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Lesson Plan Design: Unit 5 Section A 1a-1d
I. Textbook Analysis
This section falls under the thematic context of "Humans and Nature," specifically the
topic of "Disasters and Protection." The textbook employs a task chain of "matching
pictures— listening comprehension— situational Q&A" to integrate vocabulary and
listening/speaking skill training. It covers language knowledge such as "natural disaster
vocabulary" while permeating life skills for disaster response, embodying the dual
function of "language learning + literacy cultivation."
II. Student Analysis
The students are 8th graders (junior high, second year).
1. Language Foundation: They have mastered the basic structure of the simple past
continuous tense (was/were doing) and possess listening/speaking abilities for daily topics.
However, their grasp of "natural disaster" vocabulary and ability to extract information
from longer listening dialogues are weak.
2. Cognitive Characteristics: They show higher interest in visual, contextualized content
and can understand disaster scenarios related to life, but they lack systematic disaster
knowledge and cross-cultural perspectives.
3. Learning Needs: They need to establish safety awareness while "using English to
communicate about disaster topics."
III. Instructional Design Philosophy
The core philosophy is "scenario-driven + tiered tasks." The main logical thread follows:
"Perceiving Disasters (Picture Matching) – Understanding Disasters (Listening Input) –
Applying Disaster Knowledge (Dialogue Output) – Expanding on Disasters (Literacy
Enhancement)." This integrates language knowledge (vocabulary, past continuous tense)
into authentic situational tasks, achieving the coordinated cultivation of "language ability
+ life skills + cultural awareness."
IV. Core Competency Objectives
(1) Language Ability
1. Master the pronunciation and spelling of 6 natural disaster vocabulary words (e.g.,
earthquake, typhoon).
2. Be able to use the "was/were doing" structure to describe "actions at the time of a
disaster" and complete Q&A dialogues.
(2) Moral Character
Establish safety awareness of "disasters can be prevented and scientifically responded to,"
forming a rational attitude towards disasters.
(3) Cultural Awareness
Understand the differences in common natural disasters across different regions (e.g.,
China, Southeast Asia), and comprehend the commonality of "global disaster preventionand control."
V. Teaching Objectives
1. Knowledge Objectives: Students can accurately identify and name 6 types of natural
disasters in English, and master the usage of "was/were doing" in disaster scenarios.
2. Skill Objectives: Students can extract key information ("disaster type + action")
through listening, and conduct 3-5 sentence dialogue exchanges about "behavior during a
disaster."
3. Literacy Objectives: Understand basic disaster protection common sense and form
cross-cultural disaster awareness.
VI. Teaching Focus
1. Mastery and application of natural disaster vocabulary.
2. Using the past continuous tense to describe "actions at the time of a disaster."
VII. Teaching Difficulties
1. Matching information about "disaster type" and "action" in listening exercises.
2. Flexibly applying the target language to expand dialogues in authentic situations.
VIII. Teaching Procedures (7 Steps)
Step 1: Lead-in (5 minutes)
* Activity: Play a 15-second video clip showing different natural disasters (earthquake,
flood). Ask: "What can you see in the video? Do you know their English names?"
* Design Intent: Activate students' life knowledge of disasters and introduce the lesson
topic.
Step 2: Vocabulary Learning (8 minutes)
* Activity 1: Present the 6 pictures from textbook 1a. The teacher displays and
teaches the vocabulary (e.g., earthquake, typhoon) one by one, emphasizing
pronunciation (e.g., stress in "typhoon").
* Activity 2: "Quick Response" game: The teacher says a word, students point to the
corresponding picture; or the teacher points to a picture, students say the word.
* Design Intent: Solidify the sound, form, and meaning of vocabulary through visual
matching and interactive games.
Step 3: Completing Task 1a (5 minutes)
* Activity: Students independently match the natural disasters with the pictures. After
checking answers with a partner, the teacher shows the correct matches (explaining
vocabulary with pictures, e.g., "drought" corresponds to cracked land).
* Design Intent: Consolidate vocabulary and establish "vocabulary-scene" associations.
Step 4: Listening Training (12 minutes)
(1) 1b: Listening for Disaster Types* Activity: Play 3 dialogue recordings. Students note the natural disaster corresponding
to each dialogue (e.g., 1. earthquake). Play twice, then check answers.
(2) 1c: Listening for Actions
* Activity: Play the recordings again. Students circle what each person was doing when
the disaster happened (e.g., "Xinyi was warning a neighbour"). Share answers in small
groups.
* Design Intent: Train the listening skill of "extracting core information" in a tiered
manner.
Step 5: Dialogue Output (10 minutes)
* Activity: Based on the example in 1d, students work in pairs to create dialogues
around "behavior during a disaster" (e.g., A: What was Kate doing at the time of the
typhoon? B: She was calling her mother.). Select 2-3 pairs to present.
* Design Intent: Transform language knowledge into spoken output ability.
Step 6: Extension and Literacy Enhancement (7 minutes)
* Activity 1: Present a table of "Common Natural Disasters in Different Countries"
(e.g., China: earthquake/flood; USA: wildfire; Southeast Asia: typhoon). Guide students to
discuss the differences.
* Activity 2: Ask: "If there is a flood, what should we do?" Students share protection
suggestions. The teacher adds 1-2 scientific methods.
* Design Intent: Infuse cultural awareness and safety protection awareness.
Step 7: Summary (3 minutes)
* Teacher and students review together:
1. The 6 English words for natural disasters.
2. The structure for using "was/were doing" to describe "actions at the time of a
disaster."
3. 1-2 pieces of disaster protection knowledge.
IX. Homework
1. Basic Homework: Copy the 6 natural disaster vocabulary words (3 times each, with
Chinese). Write 2 sentences using "was/were doing" (describing "actions at the time of a
disaster").
2. Extension Homework: Ask family members about "a disaster they experienced."
Record in English the "disaster type + their actions at the time" (3-4 sentences).
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Lesson Plan Two: Part A 2a-2c
I. Textbook Analysis
This lesson content is selected from the natural disaster theme unit of a junior high
English textbook (presumed to be PEP or Foreign Language Teaching and Research Press
version). It centers on the topic of typhoon, integrating reading judgment, listeningcomprehension, and oral role-play activity types. The textbook employs a "read—listen—
speak" task chain, combining language knowledge with scientific knowledge about natural
disasters. It cultivates students' English language application ability while permeating life
skills for disaster prevention and mitigation, reflecting the characteristic of "the unity of
instrumentality and humanism" in English as a subject.
II. Student Analysis
The students are 8th graders (junior high, second year), with the following
characteristics:
1. Language Foundation: They have mastered basic natural disaster vocabulary (e.g.,
earthquake, flood) and the basic usage of the past continuous tense. They can conduct
simple situational dialogues but are still deficient in comprehending complex listening
materials and producing coherent oral expressions.
2. Cognitive Characteristics: They possess some life knowledge about natural disaster
topics (e.g., some students have experienced typhoons). They are curious and eager to
participate in interactive and role-play activities. However, understanding abstract scientific
knowledge requires the aid of visual materials.
3. Learning Difficulties: Extracting detailed information from listening materials, flexibly
applying the past continuous tense in specific contexts, and using English to coherently
describe experiences.
III. Instructional Design Philosophy
The core philosophy is "theme-led + task-based teaching," following the language learning
principle of "input—internalization—output":
1. The lead-in activates students' prior knowledge about typhoons through
pictures/videos and paves the way for core vocabulary.
2. The reading section completes judgment tasks, outlining the basic characteristics of
typhoons and solidifying language knowledge.
3. The listening section trains listening skills through "pre-listening prediction—while-
listening extraction—post-listening checking."
4. The speaking section uses role-play as a vehicle for students to apply the past
continuous tense to describe typhoon experiences in authentic contexts.
5. Finally, through summary and homework, consolidation and extension of knowledge
are achieved.
IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Master core vocabulary like typhoon, flooded, calm. Skillfully use
the past continuous tense to describe "what someone was doing at a past time." Able
to complete listening detail extraction and oral dialogues on the typhoon theme.
2. Moral Character: Cultivate safety awareness for disaster prevention and mitigation.
Establish a spirit of mutual help and cooperation when facing natural disasters.
3. Cultural Awareness: Understand the impact of typhoons in different regions and
internationally common expressions for disaster prevention. Appreciate the instrumental
role of English in cross-cultural communication.V. Teaching Objectives
(A) Knowledge Objectives
1. Master vocabulary: typhoon, wind, rain, wave, coast, calm, tsunami, flooded.
2. Master sentence patterns: When the typhoon hit, sb. was doing sth.; Did you have
any trouble during the typhoon?
3. Understand the basic characteristics of typhoons and common knowledge of disaster
prevention.
(B) Ability Objectives
1. Can read typhoon-related statements and judge true/false, extracting reading details.
2. Can understand typhoon-themed interviews and weather forecasts, extracting key
information such as time, place, and people's actions.
3. Can use the past continuous tense to perform oral role-plays about typhoon
experiences.
(C) Affective Objectives
1. Enhance awareness of natural disaster prevention and learn the correct attitude for
coping with disasters.
2. Cultivate cooperative learning and active expression abilities.
VI. Teaching Focus
1. Core typhoon-related vocabulary and the contextual application of the past
continuous tense.
2. Extracting detailed information from listening and fluent expression in oral role-play.
VII. Teaching Difficulties
1. The accurate application of the past continuous tense in complex contexts.
2. Using English to describe typhoon experiences and feelings coherently and logically.
VIII. Teaching Procedures (Seven Steps)
Step 1: Warm-up & Lead-in (5 minutes)
1. Visual Lead-in: Show real pictures/short videos of typhoons. Ask: "What can you see
in the pictures? What’s the natural disaster?" Guide students to say "typhoon" and
learn vocabulary like strong winds, heavy rain, flooded with the pictures.
2. Brainstorming: Have students say (in Chinese or English) the typhoon hazards they
know, activating life experience.
Step 2: Reading Task (10 minutes)
1. Task Presentation: Show the 4 statements from textbook 2a. Have students read
quickly and guess new words (e.g., typhoon eye, tsunami).
2. Judgment & Answering: Students independently complete T/F judgments and check
answers with a partner.3. Explanation & Guidance: Reveal answers (1.T 2.T 3.T 4.F). Explain key sentences and
vocabulary (e.g., in the eye of a typhoon, cause tsunamis). Supplement scientific
knowledge about typhoons.
Step 3: Listening Pre-task (5 minutes)
1. Vocabulary Preparation: Review core phrases from 2b & 2c (e.g., clean up the
neighbourhood, break the window). Have students recognize, read, and understand their
meanings.
2. Content Prediction: Show the 4 questions in 2b. Guide students to predict the
listening content (e.g., the interview time/place might be related to after the typhoon).
Step 4: Listening Task (15 minutes)
1. First Listening: Play the recording. Students answer the questions in 2b. Teacher
checks answers (Reference: 1. After the typhoon; 2. In a coastal city; 3. Reporter and
people who experienced the typhoon; 4. Typhoon experience and weather warning).
2. Second Listening: Play the recording again. Students complete the sentence blanks in
2c. Teacher circulates and guides (Reference answers: 1. staying; 2. clean up; 3. still; 4.
scared; 5. window, fell off; 6. wind, rain).
3. Listening Feedback: Address students' common error points (e.g., fell off, scared) with
pronunciation and usage explanations. Play key sentences for students to repeat.
Step 5: Speaking Practice (10 minutes)
1. Sentence Pattern Demonstration: Teacher and a student model the role-play following
2c, using example sentences like: "Excuse me. Did you have any trouble during the
typhoon? When the typhoon hit, I was..." to guide expression.
2. Group Cooperation: In groups of 4, students role-play as reporters and typhoon
experiencers, creating dialogues based on 2c content. Teacher circulates to correct
grammar and expression errors.
3. Presentation & Evaluation: Invite 2-3 groups to present. Teacher and students
evaluate together (focusing on the use of past continuous tense and fluency of
expression).
Step 6: Summary (5 minutes)
1. Knowledge Review: Teacher and students review the lesson's core vocabulary,
sentence patterns, and scientific knowledge about typhoons. Emphasize the structure of
the past continuous tense (was/were + doing).
2. Emotional Elevation: Ask "What should we do when a typhoon comes?" Guide
students to say disaster prevention measures like "stay at home, follow the weather
report," cultivating safety awareness.
Step 7: Homework Assignment (2 minutes)
1. Basic Homework: Copy the lesson's core vocabulary and sentence patterns. Complete
and translate the sentence blanks in 2c.
2. Enhancement Homework: Write a short paragraph (5-8 sentences) describing "Whatyou would be doing if a typhoon came," using the past continuous tense.
3. Extension Homework: Discuss typhoon prevention methods with family. Record 1-2
suggestions in English.
IX. Teaching Summary
This lesson centered on the "typhoon" theme, using tiered reading, listening, and
speaking tasks to help students master language knowledge in context while permeating
disaster prevention knowledge. Through role-play, students experienced authentic language
use scenarios, enhancing both language ability and cooperative/safety awareness. In
practice, attention should be paid to students with weaker listening comprehension;
difficulty can be reduced by slowing speech, repeating key sentences, etc.
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Lesson Plan Design: Unit5 Section A 3a-3d
I. Textbook Analysis
This lesson content is selected from Unit 5 of a junior high English textbook. Using the
topic of a typhoon, it presents Haitao and Lisa's conversation about their experiences
and preparations during a typhoon. The dialogue centrally uses time conjunction words
like when/while/before, which are core application scenarios for adverbial clauses of time
in junior high English grammar. The textbook employs a "read—practice—listen—act" task
chain design, integrating grammar knowledge into authentic communicative contexts. It
trains students' oral communication skills while consolidating grammar application, aligning
with the New Curriculum Standard's requirement to "learn language in context."
II. Student Analysis
The students are junior high students. They have mastered the basic usage of the simple
past tense and past continuous tense and have a preliminary understanding of adverbial
clauses of time introduced by when/while. However, they still struggle with distinguishing
their usage and applying them flexibly in context. Students have some life knowledge
about natural disaster topics and possess basic oral expression ability, but their language
tends to be thin when describing specific event processes and expressing
emotions/attitudes. Additionally, students enjoy participating in class through role-play and
group work but have lower acceptance for rote memorization.
III. Instructional Design Philosophy
Following the teaching process of "topic introduction— text interpretation— grammar
exploration— skill practice— application enhancement," the main thread is "typhoon
response."
* First, activate students' prior knowledge by introducing the typhoon topic through
pictures/videos.
* Then, guide students to read the dialogue and outline Lisa and Haitao's typhoon
experiences.
* Next, explore the usage differences of when/while/before based on examplesentences from the dialogue.
* Then, consolidate language knowledge through activities like listening, filling tables,
and role-play.
* Finally, have students create dialogues based on their own experiences to achieve
language output.
The teaching highlights the student-centered approach, adopts task-based teaching
methods, and combines language knowledge with communicative ability cultivation.
IV. Language Ability Objectives
1. Can understand, recognize, and read core vocabulary like typhoon, prepare, store, hit.
Master the usage of when/while/before introducing adverbial clauses of time.
2. Can read the dialogue and extract key information to complete information-matching
tasks.
3. Can read the dialogue in roles and create simple dialogues about natural disaster
experiences combined with situations.
V. Moral Character Objectives
1. Cultivate awareness of disaster prevention, risk avoidance, and self-protection ability
by learning about typhoon response measures.
2. Enhance teamwork and confidence in oral expression through group cooperative role-
play.
VI. Cultural Awareness Objectives
Understand common measures for responding to natural disasters like typhoons in
different regions. Appreciate the humanistic care in disaster prevention and mitigation.
Cultivate a sense of reverence for nature.
VII. Teaching Objectives
1. Knowledge Objectives: Master vocabulary like typhoon, prepare, store. Understand
and use adverbial clauses of time introduced by when/while/before.
2. Ability Objectives: Can read the dialogue and extract information. Can perform
dialogue role-play and creation.
3. Affective Objectives: Enhance awareness of disaster prevention and risk avoidance.
Learn to protect oneself in natural disasters.
VIII. Teaching Focus
1. Master the core vocabulary in the dialogue and the usage of when/while/before.
2. Read the dialogue and complete information-matching tasks. Can read the dialogue
in roles.
IX. Teaching Difficulties
1. Distinguishing the usage differences of when/while in adverbial clauses of time.
2. Creating dialogues about natural disaster experiences based on real situations.X. Teaching Procedures (Seven Steps)
Step 1: Warm-up & Lead-in (5 minutes)
1. Show typhoon pictures/short videos. Ask: "Have you ever experienced a typhoon?
What did you see or feel?" Guide students to describe typhoons with simple vocabulary.
2. Present core vocabulary typhoon, strong winds, rain hard. Teach pronunciation with
pictures to activate students' vocabulary reserve.
Step 2: Pre-reading (3 minutes)
Present the question: *"Whose family was better prepared for the typhoon?"* Have
students read the dialogue with this question, clarifying the reading goal.
Step 3: While-reading (10 minutes)
1. Students read the 3a dialogue independently, initially outlining Lisa and Haitao's
typhoon experiences.
2. Complete the table fill-in in 3b. Check answers (see answer table below) to
strengthen information extraction ability.
3. Teacher highlights key sentences from the dialogue: "We were driving home...when
the strong winds started." "We covered our windows before the typhoon started."
Introduce the usage of when/before.
Step 4: Grammar Focus (7 minutes)
1. Extract sentences containing when/while/before from the dialogue and display them
on the board.
2. Guide students to discuss in groups: The usage differences of when/while in
sentences (when can connect momentary/continuous verbs, while connects continuous
verbs); before means "before," the clause it introduces uses simple past tense.
3. Teacher summarizes the rules, combining simple practice with example sentences.
Step 5: Listening & Practice (8 minutes)
1. Play the dialogue recording for 3c. Students listen and imitate pronunciation and
intonation.
2. In pairs, students read the 3a dialogue in roles. Teacher circulates to correct
pronunciation.
3. After checking the 3b table, have students retell Lisa and Haitao's experiences using
complete sentences.
Step 6: Production & Role-play (10 minutes)
1. Present the dialogue framework from 3d. Guide students to create dialogues from
the perspective of "Lisa/Haitao's friend," prompting the use of when/while/before.
2. Conduct role-play within groups. Teacher provides vocabulary and sentence structure
support (e.g., What were you doing when...? Did you...before...?).
3. Invite 2-3 groups to present. Teacher gives feedback.Step 7: Summary & Homework (4 minutes)
1. Class Summary: Teacher and students review the lesson's core vocabulary, grammar
(usage of when/while/before), and typhoon response measures.
2. Homework Assignment:
* Memorize key sentences from the 3a dialogue.
* Use 5 sentences to describe a time you experienced severe weather (required
to use when/while/before).
* Look up brief knowledge about typhoon disaster prevention to share next class.
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Unit5 Part A 4a-4d Complete Grammar Lesson Plan
I. Textbook Analysis
This lesson is selected from the Grammar Focus section of a junior high English "Natural
Phenomena" theme unit. The core content is the distinction between the past
continuous tense and the usage of when/while. Using natural disasters like typhoons and
tornadoes as contextual carriers, the textbook demonstrates the function of the past
continuous tense expressing past continuous actions through example sentences, as well
as the differences between when/while connecting momentary and continuous actions in
adverbial clauses of time. It combines grammar knowledge with pragmatic scenarios,
building on the foundation of the simple past tense and serving as a bridge for learning
complex sentence structures. This aligns with the New Curriculum Standard's requirement
to "learn grammar in context and use grammar to express meaning."
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered the basic
structure of the simple past tense and present continuous tense and can describe simple
past actions and ongoing actions. However, their conceptual understanding of "the past
continuous tense expressing continuous actions" is vague. They have difficulty
distinguishing the usage differences between when/while and tend to mix tenses and
misuse conjunctions in expression. Students are curious about natural disaster themes
and willing to participate in contextual interactions but have apprehension towards
mechanical memorization of grammar rules, requiring deeper understanding through
context and practice.
III. Instructional Design Philosophy
Following the grammar teaching model of "context introduction— rule exploration—
practice consolidation—pragmatic enhancement," with students as the main body:
1. Use natural disaster videos/pictures to create context and introduce the past
continuous tense and when/while.
2. Guide students to explore grammar rules through independent observation and group
discussion.
3. Design tiered exercises (fill-in, sentence combining, text completion) to consolidate
knowledge.4. Achieve practical application of grammar through "reporter interview" role-play,
ultimately forming a closed loop of "learn—practice—use."
IV. Language Ability Objectives
1. Can accurately state the structure of the past continuous tense (was/were + doing)
and use it to describe past ongoing actions.
2. Can distinguish the usage of when/while: when can connect momentary/continuous
actions, while only connects continuous actions.
3. Can combine natural disaster contexts to complete oral dialogues and simple written
expressions using the target grammar.
V. Moral Character Objectives
1. Cultivate awareness of calm response and establish concepts of safety protection
when facing natural disasters.
2. Enhance teamwork and communication skills through cooperative group learning.
VI. Cultural Awareness Objectives
Understand protective common sense for natural disasters like tornadoes in Western
countries (e.g., USA). Compare similarities and differences in disaster response methods
between China and abroad, broadening cross-cultural perspectives.
VII. Teaching Objectives
Knowledge Objectives
1. Master the structure, meaning, and basic usage of the past continuous tense.
2. Master the usage differences of when/while introducing adverbial clauses of time.
Ability Objectives
1. Can use the past continuous tense and when/while to complete grammar exercises
like sentence combining and text fill-in.
2. Can use the target grammar for oral communication in simulated situations.
Affective Objectives
1. Enhance safety awareness for natural disaster protection.
2. Stimulate interest in learning English on the theme of natural phenomena.
VIII. Teaching Focus
1. The structure (was/were + doing) and usage of the past continuous tense.
2. The usage differences of when/while in adverbial clauses of time.
IX. Teaching Difficulties
1. Accurately judging the "momentary" vs. "continuous" nature of actions and choosing
the corresponding when/while.
2. Correctly combining the past continuous tense and simple past tense to describe
past action scenes in speaking and writing.X. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Context Introduction, Stimulating Interest (5 minutes)
1. Material Presentation: Play short video clips of tornadoes/typhoons. Show pictures
and ask: "What were the people doing when the tornado hit?"
2. Vocabulary Preparation: Write core vocabulary (tornado, typhoon, storm, heavily) on
the board. Guide students in reading.
3. Introduce the Topic: Through students' simple answers, naturally introduce the "past
continuous tense" and "when/while," stating the lesson's key learning points.
Step 2: Grammar Exploration, Independent Discovery (10 minutes)
1. Example Sentence Analysis: Show example sentences from the textbook's Grammar
Focus. Have students underline verbs expressing continuous actions (were doing, was
travelling, etc.).
2. Group Discussion: Pose guiding questions for exploration:
* What is the structure of the past continuous tense?
* What's different about the actions following when and while?
3. Summarize Rules: Teacher and students summarize together:
* Past continuous tense: was/were + present participle, expresses past ongoing
actions.
* when connects momentary actions (simple past tense), while connects
continuous actions (past continuous tense).
Step 3: Basic Practice, Consolidating Rules (10 minutes)
1. Textbook Exercise 4b: Have students combine sentences using when/while. Teacher
circulates to guide, selects typical answers for display and feedback.
Example Answers:
① I was doing my homework when the typhoon landed on the coast.
② The power went out while my father and I were making dinner.
2. Immediate Feedback: Focus on explaining how to judge "momentary/continuous
actions" based on student errors.
Step 4: Text Completion, Deepening Application (8 minutes)
1. Textbook Exercise 4c: Have students independently complete the text fill-in, choosing
was/were/when/while based on context.
Key Answer Reference:
* black clouds were forming...the rain was beating...
* ...at once when they were waiting...
* ...while some were starting to clear the streets...
2. Group Checking: Invite students to read the completed text aloud. Correct tense and
conjunction errors.
Step 5: Situational Dialogue, Oral Output (10 minutes)1. Task Assignment: Conduct the "reporter interview" activity from textbook 4d. Divide
students into two groups (reporters, Jenny's family). Create content based on the
example dialogue.
2. Group Preparation: Allow 3 minutes for preparation. Teacher provides sentence
structure scaffolds: "What were you doing when/while...?" "I was...while/when..."
3. Presentation & Exchange: Invite 2-3 groups to perform. Teacher comments on
grammar usage and fluency of expression.
Step 6: Difficulty Breakthrough, Error Analysis (5 minutes)
1. Error Collection: Gather typical student errors from exercises (e.g., while connecting
momentary actions, tense mixing).
2. Focused Explanation: Emphasize through contrasting examples:
* The action in a clause introduced by while must be continuous, e.g., While I
was reading, the phone rang. (√); While the phone rang, I was reading. (×)
* Pairing past continuous and simple past: use past continuous for continuous
actions, simple past for momentary actions.
Step 7: Class Summary, Organizing Knowledge (2 minutes)
1. Student Review: Have students summarize the core knowledge learned in one
sentence.
2. Teacher Organization: Outline the knowledge framework on the board. Emphasize the
past continuous tense structure and usage differences of when/while.
XI. Class Summary
This lesson focused on learning the "past continuous tense" and "when/while." Through
contextual exploration, students mastered the structure and usage of the past continuous
tense, clarified the differences between when/while in connecting momentary and
continuous actions, and could use the target grammar for expression in situations.
Simultaneously, combining the natural disaster theme strengthened safety protection
awareness.
XII. Homework Assignment
1. Basic Homework: Complete the accompanying workbook exercises for the past
continuous tense and when/while to consolidate grammar rules.
2. Enhancement Homework: Use 5-8 sentences to describe "What you and your family
were doing last night when the storm hit," requiring correct use of the past continuous
tense and when/while.
3. Extension Homework: Research and briefly introduce (in 3 English sentences)
protective measures in tornado-prone areas of the USA.
I can compile a list of core grammar knowledge points from this lesson plan for you to
quickly review and emphasize in class. Would you like that?
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Unit 5 Section B 1a-1eI. Textbook Analysis
This material is selected from a junior high English textbook. Using the real story of Tilly
Smith saving many during the 2004 Indian Ocean tsunami as the vehicle, it belongs to
the narrative genre. The text integrates core grammar like the simple past tense and
past continuous tense, while containing vocabulary related to natural disasters like
tsunami, froth, security guard. It possesses both language knowledge learning value and
cross-disciplinary (geography, safety common sense) educational value. The text connects
the plot through a timeline of event development (before, while, then, finally), training
students' reading skills (organizing event sequence, judging true/false) while permeating
awareness education for disaster prevention and risk avoidance.
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered the basic
usage of the simple past tense and past continuous tense and possess preliminary
narrative reading and information extraction abilities. Students have some life knowledge
about natural disaster topics but have limited understanding of specialized knowledge like
tsunami causes and warning signals. In English expression, they can describe events
simply but are not yet proficient in using logical linking words for "narrating stories in
chronological order." Simultaneously, junior high students are highly curious and receptive
to real-story texts, making them suitable for learning through task-based teaching and
group discussions.
III. Instructional Design Philosophy
The core is "pre-reading preparation—while-reading exploration—post-reading extension,"
employing Task-Based Language Teaching (TBLT) and situational teaching methods. Pre-
reading activates background knowledge by discussing natural disasters. While-reading
guides students to extract information and analyze the text through tasks like "organizing
the timeline, judging true/false." Post-reading achieves the combination of language
output and thinking enhancement through group discussion and expression.
Simultaneously, integrating language knowledge learning with disaster common sense and
value education achieves the dual goal of "language ability + core competencies."
IV. Core Competency Objectives
(1) Language Ability
1. Master vocabulary like tsunami, froth, security, panic and the usage of time linking
words like while, when, then, finally.
2. Can use the simple past tense and past continuous tense to describe past events,
organizing storylines in chronological order.
3. Can read narrative texts and complete reading tasks like information extraction and
true/false judgment.
(2) Moral Character
1. Learn from Tilly Smith's calmness, quick-wittedness, and ability to apply knowledge,cultivating adaptability in the face of danger.
2. Establish the awareness that "knowledge can save lives," enhancing the importance
placed on disaster prevention and risk avoidance.
(3) Cultural Awareness
Understand the background of the Indian Ocean tsunami, recognize the global impact of
natural disasters, and cultivate a sense of reverence for life from a cross-cultural
perspective.
V. Teaching Objectives
1. Knowledge Objectives: Students can recognize, read, and use relevant vocabulary and
time linking words. Master the rules for combining the past continuous tense and simple
past tense.
2. Ability Objectives: Can organize the story's timeline and briefly retell Tilly's rescue
process in English. Can conduct simple discussions on the topic of "disaster prevention
and risk avoidance."
3. Affective Objectives: Experience the practical value of knowledge. Cultivate
psychological composure in emergencies and a sense of social responsibility.
VI. Teaching Focus
1. Master vocabulary and sentence patterns related to natural disasters and event
narration.
2. Organize the development sequence of the story in chronological order,
understanding the logical structure of the text.
VII. Teaching Difficulties
1. Correctly using time adverbial clauses introduced by while/when, distinguishing the
usage of the past continuous tense and simple past tense.
2. Retelling the story clearly and coherently in English and expressing views on "disaster
prevention and risk avoidance."
VIII. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Warming-up & Lead-in (5 minutes)
1. Teacher shows pictures of natural disasters like tsunamis, earthquakes, typhoons.
Asks: "What natural disasters do you know? Which one is the worst in your opinion?"
2. Invites students to answer freely, introducing the tsunami from the topic and briefly
providing background on the 2004 Indian Ocean tsunami to activate students' background
knowledge and learning interest.
Step 2: Pre-reading (7 minutes)
1. Vocabulary Preview: Present core vocabulary like froth, security guard, panic, tsunami.
Explain meanings using pictures and word roots/affixes. Have students repeat and
memorize quickly.2. Text Prediction: Ask: "Look at the title 'How One Girl Saved Many Lives'. What do
you think happened to Tilly and her family?" Have students discuss and share
predictions with a partner, preparing for reading.
Step 3: While-reading (1) — Skimming (5 minutes)
1. Have students read the text quickly. Answer the question: "What is the main idea of
the text?"
2. Check answers, clarifying that the text mainly tells the story of Tilly using geography
knowledge to warn of the tsunami and save people on the beach. Cultivate skimming
for main idea ability.
Step 4: While-reading (2) — Scanning (10 minutes)
1. Task 1: Complete the "timeline" fill-in from the textbook, organizing key points in
the story's development (Tilly's family goes to beach → Tilly notices something strange
→ recalls tsunami knowledge → tells family → father informs security guard → security
guard evacuates people → tsunami hits but no casualties).
2. Task 2: Complete the "True/False" judgment (textbook 1d). Have students find textual
evidence to correct false statements, strengthening detailed information extraction ability.
3. Teacher circulates to guide, focusing on the usage of while, when and the contextual
application of the past continuous tense.
Step 5: While-reading (3) — Deep reading (8 minutes)
1. Guide students to find time linking words in the text (two weeks before, while,
then, finally), analyzing their role in narration.
2. Group Discussion: "Why could Tilly save so many lives?" Analyze from perspectives
like "knowledge reserve, observation skills, decisive action" to deepen text understanding.
Step 6: Post-reading (10 minutes)
1. Story Retelling: Have students use the timeline to retell Tilly's rescue process in 3-5
sentences. Teacher provides sentence structure scaffolds (First..., Then..., Next..., Finally...).
2. Group Discussion: Discuss the three discussion questions from the textbook (*"Do
you think Tilly was a hero? Why?" "What do people need to know to survive a natural
disaster?"* etc.). Each group selects a representative to share views. Teacher gives
feedback and supplements disaster prevention common sense.
Step 7: Summary & Homework (5 minutes)
1. Summary: Teacher reviews the lesson's core vocabulary, grammar (past continuous
tense + time linking words), and text main idea. Emphasizes that "knowledge and
calmness are key to dealing with danger."
2. Homework:
* Required: Copy core vocabulary and sentence patterns. Write 5 sentences about
personal feelings regarding Tilly's story.
* Optional: Research the warning signals and avoidance methods for one type of
natural disaster. Write a brief introduction in English (about 50 words).IX. Teaching Summary
This lesson used the true story of Tilly saving others as the foundation. Through layered
"pre-reading, while-reading, post-reading" tasks, students acquired language knowledge
while enhancing reading skills and thinking ability. Combining group discussion and
expression tasks achieved the transformation from language input to output.
Simultaneously, permeating disaster prevention education and value guidance allowed
students to experience the practical value of knowledge and the correct attitude in the
face of danger. During teaching, attention should be paid to students' language
expression difficulties, providing timely sentence structure scaffolds and feedback to
ensure students of different levels can participate and gain.
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Unit 5 Section B 2a-2c
Junior High English Unit 5 Natural Disasters Vocabulary Lesson Plan
I. Textbook Analysis
This lesson is the vocabulary teaching content for "Vocabulary in Use" in junior high
English Unit 5, focusing on vocabulary and collocations related to natural disasters. It
includes three sections: fixed collocations of disaster nouns and verbs, compound word
discrimination, and vocabulary application in discourse. Through tiered exercises like
sentence making, fill-in, and discourse completion, the textbook combines vocabulary
learning with authentic contexts, strengthening the sound, form, and meaning of
vocabulary while emphasizing its pragmatic function. The content connects the reading
and writing modules of the natural disaster theme and is a key link for students to
build thematic vocabulary systems and improve discourse comprehension and expression
ability. It also permeates the practical significance of disaster response and mutual
assistance.
II. Student Analysis
The students are 8th graders (junior high, second year). They have mastered simple
natural phenomenon vocabulary (e.g., rain, wind) but have less exposure to professional
disaster vocabulary like typhoon, tsunami and compound words like floodwater,
manpower. Students can recognize basic verb collocations but tend to make errors in
applying fixed "disaster noun + verb" collocations (e.g., hit, sweep through). Word form
conversion in discourse (e.g., safe→safety) is also a common weak point. Students have
life knowledge of disaster themes and are willing to participate in contextualized,
interactive vocabulary exercises but have lower interest in mechanical memorization,
making them suitable for learning through a "contextual perception—task exploration—
application consolidation" approach.
III. Instructional Design Philosophy
Following the vocabulary teaching principle of "words not separated from sentences,
sentences not separated from discourse," with "natural disasters" as the theme, theteaching process is: context introduction— vocabulary exploration— tiered practice—
discourse application—extension and elevation.
* Create disaster contexts through videos/pictures to guide students in perceiving
vocabulary.
* Use group cooperation to explore vocabulary collocations and compound word
formation rules.
* Consolidate vocabulary application through tiered tasks like sentence making, fill-in,
and discourse completion.
* Finally, combine with real disaster events to permeate disaster prevention awareness
and a spirit of mutual assistance, achieving the dual goal of "language learning + literacy
cultivation."
IV. Language Ability Objectives
1. Can recognize, read, and spell natural disaster vocabulary like typhoon, tsunami,
drought. Master fixed collocations of verbs like hit, land, sweep through with disaster
nouns.
2. Can understand and use compound words like landslide, manpower to complete
sentences. Master word form conversions like safe→safety, warn→warned.
3. Can choose appropriate vocabulary forms based on context in discourse and use
learned vocabulary to describe natural disaster events.
V. Moral Character Objectives
1. Cultivate rational cognition and self-protection awareness when facing natural
disasters.
2. Appreciate the dedication of rescue personnel in disaster relief, establishing values of
mutual assistance and cooperation.
VI. Cultural Awareness Objectives
1. Understand common measures for responding to natural disasters in China and
abroad, perceiving the united spirit of humanity in jointly facing disasters.
2. Recognize vocabulary formation rules (e.g., compound words, word form conversion),
appreciating the logic and practicality of English vocabulary.
VII. Teaching Objectives
Knowledge Objectives
1. Master natural disaster vocabulary like earthquake, typhoon and verb collocations like
hit, land.
2. Discriminate meanings of compound words like floodwater, manpower. Master word
form conversion rules.
Ability Objectives
1. Can use learned vocabulary for sentence making and discourse completion, enhancing
vocabulary pragmatic ability.
2. Can describe natural disaster events, cultivating oral and written expression ability.Affective Objectives
1. Enhance awareness of disaster prevention and mitigation, establishing a positive
attitude towards disasters.
2. Respect the efforts of rescue personnel, cultivating a sense of social responsibility.
VIII. Teaching Focus
1. Recognition, reading, spelling of natural disaster vocabulary and fixed verb
collocations.
2. Understanding and application of compound words. Word form conversion of
vocabulary.
IX. Teaching Difficulties
1. Accurately applying fixed "disaster noun + verb" collocations (e.g., sweep through,
hit).
2. Completing vocabulary form conversion and selection based on context in discourse.
X. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Context Introduction, Activating Prior Knowledge (5 minutes)
1. Play a 1-minute short video of natural disasters (earthquake, typhoon, tsunami). Ask:
"What natural disasters can you see in the video?" Guide students to say known disaster
vocabulary.
2. Show pictures, present this lesson's core vocabulary (earthquake, typhoon, tsunami).
Lead reading and explain pronunciation.
Design Intent: Activate students' life experience through visual context, introduce thematic
vocabulary, stimulate learning interest.
Step 2: Exploratory Learning, Mastering Collocations (10 minutes)
1. Present the 2a table. In groups, discuss: "Which verbs can go with
earthquake/typhoon/tsunami?" Summarize the collocation patterns between verbs and
disaster nouns.
2. Teacher models sentence making (e.g., An earthquake hit Japan yesterday.). Students
imitate making sentences with different collocations. Teacher gives feedback and corrects
errors.
Design Intent: Guide students to independently summarize collocation rules through group
exploration, avoiding mechanical memorization, strengthening vocabulary application ability.
Step 3: Deconstructing Compound Words, Deepening Understanding (8 minutes)
1. Show compound words from 2b (landslide, snowstorm, etc.). Guide students to break
down the words (e.g., land+slide=landslide). Summarize the structural characteristics of
compound words.
2. Students guess meanings based on word formation. Complete the 2b fill-in. Teacher
checks answers and explains key words (e.g., safeguard, manpower).Design Intent: Help students understand meanings and master vocabulary learning
methods by deconstructing compound words through word formation.
Step 4: Initial Discourse Exploration, Perceiving Word Forms (10 minutes)
1. Present the 2c discourse. Have students read through and circle positions needing
fill-in, predicting vocabulary forms.
2. Teacher explains key word form conversions (e.g., safe→safety, warn→warned). Guide
students to focus on contextual requirements for vocabulary forms.
Design Intent: Through initial discourse exploration, let students perceive vocabulary
application in authentic contexts, preparing for subsequent fill-in.
Step 5: Cooperative Completion, Consolidating Application (7 minutes)
1. Students complete the 2c discourse fill-in in groups. Teacher circulates to guide.
2. Each group presents answers. Teacher explains common error points (e.g.,
singular/plural of drought, wildfires).
Design Intent: Strengthen vocabulary word form conversion and contextual application
ability through cooperative completion of discourse tasks.
Step 6: Extension, Connecting to Reality (5 minutes)
1. Ask: "What should we do when a natural disaster happens?" Guide students to
express disaster prevention measures using learned vocabulary.
2. Introduce the true story of the 2022 Chongqing mountain fire rescue. Combine with
discourse content to let students appreciate the spirit of rescue personnel.
Design Intent: Connect vocabulary learning with reality, permeate affective education,
enhance students' comprehensive literacy.
Step 7: Class Summary, Organizing Knowledge (5 minutes)
1. Students independently organize the lesson's core vocabulary, collocations, and word
formation methods. Teacher supplements the summary.
2. Teacher and students review key content together, emphasizing the principle of
"contextualized, applied" vocabulary learning.
Design Intent: Help students build vocabulary knowledge systems and strengthen memory
through independent organization.
XI. Class Summary
This lesson focused on the "natural disaster" theme, learning the recognition, reading,
collocations, and application of related vocabulary, mastering compound word formation
rules and word form conversion skills. Simultaneously, through real cases of disaster
rescue, the importance of mutual assistance and cooperation was appreciated, enhancing
awareness of disaster prevention and mitigation. Vocabulary learning requires not only
memorizing forms but also learning to apply them flexibly in context.
XII. Homework Design
1. Basic Homework: Copy this lesson's core vocabulary and collocations. Make onesentence with each of 5 vocabulary words.
2. Enhancement Homework: Write a short paragraph (about 80 words) describing a
natural disaster event, using vocabulary from this lesson (can refer to the 2c discourse
structure).
3. Extension Homework: Research and organize 3 measures China takes to respond to
natural disasters. Briefly record them in English.
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Lesson Plan Design: Unit 5 Section B Part 3a-c
Junior High English "Describing 'A Bad Day' Narrative Reading and Writing" Lesson Plan
I. Textbook Analysis
This lesson content is selected from the "Nature and Life" theme unit in junior high
English. Using "Mary had a bad day due to severe weather" as the discourse vehicle, it
integrates three tasks: narrative reading sequencing, time conjunction identification, and
situational writing. The textbook design highlights "pragmatic orientation": through
discourse in real-life scenarios, it permeates the usage of time-sequence conjunctions
(e.g., First, while, By the time) while training the reading strategy of "organizing
information according to event development sequence." It also guides students to
transfer discourse structure for independent writing. This is a typical lesson example of
"reading input—language internalization—writing output," possessing training value for
language knowledge, reading skills, and writing ability.
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered basic life vocabulary like "wake up late," "pour."
Can understand simple narrative discourse but are not yet proficient in applying
structures like "while introducing adverbial clauses of time" and "the usage of By the
time."
2. Ability Characteristics: Possess preliminary information organization ability, but
accuracy in identifying logical conjunctions and sequencing events within discourse is
insufficient.
3. Learning Preferences: Have high interest in "life-scenario topics," but tend to have
issues of "logical confusion, lack of conjunctions" in independent writing.
III. Instructional Design Philosophy
With "discourse as the vehicle, tasks as the drive," follow the language learning logic of
"input—internalization—output":
1. Use "sharing your own 'bad day'" as the situational lead-in to activate students' life
experience.
2. Train event organization ability through "reading sequencing (3a)." Extract language
knowledge through "identifying conjunctions (3b)."
3. Reduce writing difficulty through "group discussion + model text scaffolds," achieving
transfer from "understanding discourse" to "independent creation."IV. Language Ability, Moral Character, Cultural Awareness
1. Language Ability: Can organize the event sequence of narrative discourse. Master the
usage of time conjunctions. Can use English to describe life events.
2. Moral Character: Through the topic of "a bad day," guide students to view life's
mishaps rationally, cultivating a positive life attitude.
3. Cultural Awareness: Perceive the linguistic expression differences in "daily narratives"
between Chinese and Western cultures (e.g., English emphasizes explicit logical time
connections).
V. Teaching Objectives
1. Knowledge Objectives: Students can master the usage of 5-8 time conjunctions (e.g.,
First, while, By the time).
2. Ability Objectives: Can organize information in narrative discourse according to event
sequence. Can imitate-write a short narrative (6-8 sentences) about "a bad day."
3. Affective Objectives: Can rationally describe "misfortune" in life, maintaining a positive
emotional attitude.
VI. Teaching Focus
1. Organizing the event development sequence of narrative discourse.
2. Mastering the usage of time conjunctions and applying them in writing.
VII. Teaching Difficulties
1. Accurately using conjunctions like "while," "By the time" to describe
simultaneous/sequential events.
2. Transferring discourse structure to independently complete logically clear narrative
writing.
VIII. Teaching Procedures (Seven Steps)
Step 1: Situational Lead-in (5 minutes)
* Teacher shows pictures like "dark clouds, heavy rain, crowded bus." Asks: "Have you
ever had an unlucky day? What happened?"
* Invite 2-3 students to share their experiences in 1-2 sentences, activating topic-
related vocabulary and life experience.
Step 2: Reading Task 1—Event Sequencing (10 minutes)
* Distribute the discourse material. Have students read "Mary's Day" quickly and
independently complete the event sequencing in 3a.
* Check answers in small groups. Teacher guides students to summarize the strategy
of "organizing narrative discourse in chronological order": pay attention to signal words
like First, Then.
* Randomly select groups to present their sequence. Teacher gives feedback and
clarifies the logical chain of event development.Step 3: Reading Task 2—Identifying Conjunctions (8 minutes)
* Students read the discourse intensively again, completing the task in 3b: "underline
time/logical conjunctions."
* Teacher writes the words students underlined (First, while, By the time, etc.) on the
board, explaining by category:
* Sequential: First, Then;
* Simultaneous: while;
* Time reference: By the time.
* Have students make oral sentences in the form "conjunction + example sentence" to
consolidate usage.
Step 4: Building Language Scaffolds (7 minutes)
* Teacher presents the "structural framework for narrative writing":
1. Beginning: Introduce the background of the "bad day" (e.g., weather).
2. Body: Describe 2-3 unlucky things in chronological order.
3. Ending: Summarize feelings.
* Supplement a "vocabulary bank" for "severe weather + life mishaps" (e.g., caused
heavy traffic, caught a cold).
Step 5: Group Discussion (5 minutes)
* In groups of 4, students discuss the 4 questions from 3c:
1. What bad weather did you meet?
2. What were you doing when the weather started?
3. What happened during the bad weather?
* Each student records their discussion points in preparation for writing.
Step 6: Writing & Peer Review (10 minutes)
* Students complete the short writing for 3c based on their discussion points and
discourse scaffolds.
* Use "pair peer review": use red pen to mark time conjunctions in the partner's
composition, comment on whether the event sequence is clear.
* Teacher circulates to guide. Select 2 typical compositions (1 excellent, 1 needing
improvement) for whole-class feedback.
Step 7: Emotional Elevation (5 minutes)
* Teacher asks: "Even if we have a bad day, what can we do to feel better?"
* Guide students to share positive coping methods (e.g., talk to a friend, do
something enjoyable), permeating the attitude of "facing life's mishaps optimistically."
IX. Summary
1. Review the lesson's core content: methods for organizing events in narrative
discourse, usage of time conjunctions.
2. Emphasize that "chronological order + using conjunctions" is a key strategy fornarrative writing.
X. Homework
1. Improve the "bad day" short text from class by adding one detail (e.g., "helped a
child getting wet on the road").
2. Accumulate 3 new time conjunctions (e.g., After that, Finally). Make one sentence
with each.
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Second Lesson Unit 5B 4a - 4c
I. Textbook Analysis
This lesson is the Project-Based Learning (Project) section of the "Natural Disasters" unit
in a junior high English textbook. Using "chain stories" as the vehicle, it centers on two
types of natural disasters: wildfires and snowstorms. The textbook designs a task chain
of "story beginning input → group chain creation → written refinement and presentation
→ reflection and summary." It integrates language knowledge such as vocabulary
application, past continuous tense, time/logical conjunctions with cross-disciplinary content
like cooperative learning and disaster cognition. It not only builds upon previous unit
learning of natural disaster vocabulary and sentence patterns but also achieves
comprehensive language application through authentic communicative tasks. This is a
typical lesson example of "using English to do things," aligning with the New Curriculum
Standard's teaching requirement of "thematic meaning exploration."
II. Student Analysis
The students are 8th graders (junior high, second year):
1. Language Foundation: Have mastered core natural disaster vocabulary like earthquake,
wildfire, snowstorm. Can use the past continuous tense to describe past ongoing actions.
Have a preliminary grasp of conjunctions like First, then, while. However, they tend to
mix tenses and have illogical coherence when creating stories.
2. Learning Characteristics: Willing to participate in group cooperative and situational
interactive activities. Have low interest in mechanical memorization but can develop
apprehension in open-ended creation due to insufficient vocabulary/sentence pattern储备.
3. Cognitive Level: Have life common-sense level knowledge of natural disasters but lack
systematic knowledge of disaster response and self-protection.
III. Instructional Design Philosophy
Following the task-based teaching method of "input—interaction—output—reflection,"
with "natural disaster chain story creation" as the main thread, design tiered tasks:
1. First, use the story beginnings from the textbook for language input, organizing core
sentence patterns and logic.
2. Then, conduct chain creation in groups to reduce individual creation difficulty.
3. Finally, achieve deep language output through written refinement and class
presentation.4. Combine the "Reflecting" section to integrate language learning with disaster
protection cognition, achieving dual enhancement of language and literacy.
IV. Language Ability
1. Can use natural disaster vocabulary like wildfire, snowstorm to describe scenes.
2. Can skillfully use the past continuous tense (was/were doing) to describe actions
during a disaster.
3. Can appropriately use conjunctions like while, then, suddenly to make the story
logically coherent.
4. Can complete chain stories through group cooperation and present clearly to the
class.
V. Moral Character
1. Cultivate cooperative awareness: Learn to divide work, communicate, and complement
with peers through group chain activities.
2. Establish disaster protection awareness: Understand the impact of natural disasters
and self-protection methods through story creation and reflection.
3. Shape psychological composure for responding to emergencies: Experience a rational
attitude towards disasters from story plot design.
VI. Cultural Awareness
1. Understand linguistic differences in expressing natural disasters between Chinese and
foreign languages (e.g., fixed collocations, narrative logic related to disasters in English).
2. Perceive common response attitudes (e.g., mutual assistance, calmness) people have
towards natural disasters in different cultural contexts, appreciating the connotation of a
shared future for humanity.
VII. Teaching Objectives
Knowledge Objectives
1. Master the usage of disaster-related vocabulary like wildfire, snowstorm, lightning.
2. Consolidate the application of the past continuous tense. Skillfully use time/logical
conjunctions.
Ability Objectives
1. Can continue writing chain stories based on the textbook beginnings, ensuring correct
tense and logical coherence.
2. Can complete creation and presentation through group cooperation, enhancing oral
expression and communicative ability.
Affective Objectives
1. Increase默契 in group cooperation, cultivate team spirit.
2. Enhance awareness of natural disaster protection, learn to respond scientifically to
sudden disasters.VIII. Teaching Focus
1. Using the past continuous tense to describe actions in disaster scenes.
2. Using conjunctions to make chain story plots logically coherent.
3. Completing story creation and presentation through group cooperation.
IX. Teaching Difficulties
1. Natural plot衔接 and logical consistency in chain stories.
2. Making story content authentic and meaningful by combining disaster common sense.
X. Teaching Procedures (Seven-Step Teaching Method)
Step 1: Warm-up Introduction (5 minutes)
1. Pictures to Spark Interest: Show real pictures of wildfires and snowstorms. Ask:
"What can you see in the pictures? What may happen in these situations?" Activate
students' learned disaster vocabulary.
2. Quick Q&A: Teacher-student interaction using the past continuous tense, e.g., "What
were you doing when it rained heavily last week?" Review core grammar.
Step 2: New Knowledge Input (8 minutes)
1. Text Reading: Have students read the two story beginnings from textbook 4b
together. Annotate the disaster vocabulary, past continuous tense sentence patterns, and
conjunctions within.
2. Key Points Organization: Teacher and students summarize together: ① Core
vocabulary for describing disasters (lightning, thick snow, etc.); ② Usage of past
continuous tense (describing background/ongoing actions); ③ Function of linking words
(while, then).
Step 3: Demonstration and Guidance (7 minutes)
1. Teacher Demonstration: Using the "wildfire" story beginning as an example,
demonstrate continuation writing in an A-B-C chain format with two students, e.g.:
* A: "Look!" my brother shouted. "I can see the fire over there!"
* B: I had my phone out. It was time to take photos!
* C: My dad quickly stopped me and said we had to leave the mountain at
once.
2. Rule Explanation: Clarify chain requirements: Each person says 1-2 sentences. Plot
should connect naturally. Use past continuous tense or appropriate conjunctions.
Step 4: Group Cooperation (15 minutes)
1. Group Task: Divide students into groups of 4-5. Each group chooses either the
"wildfire" or "snowstorm" story beginning and takes turns continuing the story. Group
leader records key points.
2. Teacher Circulation: Provide timely guidance on students' tense errors and logic
issues. Help groups with insufficient vocabulary储备补充 expressions.
3. Draft Refinement: Groups collectively organize their recorded points into a completechain story, correcting grammar and logic errors.
Step 5: Presentation and Evaluation (10 minutes)
1. Class Presentation: Each group selects a representative to tell their chain story. Other
students listen attentively.
2. Multifaceted Evaluation: ① Peer evaluation: Score based on "plot coherence" and
"language accuracy." ② Teacher feedback: Acknowledge strengths, point out areas for
improvement (e.g., use of conjunctions, tense consistency).
3. Voting Session: As required by the textbook, vote for the "Best Chain Story," giving
a small reward.
Step 6: Reflection and Extension (5 minutes)
1. Question Discussion: Organize group discussions based on the 4 questions from the
textbook's "Reflecting" section, e.g., "How should we prepare for a snowstorm?"
2. Knowledge Extension: Teacher supplements small common-sense knowledge for
disaster protection (e.g., evacuate upwind during wildfires, reduce 外 出 during
snowstorms). Connect language learning with real-life practice.
Step 7: Summary and Elevation (5 minutes)
1. Language Summary: Teacher and students review the lesson's core vocabulary, usage
of past continuous tense, and story linking techniques.
2. Emotional Summary: Emphasize the importance of cooperation and calmness when
facing natural disasters. Encourage students to actively learn about disaster protection
knowledge.
XI. Class Summary
This lesson centered on "natural disaster chain stories." Through input, demonstration,
cooperation, presentation, and other stages, students consolidated the application of
natural disaster-related vocabulary and the past continuous tense, enhancing group
cooperation and oral expression abilities. Simultaneously, using the reflection section
deepened understanding of disaster protection, achieving the integration of language
learning and literacy development.
XII. Homework Assignment
1. Basic Homework: Organize your group's chain story into written form (80-100 words).
Pay attention to correct tense and punctuation.
2. Extension Homework: Based on this lesson's learning, add an ending with "disaster
response measures" to your story, further完善 the plot.
3. Practical Homework: Discuss methods for protecting against one type of natural
disaster with family. Record them in 3-5 English sentences.
