Unit 7 When Disaster Strikes For Better Performance教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 7 When Disaster Strikes Period 4 For Better Performance Teaching Analysis 【Textbook Analysis】 This period comprises the "For Better Performance" section, which provides advanced and challenging integrated skills practice around the unit theme. The section includes a listening activity about planning activities for the National Disaster Prevention and Mitigation Day, followed by a reading text exploring the relationship between human activity and natural disasters. The materials aim to deepen students' understanding of disaster prevention from both practical (organizing awareness activities) and conceptual (human-nature relationship) perspectives, culminating in discussions and list-making for further prevention methods. 【Student Analysis】 Students have completed the core unit content, including vocabulary, listening, reading about Dujiangyan, and writing a survival guide. They are now prepared to engage with more complex and integrated tasks. The listening dialogue involves planning specific events, which requires understanding purpose and sequencing. The reading text is more academic, introducing cause-effect relationships and the concept of sustainable development, which may challenge students' comprehension and critical thinking skills. 【Teaching Focus & Difficulties】 Focus: 1. Extracting specific information about event planning from a listening dialogue and organizing it logically (why, when, what). 2. Understanding the argumentative structure of a text about human activity and natural disasters, identifying cause-effect relationships. Difficulties: 1. Following the logical flow of the listening dialogue to complete the diagram with accurate, concise information. 2. Comprehending and explaining the chain of cause and effect in the reading text (e.g., greenhouse effect → melting icebergs → rising sea levels → more floods). Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will learn about the National Disaster Prevention and Mitigation Day (its purpose and date). 2. Students will understand the concept that some natural disasters are linked to human activity and the principle of "prevention is better than cure." Skills: 1. Students will be able to listen for and record key details (reasons, dates, activities) from a planning dialogue. 2. Students will be able to read an argumentative text to identify main points and supporting evidence (cause-effect chains). 3. Students will be able to discuss and list practical ways to prevent or mitigate natural disasters. 【Process & Methods】 Students will engage in integrated skills practice through staged listening with graphic organizer support, guided reading with cause-effect mapping, and collaborative discussion and brainstorming. The teacher will facilitate by providing clear task frameworks, modeling information extraction, and guiding analysis of text structure. 【Affect, Attitude & Values】 To reinforce the importance of commemoration, awareness, and proactive planning in disaster management. To cultivate a sense of responsibility regarding the human impact on the environment and the importance of sustainable living. To empower students to think of themselves as agents of change who can contribute to disaster prevention. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Context Setting (5 mins) Activity 1.1 (Memory Trigger): Ask students: "What date is associated with the Wenchuan Earthquake?" (May 12). Elicit or introduce the National Disaster Prevention and Mitigation Day. Discuss its purpose briefly. Activity 1.2 (Preview the Task): Show the incomplete diagram from Activity 1. Explain that they will listen to two students planning activities for this day and need to fill in the missing information. To connect the lesson to a significant real-life commemoration, providing immediate cultural and emotional context. This makes the subsequent listening task meaningful and relevant. step 2: Listening for Details (12 mins) Activity 2.1 (First Listening - Gist): Play the dialogue once. Students listen to understand the main topic: What are Zhao Yi and Lin Lin discussing? (Making a proposal for the National Disaster Prevention and Mitigation Day). Activity 2.2 (Second Listening - Details): Play the dialogue again. Students fill in the diagram: Why (in memory of the Wenchuan earthquake), When (12 May), What to do (have a minute's silence, organise a fire drill, have an earthquake workshop, design posters). Activity 2.3 (Check & Summarize): Students compare answers in pairs. Teacher reviews, then asks a student to summarize the plan using the completed diagram. To develop detailed listening comprehension skills within a familiar context (school activity planning). The graphic organizer provides clear guidance for information extraction, helping students focus on specific categories (why, when, what). step 3: Discussion & Personal Connection (8 mins) Activity 3.1 (Pair Discussion): In pairs, students discuss Activity 2: "What other disaster prevention/mitigation activities do you know or have you participated in?" (e.g., first-aid training, emergency kit packing demo, visiting a fire station). Activity 3.2 (Class Sharing): A few pairs share their ideas. Teacher lists them on the board, categorizing them if possible (e.g., awareness, training, simulation). To bridge the gap between the textbook dialogue and students' own experiences and knowledge. This personalization makes the topic more engaging and expands the concept of "disaster mitigation activities" beyond the listening text. step 4: Reading & Cause-Effect Analysis (12 mins) Activity 4.1 (Reading for Main Idea): Students read the text in Activity 3 silently. Ask: "What is the writer's main argument?" (Human activity can cause/worsen natural disasters; prevention is crucial). Activity 4.2 (Mapping Cause & Effect): Guide students to complete the graphic in the textbook, tracing one chain: Human Activity (greenhouse effect) → melts icebergs → causes rising sea levels → results in more floods. Discuss the other mentioned chain (El Niño → extreme weather → droughts/floods/hurricanes). Activity 4.3 (Language & Concept Focus): Highlight key phrases: "prevention is better than cure," "environmentally sustainable ways," "environmentally friendly lifestyle." Discuss their meanings. To introduce and practice analyzing an argumentative text structure, focusing on the critical thinking skill of identifying cause-effect relationships. This moves understanding from "what disasters are" to "why they happen and how we can influence them." step 5: Application & Brainstorming (8 mins) Activity 5.1 (Group Brainstorm): In small groups, students discuss Activity 4: "List more ways to prevent natural disasters." They start from the given prompts (Protect environment, Develop science and technology) and expand. Encourage practical and personal actions (e.g., plant trees, reduce plastic use, support early warning tech). Activity 5.2 (Create a Class List): Each group shares one or two of their best ideas. Teacher compiles a master "Ways to Prevent Disasters" list on the board or poster paper. To transition from comprehension and analysis to synthesis and creation. By brainstorming concrete prevention methods, students apply the lesson's key message ("prevention is better than cure") and end the period with a sense of agency and possibility. Assessment & Reflection 【Assessment】 Formative: Accuracy in completing the listening diagram, participation in discussion about activities, ability to trace cause-effect chains in the reading. Summative: Quality and variety of ideas generated in the group brainstorm for disaster prevention ways. 【Reflection】 The listening dialogue is relatively short and clear; two playings should suffice for most students. The reading text is conceptually denser; spending adequate time on the cause-effect mapping is crucial for understanding. The brainstorming activity (Step 5) is the creative output of the lesson; ensure groups are on task and encourage thinking at both personal/habit and societal/technological levels. The created class list can be a valuable classroom resource for future lessons or projects. 学科网（北京）股份有限公司 $