Unit 7 When Disaster Strikes Writing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 3 Writing Teaching Analysis 【Textbook Analysis】 This period focuses on the "Writing" section of the unit, which requires students to design an earthquake survival guide based on the safety instructions learned in the previous period and group discussion. The task integrates reading comprehension (understanding safety instructions), critical thinking (evaluating appropriate actions for different locations), and practical writing skills (creating a clear, organized guide). The lesson aims to move students from receptive understanding to productive application, culminating in a meaningful written output. 【Student Analysis】 Students have acquired vocabulary related to disasters and safety measures. They have read about Dujiangyan and understood basic earthquake safety commands. However, they may lack experience in synthesizing information from multiple sources and organizing it into a coherent, structured guide. The challenge lies in applying learned language to a new, creative task while maintaining accuracy and clarity. 【Teaching Focus & Difficulties】 Focus: 1. Understanding and applying earthquake safety instructions in specific contexts (at home, in a classroom, outdoors). 2. Organizing information logically to create a clear, step-by-step survival guide. Difficulties: 1. Using imperative sentences and sequencing words (First, Then, Next, Finally) accurately and appropriately in written instructions. 2. Transferring and adapting general safety instructions to specific scenarios with relevant details. Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will consolidate their understanding of key earthquake safety measures. 2. Students will learn the structure and language features of a survival guide (headings, bullet points, imperative verbs). Skills: 1. Students will be able to discuss and decide on appropriate safety actions for different locations. 2. Students will be able to collaboratively design and write a simple earthquake survival guide using learned vocabulary and structures. 【Process & Methods】 Students will work collaboratively in groups to brainstorm, discuss, and draft their survival guides. The teacher will provide scaffolding through a clear template, model examples, and targeted language support (imperative sentences, sequencing words). The process will emphasize peer feedback and revision. 【Affect, Attitude & Values】 To reinforce the importance of preparedness and practical knowledge in saving lives during disasters. To foster a sense of responsibility and capability in creating useful resources for themselves and their community. To encourage collaboration and shared problem-solving. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Task Introduction (5 mins) Activity 1.1 (Review & Connect): Quickly review the four earthquake safety instructions from Period 2 using the pictures. Ask: "Why are these instructions important?" Activity 1.2 (Introduce the Task): Present the final task: "Today, we will use what we've learned to design our own Earthquake Survival Guide." Show an example of a simple guide structure. To quickly reactivate prior knowledge from the previous lesson and establish a clear, purposeful connection to today's main task. Showing an example sets a concrete goal and reduces ambiguity about the expected output. step 2: Discussion & Brainstorming (10 mins) Activity 2.1 (Scenario Discussion): In small groups, students discuss the textbook question: "If an earthquake strikes, what can we do to protect ourselves in the following places?" (at home, in the classroom, outdoors). They list 2-3 actions for each place. Activity 2.2 (Language Scaffolding): Teacher provides and drills key language on the board: Imperative Verbs (Stay, Drop, Cover, Hold, Move, Avoid...) and Sequencing Words (First, Then, After that, Finally). To generate content ideas through collaborative discussion, ensuring students engage with the practical aspects of the topic. Providing targeted language scaffolding equips students with the essential linguistic tools needed to complete the writing task successfully. step 3: Guided Writing & Drafting (15 mins) Activity 3.1 (Template Support): Distribute or project a writing template for the survival guide with headings: Title, Introduction (1 sentence), At Home, In the Classroom, Outdoors, Conclusion (Stay Calm!). Activity 3.2 (Group Drafting): In their groups, students use their brainstormed ideas and the template to write a first draft of their guide. They must use imperative sentences and try to use sequencing words. To provide structured support that lowers the cognitive load of organizing ideas from scratch. The template guides students to produce a logically organized piece of writing while focusing their energy on applying the correct language forms within that structure. step 4: Peer Feedback & Revision (10 mins) Activity 4.1 (Peer Check): Groups exchange their draft guides with another group. They check for: 1) Clear instructions, 2) Use of imperative verbs, 3) Correct spelling/keywords. They write one "star" (good point) and one "wish" (suggestion) on a sticky note. Activity 4.2 (Revision): Groups get their drafts back, read the feedback, and make improvements to create a final version. To introduce a critical writing process—revision—through peer feedback. This makes the evaluation criteria clear and encourages students to view their writing from a reader's perspective, improving clarity and accuracy collaboratively. step 5: Presentation & Consolidation (5 mins) Activity 5.1 (Gallery Walk/Sharing): Groups display their final survival guides on the wall or share one section aloud with the class. Activity 5.2 (Summary & Value): Teacher summarizes the key safety points from the students' work and emphasizes the real-life value of creating such a guide. Assign homework: take the guide home and explain it to family. To give students a sense of accomplishment by sharing their work, creating a tangible product from the lesson. The final summary and homework assignment reinforce the lesson's real-world relevance and extend learning beyond the classroom. Assessment & Reflection 【Assessment】 Formative: Observation of group discussion contributions, appropriateness of brainstormed safety actions, use of target language during drafting. Summative: Quality of the final written survival guide (completeness, use of imperative sentences, clarity, organization). 【Reflection】 Time management is critical in this writing-focused lesson. The brainstorming and drafting steps need to be kept brisk. The template is vital for supporting weaker writers. The peer feedback step should be simple and focused (e.g., on one or two criteria) to be effective within the time limit. Celebrating all final products builds confidence in students' writing abilities. 学科网（北京）股份有限公司 $