搜索
1Unit6Naturaldisasters江苏省灌云县鲁河中学徐秀婷Languagefunctionsandfocus:Use“because”“as”and“since”tointroducethereasonforsomething,e.g.somechildrenscreamedbecausetheywereveryfrightened.Use“to”–infinitivestoreportsomeone’sorders,requestsandadvice.e.g.Mr.Wutoldustogohome.Usevocabularytodescribeweatherconditionsandnaturaldisasters.e.g.Theweathertodayissunnybutit’llbecloudytomorrow.Languageskills:Listening:1.Recognizekeyexpressionsinvolvedinanemergencycall.2.Developintensivelisteningskillsbycompletinganaccidentreportform.3.Understanddirectionsandinstructionsinanewcontext.Speaking:1.Describeanaccidentordisaster.2.Respondtoquestionsbyprovidingmoreinformation.3.Interactwithothersrequestinginformation.Reading:1.Infermeaningfromkeywords,contextandheadline.2.Identifyspecificmeaningbyreformulatingsentencesinadiary.3.Sequenceinformationtofollowthegistofastory.Writing:1.Generateideasaboutnaturaldisasters.2.Organizeideasforwritinganarticlefortheschoolnewsletter.Overviewoftheunit:Thisunitintroducesthetopicofweatherconditionsandnaturaldisasters,andhowpeoplesurvivethem.Studentshavetheopportunitytosharethereal-lifeexperiencesofayoungboyoftheiragewhowastrappedunderthedebrisduringtheearthquakeinTaiwanin1999.ThefirstpersonnarrativeofhisstoryhelpsthereadersshareTimmy’sfirst-handexperienceoffear,suspenseandsurvival.Hisexperienceduringtheearthquakeexplorestheeffectsofanaturaldisasteronpeople,townsandtheenvironment.Studentsareabletoreplyontheirownexperiencesandgeneralknowledgeoftheworldtogetamoredirectunderstandingofthevariousdisastersdescribed.Themaintaskenablesstudentstoprovideinformationinanarticleaboutasnowstorm.Wordsandexpressions:4skills:natural,earthquake,accident,washaway,storm,rainstorm.Thunder,shaking,body,infear,scream,bomb,shake,direction,wildly,calmdown,brick,beover,betrapped,moment,since,somebody,chocolate,inahurry,daylight,loudly,everywhere,cloud,wind,windy,fog,foggy,frost,frosty,drop,as,snowy,makeexcuses,hurry,advise,warn,lock,order,cover,arrival,heavy,hit,lady,nearly,sandstorm,warning,rollup3skills:disaster,mopup,typhoon,slight,temperature,condition,mobilephone,serious,terrible,cause,remove,signal2skills:crashinto,victimTeachingperiods:Period1:ComicstripandWelcometotheunit2Period2:ReadingPeriod3:VocabularyPeriod4:GrammarPeriod5:IntegratedskillsPeriod6:MaintaskPeriod7:PronunciationandCheckoutPeriod1Objectives:TointroducethetopicofdisastersToidentifyvocabularyrelatedtothetopicToguessmeaningfromkeywordsToidentifyweatherconditionsandlabelpictureswithcorrectwordsFocusanddifficulties:IknowIshouldn’tstayherefortoolongbutIcan’tgohomewithoutyou.Who’sgoingtomopitupifyoudon’tcomewithme.Usefulwordsandexpressions:naturaldisaster,mopup,earthquake,thousandsof,startabigfire,fallfrom,accident,crashinto,washaway,storm,rainstorm,thunder,Teachingprocess:Step1.RevisionTalkabouttheweather.Thentellthestudentsthatbadweatheroftencausesnaturaldisasters.Askthemwhatdisasterstheyknow.Step2.Presentation1.PreparePartAbyprovidingmorevocabularytohelpstudentsunderstandheadlinesinEnglish.Preteachandrevisethefollowingwordsandphrases.e.g.“earthquake,accident,crash,flood,lightningandstorm”.2.Askstudentstoconsiderwhetherthedisastersarenaturalandticktheappropriateboxes.3.ReadthewordsinPartBandaskmoreablestudentstodescribeeachweatherdisastercondition.Step3.Listeningandacting1.LearnthedialogueatP88.Playtherecordingforthestudents.Givethemsomequestions.e.g.What’swrongwithHobo?WhydoesHobowantEddietogohometogether?WhatdoyouthinkofHobo?2.Listenagain.Askthestudentstorepeatafterit.3.Workinpairs.Asksomepartnerstoactitout.Step4.PracticeDotheexercisesinworkbook.Step5.ConclusionHomeworkPeriod2Objectives:Toinfermeaningfromkeywordsandcontext3ToidentifyspecificmeaningbyreformulatingsentencesinadiaryTosequenceinformationtofollowthegistofastoryFocusanddifficulties:1.Atfirst,Ifeltaslightshakingthroughmybody.2.Peopleranwildlyaspiecesofglassandbricksfelldown.3.IcouldnotseeatallandIdidnotknowifanyonewasaroundme.4.IdidnotevenknowwhereIwas.5.AmomentoffearwentthroughmymindbutItoldmyselftocalmdownsinceIwasstillalive.6.Peoplewereinagreathurrytomoveawaythebricksandstones.Usefulwordsandexpressions:slight,shaking,body,infear,scream,direction,wildly,brick,calmdown,beover,betrapped,saytooneself,moment,since,somebody,stayalive,chocolate,hurry,beinagreathurrytodosth.,moveaway,daylight,loudly,everywhereTeachingprocess:Step1.Revision1.Checkupthehomework.2.Revisethedialogue.Step2.Presentation1.WiththehelpofflashesabouttheTaiwanearthquake,preteachsomethingabouttheTaiwanearthquake.2.Learnsomenewwordsusingtheflashes.Step3.Reading1.Playtherecording.Askstudentstofindouttheanswerstothefollowingquestions.2.Listenandletthestudentsrepeatsentencetogothroughthepassage.Makesuretheycanunderstandit.Underlinekeypointswhentheyarerepeating.3.ReadTimmy’sstoryaloud.Askstudentstolistencarefully.Makethereadingasdramaticaspossibleemphasizingthesituationasitdevelopsthroughfear,panic,hopeandsurvival.4.CheckgeneralunderstandingofthedifferentparagraphsbyaskingsomeWh-questions.Herearesomesamplequestions:Para1:WherewasTimmy?What