Unit 7 When Disaster Strikes Reading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 2 Reading Teaching Analysis 【Textbook Analysis】 This period focuses on the "Reading" section of the unit. The primary text is an expository passage about Dujiangyan, an ancient Chinese irrigation system. The passage highlights how humans can work with nature to prevent disasters and benefit society. The lesson aims to develop reading comprehension skills (skimming and scanning), promote vocabulary building through word formation analysis, and encourage critical thinking about human-nature interaction. The secondary content involves understanding earthquake safety instructions through visual context. 【Student Analysis】 Students have been introduced to the theme of natural disasters and basic vocabulary. They are now ready to engage with longer, informative texts. While the topic of Dujiangyan may be historically and culturally familiar, the English terminology (e.g., irrigation system, fertile, productive) may present a challenge. Students need guided practice in extracting specific information from a text and in using contextual clues or word analysis to deduce meaning. 【Teaching Focus & Difficulties】 Focus: Understanding the main idea and specific details (who, what, when, where, why, how) of the Dujiangyan passage. Developing the ability to guess word meaning through context and word formation (e.g., powerless, natural, wonderful). Difficulties: Comprehending and using domain-specific vocabulary related to engineering and agriculture (irrigation, dams, geographical features, fertile). Transferring reading comprehension skills (like completing a chart) to a new, unstructured task (like discussing other examples). Learning Objectives 【Knowledge & Skills】 Knowledge: Students will learn key facts about Dujiangyan: its purpose, historical context, builder, and significance. Students will understand the concept of "working with nature" through a concrete example. Skills: Students will be able to apply skimming and scanning strategies to answer specific questions about a text. Students will be able to complete an information chart (When, Where, Who, Feature, Function) based on reading. Students will be able to match visual safety instructions with their corresponding English phrases. 【Process & Methods】 The lesson will employ a staged reading approach: pre-reading (question preview), while-reading (skimming for gist, scanning for details, chart completion), and post-reading (discussion, word study). Visual aids (pictures for safety instructions) will be used to aid comprehension and vocabulary acquisition. Cooperative learning will be encouraged during discussion phases. 【Affect, Attitude & Values】 To foster pride in ancient Chinese engineering wisdom and its sustainable philosophy. To cultivate a proactive attitude towards disaster prevention that emphasizes harmony with nature rather than conquest. To reinforce the importance of safety awareness and preparedness. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Pre-reading & Theme Activation (7 mins) Activity 1.1 (Lead-in Question): Project the question: "Do you feel powerless at the thought of natural disasters?" Have a brief class discussion. Then introduce Dujiangyan as a counter-example of human power and wisdom. Activity 1.2 (Question Preview): Have students read the three pre-reading questions in the textbook. Ask them to predict what kind of information they need to look for. To activate students' emotional resonance (feeling powerless against disasters) and quickly shift perspective by introducing Dujiangyan as a positive example of human wisdom working with nature. Previewing questions provides clear purpose for subsequent reading. step 2: While-reading I - Skimming & Gist (8 mins) Activity 2.1 (First Reading - Skimming): Students read the Dujiangyan passage quickly (2-3 mins) to answer the first pre-reading question: "What's the text about?" (Answer: It's about the Dujiangyan irrigation system.) Activity 2.2 (Check & Discuss): Check answers. Discuss the significance (question 2) briefly based on this first reading. To train skimming skills, developing students' ability to quickly grasp the main idea of a text. This is the first step in comprehensive reading, aiming to establish an overall cognitive framework. step 3: While-reading II - Scanning & Detail Extraction (12 mins) Activity 3.1 (Second Reading - Scanning): Students read the passage again carefully to find specific details. They complete the "Grammar in use" chart (When, Where, Who, Feature, Function). Activity 3.2 (Pair Check): Students compare their completed charts with a partner. Teacher then projects the correct answers and clarifies key vocabulary (e.g., irrigation, fertile). To train scanning skills, developing students' ability to accurately locate and extract detailed information. The chart-filling task structures information, helping students organize and understand key elements of expository texts about engineering projects. step 4: Post-reading & Language Focus (10 mins) Activity 4.1 (Word Study): Focus on the adjectives: powerless, natural, wonderful, famous, productive. Guide students to identify common suffixes (-less, -al, -ful, -ous, -ive) and discuss how they change the word's meaning/part of speech. Activity 4.2 (Comprehension & Extension): Students answer the third pre-reading question in pairs: "Do you know any other examples of humans working with nature?" (e.g., terracing, windbreaks). Share ideas briefly. To go beyond text content by studying language knowledge (word formation) and deepening thematic understanding. Learning word formation is an effective vocabulary expansion strategy; the extension discussion expands the textbook example to a broader cognitive domain. step 5: Application & Safety Instructions (8 mins) Activity 5.1 (Visual Matching): Students look at the four pictures for earthquake safety. In pairs, they try to match each picture with one of the four safety instructions (Get away from built-up areas, etc.) based on visual clues. Activity 5.2 (Strategy Reinforcement): Teacher reviews the matches, emphasizing the Learning Strategy: using pictures/context to understand new vocabulary (e.g., built-up areas, stable objects). To apply reading skills (guessing meaning from context/pictures) to a new, more practical context (safety instructions). This achieves skill transfer and naturally transitions to the next period's topic (design and writing). Assessment & Reflection 【Assessment】 Formative: Observation during pair/group discussions, accuracy in completing the Dujiangyan information chart, ability to match pictures with safety instructions. Summative: Quality of answers to the three pre-reading questions and the completed chart. 【Reflection】 The transition from the Dujiangyan text to the safety instructions needs to be smooth; emphasize that both are about "response" (one long-term/preventive, one immediate/reactive). For lower-level classes, provide a word bank for the chart completion. The word formation activity is crucial for vocabulary building; ensure sufficient examples. The picture-matching activity is engaging and builds confidence in dealing with unfamiliar language. 学科网（北京）股份有限公司 $