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Pre-task 1. Show students some pictures about earthquakes;
2. Use brainstorming to get the students prepared about the earthquakes for the following tasks.
Ask the students “What may happen in an earthquake?”, let them talk about it in English.通过图片展示简明直观的导入新课，展示话题；引导学生围绕地震进行brainstorming（思维导图的一种表现形式），有利于对学生进行语言能力及思维品质的培养，并进一步理解情态动词“may”的用法和为学生做一些必要的词汇准备,为之后的阅读材料扫清词汇障碍；Approx
4mStep 2
While-taskTask1 What to do inside
1. Have the students read the passage carefully and finish the mind map about what to do inside (See Appendix 1). Let the students work in groups, then encourage them to finish the mind map using the imperative sentences(祈使句).
The teacher can ask the students:
What should we do if we are inside when the earthquake happens?
2. The teacher gives some help if necessary. Finally invite some groups to present their advice.
Task2 What to do outside
1. Have the students read the whole passage carefully again , let them find out what to do outside according to the mind map. (See Appendix 1).
2. Get the students to work in groups, and have them report their advice.
Task3 Read and check
Have the students read the whole passage carefully, then check the advice (See Appendix 2).
Encourage the students to check the sentences and give the reasons.通过思维导图，鼓励学生使用祈使句型列出应对地震措施，有利于学生学习能力的培养，以及加强对祈使句的运用和掌握；通过自主合作学习的小组活动，让学生充分的实践运用语言，并激发其创造性思维的发展。
通过“What should we do ?” 这一问题的提问，既复习了本模块第一单元的重点句型，又能使学生进一步确定本阅读材料的阅读重点。
学生在完成阅读任务活动中，进一步培养了其思维的准确性；锻炼学生留意与问题有关的信息点，捕捉关键信息的能力，有利于强化提升其阅读技能；更深的了解和掌握如何应对地震，并做好自我防护措施。
Approx
22mStep 3
Post- task1. Watch the video about the passage;
2. After watching the video, ask the students two questions.
①What is the passage mainly about?
②How many pieces of advice are there in the passage?
Guide the students to find the sentences to support their answers in the passage..
3. Encourage the students to give more advice on what to do in an earthquake using the mind map.
Have them take notes, write down others’ advice.
4. Ask the students one question: What have we learnt from the passage?
播放教学视频，让学生有更直观的视听感受，间接培养其听说能力，并进一步巩固所学知识。
观看视频后设置这两个问题，目的在于培养学生思维的敏捷性，并进一步培养学生快速查找有效信息和对文章进行整体概括的能力。
通过思维导图的再次呈现，让学生进一步巩固内化本单元祈使句型的运用，并注重培养学生的语言能力以及听和写的能力，同时也促进了学生思维品质的发展。