资源简介

Unit 5　Nature's Temper
,　 　Unit Theme Analysis(单元主题分析)
The theme of the unit is “natural disasters”．Through a series of listening，speaking，reading and writing tasks，it aims to guide students to talk about different natural disasters and their impacts，describe people's actions before，during and after natural disasters，use the past continuous tense to talk about ongoing actions in the past，and learn how to prepare for bad weather or natural disasters.
Key Points 1.Master the vocabulary and sentence patterns related to natural disasters. 2．Be able to use the past continuous tense correctly to describe ongoing actions in the past. 3．Clearly describe people's preparations，experiences and responses during natural disasters，and communicate fluently about disaster related experiences.
Key Difficulties 1.Accurately use “when” and “while” to connect sentences about past ongoing actions and past simple actions in different contexts. 2．Organize language to describe the process of natural disasters and people's emotional changes and responses in a logical way. 3．Explain the methods of preparing for and responding to natural disasters with examples，and deepen the understanding of “the importance of disaster prevention and self protection”．
Language Proficiency
(语言能力),1.Master the vocabulary and sentence patterns related to natural disasters and the past continuous tense，and be able to use them correctly.
2．Be able to understand dialogues，interviews and passages about natural disasters.
3．Be able to fluently talk about natural disasters and people's experiences in them，and use the past continuous tense to describe ongoing actions in the past.
4．Be able to write short stories about natural disaster experiences or disaster prevention tips with correct grammar.
Cultural Awareness
(文化意识),1.Understand how different regions experience and respond to natural disasters.
2．Learn about famous historical disaster events and their impacts on society.
3．Recognize the importance of international cooperation in disaster relief.
续表
Thinking Quality (思维品质) 1.Analyze the causes and effects of natural disasters. 2．Develop critical thinking about emergency preparedness measures. 3．Cultivate problem solving skills for emergency situations.
Learning Capability (学习能力) 1.Stimulate interest in English learning through role playing，group surveys and story creation activities. 2．Learn to collect and organize information about “natural disasters and disaster prevention”，and improve independent learning and collaborative learning. 3．Reflect on the “usage of the past continuous tense” and “techniques for describing disaster experiences” during the learning process.
,　 　Learning Situation Analysis(学情分析))Ｂ
1．Students have basic knowledge of natural disasters but lack English vocabulary to describe them accurately.
2．They can use the simple past tense but struggle with the past continuous tense，especially with “when” and “while”．
3．Students have limited awareness of emergency preparedness and disaster prevention.
4．They show interest in real life stories and practical survival skills.
1．Visual Aids：Use pictures，videos and real news reports to make abstract concepts concrete.
2．Experiential Learning：Conduct simulation activities，such as a fire drill and an earthquake drill，to practise emergency responses.
3．Real Stories：Use authentic stories like Tilly Smith's to engage students and teach valuable lessons.
4．Collaborative Learning：Organize group discussions and projects to share ideas and experiences.
5．Differentiated Instruction：Provide different levels of support for students with different levels of English proficiency.
第一课时　Section A(1a—2d)
第二课时　Section A(3a—3d)
第三课时　Section A(Grammar Focus 4a—4d)
第四课时　Section B(1a—1e)
第五课时　Section B(2a—3d)
第六课时　Section B(Project & Reflecting)第四课时　Section B(1a—1e)
Part 1　Warm up and lead in(1a)
Activity Disaster knowledge sharing
T：Good morning，class! Today we're going to talk about natural disasters and how knowledge can save lives.First，let's share what you know about natural disasters.Look at 1a：“What is the worst natural disaster you know of Discuss it with a partner.” You have 3 minutes to share your ideas.(Students discuss in pairs.)
T：Now，who would like to share what you discussed with the class
　设计意图：通过讨论活动激活学生关于自然灾害的已有知识，激发学习兴趣，为后续阅读Tilly Smith的故事做铺垫。同时培养学生的口语表达能力和合作学习能力。
Part 2　Reading comprehension(1b—1d)
Activity 1 Prediction challenge(1b)
T：Now we're going to read a true story about a young girl who saved many lives during a tsunami.Before reading the story，let's do a prediction challenge.Read the first paragraph of the text in 1b，and then work with your group to predict what happened next.Write down three possible outcomes.(Students read the first paragraph and make predictions.)
T：Let's share your predictions.Then we'll read the rest of the story to see which group was closest to the actual events.
设计意图：通过预测活动培养学生的阅读策略和批判性思维能力。让学生在阅读前主动思考，激发好奇心，提高阅读的参与度和理解深度。
Activity 2 Story mapping(1c)
T：Now read the story carefully.As you read，create a story map that shows：
1．The setting(when and where the story happened)
2．The problem(what dangerous situation occurred)
3．The turning point(how Tilly helped)
4．The resolution(what happened in the end)
(Students read and create story maps.)
T：Let's share your story maps.How did you organize the key elements of the story
设计意图：通过故事地图活动帮助学生梳理文章结构，提取关键信息。这种可视化的方式有助于学生更好地理解和记忆故事内容，培养分析和归纳能力。
Activity 3 Evidence hunt(1d)
T：Now let's do an “Evidence Hunt”．Read the story again and find evidence to support or refute each statement in 1d.For each statement，write down the exact sentence from the text that proves it's true or false.(Students hunt for evidence in the text.)
T：Let's check your findings.For statement 1，who found evidence that it's false
设计意图：通过证据寻找活动培养学生的细节阅读能力和文本分析能力。让学生学会从文本中寻找具体信息来支持自己的判断，提高阅读理解的准确性。
Part 3　Speaking and discussion(1e)
Activity 1 Hero debate
T：Now let's have a debate.The question is：“Is Tilly Smith a hero？” Divide into two teams.One team will argue that she is a hero，and the other team will argue that she is just an ordinary girl who did the right thing.(Students debate in teams.)
T：Excellent debate! What have we learned about heroism from this discussion
设计意图：通过辩论活动培养学生的批判性思维能力和口语表达能力。让学生从不同角度思考问题，学会用证据支持自己的观点，提高思辨能力。
Activity 2 Knowledge is power
T：Discuss the questions in 1e in your groups：
1．From Tilly's experience，what do you think people need to know to survive a natural disaster
2．What did you learn at school that might help to save your life one day
(Students discuss in groups.)
　T：Let's share your ideas.How can knowledge help us in emergency situations
设计意图：通过讨论活动引导学生思考知识的重要性和实际应用价值。让学生将故事中的教训与自己的生活联系起来，培养学以致用的意识。
Homework
Create a poster about disaster preparedness that includes：three warning signs of natural disasters，three actions to take during an emergency and three important items for an emergency kit.
第四课时　Section B(1a—1e) Key Words：tsunami，refuse，security，guard，thankfully，knowledge，thinking，hero Useful Expressions： But while Tilly was walking along the beach with her family，she noticed something strange. Thanks to her knowledge and quick thinking，one school girl was able to save over 100 lives. Tilly remembered what she read about in her geography book. Story Structure： 1．Setting：December 26，2004，Phuket，Thailand. 2．Problem：Tsunami approaching without warning. 3．Turning Point：Tilly recognized the danger signs. 4．Resolution：Over 100 people were saved due to her warning.
Students were highly engaged by Tilly Smith's story，particularly in prediction and debate activities which developed critical thinking.However，some struggled with disaster related vocabulary and time management.Future lessons will pre teach key vocabulary，adjust pacing，and use visual aids to better support learning.第二课时　Section A(3a—3d)
Activity 1 Warm up and lead in
T：Good morning，class! Before we start today's lesson，let's have a quick quiz about typhoons.I'll show you some questions，and you can shout out the answers.Ready？(The teacher shows questions one by one.)
1．What should you do with your windows before a typhoon (Cover them.)
2．What kind of supplies should you store (Food，water，flashlight.)
3．Is it safe to travel during a typhoon (No.)
4．What should you do if you're caught outside during a typhoon (Find a strong building to shelter in.)
T：Great job! Today we'll learn more about typhoon experiences through a conversation between two students，Lisa and Haitao.
设计意图：通过台风知识小测试作为导入，激发学生的学习兴趣，激活已有的背景知识。这种互动式的导入方式能够快速吸引学生注意力，为后续的对话学习做好铺垫。
Activity 2 Fast reading(3a)
T：Read the conversation between Haitao and Lisa quickly.As you read，pay attention to their different experiences during the typhoon.Then，answer the question：Whose family was better prepared for the typhoon？(Students read and find the answer.)
设计意图：通过快速阅读对话，重点关注两个家庭对台风的不同的应对措施，引导学生回答哪个家庭对台风的准备更好。
Activity 3 Information classification challenge(3b)
T：Look at the experiences listed in 3b.Instead of just ticking boxes，let's classify them into three categories：“Before the typhoon” “During the typhoon” and “After the typhoon”．Work in pairs to categorize each experience.(Students work in pairs to classify information.)
　T：Let's check your classifications.Which experiences happened before the typhoon
设计意图：将简单的勾选活动升级为信息分类挑战，培养学生的信息组织能力和逻辑思维。通过时间维度的分类，帮助学生更好地理解台风不同阶段的应对措施。
Activity 4 Listening and role play creation(3c)
T：Listen to the conversation in 3c.Instead of just repeating it，I want you to identify the key elements of a typhoon experience story：setting，problem，response，and result.Then，create your own short role play using these elements.(Students listen，analyze，and create role plays.)
T：Now perform your role plays for the class.Remember to include all four story elements.
设计意图：通过故事元素分析和角色扮演创作，培养学生的听力理解能力和创造力。让学生从被动模仿转变为主动创造，提高语言运用的灵活性和准确性。
Activity 5 Interview simulation(3d)
T：Imagine you are reporters covering the recent typhoon.Interview your partner who will play either Lisa or Haitao.Prepare at least five questions about their typhoon experience，including questions about preparations，challenges，and lessons learned.(Students prepare questions and conduct interviews.)
T：Let's have some reporters share the interesting information they learned from their interviews.
设计意图：通过采访模拟活动，培养学生的口语表达能力和交际技巧。让学生在真实的交际情境中运用所学语言知识，提高语言运用的熟练度和自然度。
Homework
1．Write a short newspaper article about the typhoon experience of either Lisa or Haitao.
2．Design a simple infographic showing typhoon safety tips based on your checklist.
第二课时　Section A(3a—3d) Key Words：typhoon，prepare，cover，store，dangerous，accident，water，experience，trouble，safe，damage，preparation Useful Expressions： —Did you have any trouble during the typhoon —Yes，it was awful./No，not really. We were driving home when the strong winds started. It was raining hard while we were driving back. Typhoon Preparedness： Before：cover windows，move things，store supplies During：stay indoors，avoid travel After：check damage，help clean up
Students actively joined in analyzing typhoon experiences and enjoyed the role play activities.However，many struggled with the “when” “while” distinction and creating original dialogue.Future lessons will provide targeted grammar practice and role play scaffolding to better support vocabulary and speaking fluency.第六课时　Section B(Project & Reflecting)
Activity 1 Story introduction analysis(4a)
T：Good morning，class! Today we're going to work on an exciting project—creating chain stories about natural disasters.First，let's analyze the two stories in 4a.Read the wildfire and snowstorm introductions carefully.Then，with your partner，identify：the setting of each story，the hook that grabs the reader's attention，and the descriptive language used to set the scene.(Students read and analyze the introductions.)
T：Let's share your findings.What effective storytelling techniques did you notice in these introductions
设计意图：通过分析故事，帮助学生理解有效的叙事技巧，包括如何设置场景、吸引读者注意力和使用生动的描述性语言，为后续的故事创作打下基础。
Activity 2 Collaborative story chain(4b)
T：Now we'll create our chain stories.Using your plot outline，each member of the group will add one or two sentences to the story in turns.Remember to use descriptive language，dialogue，and time expressions to make your story engaging.You have 10 minutes to complete your story.
(Students create chain stories in groups.)
T：Let's take a quick break.When we come back，we'll polish and present our stories.
设计意图：通过合作故事链活动，培养学生的合作学习能力和即兴创作能力。轮流添加故事内容的方式可以激发创意，同时锻炼学生的快速思维和语言组织能力。
Activity 3 Story polishing and presentation(4c)
T：Now，let's polish our stories.Read through your group's story and make improvements.
(Students polish stories and prepare presentations.)
T：It's time to share our amazing stories.Each group has 2 minutes to present.Let's start with Group 1.
设计意图：通过故事润色和展示活动，培养学生的编辑修改能力和口头表达能力。让学生学会审视和改进自己的作品，同时提高公众演讲的信心和技巧。
Activity 4 Reflection and discussion
T：Now let's reflect on our project.Discuss the following questions in your groups：
1．What did you learn about storytelling from this activity
2．How did working in a group help or challenge you
3．What would you do differently if you could create another chain story
4．What did this project teach you about natural disasters and how people respond to them
(Students discuss reflection questions in groups.)
T：Let's share your reflections.What insights did you gain from this project
设计意图：通过反思和讨论活动，帮助学生总结学习经验，认识自己的优点和不足，培养元认知能力。同时引导学生思考故事背后关于自然灾害和人类应对的更深层次问题。
Homework
1．Research one natural disaster and write a short factual paragraph about it.
2．Create a story map of your group's chain story，showing the main events and characters.
设计意图：通过家庭作业，巩固课堂学习成果，加深对自然灾害的了解，同时培养学生的写作能力和反思能力。
第六课时　Section B(Project & Reflecting) Storytelling Techniques： Setting：time and place； Characters：who is in the story； Plot：beginning，middle，end； Conflict：challenges or problems; Resolution：how the conflict is solved Useful Expressions： It was a normal day until… Suddenly，everything changed when… We couldn't believe our eyes when… In that moment，we realized… After hours of struggle，we finally…
The storytelling project successfully engaged students in creative writing and expanded their knowledge of natural disasters.Students worked well，though some groups struggled with story coherence.Future improvements include providing story structure templates，assigning specific group roles，and adding more visual aids to enhance understanding and creativity.第一课时　Section A(1a—2d)
Activity 1 Warm up and lead in
T：Good morning，class! Today we're going to talk about natural disasters.Let's start with a fun game called Disaster Picture Bingo.I'll show pictures of different natural disasters.If you have that disaster on your bingo card，mark it.First one to get bingo wins!
T：Let's start.
设计意图：通过游戏激发学生学习兴趣，激活已有的自然灾害知识，为后续学习奠定基础。
Activity 2 Vocabulary matching(1a)
T：Now let's turn to 1a.You'll see pictures of different natural disasters.Match the disaster names with the pictures below.(Students complete the matching exercise.)
T：Let's check the answers together.Who wants to share the first one
Ss：Picture 1 is a wildfire! Picture 2 is an earthquake！…
T：Excellent! Let's pronounce each word correctly：earthquake… typhoon… wildfire… snowstorm… flood… drought.(Students repeat.)
设计意图：通过图片匹配和发音练习，帮助学生掌握自然灾害相关词汇，建立词汇与概念的联系。
Activity 3 Listening(1b)
T：Now，we'll listen to three conversations.The task is to find out what natural disasters the people in the conversations faced.Before listening，let's read the task again to clarify the goal.(Play the recording for the first time.Students listen and take notes.)
T：Let's share your answers.
设计意图：通过听前明确任务目标，引导学生聚焦关键信息，提高听力效率，训练学生有目的地提取自然灾害相关内容的听力策略。
Activity 4 Listening for details(1c)
T：Listen to the recording again.This time，circle what each person was doing when the natural disaster happened.(Play the recording again.Students listen and circle the answers.)
T：Let's check the answers together.
设计意图：进一步训练学生捕捉细节信息的能力。通过选择灾害发生时人物的行为，学生初步感知过去进行时的应用，为后续的语法学习奠定基础。
Activity 5 Pair work(1d)
T：Use the information in 1c to make conversations with your partner.Refer to the dialogue template in 1d.(Students practise in pairs.)
T：Now I'll invite 2 to 3 pairs to show their conversations in front of the class.
设计意图：参照对话框架进行小组演练，可以降低口语表达的难度，确保所有的学生都能参与。通过角色扮演，学生们巩固过去进行时在问答中的用法，并提高口语交流能力。
　Activity 6 True/False judgment(2a)
T：Today we're going to play a “Fact or Fiction” game about typhoons.I'll divide you into 4 teams.Each team will get a set of cards with the four statements from 2a.For each statement，you need to decide if it's a fact(true) or fiction(false)，and then explain why.The team with the most correct answers wins！(Students form teams，discuss the statements，and prepare their explanations.)
T：Time's up! Let's hear your answers.Team 1，what about statement 1
设计意图：通过小组竞赛的形式进行台风知识的正误判断，将单纯的练习转化为互动游戏。这种设计不仅能激发学生的竞争意识和参与热情，还能培养团队合作能力。学生在讨论过程中需要运用已有的台风知识进行分析和判断，加深对台风特征的理解，为后续的听力活动奠定知识基础。
Activity 7 Listening prediction challenge(2b)
T：Before we listen to the interviews and weather report，let's make predictions.Look at the four questions in 2b.Working with your partner，try to predict what the answers might be.Write down your predictions.After we listen，we'll see which pair made the most accurate predictions.(Students work in pairs to make predictions and write them down.)
T：Now let's listen to check your predictions.Pay close attention to the answers to these four questions.
设计意图：听前增加预测环节，培养学生的预测能力和推理思维。通过让学生猜测可能的答案，激活他们的背景知识和想象力，使听力活动更具挑战性和趣味性。预测与实际答案的对比也能让学生反思自己的思维过程，提高听力理解的策略性。
Activity 8 Listening cloze exercise(2c)
T：I'm going to give each pair of students a different set of incomplete sentences from 2c.Student A has the first three sentences with some words missing，and Student B has the last three sentences with different words missing.You need to listen to the recording together and share the information to complete all six sentences.(Students receive different worksheets and listen collaboratively to complete all sentences.)
T：Let's check your completed sentences.Which pair can share your answers
设计意图：将传统的听力填空改为信息差合作活动，培养学生的合作学习能力和信息共享意识。学生需要通过有效沟通和协作才能完成所有句子，这不仅提高了听力的专注度，还锻炼了他们的交际能力。不同的信息分配也确保了每个学生都有参与的积极性。
Activity 9 Interview relay(2d)
T：We're going to do an interview relay.I'll give each student a role card—some of you will be reporters，and others will be typhoon survivors with different experiences.The reporters will move around the classroom and interview different survivors，getting one piece of information from each.After 5 minutes，we'll gather to share all the interesting experiences we've collected.(Students receive role cards，conduct interviews，and collect information.)
T：Time to share! What interesting typhoon experiences did you hear about
设计意图：将简单的角色扮演升级为接力采访活动，增加了活动的动态性和信息量。学生需要快速获取和传递信息，提高了口语表达的流利度和应变能力。不同的角色设定也让学生有机会从多个角度了解台风经历，丰富了对主题的认识。
　Homework
1．Review the vocabulary and sentences about natural disasters learned in this lesson.
2．Write 5 sentences about a natural disaster you know，including its characteristics and people's possible responses.
第一课时　Section A(1a—2d) Key Words：earthquake，typhoon，snowstorm，flood，wave，warn，interview，possibly，report，neighbourhood，nearly，trouble Key Sentence Patterns： ·—What natural disaster is it —It's a/an… ·—What was sb.doing at the time of…？ —He/She was… ·—Did you have any trouble during the typhoon —Yes，it was awful./No，not really.
Students actively joined in the activities like “Guess the Disaster” and role play，showing high interest in the theme.While they mastered key vocabulary，many struggled with the past continuous tense，particularly distinguishing “when” and “while.” Future lessons will provide more targeted grammar practice and examples to help them.第三课时　Section A(Grammar Focus 4a—4d)
Activity 1 Warm up and revision
T：Good morning，everyone! Let's take a trip down “Memory Lane” to review what we learned last lesson.Who can tell me about Lisa and Haitao's typhoon experiences What were they doing when the typhoon hit？(Students share their memories of the previous lesson.)
T：Excellent！You mentioned “were doing”—that's exactly what we're going to focus on today：the Past Continuous Tense.Let's explore how to use this tense with “when” and “while” to describe past events.
设计意图：通过“记忆小巷”的比喻，创造轻松的复习氛围，帮助学生回顾上节课的对话内容。在自然的语境中引出本节课的语法重点，实现新旧知识的平滑过渡，为新知识的学习做好铺垫。
Activity 2 Grammar detective(4a)
T：Good morning，detectives! Today we're going to investigate the Past Continuous Tense.Look at the sentences in 4a and find out：
1．What pattern do the verbs follow
2．How are “when” and “while” used differently
(Students analyze sentences and work in pairs to discover patterns.)
T：Let's share your discoveries.What pattern did you find for the verbs
设计意图：通过“语法侦探”的角色扮演，激发学生的探究兴趣，培养学生的观察和分析能力。让学生主动发现语法规律，而不是被动接受讲解，提高学习效果和记忆深度。
Activity 3 Sentence surgery(4b)
T：Now we're going to perform “sentence surgery”．I'll give you two simple sentences that need to be combined into one complex sentence using “when” or “while”．For example：
Patient A：I did my homework.
Patient B：The typhoon landed on the coast.
Surgery result：I was doing my homework when the typhoon landed on the coast.
(Students work in pairs to “operate” on sentences from 4b.)
T：Let's check your surgical results.Who wants to share your combined sentences
设计意图：将枯燥的句子合并练习转化为有趣的“句子手术”，增加学习的趣味性。这种比喻性的活动设计能激发学生的想象力，让语法练习变得生动有趣。
Activity 4 Story chain challenge(4c)
T：Let's play “Story Chain Challenge”．I'll start a story，and each group will add one sentence using either “when” or “while”．You have 30 seconds to discuss each sentence.The group that can keep the story going the longest wins！(The teacher starts：“Last night，I was watching TV while my mother was cooking dinner…” Groups take turns adding sentences to the story.)
设计意图：通过故事连锁活动，培养学生的合作能力和创造力。在轻松愉快的氛围中练习语法，同时提高语言表达的连贯性和逻辑性。小组竞赛的形式能激发学生的竞争意识和参与热情。
　Activity 5 Interview show(4d)
T：Welcome to “Talk Show Today”！ I'm your host.We're going to interview Jenny's family members about their tornado experiences.Each pair will create an interview where one is the host and the other is a family member.(Students prepare interview questions and role play.)
T：Let's have some pairs perform their interviews.Remember to use the Past Continuous Tense when talking about what people were doing.
设计意图：通过模拟电视访谈节目，为学生创造真实的语言运用情境。这种活动形式能激发学生的表演欲望，提高口语表达能力和交际技巧。
Homework
Write a short story (80～100 words) about a memorable event using “when” or “while”，or create a comic strip illustrating one scene from your story，showing what different people were doing at that moment.
第三课时　Section A(Grammar Focus 4a—4d) Grammar Rules： Past Continuous：was/were＋v. ing When：used with simple past(sudden action) While：used with past continuous(ongoing action) Useful Expressions： ·—What were you doing while it was snowing heavily —I was travelling on the train then. ·—What were your family doing when the typhoon hit —My children and I were reading together. When my neighbour called，my family were having dinner. While we were driving home，the strong winds started.
Students showed great interest in various grammar activities，particularly enjoying the “Story Chain Challenge”．However，many struggled with the “when” “while” distinction and maintaining consistent use of the past continuous tense.Future lessons will provide more targeted practice to help students build confidence and improve accuracy.第五课时　Section B(2a—3d)
Part 1　Vocabulary building(2a—2c)
Activity 1 Warm up and review
T：Good morning，class! Before we start today's lesson，let's review what we learned in our previous class.I'm going to show you some pictures related to disasters for 30 seconds each.After seeing each picture，I want you to write down as many words and phrases as you can remember from our last class.(The teacher shows pictures of different natural disasters.)
T：Time's up! Let's share what you wrote.
设计意图：通过记忆挑战活动快速复习上节课所学的自然灾害相关词汇，激活学生的记忆，同时自然过渡到本节课的主题。
Activity 2 Disaster vocabulary network(2a)
T：Today we're going to learn vocabulary related to natural disasters and practice telling stories about bad weather experiences.First，let's create a “Disaster Vocabulary Network”．Look at the words in 2a.I want you to categorize them and create connections between related words.For example，“earthquake” can connect to “hit” “rocked” “happened”…(Students create vocabulary networks in groups.)
　T：Now let's share your vocabulary networks.Who would like to present their group's connections
设计意图：通过词汇网络活动帮助学生系统整理和记忆自然灾害相关词汇，建立词汇之间的联系，提高词汇学习效率，同时培养学生的分类思维和合作学习能力。
Activity 3 Word formation challenge(2b)
T：Next，let's do a “Word Formation Challenge”．Look at the compound words in 2b.Work with your partner to guess their meanings by analyzing the two parts of each word.Then create three new compound words related to weather or disasters.(Students analyze compound words and create new ones.)
T：Let's share your analyses and new compound words.Who created an interesting new compound word
设计意图：通过构词挑战活动培养学生的词汇分析能力和创造力。让学生理解复合词的构成规则，提高词汇推断能力，同时激发学习词汇的兴趣。
Activity 4 Contextual cloze(2c)
T：Now let's complete the passage in 2c.First，I want you to first predict which words might fit based on the context.Then check if your predictions are correct.After completing the task，discuss with your group how each word contributes to the meaning of the passage.(Students complete contextual cloze and discuss.)
T：Let's check the answers together.How did the context help you predict the correct words
设计意图：通过语境填空活动培养学生的上下文理解能力和词汇运用能力。让学生学会根据语境预测和选择合适的词汇，提高阅读理解和语言运用能力。
Part 2　Reading and story analysis(3a—3b)
Activity 1 Event sequencing(3a)
T：Now we're going to read a story about Ma Li's terrible day.Before reading，look at the picture and predict what happened.Then read the story in 3a and list the events in the order they happened.Create a timeline of Ma Li's day.(Students read story and create timelines.)
T：Let's share your timelines.Did everyone list the events correctly
设计意图：通过事件排序活动培养学生的阅读理解能力和时间概念。让学生学会识别故事中的关键事件并按时间顺序排列，提高叙事理解能力。
Activity 2 Time expression hunt(3b)
T：Now let's do a “Time Expression Hunt”．Read the story again and find all the words and phrases that indicate time.Underline them and categorize them into：
1．Time of day(e.g.，Last Friday，that morning…)
2．Sequencers(e.g.，first，then)
3．Duration(e.g.，while，when)
(Students hunt for time expressions and categorize them.)
T：Let's share your findings.How do these time expressions help tell the story
设计意图：通过时间表达寻找活动帮助学生识别和理解不同类型的时间表达方式，提高对叙事文本结构的认识。这有助于学生在写作中正确使用时间表达，增强叙事的连贯性。
Part 3　Speaking and creative writing(3c—3d)
Activity 1 Story sharing(3c)
T：Now it's time to share your own stories.Think about a day when bad weather affected your plans.Use the questions in 3c to guide your thinking.You have 5 minutes to prepare your story，and then share it with your partner.(Students prepare and share stories in pairs.)
　T：Who would like to share their story with the class
设计意图：通过故事分享活动提供真实的语言运用情境，让学生练习讲述个人经历，提高口语表达能力和流利度。同时培养学生的叙事能力和情感表达能力。
Activity 2 Creative story writing(3d)
T：For our final activity，let's do some creative writing.Using Ma Li's story as a model，write your own story about a bad day caused by weather.(Students write creative stories.)
T：Let's share some of your creative stories.Who has an interesting or funny story to share
设计意图：通过创意故事写作活动培养学生的写作能力和创造力。让学生运用所学的词汇、语法和叙事技巧进行写作实践，提高书面表达能力。同时激发学生的想象力和文学创作兴趣。
Homework
Polish your story according to the teacher's or classmates' feedback.
第五课时　Section B(2a—3d) Compound Words：landslide，snowstorm，earthquake，safeguard，heartbeat Time Expressions： Time of day：morning，afternoon，evening，night Sequencers：first，then，next，finally Duration：while，when，as soon as，during Story Structure： Beginning：Setting the scene and introducing the problem Middle：Describing the events in sequence End：Resolution or unexpected twist
The lesson successfully integrated vocabulary with storytelling，though some struggled with time expressions.Future lessons will provide more sentence frames and visual aids to support understanding and engagement.

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