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1、Part : Lead-in h Disasters LESSON PLAN Period One (45 Minutes) Part One: Lead-in 10 Minutes Part Two: Communication Skills 20 Minutes Part Three: Receiving take COVER by getting under a sturdy table or other piece of furniture; and HOLD ON until the shaking stops. If there isnt a table or desk near
2、you, cover your face and head with your arms and crouch in an inside corner of the building. Stay away from glass, windows, outside doors and walls, and anything that could fall, such as lighting fixtures or furniture. Stay in bed if you are there when the earthquake strikes. Hold on and protect you
3、r head with a pillow, unless you are under a heavy light fixture that could fall. In that case, move to the nearest safe place. Use a doorway for shelter only if it is in close proximity to you and if you know it is a strongly supported, load bearing doorway. Stay inside until the shaking stops and
4、it is safe to go outside. Research has shown that most injuries occur when people inside buildings attempt to move to a different location inside the building or try to leave. Be aware that the electricity may go out or the sprinkler systems or fire alarms may turn on. DO NOT use the elevators. If o
5、utdoors Stay there. Move away from buildings, streetlights, and utility wires. Once in the open, stay there until the shaking stops. The greatest danger exists directly outside buildings, at exits and alongside exterior walls. Many of the 120 fatalities from the 1933 Long Beach earthquake occurred w
6、hen people ran outside of buildings only to be killed by falling debris from collapsing walls. Ground movement during an earthquake is seldom the direct cause of death or injury. Most earthquake-related casualties result from collapsing walls, flying glass, and falling objects. ACTIVITY 2 Viewing to
7、 learn In this section, you will watch a brief lecture on hurricane safety tips. Hurricane Safety Tips Script: Based on previous experience, there are three common sense safety tips that you should follow if the storm causes widespread and prolonged power-out ages. Number one, if you have a generato
8、r, never operate it indoors or in your garage. Carbon monoxide build-up can be failed. Always operate the generator outside your house and a veil-elevated area. Number two, if you see a down power-line, assume it is alive and stay away from it. Report its location to your utility company or to alarm
9、 enforcement. Finally, avoid the temptation to go sightseeing in your car during or after a hurricane. Task 1 Viewing for information Directions Watch the viedo once and then choose the best answer to each question. Part Four Follow-up Activities Answers: 1. C 2. B Task 2 Viewing for details Directi
10、ons Watch the video again and then fill in the blanks. 1. Based on previous experience, there are three common sense safety tips that you should follow if the storm causes widespread and prolonged power-out ages. 2. Number two, if you see a down power-line, assume it is alive and stay away from it.
11、Task 3 Oral practice Directions: Interview four classmates and try to get information to fill in the following table. Write down the answers and report to the class. class. Answers may vary TopicsStudent 1Student 2Student 3Student 4 Do you know what damages a hurricane could cause? What safety tips
12、can you offer to people during or after a hurricane? ACTIVITY 1 LISTENING TO LEARN Tapescript: 录音片段：录音片段： Food after the Flood People can get sick if they eat food touched by floodwater, because floodwater may have human and animal wastes. So, home-canned foods should be thrown out since they are no
13、t water-proof. As for the cans, just place them in water and heat to one hundred degrees Celsius for two minutes. And they can be used again. Task 1 Listening for information Directions Listen to the passage and then choose the best answer to each question. Answers: 1. A 2. C Task 2 Oral practice Di
14、rections Interview four students and ask each of them to give one word to describe the feelings of people in a disaster and after a disaster. Then report your reports to the whole class. Tell me your feelings QuestionsStudent 1Student 2Student 3Student 4 Feelings in a disastersaddisappointeddepresse
15、dupset Feelings after a disaster goodpleasedhappynice (Answers may vary.) Ask students to prepare for this part before class. Vocabulary about different feelings should be introduced before the practice. ACTIVITY 2: VIEWING TO LEARN Task 1 Viewing for information Directions Watch the video and then
16、fill in the blanks. 1. Our Thai colleagues began soon after the 2004 tsunami with a survey to map out the areas that had been covered by the tsunami. It must have been a horrible job for them because theyre going into an area of such disaster and so much loss of life. 2. The stories of that 1907 tsu
17、nami have been passed down through several generations. 3. Only 8 people out of the population of almost 90,000 died during the 2004 tsunami. Teaching Tips 4. So, education is key. The Thailand team found a way to communicate their findings in a telling way. Tape Script So what evidence did the geol
18、ogists find in Thailand? So our Thai colleagues began soon after the 2004 tsunami with a survey to map out the areas that had been covered by the tsunami. It must have been a horrible job for them because theyre going into an area of such disaster and so much loss of life. I think all of them were g
19、eologists dealing with tsunami for the first time. The stories of that 1907 tsunami have been passed down through several generations. So when the earthquake occurred in 2004, they knew how to react. They actually went to preordained meeting places; they ran high ground for the tsunami arrival. Only
20、 8 people out of the population of almost 90,000 died during the 2004 tsunami. So, education is key. The Thailand team found a way to communicate their findings in a telling way. Task 2 Oral Practice Directions Work in a small group and discuss on “How to prevent a lightning strike outdoors?” You ha
21、ve to finish the following table before you finish the discussion. Then choose one student to report to the whole class. DODONT 1. get out of the water if you are swimming1. stay under the trees 2. walk away from anything that is metal, such as golf clubs, swings, and slides. 2. travel on a motorcyc
22、le 3. remove metal objects such as a baseball helmet off your head 3. make phone calls 4. put your hands on your knees or place them over your ears to protect yourself from hearing damage from thunder. 4. stay outside in open field 5. If you can see lightning, flee and take shelter. 5. listen to mp3
23、 with eardrums Guide students to read, spell and remember the words of disasters in the column. Teaching Tips: Part Five Entertainment Review Checklist Directions Listen to the song “Time for Miracles” and complete the lyrics. Pay special attention to the rhythm. Time for Miracles Its late at night
24、and I cant sleep Missing you just runs too deep Oh I cant breathe thinking of your smile Every kiss I cant forget This aching heart aint broken yet Oh God I wish I could make you see Because I know this flame isnt dying So nothing can stop me from trying Baby you know that maybe its time for miracle
25、s Because I aint giving up on love You know that maybe its time for miracles Because I aint giving up on love No I aint giving up on us I just wanna be with you Because living is so hard to do When all I know is trapped inside your eyes The future I cannot forget This aching heart aint broken yet Oh
26、 God I wish I could make you see Because I know this flame isnt dying So nothing can stop me from trying Baby you know that maybe its time for miracles Because I aint giving up on love You know that maybe its time for miracles Because I aint giving up on love No I aint giving up on us Baby can you f
27、eel it coming? You know I can hear it, hear it, the souls Baby, you feel, they feel you You know its time How much do you remember after learning this unit? What should you get prepared before an earthquake? How should we deal with the food touched by the floodwater? How do you express your regretful feeling? Teaching Tips: Guide and encourage students to spend 5 minutes to go through the checklist. To use the checklist simply check off the results of learning. This checklist is useful in determining the way in which students evaluate themselves.