them what other tsunami signs they know and show them a video about these signs.(见优翼配套教学课件) Present a video to introduce the background of the Indian ocean tsunamis in 2004. Read and Answer Have students read the text more carefully and answer the questions: How was the tsunami formed How did Tilly's family react at first when she told them about the tsunami What did they do later Did the security guard believe what Tilly's dad said What did he do How did Tilly know there was a tsunami coming 1c Have students read the text and complete the timeline. Check the answers and ask the students:What order is the text written in How do you know 3. Guide students to read the note “Understanding the order of events”and find all the time marker words or phrases in the text. 1d Let students read again and circle T for true or F for false and then correct the false statements. Check the answers with the students. Think and Discuss Why does the text mention “some people were swimming in the sea and some were relaxing on the beach.” when Tilly saw the strange waves Why does the text mention “the 2004 tsunami caused over 200,000 deaths” What does this number tell us
Post-reading
1e Have students discuss the questions with a partner. Invite some volunteers to share their answers. 3.After discussing the questions, the teacher can make a summary of the thematic meaning of this lesson: Sometimes what we learn in class might seem boring , but one day it could become the most important knowledge to protect ourselves and others.
Vocabulary in Use
2a Tell students that some words for natural disasters go together with certain verbs.Write the collocations on the blackboard and let them read these word-verb pairs. 2. Ask students to make sentences with these collocations. Remind them to use the verbs correctly. 3. Invite some students to share their sentences. After that, have students pair up: one reads a sentence, the other checks if the collocation sounds natural. Then switch roles. 2b 1. Let students read the compound words in the box and make sure they know the meanings. Have them complete the sentences using five of the words in the box.3.Check the answers by inviting some volunteers to read their sentences. 2c Have students read the passage and make sure they understand the meaning. Introduce the background of the wildfires in Chongqing in 2022. Ask students to complete the passage with the correct forms of the words in the box. 4. Check the answers with the students.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the causes and signs of tsunamis on the blackboard.
Teaching Reflection
Today's reading class went smoothly. Students actively participated in discussing tsunami signs and Tilly's story, showing good understanding. The video about the 2004 tsunami helped them connect the text to real events. Next time,I'll add more time for pair work to let them practise using new expressions.第四课时Grammar Focus (4a-4d)
Teaching Objectives
In this class, students will:
l. understand the form and function of the past continuous tense.
2. differentiate the use of “when”and“while”in the past continuous tense.
3. apply the past continuous tense orally and in writing.
Teaching Advice
Lead-in
Look and Say 1. Show students a picture of a typhoon and ask them the question. What is happening right now in the picture 2. Have students imagine that if this situation happened yesterday and answer the question. What was happening in the street when the typhoon hit 3. Highlight be+v.-ing and was/were+v.-ing and ask students to compare the above sentences.
Explore the Grammar
4a 1. Have students read the sentences and underline the verbs which show an ongoing action in the past. 2.Check the answers with the students. 3. Circle the words when and while in the box and let students think about the differences between these two words.
Grammar Rules
过去进行时的基本用法 表示过去某个时刻或某一阶段正在进行的动作 1.过去进行时表示在过去某个确定的时间点或某一段时间里正在发生的动作。因此,原则上,常和表示过去的时间状语连用，如:then,at this/that time,at nine,last night 等。E.g. What were you doing at nine last night 2.有些情况下,句子中没有明确表示时间的状语,但从句子的上下文中可以得知这是在过去某一时间内正在进行的动作。 E.g. We didn't go shopping as it was raining heavily. 过去进行时中when 和while的区别 1.当when引导表示过去的时间状语从句时,后面可加延续性动词,时态用过去进行时;也可加非延续性动词,时态用一般过去时。 E.g. His mother came back when he was doing his homework. It was raining when I got up. 2.当while引导表示过去的时间状语从句时只能加延续性动词,时态用过去进行时,因为 while 表示较长的时间。 E.g. He fell asleep while he was watching TV. 3.当主句和从句时态都为过去进行时的时候,只能用while引导,不能用when引导。 E. g. I was reading while she was writing. 过去进行时的句型 肯定句 主语+be(was/were)十现在分词+…… E.g. She was playing the piano when the bell rang. 否定句 主语十be(was/were)十not十现在分词+…… E.g. He wasn't reading when I came home. 一般疑问句 Be ( Was/Were)+主语十现在分词+…… E.g. Were you cooking at that time 特殊疑问句 疑问词+be(was/were)+主语十现在分词+…… E.g. What were you doing when I called you When were you dancing yesterday 过去进行时和一般过去时的区别 一般过去时只表示一个完成的动作,而过去进行时表示过去某一具体时刻或时间段内正在进行的动作。也就是说,用一般过去时只是表示有过这件事;用过去进行时则强调了动作的连续性。 E.g. The children watched TV last night.(只说明昨晚孩子们看过电视,但看了多长时间并不知道) The children were watching TV last night.(不仅陈述昨晚孩子们看电视这一事实,更强调他们看电视的时间贯穿昨晚整个时间段)
Grammar Exercises
4b 1. Have students read the sentences and then combine each pair of sentences using when or while. 2. Select some students to share their answers. 4c Let students read the passage and make sure they understand the meaning. Ask them to complete the passage with was ,were ,when or while. 3. Check the answers and then ask students to read the passage together. 4d Have students work in pairs and role-play the interview. Remind them to pay attention to the differences between when and while. 2. Invite some pairs to perform their conversations and give feedback on their tense usage and conjunction choices.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
The lesson effectively clarified past continuous rules and when/while differences through examples. Students grasped basic usage but struggled with choosing when/while in complex contexts. More paired practice with varied scenarios would help.Overall,objectives were met with room to strengthen students' application skills.Section A (1a-1d)
一、Teaching Objectives
In this class, students will：
1. learn expressions about natural disasters.
2. understand the listening material and identify what people were doing when the natural disasters happened.
3. discuss the problems and impacts natural disasters will bring to people.
二、Teaching Advice
Lead-in
Look and Share
1. Show the theme picture to students and ask them to describe what they can see in the picture. 2. Let students discuss and answer the questions on Page 41. 3. The teacher can introduce a little about typhoon. 4. Let students read the unit title and predict what they will discuss in this unit.
Pre-listening
Watch and Say Let students watch a video about different natural disasters and answer the question.What natural disasters do you see in the video 2.Choose some natural disasters that are relevant to students' lives from the video,and show them more pictures of these disasters. Use the pictures to teach them the new words related to natural disasters. 1a Have students match the natural disasters with the pictures. 2. Check the answers with the students.
While-listening
1b 1. Have students listen to three conversations. Let them write down what natural disasters the people faced. Select one student to share the answers. lc 1.Play the audio again. Let students listen and circle what each person was doing when the natural disaster happened. 2. Check the answers with the students. 3. Let students listen again and answer more questions to better understand the conversation.(见 优翼配套教学课件)
Post-listening
ld Let students read the instruction and think about what they can say about the people in the conversations. 2. Have students work in pairs,and let them ask and answer questions about the people in the conversations.
Extension 1. The teacher can expand on the topic by discussing the impacts of natural disasters on people's lives.(见优翼配套教学课件) 2. The teacher can also tell students that China has early-warning systems to help people prevent damage and can show students some early-warning symbols for different disasters.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the impact of natural disasters and language points on the blackboard.
Teaching Reflection
In today's listening and speaking class, students struggled a bit with using past continuous tense when describing actions during disasters. To improve, I'll add more controlled practice,like filling in blanks with “was/were +verb-ing”before pair work. Also, the extension on early-warning symbols felt rushed. Next time, I'll show short videos to make it more engaging.第六课时Section B(3a－3d)
Teaching Objectives
In this class, students will：
learn to organize an event using time-related words and phrases.
2. describe a bad day caused by bad weather.
3. write a story about their bad day following the writing framework.
Teaching Advice
Lead-in
Free Talk Have you ever experienced bad weather What was it like What happened on that day
Pre-writing
3a 1. Have students read the passage about Ma Li's day and answer the questions: What happened to Ma Li last Friday Did the day have a bad ending or a happy ending Find one sentence to prove it. ◆ Which event made the ending feel “happy”or“bad” Ask students to order the events. Invite one volunteer to share his or her answers. 3b 1. Have students read again and underline the words and phrases that indicate the times of the events or connect them together. 2. Ask some questions to help students understand the use of these connection words or phrases in the story.(见优翼配套教学课件) 3.The teacher can summarize the use of these time marker words using a table and let them think about the question:Will the story still be clear if we remove all the time markers 4. Make a summary: These time marker words are your story-building tools. They can make your story clear. 5. Analyze the story structure with the students.
While-writing
3c 1. Ask students to read the instruction and answer the questions independently. Then have them discuss their ideas with a partner. 2. Invite some volunteers to share their answers. 3. Encourage students to connect their answers using the time marker words. The teacher can give them some examples.(见优翼配套教学课件) 4. Ask students to order their answers into a “beginning-middle-ending”structure like 3a. 3d 1. Have students compose a passage using their answers in 3c and ask them to use 3a as an example. 2. Show students a sample before they start to write.(见优翼配套教学课件)
Post-writing
Invite some volunteers to read their stories to the class and then give them feedback. 2. Ask students to peer check their writings.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write some time marker words on the blackboard.
Teaching Reflection
This writing lesson effectively guided students in organising events using time-related words and phrases. The framework from 3a to 3d helped them structure their stories clearly, and peer feedback boosted their confidence. However, some students struggled with transitions like “all of a sudden”needing more examples for better understanding.Next time, I'll include a short interactive activity to practise these connectors before writing.第二课时 Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
l. gain some knowledge about typhoons.
2. understand interviews about typhoon experiences and extract specific details.
3. role-play a conversation using past continuous tense and the target language.
二、Teaching Advice
Lead-in
Look and Say Show students a video of a typhoon and ask some questions.(见优翼配套教学课件)
Pre-listening
2a 1. Have students read the statements about typhoons and discuss each one with a partner, and then write T for true or F for false. Invite some students to share their answers. Give reasons if they say the statement is wrong. Explain why some statements are true or false. 4. Show students one video about the weather from the perspective of a typhoon and another video about how typhoons form. This way,they can enrich their knowledge of typhoons.(见优翼配套教学课件)
While-listening
2b Have students read the questions and answers, then underline the keywords. Let them pay attention to the specific information they should listen for. Let students listen to the interviews and circle the correct answers. Invite some students to share their answers. 2c 1. Let students read the sentences and make sure they know the key information they should listen for, Have students listen to the interviews and the weather report, and then complete the sentences. 3. Check the answers with the students.
Post-listening
2d 1. Have students work in pairs and imagine they are the reporter or the person who experienced a typhoon. 2. Ask them to write 3-4 questions(reporters) or responses (survivors) they could use in a new interview. Have students role-play the interview. 4. Ask volunteer pairs to perform their conversations.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the useful expressions and language points on the blackboard.
Teaching Reflection
In this lesson,students performed well in the listening activities. They showed good comprehension of typhoon-related content. However, they had difficulties in flexibly using the past continuous tense during role-plays in the post-listening activities. To improve, I'll include more guided practice with the target sentence patterns before the role-play,and use more encouraging words to boost students' confidence in speaking.第三课时Section A (3a-3d)
Teaching Objectives
In this class, students will:
understand the conversation by comparing Haitao's and Lisa's experiences during the typhoon.
2. role-play the conversation about a typhoon experience using the past continuous tense and related words.
3. understand the significance of preparing for the natural disaster.
Teaching Advice
Lead-in
Review Show students a picture of a typhoon and ask them to answer the question. When there is a typhoon,what's the weather like Can you use some words to describe it 2. Provide a word bank to help students answer the question.
Pre-reading
Look and Say Show students the picture in 3a and ask them to describe what they see. Let them discuss what message the picture intends to convey. 3. Invite some students to share their ideas.
While-reading
3a Have students read the conversation and answer the question. Check the answer with the students. 3. Let students think about some questions and complete a table.(见优翼配套教学课件) 3b l. Let students read again and tick who experienced or did these things in the boxes. 2.Check the answers with the students. 3c 1. Have students listen to the conversation and then role-play it. 2. Invite some pairs to perform their role-plays in front of the class.
Post-reading
3d Have students work in pairs and role-play a conversation about Lisa's or Haitao's experiences with the typhoon. 2. Invite some pairs of students to perform their role-plays.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points on the blackboard.
Teaching Reflection
The lesson worked well overall. Lead-in activities like typhoon pictures effectively engaged students.While-reading tasks helped them grasp Haitao's and Lisa's stories, and“Further Thinking”questions raised their awareness of preparing for natural disasters. To better encourage shy students,extension activities could be more structured.Unit 5 Time to Relax
单元总览
单元主题分析
本单元以大自然的脾气为主题，紧扣课程标准“人与自然”范畴下“自然灾害与防范措施,人身安全和自我保护”这一子话题。本单元聚焦自然灾害相关内容，旨在帮助学生认识不同自然灾害的特点、影响及应对方法,提升防灾减灾意识与自我保护能力。本单元核心问题“How do natural disasters affect our lives ”贯穿始终,引导学生深入思考人类与自然的关系及应对自然灾害的举措。Section A 通过听力活动、情景对话和词汇语法练习,让学生学习识别不同自然灾害,掌握过去进行时在描述灾害发生时人们活动的用法,以及when、while等时间连词的运用。重点分析灾害场景中的语言交流,探讨灾害来临时的应对反应,学生将通过真实对话理解有效沟通在灾害应对中的关键作用,提升听、说、读、写基础语言技能。
Section B借助阅读文本(如Tilly 拯救众人的海啸故事),引领学生探索自然灾害与人类应对的关联。剖析Tilly 识别海啸征兆并预警的过程,理解灾害中情绪反应、正确判断及行动策略,感悟知识储备与冷静应对对守护生命安全的意义。写作部分锻炼学生叙事能力,帮助学生学会用语言精准描述自身经历与感受。
总之,本单元以“自然灾害应对与认知”为切入点，将语言学习与自然认知、生存教育有机结合,帮助学生在掌握自然灾害相关语言表达技能的同时,理解认识自然灾害、正确应对灾害是守护生命安全的重要课题,从而增强防灾减灾意识,培养尊重自然、与自然和谐共处及科学应对灾害的态度与能力，提升在自然灾害情境下的语言运用和生存实践能力。
单元学习目标
通过本单元的学习，学生能够：
1.准确识别并自然运用earthquake,typhoon、tsunami等描述自然灾害的词汇,清晰表达不同灾害类型及自身/他人遭遇灾害时的经历,运用恰当词汇进行灾害相关话题沟通。
2.听懂并理解涉及台风、地震等灾害场景的听力材料,捕捉关键灾害信息与事件发展脉络,能复述灾害情境下的人物行动与遭遇。
3.读懂关于自然灾害应对、防灾故事的文本，梳理情节、提取灾害识别方法及应对策略。
4.正确运用when、while引导的时间状语从句，以及“was/were+doing”过去进行时结构,描述自然灾害发生时的情境、人物活动及应对过程,提升语法运用的准确性与表意丰富性,清晰呈现灾害场景逻辑。
5.撰写关于因恶劣天气导致糟糕日的故事,运用本单元语言知识有条理地叙述事件过程、感受及结果,强化叙事写作技能,同时深化对灾害影响与应对的认知。
单元学习重难点
重点：
精准掌握自然灾害类词汇,熟练运用过去进行时描述灾害发生前后的场景与人物活动。
2.灵活运用when,while引导的时间状语从句，区分二者在连接不同时间关系事件时的用法。3.深度理解Tilly识别海啸等灾害文本的情节与细节,提取关键信息,并借助文本所学提升实际情境下的语言输出能力。
难点：
精准区分 when和while在引导时间状语从句时主从句动作时态搭配。
在描述灾害影响、感受时,准确选用恰当词汇克服词汇表意笼统问题,让语言表达更贴合灾害情境。
叙述经历时,合理运用时间标志词,梳理清晰、连贯的事件发展脉络,打造层次分明的语篇,提升叙事完整性与可读性。
单元课时划分
第一课时Section A(1a－1d) 　　
第二课时Section A(2a－2d)
第三课时Section A(3a－3d)
第四课时Grammar Focus(4a－4d)
第五课时Section B(1a－1e) & Vocabulary in Use
第六课时Section B(3a－3d)

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