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Unit 2 Natural disasters
Integrated skills (I)（教學(xué)設(shè)計(jì)）
I. Learning objectives
By the end of the lesson, students will be able to:
1. listen for the keywords in a talk;
2. know some flood safety tips;
3. understand a story about a family caught in a flood.
II. Key competence focus
1. Get the correct information while listening.
2. Listen for keywords.
3. Figure out the key elements of a story.
III. Predicted area of difficulty
1. Find the key information of a talk.
2. Understand the story and predict the ending.
IV. Teaching procedures
Step 1 Free talk
T asks Ss to talk about the following questions about a flood:
Can you describe a flood you have encountered or have heard of
What were the consequences of the flood
Can you give us some flood safety tips
【設(shè)計(jì)意圖：通過(guò)詢問學(xué)生有關(guān)洪水的經(jīng)歷，引出聽力材料的話題。】
Step 2 Listening
1. T asks Ss to listen to the talk for the first time.
(1) T asks Ss to find out the gist of the talk.
T asks Ss to find out the gist of the talk and choose the right answer.
(2) T asks Ss to decide whether the statements are true or false.
T: Numbers show accurate information. Read the following sentences carefully and circle the numbers.
About 250,000 people in the world are affected by floods every year.
S: False.
T: It’s important to distinguish between “thousand” and “million”. While listening, we should pay special attention to the rules of saying numbers in English.
Floods are not always caused by heavy rainfall.
S: True.
T: Sometimes, negative words are stressed in a talk.
People should prepare food and drinking water to last at least seven days.
S: False.
T: Listen to the number carefully. As for “seven” and “three”, the pronunciations of “s” and “th” sound similar, which may confuse you.
Fifteen centimetres of moving water can wash most cars away.
S: False.
T: There are two ways to correct the sentence. What are they
S: 60 centimetres of moving water can wash most cars away, or 15 centimetres of moving water can knock an adult down.
【設(shè)計(jì)意圖：指導(dǎo)學(xué)生先仔細(xì)閱讀題干，圈出關(guān)鍵信息，然后通過(guò)聽錄音辨析正誤。尤其要讓學(xué)生關(guān)注錄音中數(shù)字的讀法，區(qū)分易混淆的音，避免信息張冠李戴。】
(3) T asks Ss to paraphrase the phrases.
T asks Ss to to replace the phrases in part A with the words in the talk.
in the world: worldwide
every year: annually
not always: usually
food and drinking water: disaster supplies
【設(shè)計(jì)意圖：培養(yǎng)學(xué)生在聽力過(guò)程中“同義替換”的能力。】
2. T asks Ss to listen to the talk for the second time.
(1) T gives Ss some tips on listening for keywords.
T: It is important to listen for keywords carefully. Keywords are the most important words in a sentence or paragraph. They are often stressed and repeated. There is usually a pause before a keyword.
(2) T explains how to use keywords by two examples.
T: The questions in listening often contain two types of words: those likely to be used by the speaker and those likely to be paraphrased. Identifying the “anchor” words (names, numbers, dates, technical vocabulary, etc.) can not only help you grasp the main idea but also enable you to locate the answer quickly.
(3) T asks Ss to listen to the talk again and complete the notes in part A2.
【設(shè)計(jì)意圖：指導(dǎo)學(xué)生如何聽關(guān)鍵詞，從而快速定位答案。】
Step 3 Reading a story
1. T asks Ss the basic elements of a story.
T: How can we read a story What are the basic elements of a story
2. T requires Ss to work in pairs and describe the picture in English.
A house, with the door and windows shut tightly, was surrounded by a flood. The trees beside it were bent by the strong wind. The wind roared and the rain beat on the roof and windows. There was a car caught in the moving floodwater, like a boat.
T asks Ss to read for the detailed information.
When: On a rainy day
Where: In the house
Who: Mary and her parents
What: They were trapped at home, not sure what to do.
Why: It has been raining non-stop for three days.
How: The city Mary and her parents lived in was flooded.
4. T asks Ss to work in groups to analyse the storyline and find out the setting, characters and plot of the story.
【設(shè)計(jì)意圖：老師指導(dǎo)學(xué)生如何讀故事，幫助學(xué)生理清故事的要素。鼓勵(lì)學(xué)生用英語(yǔ)概述故事的主要情節(jié)，為下一課時(shí)的讀后續(xù)寫做準(zhǔn)備。】
5. T asks Ss to analyse the emotions of the characters.
T: When reading a story, besides the setting, characters and plot, what else shall we focus on Do you think it necessary to analyse the feelings of the characters
T: What are the emotions of Mary, Mum and Dad
6. T asks Ss to read for the theme of the story. Ss can have a discussion and share their understanding of the theme. Then T asks some of them to share their ideas with the rest of the class.
When faced with a danger or a disaster, we are supposed to remain calm and try to come up with ways to protect ourselves.
It is necessary to know about some survival skills in case of danger.
Optimism, encouragement and love can relieve our fear and nervousness.
【設(shè)計(jì)意圖：通過(guò)分析人物的情感變化，過(guò)渡到討論并分享故事的主題。】
7. T asks Ss to have a discussion and predict the ending of the story.
Would they leave home or not
How could they protect themselves
Would they be rescued
How would they feel
【設(shè)計(jì)意圖：通過(guò)設(shè)問啟發(fā)學(xué)生思路。】
V. Homework
Try to continue the story according to what we have discussed.

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