Unit 7 When Disaster Strikes Around the World & Fun Time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 5 Around the World & Fun Time Teaching Analysis 【Textbook Analysis】 This period comprises the final two sections of the unit: "Around the World" and "My Progress Check." The "Around the World" section expands the theme by introducing three historically significant disasters: Australian bushfires, earthquakes (focusing on their geophysical impact), and the Black Death pandemic. This section aims to broaden students' global perspective on disasters beyond the immediate physical events covered earlier. The "My Progress Check" section provides a structured opportunity for students to reflect on and self-assess their learning throughout the unit, focusing on vocabulary, key sentences, and can-do statements. The "Fun Time" phonetics activity offers a brief, focused break on distinguishing /ɔ:/ and /ɒ/. 【Student Analysis】 Students are at the end of the unit. They have explored various aspects of natural disasters from vocabulary and listening to reading, writing, and deeper analysis. This period serves both as a content extension and a consolidation point. The reading texts introduce more complex vocabulary (e.g., ecosystems, evolved, pandemic, medieval) and concepts, pushing students' comprehension. The self-assessment component is crucial for developing metacognitive skills, though students may need guidance to complete it meaningfully. 【Teaching Focus & Difficulties】 Focus: 1. Reading and understanding factual texts about diverse global disasters to broaden knowledge. 2. Conducting a meaningful self-assessment of vocabulary, sentences, and skills acquired in the unit. Difficulties: 1. Understanding and explaining the scientific concepts mentioned (e.g., shifted the earth's mass, shortened the day, ecosystems evolved alongside fires). 2. Accurately self-evaluating language proficiency and identifying specific areas for improvement. Learning Objectives 【Knowledge & Skills】 Knowledge: 1. Students will learn key facts about Australian bushfires, the geophysical effects of major earthquakes, and the historical impact of the Black Death. 2. Students will understand the phonetic distinction between /ɔ:/ and /ɒ/. Skills: 1. Students will be able to read for specific information in short expository texts. 2. Students will be able to engage in a discussion about the relationship between humans and nature based on expanded knowledge. 3. Students will be able to conduct a self-assessment of their unit learning outcomes. 【Process & Methods】 Students will engage in independent reading followed by group discussion to process the "Around the World" content. A brief, teacher-led phonetic drill will provide auditory and oral practice. The core of the period will be a guided, reflective self-assessment using the "My Progress Check" list, encouraging students to take ownership of their learning journey. 【Affect, Attitude & Values】 To cultivate a broader, more nuanced understanding of disasters as global, historical, and sometimes interconnected phenomena. To reinforce the theme of human-nature interdependence and the importance of respect for natural forces. To promote learner autonomy and self-awareness through structured reflection, fostering a growth mindset towards language learning. Procedure Design 步 骤 活 动 设 计 设计意图 step 1: Lead-in & Global Disaster Brainstorm (5 mins) Activity 1.1 (Warm-up Question): Pose the first question from "Around the World": "What kind of disasters do you know?" Create a mind map on the board with student input, categorizing if possible (Natural: bushfire, earthquake; Historical/Health: pandemic). Activity 1.2 (Predict & Locate): Show the titles/pictures of the three texts (Bushfires, Earthquakes, Black Death). Ask students to predict which continent/country each might be associated with and find them on a world map (Australia, Japan/Sumatra, Europe). To activate prior knowledge and create a global context for the lesson's readings. The mind map visually consolidates the unit's scope, and the mapping activity establishes the geographical dimension of the "Around the World" texts. step 2: Jigsaw Reading – Exploring Global Disasters (15 mins) Activity 2.1 (Expert Group Reading): Divide the class into three groups. Each group reads one of the three texts carefully. Their task is to become "experts" on that disaster and extract: 1) Key location, 2) One surprising/important fact, 3) One key word or phrase. Activity 2.2 (Jigsaw Sharing): Re-mix students into new groups of three, with one "expert" from each original text. Each expert teaches their new group about their disaster, sharing the key information they extracted. To manage the reading of three distinct texts efficiently while promoting active learning and peer teaching. The jigsaw method ensures all students engage with all content, develops reading for specific information, and fosters communication skills as students explain concepts to peers. step 3: Discussion & Synthesis (8 mins) Activity 3.1 (Group Discussion): In their jigsaw groups, students discuss the second pre-reading question in a broader sense: "What more have you learned about these disasters from the texts?" and then connect to the unit theme: "How do these texts reinforce or change your view of the relationship between humans and nature/disasters?" Activity 3.2 (Class Insights): Teacher facilitates a brief whole-class discussion, asking groups to share one key insight from their discussion, especially regarding the human-nature relationship. To move beyond factual recall to higher-order thinking. The discussion prompts students to synthesize information from multiple sources and reconnect it to the unit's core thematic question about the human-nature relationship, deepening their understanding and personal connection to the material. step 4: Fun Time – Pronunciation Focus (7 mins) Activity 4.1 (Sound Presentation): Write the two proverbs on the board. Underline the key sounds: /ɔ:/ in "fall" and /ɒ/ in "promise". Model the sounds clearly, showing the difference in lip rounding and tongue position. Activity 4.2 (Listening & Repetition): Play the audio or model the proverbs again. Students repeat chorally and then individually. Conduct a quick minimal pair drill: say words like "short" (/ɔ:/) vs. "shot" (/ɒ/) or "caught" (/ɔ:/) vs. "cot" (/ɒ/), students identify which sound they hear. To provide a focused, skill-based interlude that is light-hearted ("Fun Time") yet pedagogically valuable. Pronunciation practice helps improve spoken accuracy and listening discrimination, using meaningful proverbs as context. step 5: Reflection & Self-Assessment (10 mins) Activity 5.1 (Guided Self-Check): Distribute or project the "My Progress Check" list. Give students 5-7 minutes to work quietly. For the "Words and expressions" list, they put a checkmark (✓) next to words they are confident they know and can use, a circle (○) next to words they recognize but are unsure of, and leave blank those they don't remember. Activity 5.2 (Can-Do Reflection & Goal Setting): Students look at the "I can:" section (implied from the unit objectives). On the back of their paper or in their notebook, they write: Two things I can do well now: (e.g., "I can name 5 natural disasters.") and One thing I want to improve: (e.g., "I want to use 'result in' correctly in a sentence."). Collect these as an exit ticket. To foster metacognition and conclude the unit with a sense of closure and forward direction. The structured self-assessment encourages honest reflection on learning gains. The simple goal-setting activity turns reflection into a personal learning plan, empowering students to take responsibility for their ongoing progress beyond the unit. Assessment & Reflection Formative: Observation of participation in jigsaw reading and group discussions, accuracy in sound discrimination during the pronunciation activity. Summative: Completion and thoughtfulness of the "My Progress Check" self-assessment and the personal goal-setting exit ticket. 【Reflection】 The jigsaw activity (Step 2) is key; ensure clear instructions and time limits. For Step 3, be prepared to guide the discussion if students struggle to make thematic connections. The pronunciation practice should be brisk and positive. The self-assessment (Step 5) is the most important activity; frame it as a positive review and planning session, not a test. The exit tickets provide valuable insight into student perception of their learning and can inform future teaching. 学科网（北京）股份有限公司 $