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Unit 2 Natural disasters
Welcome to the unit & Reading (I)（教學設計）
I. Learning objectives
By the end of the lesson, students will be able to:
learn the structure and language characteristics of news reports;
2. explore how the two characters help people survive the disaster according to the news reports;
3. discuss the personalities that the two characters show in the disaster;
4. understand the significance of preparations for a natural disaster and learn about ways of preparation.
II. Key competence focus
1. Learn the structure and language characteristics of news reports.
2. Explore in detail how the two characters help people survive the disaster in the news reports.
III. Predicted area of difficulty
1. Explore in detail how the two characters help people survive the disaster in the news reports.
2. Understand the significance of preparations for a natural disaster and learn about ways of preparation.
IV. Teaching procedures
Step 1 lead-in
T asks Ss to watch a video about natural disasters and share their understanding of the quote by Victor Hugo on page 15.
T asks Ss to think about the following questions according to what they have learned or experienced:
·What do you know about the signs of a natural disaster
·What would you do during an earthquake
【設計意圖：通過觀看與自然災害相關的視頻，讓學生加深對自然災難的了解，同時對本單元的話題有一個感性的認識。通過兩個問題的討論，活躍學生的思維，讓他們迅速進入情境，為接下來分析兩篇新聞報道做好鋪墊?！?br/>Step 2 Analysing the structure and language characteristics of news reports
1. T asks Ss to revise the structure of a news report: the inverted pyramid.
(1) The lead: gives the most important information about an event.
(2) The body: gives more detailed information about the event
(3) The tail (optional): provides background or supporting information.
2. T asks Ss to fill the table after reading the two news reports according to the “inverted pyramid” structure, and discuss why this structure is good and widely used in news reports.
News report 1 News report 2
The lead Para. 1: FALMONT—On 17 March, 476 students and 36 teachers at Falmont Primary School escaped an earthquake that hit the county at 2:27 p.m. Para.1: A 10-year-old girl, Sabrina Andron, helped around 100 people escape danger with her knowledge of tsunamis.
The body Paras. 2 and 3: The process of escaping successfully from the earthquake. Paras. 2 and 3: How Sabrina saved so many lives.
The tail Para. 4: The reason for their calmness in the earthquake. (Not mentioned.)
T leads Ss to explore and summarize the language characteristics of news reports.
【設計意圖：這一環節重在引導學生加深對“新聞報道”這一體裁的認識。學生在必修一第四單元中初涉新聞報道這一體裁，教師首先引導學生復習新聞報道的結構特點：倒金字塔結構。然后讓學生自主閱讀兩篇新聞報道，并依據新聞報道的結構特征完成表格，鍛煉分析與應用能力。最后通過對比，引導學生感受新聞報道的語言特征?！?br/>Step 3 Further reading
T asks Ss to finish A1 on page 18.
T asks Ss to think about what the head teacher and her students did respectively when the earthquake suddenly occurred and why they reacted in that way, and then asks them to read the first news report again carefully and finish the table on the slide.
T asks Ss to read the second news report again and finish the flow chart to figure out the process of the story.
【設計意圖：了解新聞報道的語篇特征后，開始深入研讀語篇。通過完成課本A1的練習，幫助學生理清兩篇新聞報道的關鍵信息要素。接下來通過完成表格和流程圖，引導學生學會自主閱讀、歸納信息、提煉要點，在訓練思維的同時，學習了解自然災害發生時的自救知識。】
Step 4 Critical thinking and discussion
T asks Ss to think about the following four questions and discuss them with their partners:
·What personalities did Miss Brown and Sabrina show in the disasters Use details from the news reports to support your opinion.
·What can you learn from these two news reports
·Can you list some warning signs of natural disasters you know of
·What can be done to prepare for a natural disaster
【設計意圖：在自然災害發生時，兩篇新聞報道的主人公都體現出了卓越的觀察力、危機意識、自救能力和沉著冷靜的心理素質。教師引導學生從語篇的細節描寫中總結這些可貴的品質，向兩位主人公學習。通過對自救知識和災害預防措施的討論，加強學生對自然災害的認識，引導他們要學會敬畏自然，并且重視自救知識的學習。】
V. Homework
Rewrite how Sabrina realized the danger and managed to warn people of the coming tsunami using the first person narrative.

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