Integrated skills 1
Continuing a story about a flood
一、教学目标
By the end of the section, students will be able to:
1. obtain the information about floods and flood safety tips;
2. analyse the typical features of a story about a family caught in a flood;
3. predict what would happen to a family caught in a flood.
二、教学重难点
1. To internalize the information about floods and flood safety tips;
2. To predict what would happen to a family caught in a flood.
三、教学过程
| 步 骤 | 教学活动 | 设计意图 | 互动时间/模式 |
| Lead-in | |||
| Step 1 | The teacher introduces the lesson by showing students pictures and asking them questions at random. •What can you see in the pictures? •What happens during the flood? •What do you know about floods? •When will floods happen? •What damage may floods cause? The teacher draws students’ attention to the topic of “floods” and activates students’ knowledge of floods. Students gain some idea of floods and damages they may bring. | 导入话题，通过自由发言，激发学生的学习兴趣，激活学生已有的相关知识和经验，让学生有话可说，有话能说。 | 5’ Brainstorming Individual Work Class Work |
| Step 2 | Students share their ideas in groups of four by asking the following questions. 1. Have you ever heard of a flood? 2. Have you ever been caught in a flood? 3. If so, please describe what happened to you and what you did to reduce the damage. 4. What was it like? 5. What did the people caught in a flood do to save themselves? After discussion, the teacher asks several students to report. | 给学生提供贴近生活实际的话题让其讨论，有助于学生融入课堂，增强参与感。既达到热身效果，又能顺利切入主题，为实施后续活动打下基础。 | 5’ Group Work |
| Listening | |||
| Step 3 | Students listen to Part A—an online talk about flood safety tips and finish A1 on Page 22 by deciding whether the statements are true (T) or false (F) and then circle the incorrect information in the false statements and correct it in the blanks. Students check their answers in pairs and then report them to the whole class. | 引导学生先整体把握对话大意，形成整体理解，然后有针对性地获取所需要的相关信息。让学生通过回答正误判断问题，对信息进行精确性理解，更好地获取和内化信息。 | 10’ Individual Work Pair Work Class Work |
| Step 4 | Students listen to the conversation again and finish A2 on Page 22. After listening, students check the answers in groups. | 二次听录音，获知细节信息，形成清晰的文本框架。 | 10’ Class Work |
| Reading | |||
| Step 5 | The teacher guides students to read the first half of Leo’s story on Page 23 and has students try to analyze the features of a story by asking the following questions. 1. Where did the story take place? 2. Who were in the story? 3. What happened? Students read the story again about a family caught in a flood and find out the setting, characters and plot of the story. | 阅读故事文本，引导学生回答5W1H 问题，分析故事的基本要素：背景、人物、情节等方面，引领学生深入思考，培养学生的语篇分析能力，为读后续写环节做好充分准备。 | 7’ Group Work |
| Step 6 | After reading, the teacher has students discuss in pairs what might happen next in the story. 1. What will Mary and her family do next? 2. Can they make a phone call to someone for help? 3. Will they leave the house or stay at home? 4. What will they bring with them if they choose to leave? 5. How will they leave the house? 6. What can they do to keep themselves safe if they choose to stay at home? | 创设真实语言情境，培养学生的思辨精神，让学生将所学知识转换为实际语言运用能力。 | 6’ Group Work |
| Homework 1. Plan your story. 2. Finish the workbook. | 2’ | ||
