Unit 7 When Disaster Strikes Warming-up & Listening and Speaking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 1 Warming-up&Listening and Speaking Teaching Analysis 【Textbook Analysis】 This is the first period of Unit 7. It comprises the “Around the World” section, which expands the theme globally by examining significant natural disasters in specific regions (Japanese earthquakes, Australian wildfires, Northern Chinese sandstorms), and the “Fun Time” section. The latter focuses on pronunciation practice of the consonant pair /ʃ/ and /tʃ/ and includes a “My Progress Check” list for students to review and self-assess their learning throughout the unit. This period aims to consolidate knowledge, broaden perspectives, and solidify skills. 【Student Analysis】 Students have, through previous periods, acquired vocabulary for common disasters, learned about preparedness and response dialogues, explored ancient Chinese wisdom in water management (Dujiangyan), and practiced giving instructions. They are now familiar with the core concepts. This period challenges them to apply this understanding to new, real-world global contexts and to engage in meta-cognitive reflection on their learning. The pronunciation practice offers a focused, skill-based activity. 【Teaching Focus & Difficulties】 Focus: Understanding the geographical and seasonal context of specific disasters in Japan, Australia, and Northern China. Accurately distinguishing and producing the consonant sounds /ʃ/ (as in ‘ship’) and /tʃ/ (as in ‘chip’). Difficulties: Pronouncing and remembering region-specific terms (e.g., Ring of Fire, bushfire, sandstorm). Consistently differentiating between the similar but distinct sounds /ʃ/ and /tʃ/, especially for learners whose first language may not have this distinction. Learning Objectives 【Knowledge & Skills】 Knowledge: Students will be able to describe the basic characteristics and contexts of earthquakes in Japan, wildfires in Australia, and sandstorms in Northern China. Students will be able to understand the phonetic difference between /ʃ/ and /tʃ/. Skills: Students will be able to discuss the primary disaster in their own region and common coping strategies. Students will be able to correctly pronounce words containing /ʃ/ and /tʃ/ in given sentences. Students will be able to conduct a basic self-assessment of their grasp of unit vocabulary and expressions. 【Process & Methods】 Through map orientation, jigsaw reading for information gathering, comparative group discussions, minimal pair pronunciation drills with auditory discrimination practice, and guided self-reflection, students will synthesize unit content, practice language skills, and develop a broader, more reflective view of the unit’s themes. 【Affect, Attitude & Values】 To foster a global perspective on natural disasters, understanding that different regions face unique challenges. To encourage empathy for affected communities worldwide. To appreciate the importance of continuous learning and skill refinement (including pronunciation) and to take ownership of one’s learning progress through self-assessment. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Regional Awareness (8 mins) Activity 1.1 (Map Talk): Project a world map. Ask: "Can you point to Japan, Australia, and Northern China?" Briefly discuss their general climate/geography. Activity 1.2 (Pair & Share): In pairs, students discuss: "What is the most frequent or dangerous natural disaster in our city/province? List 2 things people do to prepare or cope." Teacher invites 2-3 pairs to share. To ground the global content in local relevance and activate spatial awareness. Starting with a map visual and a pair discussion about students' own region's disasters makes the topic personally meaningful and provides a baseline for comparative learning in later steps. step 2: Jigsaw Reading – Global Disaster Profiles (12 mins) Activity 2.1 (Expert Group Formation): Divide class into 3 "Expert Groups": Group A (Japan/Earthquakes), Group B (Australia/Wildfires), Group C (N.China/Sandstorms). Each group reads their assigned text and completes a row in a "Global Disaster Profile Table" (Name, Region, Key Features, One Response Measure). Activity 2.2 (Jigsaw & Teach): Reorganize students into new "Teaching Groups" of 3 (one from each Expert Group). They take turns teaching their peers about their disaster and help each other complete the entire table. To promote active reading, information processing, and collaborative learning. The jigsaw method ensures efficient coverage of all three texts while fostering individual accountability and peer teaching, which deepens comprehension and retention of the new, region-specific information. step 3: Comparative Discussion & Knowledge Sharing (10 mins) Activity 3.1 (Group Discussion): In their Teaching Groups, students discuss: "Which of these three disasters do you think is the most difficult to deal with? Why?" and "Can you name another country/region known for a specific disaster (e.g., tornadoes in the USA, floods in Bangladesh)?" Activity 3.2 (Class Poll & Share): Conduct a quick class vote on the first question. Then, ask volunteers to share answers to the second question. Teacher can supplement with brief facts or images. To develop critical thinking and broaden global awareness. The comparative discussion pushes students to evaluate different types of disasters. Sharing knowledge beyond the textbook encourages curiosity and connects classroom learning to wider world knowledge, fulfilling the "Around the World" objective. tep 4: Pronunciation Clinic – /ʃ/ vs /tʃ/ (8 mins) Activity 4.1 (Sound Presentation): Write the phonemes /ʃ/ and /tʃ/ on board. Model the sounds with exaggerated mouth shapes (rounded lips for /ʃ/, tongue tip to ridge then release for /tʃ/). Write example words: ship, wish, nation (/ʃ/) and chip, chair, watch (/tʃ/). Activity 4.2 (Listening Discrimination): Say word pairs (e.g., ship/chip, wish/which, cash/catch). Students hold up card "A" for the first sound /ʃ/ or "B" for the second sound /tʃ/. Activity 4.3 (Controlled Practice): Students repeat the example words and then practice the two sentences from the Fun Time section chorally and in pairs. To provide explicit, interactive pronunciation training. Moving from visual demonstration to auditory discrimination trains the ear, a prerequisite for accurate production. The paired practice in a meaningful context (sentences) helps integrate the correct sounds into speech. step 5: Unit Review & Personal Reflection (7 mins) Activity 5.1 (Self-Assessment): Students independently work through the "My Progress Check" list, ticking words/expressions they know. They then write down three useful sentences they learned in this unit (e.g., "Reinforce the windows before a typhoon."). Activity 5.2 (Action Plan): On a slip of paper, students complete: "My Family Preparedness Plan: Next week, I will remind my family to: 1) _______, and 2) _______." Collect these as an exit ticket. To foster metacognition and conclude the unit with a focus on personal application. The self-assessment encourages students to reflect on their learning journey. Creating a simple, actionable "Family Preparedness Plan" transforms unit knowledge into a tangible, real-life responsibility, ending the lesson on a practical and empowering note. Assessment & Reflection 【Assessment】 Formative: Observation of participation in jigsaw and group discussions (Step 2 & 3), accuracy in the pronunciation discrimination game (Step 4), engagement during self-assessment (Step 5). Summative: Completeness and accuracy of the "Global Disaster Profile Table", thoughtfulness and specificity of the "My Family Preparedness Plan" exit ticket. 【Reflection】 For Step 2, prepare a clear, simple table template and monitor time closely. In Step 4, be prepared to model the sounds repeatedly; using mirrors can help students see their own mouth shapes. The exit ticket in Step 5 is a powerful tool for connecting learning to action; review them to gauge student take-away and consider sharing anonymous good examples in a future class. Ensure the self-assessment is framed positively as a review, not a test. 学科网（北京）股份有限公司 $