外研版（2019）高中英语必修第三册 Unit 6 Disaster and hope 单元教学设计（表格式）
文档属性
| 名称 | 外研版（2019）高中英语必修第三册 Unit 6 Disaster and hope 单元教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 45.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-02 08:59:45 | ||
图片预览
文档简介
Book 3 Unit 6 Disaster and hope教案设计
单元主题 本单元的主题语境是“人与自然”，内容是自然灾害以及由自然灾害引起的一系列思考，包括环境保护和面对自然灾害应该持有的积极态度以及科学的应对措施。本单元从介绍人类历史上以及影片中的自然灾害开始，展现自然灾害对人类生存和发展的影响，以及人类面对自然灾害时的积极态度，介绍灾害防范、应对与救援措施，引发学生的环保意识和灾害防范意识，培养学生积极乐观的人生态度。
单元目标 学生能够围绕本单元主题，通过观看自然灾害相关的视频和海报、阅读文本以及听录音等多模态语篇，了解自然灾害对人类生活的影响，思考自然灾害的防范和应对措施，并在此基础之上培养面对自然灾害的自我反思意识，收获在灾难面前也要保持乐观积极的生活态度，从而对人与自然的关系有更深入的解读；同时通过各项学习活动锻炼各项语言技能，能够读懂与自然灾害有关的文章，了解记叙文的语篇结构与特点，积累和掌握话题语言，能够使用话题语言描述天气、谈论自然灾害的预测与救援以及进行自然灾害防范指南的写作；能够灵活使用各项学习策略，通过主题内容的学习发展学习兴趣，保持积极主动的学习态度，通过小组合作相互交流、相互激励来培养合作学习的意识，并通过探究学习活动来探究主题意义，就单元话题创造性地提出个人的观点，培养逻辑性、批判性和创造性等高阶思维品质，最终获得语言能力、文化意识、思维品质和学习能力的有效提升。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然——灾害防范
内容分析 本部分包含一段关于被火山爆发毁灭的意大利庞贝古城的视频和四幅灾难电影的海报。视频旨在通过展示满目疮痍的庞贝古城，引发学生思考，了解自然灾害对于人类历史的重大影响；四幅灾难电影海报，能够进一步激发学生的学习兴趣，引导学生关注自然灾害的突发性和破坏性，对如何应对自然灾害有初步的感知。
教学目标 1. 通过观看视频，获得庞贝古城遭遇火山爆发的相关具体信息，激活背景知识，初步导入话题； 2. 能够了解人们面对灾难时的通常反映，初步思考如何面对灾害。
教学重点 1. 引导学生通过观看视频材料，获取相关信息，谈论自然灾害对人类的巨大影响； 2. 引导学生就海报谈论电影故事情节，分析影片主人公如何积极应对灾害，初步认知面对自然灾害的正确态度和行动。
教学难点 1. 引导学生谈论自然灾害对人类造成的巨大影响； 2. 引导学生分析人们如何积极应对自然灾害，初步感知面对自然灾害时应具备的正确态度和需采用的科学举措。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents some pictures of Pompeii to enjoy. 2. T asks the Ss to read the questions in Activity 1 and T plays a video clip about Pompeii. 1. Ss look at the pictures and have a free talk. 2. Ss watch the video and answer the questions: Where is the city What happened there How did people there react to the disaster What was the result Enable Ss to get some details about Pompeii, activate their prior knowledge and lead in the topic.
Activity 2 1. T asks Ss to look at the four film posters, talk about the main plots of the films and answer the question: What do you think the main characters do in the face of these disasters 2. T asks Ss to work in pairs and talk about other stories about natural disasters. 3. T asks some Ss to share the stories they knew about natural disasters with the class. 1. Ss look at the posters, talk about the main plots of these films and discuss the question: What do you think the main characters do in the face of these disasters 2. Ss work in pairs and talk about other stories they knew about natural disasters. 3. Share the stories in front of the class. Develop Ss’ comprehensive language competence, expressing ideas and giving reasons in English in particular; get Ss to know something about how people usually react to natural disasters, including attitudes and actions.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本文是一篇记叙文，主要讲述了作者在伦敦酷热的天气乘坐地铁的感受以及由此引发的对自然灾害和环境问题的一系列联想，旨在引导读者思考气候变化可能给人类带来的问题，以此唤醒读者的环保意识。作者用生动形象幽默的语言以及比喻等修辞手法描述了伦敦天气的酷热，教师可以引导学生对这部分的语言进行赏析。此外，语篇中第三、四段采用了意识流的手法，以发散的思维引发对气候变化的各种联想，教师应该引导学生注意句子间的逻辑关系，可利用思维导图帮助学生对语篇的信息进行梳理，进而实现学生对语篇的深度学习。 课前的导入活动呈现了迄今为止记录的地球上的最高温和最低温，引导学生思考极端天气可能给人类带来的问题，有无应对措施。读中活动要求学生看图预测语篇主旨大意。读后活动则通过判断作者写作意图和细节理解等活动，启发学生深入思考环境问题，探究主题意义。
教学目标 1. 能够读懂图表，谈论个人对极高温和极低温天气的感受； 2. 通过看插图、标题等预测语篇内容，通过略读、细读概括主旨大意，理解作者写作意图，理清作者思路； 3. 对全球气候变化引发思考，运用语篇话题语言谈论气候变化可能给人类带来的问题及应对措施，增强环保意识。
教学重点 引导学生通过自主阅读和小组合作完成对整个语篇的信息获取和整合，运用语篇话题语言就气候变化话题发表自己的想法感受。
教学难点 引导学生深入解读语篇，着重分析作者的情绪变化，思考情绪变化背后的原因。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the thermometer and answer the relevant questions in Activity 1. Ss observe the thermometer in Activity 1 and talk about people’s reactions to extreme temperatures and their own feelings in extreme weathers. Introduce the topic, activate the relevant schemata and enable Ss to learn and establish a communicative link between them and the text to be learned.
Activity 2 1.T asks the Ss to predict what the story is about via looking at the picture as well as the title and answer the following questions: Where does the story take place What kind of weather is the story about What’s your impression of the picture and the title 2. T asks Ss to read the passage and check their predictions. 1. Based on the title and the picture of the text, Ss answer the questions and make predictions as to what they think the text will be about. 2. Ss read the passage quickly and justify whether they are right or wrong. Help Ss anticipate the vocabulary in the text and motivate them to read; train students’ reading skills of getting the gist of the text by finding evidence which includes illustrations, title, front etc.
Activity 3 1. T asks Ss to choose the author’s purpose in writing the passage in Activity 3. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete Activity2. Ss share their answers and give the reasons. 3. They can read the passage once again if necessary. Test Ss’ understanding of the passage; train Ss’ reading skills of getting the main idea.
Activity 4 1. T asks Ss to complete the flow chart with words and expressions from the passage. 2. T sets an example of how to judge one’s feeling by the choice of words, and then asks Ss to analyze the author’s feelings at different times and draw a relevant mind map if time allows. 3. T asks Ss to retell the story focusing on the change of the author’s feelings. 1. Ss complete the flow chart in Activity 2. Ss analyze the author’s feelings at different times by finding the supporting words and expressions from the passage, and draw a mind map showing the change of the way the author feels. 3. Ss retell the story with the aid of the flow chart. Train Ss’ skills of getting specific information and enable Ss to have a deeper understanding of the passage; encourage Ss to think about the story, evaluate the author’s message and build oral language as they retell.
Think & Share T asks Ss to discuss the two questions in groups and offer assistance when necessary. Ss discuss the two questions in groups and then share their thoughts with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way; develop their critical and creative thinking abilities.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本板块包括语法部分Ellipsis、词汇部分Types of natural disasters和听说部分Extreme weather conditions。语法部分的语篇介绍了如何根据动物的行为来预测天气，以及中国国际救援队在尼泊尔地震后开展的救援工作，旨在引导学生感知发现、总结规律、在真实语境中了解和掌握省略句的特征和用法，并且了解中国在国际援助中所做的贡献；词汇部分通过图片呈现与自然灾害有关的词汇，旨在引导学生掌握并运用自然灾害相关的话题词汇，并运用这些词汇表达个人观点；听说部分的材料是一则天气预报，旨在引导学生理解播报内容和相关知识。整个板块为学生提供真实语境下的英语技能的综合训练，帮助学生在提高语言应用能力的同时加深对单元主题的理解。
教学目标 1. 能够通过观察所给例句，发现并归纳省略句的语法特征和用法，并能在真实语境中恰当使用省略句； 2. 能够学习更多描述自然灾害的话题词汇和表达，并运用所学语言知识恰当地表达个人观点； 3. 听懂天气预报，能够谈论天气，学会编写和播报天气预报。
教学重点 1. 引导学生归纳省略句的语法特征和用法，并能够实现知识迁移，在真实语境中恰当使用该语法； 2. 引导学生通过阅读材料和听录音了解天气预报中经常涉及的气温、天气变化以及天气预警相关表达，并能学会运用这些表达播报天气预报。
教学难点 引导学生真实语境中恰当使用省略句和所习得的话题语言来谈论天气和播报天气预报。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to observe the sentences in the upper column in Activity 1 and recall the former story they have learned. 2. T directs Ss to compare these sentences with those in the lower column and answer the questions: What has been left out in sentences (a) and (b) Why does the author leave them out 3. T guides Ss to generalize the features as well as functions of ellipsis and then look for more sentences with ellipsis in the reading passage. 1. Ss look at the sentences in the first column and recall the story. 2. Ss observe and generalize the features and functions of ellipsis from the sentences that they are exposed to. 3. Ss look through the passage and find more sentences with ellipsis. Give Ss more ways to think and make sense out of what they have observed, and encourage them to utilize higher order thinking skills so they can have a deeper understanding of ellipsis.
Activity 2 1. T asks Ss to read the paragraph in Activity 2 and find out what words have been removed before or after the underlined words. T may offer assistance when necessary. 2. T asks Ss to talk about the other ways to forecast weather. 1. Ss read the paragraph carefully and find out what words have been removed. 2. Ss work in groups and brainstorm the other ways that can be used to forecast weather. Consolidate Ss’ understanding of ellipsis in real situation.
Activity 3 1. T introduces the background information of the picture in Activity 3. 2. T asks Ss to read the news report and remove words from it to make it more concise. 1. Ss listen to T to get some background information of China’s rescue efforts in Nepal. 2. Ss read through the news report and omit certain words to make it more concise. Arouse Ss’ awareness of the proper use of ellipsis and create the opportunity for Ss to practice the grammatical point.
Activity 4 1. T guides Ss to review the words and expressions related to natural disasters. 2. T asks Ss to describe the disasters the pictures in Activity 4 show by using the words and expressions they have learned. 3.T encourages Ss to think about the most dangerous one among those disasters and some other big natural disasters in history. 1. Ss review what they have learned about natural disasters. 2. Ss complete the description of the pictures in Activity 4. 3. Ss work in pairs, talk about the most dangerous one they think and other big natural disasters in history. Give Ss a chance to take what they’ve learned, make it their own and apply it to authentic situations; practice oral English according to the theme of this unit.
Activity 5 1. T asks Ss to complete the reports with the words in Activity 4. 2. T invites several students to read each paragraph aloud to check the answers and ask the rest Ss to underline the words and expressions describing natural disasters. 1. Ss complete the reports with words in Activity 4. 2. Some Ss share their answers with the class and the rest underline the words and expressions describing natural disasters while listening. Enrich Ss’ vocabulary related to the theme of the unit.
Activity 6 1. T asks Ss to work in pairs and talk about a recent natural disaster they have heard about or seen on news by using the vocabulary and expressions they have learned. T can provide some pictures for reference if necessary. 2. T invites several pairs to make presentation in front of the class. Ss utilize what they have learned in this unit so far to share a recent natural disaster they know with their partners. Consolidate the vocabulary Ss have learned, encourage Ss to apply what they have learned to real situations and practice their oral English.
Did you know T asks Ss to read the short passage in “Did you know ” on page 67 and find out the approaches to forecasting weather in history. Ss read the passage on page 67 and find out the efforts people have made in history to forecast weather. Familiarize Ss with background information.
Activity 7 1. T asks Ss to read Activity 7 and plays the recording. 2. T checks the answers with the whole class. (T can play the tape once again if necessary.) Ss listen to the weather forecast for the first time to match the weather symbols to the locations on the map, and then check the answers together. Train the listening skills of getting the specific information in a quick way.
Activity 8 1. T asks Ss to read “Learning to learn” on this page and reminds Ss to take notes during listening. 2. T plays the recording for the Ss to complete the form in Activity 8. 3. T asks Ss to recall how the speaker describes the weather. Play the recording again if necessary. 1. Ss read “Learning to learn” on this page and get the point. 2. Ss listen for the second time and complete the form in this Activity and then check answers together.3. Ss work in groups and talk about how the speaker describes the weather. Understand the details of the listening and summarize how to describe weather including temperature levels, descriptions of forthcoming weather conditions and weather warnings.
Activity 9 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to perform the conversation to the class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation. Use the useful expressions of exchanging ideas to carry out a conversation.
Activity 10 T asks Ss to choose another extreme weather condition and have a similar conversation. Ss choose another extreme weather condition and have a similar conversation. Further practice exchanging ideas in real situations.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本文是一篇记叙文，从一个孩子的视角讲述了受“卡特里娜”飓风的影响，一个普通的美国家庭的遭遇。该语篇以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年之后四个阶段，主要描述了主人公在不同阶段生活环境的变化以及随之引起的恐惧、担忧、充满希望、喜悦再到乐观积极等一系列心理活动的变化，旨在向读者传递面对自然灾害时要团结一致，保持积极乐观的态度和对未来充满希望的信息。该语篇主要使用一般过去时，有大量的感情词汇以及意象来描述事件后所遇和所思所想，教师应引导学生关注这种写作手法。读写部分的语篇是与主题相关的飓风安全指南，语言简练，使用了大量祈使句来提供建议，教师需要引导学生对该安全指南进行学习，关注安全指南的结构和语言特点，并进行仿写。通过这一板块的学习，学生能够加深对记叙散文的理解，学习安全指南的问题特点和写法。
教学目标 1. 读懂语篇大意，获取文章的主要信息，体会作者在经历灾害前后的境况变化和相关心理感受； 2. 分析标题和语篇中的意向，并联系自身生活，培养积极乐观的人生态度； 3. 通过完成阅读任务了解安全指南的写法和语言特点； 4. 运用所学内容，参照飓风安全指南写一则防洪安全指南；
教学重点 1. 引导学生读懂文章，利用思维导图，分析主人公在灾害前后的心理感受变化，体会语篇的主旨； 2. 引导学生梳理安全指南的篇章结构和语言特点，运用所学词汇和祈使句进行类主题安全指南的写作。
教学难点 1. 引导学生分析主人公在灾难前后的境遇变化以及心理活动变化； 2. 引导学生掌握安全指南的篇章结构和实用表达。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to talk about Hurricane Katrina by observing the map and answering the questions in Activity. 2. T invites some Ss to share their opinion with the class. Ss look at the map and talk about Hurricane Katrina from different aspects including its origin, lasting time and effects. Create a positive atmosphere for learning, introduce the theme of the lesson and activate Ss’ prior knowledge of the topic.
Activity 2 1. T guides Ss to analyze the title, especially what “stars” represent in it. 2. T asks Ss to read the passage quickly and check their understanding of the title. 3. T invites several Ss to share their understanding with the class. 1. Ss analyze the title, especially what “stars” represent in it. 2. Ss read the passage and check their understanding of the title. Make Ss generate a general idea of the passage.
Activity 3 1. T asks Ss to read the passage again and find out words and expressions from it to complete the diagram in Activity 2. T checks the answers with the whole class. 3. T directs Ss to focus on the emotional words and imagery in this passage to identify and interpret the thoughts and feelings of the main character of the passage (Learning to learn). 4. T asks Ss to retell the story according to the diagram and what they have analyzed. 1. Ss read the passage and complete the diagram in Activity 2. Ss identify and interpret the thoughts and feelings of the main character of the passage by focusing on the emotional words and imagery in the passage. 3. Ss retell the story according to the diagram and what they have analyzed. Promote their reading skill of getting specific information from the text; help Ss focus on details of the text and understand it better; enable Ss to have a deeper understanding of the message intended to convey to them in the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their own thoughts with the class. Develop Ss’ higher order thinking skills; make connections between them and the text.
Activity 4 1. T asks Ss to work in pairs and act out an interview with the author about their experience of Hurricane Katrina. 2. T invites several pairs to present their interview in front of the class. 1. Ss read the passage again and underline the important information. 2. Ss work in groups and prepare questions for the interview using the information they underlined. 3. Ss decide the roles of interviewer and interviewee, and then act out the interview. Consolidate and apply the language and content learnt to real situations.
Activity 5 1. T invites Ss to recall how dangerous a hurricane is. 2. T guides Ss to read the hurricane safety guidelines and answer the questions: What is the purpose of safety guidelines What type of language is used in safety guidelines 3. T guides Ss to summarize the writing features of proper safety guidelines. 1. Ss share their impressions of hurricanes with the class. 2. Ss read the hurricane safety guidelines quickly, and answer the questions. 3. Ss summarize the writing features of safety guidelines. Read to extract and summarize the writing features of safety guidelines.
Activity 6 1. T asks Ss to discuss in groups and make notes for flood safety guidelines based on the hurricane safety guidelines in Activity 2. T asks Ss to write flood safety guidelines according to the notes, and reminds them to use the useful expressions they have learned in this unit. 1. Ss complete the notes with their own experiences and exchange notes with group members. 2. Ss write their flood safety guidelines according to the notes. Practice safety guidelines writing and apply what they have learned to real situation in a creative way.
Activity 7 1. T shows some basic criteria of a good writing, demonstrates how to evaluate a writing and invites Ss to add more criteria if necessary. 2. T asks some Ss to show their flood safety guidelines to the class, and invites the rest to make evaluations. Ss present their flood safety guidelines to the class while the rest making evaluations. Provide Ss with the opportunity to receive feedback from peers so that they can receive more suggestions and ideas for revisions, potentially increasing the quality of their writing.
Presenting ideas & Reflection板块教学设计 （Presenting ideas和Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 Presenting Ideas版块要求学生结合本单元所学知识和内容，围绕自然灾害中保持希望的主题讲一个故事。学生需要先上网搜索相关信息，做好笔记，然后以小组为单位进行分享。本版块旨在通过查找、记录和讲述故事，促进学生在真实情境中综合应用所学话题语言，进一步探究本单元的主题意义，帮助学生树立积极乐观的人生态度，扩大学生知识面和丰富其生活常识。Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 1. 能够运用本单元所学语言做要点笔记，描述某种自然灾害的发生和影响、记述人物的经历和心理情感变化，并说明从中所得的收获以及感受； 2. 能够完成故事叙述，并对其他学生的故事给与客观评价； 3. 能够对灾难与希望这一主题有更深入的理解，树立积极乐观的人生态度； 4. 能够进行自我反思，评估学习效果，调整学习策略，提高学习效率。
教学重点 引导学生运用本单元所学内容，进行类话题故事叙述，并能客观评价他人的故事； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点 1. 引导学生在小组内讲述自己的故事给组员听，并对组员的故事给与恰当的反馈。 2. 引导学生养成自我评价的好习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T guides Ss to review the two stories in this unit. 2. T asks Ss to complete the notes with the information they have searched online before the class. . 1. Ss review the two stories they learnt. 2. Ss complete the notes in Activity 1 with the information they got online. Brainstorm and prepare for the presentation.
Activity 2 T asks Ss to work in groups and use the notes in Activity 1 and expressions in the box to tell their stories to other group members. Ss work in groups and use the notes in Activity 1 and expressions in the box to tell their stories to other group members. Encourage Ss to become more active; develop their collaborative and co-operative learning skills; help them make full preparation for the upcoming story presentation.
Activity 3 1. T asks Ss to pick out the best story in their group and prepare a short presentation together. 2. T invites some groups to do presentations in class. 3. T asks Ss to vote for the best story. 1. Ss pick out the best story in their group and prepare a short presentation together. 2. Each group sends a representative to present the group story in class. 3. Ss vote for the best story. Practice Ss’ language competences in presentation, and help them learn from each other.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on page 72. Ss rate their performance in this unit, make a summary of what they’ve learnt and think about what they still need to improve. Rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本板块要求学生设计制作海报介绍自然灾害，学生在教师的指导写进行分组活动，搜集相关灾害类型、分布地区、影响以及应对措施等信息，并收集相关图片、图表和地图，设计海报的图文板式，最后制作成海报在全班展示。
教学目标 1. 能够通过图书馆、互联网等途径找出需要的文献和信息，然后根据项目要求分类和处理相关信息； 2.能够根据各自特长进行合理的分工合作，进行有效沟通，完成海报制作； 3. 能够通过学习和实践，进一步了解各种自然灾害的相关知识，增强防灾意识和环保意识。
教学重点 1. 引导学生利用该单元所学的语言知识、语言技能以及学习技巧，并利用多种渠道查找相关资料，完成海报的设计与制作； 2. 引导学生进一步了解本单元的主题，增强其防灾意识和环保意识。
教学难点 引导学生明确小组分工合作，相互协作完成海报的设计和制作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate （Before the class） 1. T divides Ss into groups of 6 and asks them to collect the posters related to the topic and generalize the basic elements a poster consists of. 2. T asks each group to choose one natural disaster that most interests them and work together to go online or search the library to find out its relevant information, including:its causes, the worst-hit country or region, its impact, people’s reaction, etc. 1. Ss work in groups and collect some posters about natural disasters and generalize the basic elements a poster may cover. 2. Each group choose one natural disaster and search the relevant information via the Internet or libraries. Develop learning skills of searching information via various approaches; prepare Ss to finish the following activities.
Plan (In the class) 1. T invites several Ss to share what they have found about the elements a poster normally includes and then make a summary. 2. T invites each group to share the information they have found about the natural disaster their post is going to cover. 3. T asks Ss to work in groups and make a draft for the poster. 1. Ss share what they’ve found about the element a poster may include and then make a summary with the help of T. 2. Each group sends a representative to present the information they have found about the natural disaster their poster is going to cover. 3. Ss work in groups and make a draft. Enable Ss to have a clear idea of what they are going to do about making a poster.
Create (After the class) While Ss polishing their posters after class, T provides guidance to Ss if necessary. Ss polish their posters in groups after class. Develop Ss’ collaborative and co-operative learning skills.
Present (After the class) T arranges time in later periods for Ss to show their posters to the class and do presentations. Each group show their posters to the class and do presentations. Practice Ss’ skills in presentation, and help them learn from each other through showing the posters in public.
单元主题 本单元的主题语境是“人与自然”，内容是自然灾害以及由自然灾害引起的一系列思考，包括环境保护和面对自然灾害应该持有的积极态度以及科学的应对措施。本单元从介绍人类历史上以及影片中的自然灾害开始，展现自然灾害对人类生存和发展的影响，以及人类面对自然灾害时的积极态度，介绍灾害防范、应对与救援措施，引发学生的环保意识和灾害防范意识，培养学生积极乐观的人生态度。
单元目标 学生能够围绕本单元主题，通过观看自然灾害相关的视频和海报、阅读文本以及听录音等多模态语篇，了解自然灾害对人类生活的影响，思考自然灾害的防范和应对措施，并在此基础之上培养面对自然灾害的自我反思意识，收获在灾难面前也要保持乐观积极的生活态度，从而对人与自然的关系有更深入的解读；同时通过各项学习活动锻炼各项语言技能，能够读懂与自然灾害有关的文章，了解记叙文的语篇结构与特点，积累和掌握话题语言，能够使用话题语言描述天气、谈论自然灾害的预测与救援以及进行自然灾害防范指南的写作；能够灵活使用各项学习策略，通过主题内容的学习发展学习兴趣，保持积极主动的学习态度，通过小组合作相互交流、相互激励来培养合作学习的意识，并通过探究学习活动来探究主题意义，就单元话题创造性地提出个人的观点，培养逻辑性、批判性和创造性等高阶思维品质，最终获得语言能力、文化意识、思维品质和学习能力的有效提升。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自然——灾害防范
内容分析 本部分包含一段关于被火山爆发毁灭的意大利庞贝古城的视频和四幅灾难电影的海报。视频旨在通过展示满目疮痍的庞贝古城，引发学生思考，了解自然灾害对于人类历史的重大影响；四幅灾难电影海报，能够进一步激发学生的学习兴趣，引导学生关注自然灾害的突发性和破坏性，对如何应对自然灾害有初步的感知。
教学目标 1. 通过观看视频，获得庞贝古城遭遇火山爆发的相关具体信息，激活背景知识，初步导入话题； 2. 能够了解人们面对灾难时的通常反映，初步思考如何面对灾害。
教学重点 1. 引导学生通过观看视频材料，获取相关信息，谈论自然灾害对人类的巨大影响； 2. 引导学生就海报谈论电影故事情节，分析影片主人公如何积极应对灾害，初步认知面对自然灾害的正确态度和行动。
教学难点 1. 引导学生谈论自然灾害对人类造成的巨大影响； 2. 引导学生分析人们如何积极应对自然灾害，初步感知面对自然灾害时应具备的正确态度和需采用的科学举措。
教学策略 听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents some pictures of Pompeii to enjoy. 2. T asks the Ss to read the questions in Activity 1 and T plays a video clip about Pompeii. 1. Ss look at the pictures and have a free talk. 2. Ss watch the video and answer the questions: Where is the city What happened there How did people there react to the disaster What was the result Enable Ss to get some details about Pompeii, activate their prior knowledge and lead in the topic.
Activity 2 1. T asks Ss to look at the four film posters, talk about the main plots of the films and answer the question: What do you think the main characters do in the face of these disasters 2. T asks Ss to work in pairs and talk about other stories about natural disasters. 3. T asks some Ss to share the stories they knew about natural disasters with the class. 1. Ss look at the posters, talk about the main plots of these films and discuss the question: What do you think the main characters do in the face of these disasters 2. Ss work in pairs and talk about other stories they knew about natural disasters. 3. Share the stories in front of the class. Develop Ss’ comprehensive language competence, expressing ideas and giving reasons in English in particular; get Ss to know something about how people usually react to natural disasters, including attitudes and actions.
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本文是一篇记叙文，主要讲述了作者在伦敦酷热的天气乘坐地铁的感受以及由此引发的对自然灾害和环境问题的一系列联想，旨在引导读者思考气候变化可能给人类带来的问题，以此唤醒读者的环保意识。作者用生动形象幽默的语言以及比喻等修辞手法描述了伦敦天气的酷热，教师可以引导学生对这部分的语言进行赏析。此外，语篇中第三、四段采用了意识流的手法，以发散的思维引发对气候变化的各种联想，教师应该引导学生注意句子间的逻辑关系，可利用思维导图帮助学生对语篇的信息进行梳理，进而实现学生对语篇的深度学习。 课前的导入活动呈现了迄今为止记录的地球上的最高温和最低温，引导学生思考极端天气可能给人类带来的问题，有无应对措施。读中活动要求学生看图预测语篇主旨大意。读后活动则通过判断作者写作意图和细节理解等活动，启发学生深入思考环境问题，探究主题意义。
教学目标 1. 能够读懂图表，谈论个人对极高温和极低温天气的感受； 2. 通过看插图、标题等预测语篇内容，通过略读、细读概括主旨大意，理解作者写作意图，理清作者思路； 3. 对全球气候变化引发思考，运用语篇话题语言谈论气候变化可能给人类带来的问题及应对措施，增强环保意识。
教学重点 引导学生通过自主阅读和小组合作完成对整个语篇的信息获取和整合，运用语篇话题语言就气候变化话题发表自己的想法感受。
教学难点 引导学生深入解读语篇，着重分析作者的情绪变化，思考情绪变化背后的原因。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the thermometer and answer the relevant questions in Activity 1. Ss observe the thermometer in Activity 1 and talk about people’s reactions to extreme temperatures and their own feelings in extreme weathers. Introduce the topic, activate the relevant schemata and enable Ss to learn and establish a communicative link between them and the text to be learned.
Activity 2 1.T asks the Ss to predict what the story is about via looking at the picture as well as the title and answer the following questions: Where does the story take place What kind of weather is the story about What’s your impression of the picture and the title 2. T asks Ss to read the passage and check their predictions. 1. Based on the title and the picture of the text, Ss answer the questions and make predictions as to what they think the text will be about. 2. Ss read the passage quickly and justify whether they are right or wrong. Help Ss anticipate the vocabulary in the text and motivate them to read; train students’ reading skills of getting the gist of the text by finding evidence which includes illustrations, title, front etc.
Activity 3 1. T asks Ss to choose the author’s purpose in writing the passage in Activity 3. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete Activity2. Ss share their answers and give the reasons. 3. They can read the passage once again if necessary. Test Ss’ understanding of the passage; train Ss’ reading skills of getting the main idea.
Activity 4 1. T asks Ss to complete the flow chart with words and expressions from the passage. 2. T sets an example of how to judge one’s feeling by the choice of words, and then asks Ss to analyze the author’s feelings at different times and draw a relevant mind map if time allows. 3. T asks Ss to retell the story focusing on the change of the author’s feelings. 1. Ss complete the flow chart in Activity 2. Ss analyze the author’s feelings at different times by finding the supporting words and expressions from the passage, and draw a mind map showing the change of the way the author feels. 3. Ss retell the story with the aid of the flow chart. Train Ss’ skills of getting specific information and enable Ss to have a deeper understanding of the passage; encourage Ss to think about the story, evaluate the author’s message and build oral language as they retell.
Think & Share T asks Ss to discuss the two questions in groups and offer assistance when necessary. Ss discuss the two questions in groups and then share their thoughts with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way; develop their critical and creative thinking abilities.
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本板块包括语法部分Ellipsis、词汇部分Types of natural disasters和听说部分Extreme weather conditions。语法部分的语篇介绍了如何根据动物的行为来预测天气，以及中国国际救援队在尼泊尔地震后开展的救援工作，旨在引导学生感知发现、总结规律、在真实语境中了解和掌握省略句的特征和用法，并且了解中国在国际援助中所做的贡献；词汇部分通过图片呈现与自然灾害有关的词汇，旨在引导学生掌握并运用自然灾害相关的话题词汇，并运用这些词汇表达个人观点；听说部分的材料是一则天气预报，旨在引导学生理解播报内容和相关知识。整个板块为学生提供真实语境下的英语技能的综合训练，帮助学生在提高语言应用能力的同时加深对单元主题的理解。
教学目标 1. 能够通过观察所给例句，发现并归纳省略句的语法特征和用法，并能在真实语境中恰当使用省略句； 2. 能够学习更多描述自然灾害的话题词汇和表达，并运用所学语言知识恰当地表达个人观点； 3. 听懂天气预报，能够谈论天气，学会编写和播报天气预报。
教学重点 1. 引导学生归纳省略句的语法特征和用法，并能够实现知识迁移，在真实语境中恰当使用该语法； 2. 引导学生通过阅读材料和听录音了解天气预报中经常涉及的气温、天气变化以及天气预警相关表达，并能学会运用这些表达播报天气预报。
教学难点 引导学生真实语境中恰当使用省略句和所习得的话题语言来谈论天气和播报天气预报。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to observe the sentences in the upper column in Activity 1 and recall the former story they have learned. 2. T directs Ss to compare these sentences with those in the lower column and answer the questions: What has been left out in sentences (a) and (b) Why does the author leave them out 3. T guides Ss to generalize the features as well as functions of ellipsis and then look for more sentences with ellipsis in the reading passage. 1. Ss look at the sentences in the first column and recall the story. 2. Ss observe and generalize the features and functions of ellipsis from the sentences that they are exposed to. 3. Ss look through the passage and find more sentences with ellipsis. Give Ss more ways to think and make sense out of what they have observed, and encourage them to utilize higher order thinking skills so they can have a deeper understanding of ellipsis.
Activity 2 1. T asks Ss to read the paragraph in Activity 2 and find out what words have been removed before or after the underlined words. T may offer assistance when necessary. 2. T asks Ss to talk about the other ways to forecast weather. 1. Ss read the paragraph carefully and find out what words have been removed. 2. Ss work in groups and brainstorm the other ways that can be used to forecast weather. Consolidate Ss’ understanding of ellipsis in real situation.
Activity 3 1. T introduces the background information of the picture in Activity 3. 2. T asks Ss to read the news report and remove words from it to make it more concise. 1. Ss listen to T to get some background information of China’s rescue efforts in Nepal. 2. Ss read through the news report and omit certain words to make it more concise. Arouse Ss’ awareness of the proper use of ellipsis and create the opportunity for Ss to practice the grammatical point.
Activity 4 1. T guides Ss to review the words and expressions related to natural disasters. 2. T asks Ss to describe the disasters the pictures in Activity 4 show by using the words and expressions they have learned. 3.T encourages Ss to think about the most dangerous one among those disasters and some other big natural disasters in history. 1. Ss review what they have learned about natural disasters. 2. Ss complete the description of the pictures in Activity 4. 3. Ss work in pairs, talk about the most dangerous one they think and other big natural disasters in history. Give Ss a chance to take what they’ve learned, make it their own and apply it to authentic situations; practice oral English according to the theme of this unit.
Activity 5 1. T asks Ss to complete the reports with the words in Activity 4. 2. T invites several students to read each paragraph aloud to check the answers and ask the rest Ss to underline the words and expressions describing natural disasters. 1. Ss complete the reports with words in Activity 4. 2. Some Ss share their answers with the class and the rest underline the words and expressions describing natural disasters while listening. Enrich Ss’ vocabulary related to the theme of the unit.
Activity 6 1. T asks Ss to work in pairs and talk about a recent natural disaster they have heard about or seen on news by using the vocabulary and expressions they have learned. T can provide some pictures for reference if necessary. 2. T invites several pairs to make presentation in front of the class. Ss utilize what they have learned in this unit so far to share a recent natural disaster they know with their partners. Consolidate the vocabulary Ss have learned, encourage Ss to apply what they have learned to real situations and practice their oral English.
Did you know T asks Ss to read the short passage in “Did you know ” on page 67 and find out the approaches to forecasting weather in history. Ss read the passage on page 67 and find out the efforts people have made in history to forecast weather. Familiarize Ss with background information.
Activity 7 1. T asks Ss to read Activity 7 and plays the recording. 2. T checks the answers with the whole class. (T can play the tape once again if necessary.) Ss listen to the weather forecast for the first time to match the weather symbols to the locations on the map, and then check the answers together. Train the listening skills of getting the specific information in a quick way.
Activity 8 1. T asks Ss to read “Learning to learn” on this page and reminds Ss to take notes during listening. 2. T plays the recording for the Ss to complete the form in Activity 8. 3. T asks Ss to recall how the speaker describes the weather. Play the recording again if necessary. 1. Ss read “Learning to learn” on this page and get the point. 2. Ss listen for the second time and complete the form in this Activity and then check answers together.3. Ss work in groups and talk about how the speaker describes the weather. Understand the details of the listening and summarize how to describe weather including temperature levels, descriptions of forthcoming weather conditions and weather warnings.
Activity 9 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to perform the conversation to the class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation. Use the useful expressions of exchanging ideas to carry out a conversation.
Activity 10 T asks Ss to choose another extreme weather condition and have a similar conversation. Ss choose another extreme weather condition and have a similar conversation. Further practice exchanging ideas in real situations.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本文是一篇记叙文，从一个孩子的视角讲述了受“卡特里娜”飓风的影响，一个普通的美国家庭的遭遇。该语篇以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年之后四个阶段，主要描述了主人公在不同阶段生活环境的变化以及随之引起的恐惧、担忧、充满希望、喜悦再到乐观积极等一系列心理活动的变化，旨在向读者传递面对自然灾害时要团结一致，保持积极乐观的态度和对未来充满希望的信息。该语篇主要使用一般过去时，有大量的感情词汇以及意象来描述事件后所遇和所思所想，教师应引导学生关注这种写作手法。读写部分的语篇是与主题相关的飓风安全指南，语言简练，使用了大量祈使句来提供建议，教师需要引导学生对该安全指南进行学习，关注安全指南的结构和语言特点，并进行仿写。通过这一板块的学习，学生能够加深对记叙散文的理解，学习安全指南的问题特点和写法。
教学目标 1. 读懂语篇大意，获取文章的主要信息，体会作者在经历灾害前后的境况变化和相关心理感受； 2. 分析标题和语篇中的意向，并联系自身生活，培养积极乐观的人生态度； 3. 通过完成阅读任务了解安全指南的写法和语言特点； 4. 运用所学内容，参照飓风安全指南写一则防洪安全指南；
教学重点 1. 引导学生读懂文章，利用思维导图，分析主人公在灾害前后的心理感受变化，体会语篇的主旨； 2. 引导学生梳理安全指南的篇章结构和语言特点，运用所学词汇和祈使句进行类主题安全指南的写作。
教学难点 1. 引导学生分析主人公在灾难前后的境遇变化以及心理活动变化； 2. 引导学生掌握安全指南的篇章结构和实用表达。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to talk about Hurricane Katrina by observing the map and answering the questions in Activity. 2. T invites some Ss to share their opinion with the class. Ss look at the map and talk about Hurricane Katrina from different aspects including its origin, lasting time and effects. Create a positive atmosphere for learning, introduce the theme of the lesson and activate Ss’ prior knowledge of the topic.
Activity 2 1. T guides Ss to analyze the title, especially what “stars” represent in it. 2. T asks Ss to read the passage quickly and check their understanding of the title. 3. T invites several Ss to share their understanding with the class. 1. Ss analyze the title, especially what “stars” represent in it. 2. Ss read the passage and check their understanding of the title. Make Ss generate a general idea of the passage.
Activity 3 1. T asks Ss to read the passage again and find out words and expressions from it to complete the diagram in Activity 2. T checks the answers with the whole class. 3. T directs Ss to focus on the emotional words and imagery in this passage to identify and interpret the thoughts and feelings of the main character of the passage (Learning to learn). 4. T asks Ss to retell the story according to the diagram and what they have analyzed. 1. Ss read the passage and complete the diagram in Activity 2. Ss identify and interpret the thoughts and feelings of the main character of the passage by focusing on the emotional words and imagery in the passage. 3. Ss retell the story according to the diagram and what they have analyzed. Promote their reading skill of getting specific information from the text; help Ss focus on details of the text and understand it better; enable Ss to have a deeper understanding of the message intended to convey to them in the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their own thoughts with the class. Develop Ss’ higher order thinking skills; make connections between them and the text.
Activity 4 1. T asks Ss to work in pairs and act out an interview with the author about their experience of Hurricane Katrina. 2. T invites several pairs to present their interview in front of the class. 1. Ss read the passage again and underline the important information. 2. Ss work in groups and prepare questions for the interview using the information they underlined. 3. Ss decide the roles of interviewer and interviewee, and then act out the interview. Consolidate and apply the language and content learnt to real situations.
Activity 5 1. T invites Ss to recall how dangerous a hurricane is. 2. T guides Ss to read the hurricane safety guidelines and answer the questions: What is the purpose of safety guidelines What type of language is used in safety guidelines 3. T guides Ss to summarize the writing features of proper safety guidelines. 1. Ss share their impressions of hurricanes with the class. 2. Ss read the hurricane safety guidelines quickly, and answer the questions. 3. Ss summarize the writing features of safety guidelines. Read to extract and summarize the writing features of safety guidelines.
Activity 6 1. T asks Ss to discuss in groups and make notes for flood safety guidelines based on the hurricane safety guidelines in Activity 2. T asks Ss to write flood safety guidelines according to the notes, and reminds them to use the useful expressions they have learned in this unit. 1. Ss complete the notes with their own experiences and exchange notes with group members. 2. Ss write their flood safety guidelines according to the notes. Practice safety guidelines writing and apply what they have learned to real situation in a creative way.
Activity 7 1. T shows some basic criteria of a good writing, demonstrates how to evaluate a writing and invites Ss to add more criteria if necessary. 2. T asks some Ss to show their flood safety guidelines to the class, and invites the rest to make evaluations. Ss present their flood safety guidelines to the class while the rest making evaluations. Provide Ss with the opportunity to receive feedback from peers so that they can receive more suggestions and ideas for revisions, potentially increasing the quality of their writing.
Presenting ideas & Reflection板块教学设计 （Presenting ideas和Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 Presenting Ideas版块要求学生结合本单元所学知识和内容，围绕自然灾害中保持希望的主题讲一个故事。学生需要先上网搜索相关信息，做好笔记，然后以小组为单位进行分享。本版块旨在通过查找、记录和讲述故事，促进学生在真实情境中综合应用所学话题语言，进一步探究本单元的主题意义，帮助学生树立积极乐观的人生态度，扩大学生知识面和丰富其生活常识。Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 1. 能够运用本单元所学语言做要点笔记，描述某种自然灾害的发生和影响、记述人物的经历和心理情感变化，并说明从中所得的收获以及感受； 2. 能够完成故事叙述，并对其他学生的故事给与客观评价； 3. 能够对灾难与希望这一主题有更深入的理解，树立积极乐观的人生态度； 4. 能够进行自我反思，评估学习效果，调整学习策略，提高学习效率。
教学重点 引导学生运用本单元所学内容，进行类话题故事叙述，并能客观评价他人的故事； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点 1. 引导学生在小组内讲述自己的故事给组员听，并对组员的故事给与恰当的反馈。 2. 引导学生养成自我评价的好习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T guides Ss to review the two stories in this unit. 2. T asks Ss to complete the notes with the information they have searched online before the class. . 1. Ss review the two stories they learnt. 2. Ss complete the notes in Activity 1 with the information they got online. Brainstorm and prepare for the presentation.
Activity 2 T asks Ss to work in groups and use the notes in Activity 1 and expressions in the box to tell their stories to other group members. Ss work in groups and use the notes in Activity 1 and expressions in the box to tell their stories to other group members. Encourage Ss to become more active; develop their collaborative and co-operative learning skills; help them make full preparation for the upcoming story presentation.
Activity 3 1. T asks Ss to pick out the best story in their group and prepare a short presentation together. 2. T invites some groups to do presentations in class. 3. T asks Ss to vote for the best story. 1. Ss pick out the best story in their group and prepare a short presentation together. 2. Each group sends a representative to present the group story in class. 3. Ss vote for the best story. Practice Ss’ language competences in presentation, and help them learn from each other.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on page 72. Ss rate their performance in this unit, make a summary of what they’ve learnt and think about what they still need to improve. Rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自然——灾害防范、自然灾害与防范
内容分析 本板块要求学生设计制作海报介绍自然灾害，学生在教师的指导写进行分组活动，搜集相关灾害类型、分布地区、影响以及应对措施等信息，并收集相关图片、图表和地图，设计海报的图文板式，最后制作成海报在全班展示。
教学目标 1. 能够通过图书馆、互联网等途径找出需要的文献和信息，然后根据项目要求分类和处理相关信息； 2.能够根据各自特长进行合理的分工合作，进行有效沟通，完成海报制作； 3. 能够通过学习和实践，进一步了解各种自然灾害的相关知识，增强防灾意识和环保意识。
教学重点 1. 引导学生利用该单元所学的语言知识、语言技能以及学习技巧，并利用多种渠道查找相关资料，完成海报的设计与制作； 2. 引导学生进一步了解本单元的主题，增强其防灾意识和环保意识。
教学难点 引导学生明确小组分工合作，相互协作完成海报的设计和制作。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate （Before the class） 1. T divides Ss into groups of 6 and asks them to collect the posters related to the topic and generalize the basic elements a poster consists of. 2. T asks each group to choose one natural disaster that most interests them and work together to go online or search the library to find out its relevant information, including:its causes, the worst-hit country or region, its impact, people’s reaction, etc. 1. Ss work in groups and collect some posters about natural disasters and generalize the basic elements a poster may cover. 2. Each group choose one natural disaster and search the relevant information via the Internet or libraries. Develop learning skills of searching information via various approaches; prepare Ss to finish the following activities.
Plan (In the class) 1. T invites several Ss to share what they have found about the elements a poster normally includes and then make a summary. 2. T invites each group to share the information they have found about the natural disaster their post is going to cover. 3. T asks Ss to work in groups and make a draft for the poster. 1. Ss share what they’ve found about the element a poster may include and then make a summary with the help of T. 2. Each group sends a representative to present the information they have found about the natural disaster their poster is going to cover. 3. Ss work in groups and make a draft. Enable Ss to have a clear idea of what they are going to do about making a poster.
Create (After the class) While Ss polishing their posters after class, T provides guidance to Ss if necessary. Ss polish their posters in groups after class. Develop Ss’ collaborative and co-operative learning skills.
Present (After the class) T arranges time in later periods for Ss to show their posters to the class and do presentations. Each group show their posters to the class and do presentations. Practice Ss’ skills in presentation, and help them learn from each other through showing the posters in public.