module 3 the violence of nature教案

《module 3 the violence of nature教案》由會員分享，可在線閱讀，更多相關(guān)《module 3 the violence of nature教案（35頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、Module 3 The Violence of Nature Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals Talk about the violent natural disasters. Learn to use the Indirect Speech and learn to use the Past Perfect Passive. Write about a natural disaster. Write a passage using everyday English that indicate the good

2、 or bad things to happen. Learn to give definitions of a word with Attribute Clause. Ⅱ. 目標(biāo)語言 功能句式 詞義釋義（Giving definitions） A flood is a lot of water in an area which is usually dry. 暗示下文內(nèi)容的描述詞 luckily, fortunately, thankfully, hopefully, unfortunately, badly. 詞 匯 1. 四會詞匯 disas

3、ter, flood, hurricane, lightening, thunderstorm, tornado, column, experience, cause, current, furniture, bury, feather, fur, occur, violent, wave, strike, cemetery, rotating, coffin, previous, eruption, ruin, ash, lava, tidal, volcano, possibility, earthquake, terrifying, luckily, thankfully, hopefu

4、lly, sadly, fortunately, warning, worldwide, active, damage. 2. 認(rèn)讀詞匯 latitude, tropical, equator. 3. 詞組 per hour, pick up, put…down, take off, on average, tropical storms, in a population of, tiny island, tidal wave, pour down, set fire, volcanic eruption, take place, move from side to side, be

5、windy, be situated in, Central China, in all, lose one’s life, do the most damage, a total of, affected areas, push…out of, fall down, medical care, drinking water, flow over, manage to do, be homeless, end up. 結(jié) 構(gòu) The Past Perfect Passive Sb had done sth. Sth had been done. In

6、direct Speech 1. Statements “I’m still working because there is a lot to do.” he said. He said that he was still working because there was a lot to do. 2. Questions “Does this mean that the danger is over?” he asked. He asked if this meant that the danger was over. “When will people be able to

7、 return home?” asked he. He asked when people would be able to return home. 重 點 句 子 1. They can destroy houses, but leave the furniture inside exactly where it was. 2. On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries. 3. By t

8、he time it ended, more than 700 people had been killed and 2,700 had been injured. 4. The disaster killed 6,000 people in a population of 37,000 and destroyed 3,600 buildings. 5. When the lava reached the sea, there was the possibility of a huge tidal wave which could flood half the island. 6. F

9、ires caused by the California Earthquake did the most damage. 7. The earthquake has left tens of thousands of people homeless. 8. My family had just finished breakfast when the house started shaking and we heard

10、a loud noise. 9. At night it is very cold in the region with temperatures falling below zero. 10. This is not the first time there are floods in Conway. Ⅲ. 教材分析與教材重組 1．教材分析 本單元以“自然災(zāi)害”（The violence of nature）為話題， 旨在通過單元教學(xué)， 讓學(xué)生運用書中的Useful expressions 編對話，描述人物，事件和人物的感情，了解人們在自然災(zāi)害中的經(jīng)歷、感受，提高學(xué)生的自我保護(hù)

11、意識；培養(yǎng)學(xué)生對定語從句的運用能力，詞匯部分訓(xùn)練學(xué)生在語境中理解詞匯的能力，學(xué)習(xí)對詞語進(jìn)行解釋，以及如何運用useful expressions暗示之后的語言內(nèi)容。 本單元的話題是“自然災(zāi)害”，其中包括“龍卷風(fēng)”、“颶風(fēng)”、 “火山爆發(fā)”、 “地震”、 “洪水”等。 1.1導(dǎo)入部分（Introduction）通過三幅圖片引出與自然災(zāi)害相關(guān)的詞語，并對其進(jìn)行釋義。然后通過問題討論自然過渡到本單元話題“自然災(zāi)害”。 1.2閱讀與詞匯部分（Reading &Vocabulary） 包括兩方面的訓(xùn)練。詞匯部分訓(xùn)練學(xué)生在語境中理解詞匯的能力。閱讀部分是三篇有關(guān)龍卷風(fēng)和颶風(fēng)的文章。文章中解釋了什么是

12、龍卷風(fēng)和颶風(fēng)，并對其對人們帶來的危害進(jìn)行了描述。教材還設(shè)計了相應(yīng)的問題，旨在培養(yǎng)學(xué)生學(xué)會通過閱讀獲取材料中的細(xì)節(jié)要點，同時讓學(xué)生了解自然災(zāi)害的危害。 1.3語法部分（Grammar）包括兩方面的訓(xùn)練。第一部分旨在訓(xùn)練學(xué)生對過去完成式的被動語態(tài)的理解，掌握和運用。在練習(xí)前列出兩個句子，讓學(xué)生通過回答兩個問題來理解這個語法項目的結(jié)構(gòu)和運用。第二部分是間接引語。與第一部分一樣，讓學(xué)生通過自主學(xué)習(xí)和探究，歸納語言的功能和基本結(jié)構(gòu)。其后設(shè)計的練習(xí)體現(xiàn)了操練模式。 1.4 聽力部分（Listening）是一段有關(guān)火山爆發(fā)的對話。在聽對話前，設(shè)計了一段材料，以便學(xué)生了解有關(guān)火山的詞匯以及其間的關(guān)系。另外

13、，設(shè)計的聽前回答問題幫助學(xué)生了解相關(guān)知識，為聽力部分做準(zhǔn)備。聽力之后的回答問題的練習(xí)旨在訓(xùn)練學(xué)生獲取聽力材料中的具體細(xì)節(jié)，同時讓學(xué)生們了解人們在自然災(zāi)害中的經(jīng)理和感受。 1.5 口語部分(Speaking)主要描述事件和人物的經(jīng)歷與感受。教材設(shè)計了一個采訪對話,通過一些問題啟發(fā)學(xué)生組織對話內(nèi)容. 1.6功能部分（Giving a definition）設(shè)計了三個例句，讓學(xué)生模仿例句用定語從句進(jìn)行詞意釋疑。 1.7寫作部分（Writing）訓(xùn)練學(xué)生對自然災(zāi)害進(jìn)行描述。教材提供了一篇范文，幫助學(xué)生如何描寫自然災(zāi)害中的經(jīng)歷。 1.8日常用語（Everyday English）提供了一些有暗示

14、下文內(nèi)容功能的詞語。練習(xí)一通過學(xué)生回答問題以訓(xùn)練他們的自主學(xué)習(xí)探究的學(xué)習(xí)方法。練習(xí)二進(jìn)行操練以幫助學(xué)生鞏固積累語言知識。 1.9文化部分（Cultural corner）是一篇有關(guān)地震的閱讀材料，講述了中國和美國的兩次最嚴(yán)重的地震。文章之后設(shè)計了三個問題。前兩個問題旨在培養(yǎng)學(xué)生閱讀文章獲取信息的能力。第三個問題旨在培養(yǎng)學(xué)生理解文章深層意思的能力。另外，教材設(shè)計了兩個討論問題以提高學(xué)生思考問題，解決問題的能力，同時培養(yǎng)學(xué)生思維條理性以及語言表達(dá)的邏輯性。 2．教材重組 2.1 從話題內(nèi)容上分析，將Introduction, Function, Reading 中的Vocabulary 整合

15、在一起，設(shè)計成一堂詞匯“口語課”。 2.2把Listening 和Workbook 中的Listening整合在一起，上一節(jié)“聽力課”。 2.3將27頁的Speaking和課后Listening and Speaking中的activity17整合在一起放在post-listening中。 2.4 將Reading 與Cultural Corner 中的Reading 整合在一起，上一節(jié)“閱讀課”。 2.5將兩個語法項目整合在一起上一節(jié)“語法課”。 2.6將Everyday English 與Workbook 中的Reading 整合在一起，上一節(jié)“閱讀課”。 2.7 將Writi

16、ng 與Workbook 中的Writing 整合在一起，上一節(jié)“寫作課”。 3．課型設(shè)計與課時分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六課時完成） 1st period: Speaking 2nd period: Listening 3rd period: Reading 4th period: Grammar 5th period: Reading 6th period: Writing Ⅳ. 分課時教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1.Target language 目標(biāo)語言 a. 重點詞匯和短語

17、 flood,hurricane,lightening,thunderstorm,tornado,column,current,latitude,bury,disaster,feathers, furoccur,tropical,luckily,thankfully,hopefully,dadly,fortunately,violent,equator b. 重點句型 sth. is ...that/which... 2. Ability goals能力目標(biāo) a. Revise the Attributive Clause. b. Using the Attributive Cl

18、ause to explain words. 3. Learning ability goals 學(xué)能目標(biāo) Improve the students ability to give definition of words. Teaching important points 教學(xué)重點 Learn how to definite words, using the Attributive Clause. Teaching difficulties教學(xué)難點 Using the Attributive Clause to define a word. Teaching aids 教具準(zhǔn)

19、備 A projector& a computer. Teaching procedures &ways 教學(xué)過程與方式 Step 1 Warming up (Remind the students of the tsunami in 2004 with a picture and talk about it.) T: As we know, at the end of last year, a massive earthquake sent tsunami smashing into Indian Ocean coastlines. Many heavily populate

20、d disasters from it. (Ask the students to talk about the pictures in coast areas, such as Sri Lanka, Indonesia, Thailand, India, Malaysia and East Africa was destroyed by the monster waves, causing millions of deaths. We human beings saw the violence of natural disasters from it. (Ask the student

21、s t6o talk about the pictures in Introduction, page 21.) T: Now, please turn to page 21. Here are some pictures of disasters. What can you see from the pictures? S: From the first picture, I can see a truck trapped in the floods. T: Good! How about picture2? T: Now, please look at the pictures o

22、n the screen. What can you see from the pictures? S: From the first picture, I can see many houses are trapped in the flood. T: Good! How about picture2? S: It looks like a strong wind blowing the trees. T: Well done. And the last picture? S: It’s wind. T: Not bad. It is called tornado, which

23、can cause damage to people and villages. Well, do you know what a flood is, what a hurricane is and what a tornado is? If not, let’s come to page 21 to find out the definitions. Step 2 Speaking (Part 1, Page 21) (Get the students to match the words in the box with the definitions below .Then ask i

24、ndividuals to show their answers.) T: Now, you please match the words with the definition below. And tell me what they are. Make sure to give whole sentences. (Allow the students some time to do the task. Collect the answers.) Suggested answers for Task 1: A flood is a lot of water in an area wh

25、ich is usually dry. A hurricane is a very strong wind or storm. Lightening is the flash of light which occurs during a thunderstorm. A thunderstorm is a lot of rain falling quickly, with loud noises and flashes of light. A tornado is a column of air that turns very quickly. (The underlined thre

26、e sentences are shown on the screen.) T: Now, lets pay attention to these three sentences on the screen. Please find out the common characteristics in all of them.) S: The sentences all give a definition of something. T: Very good. Each sentence gives a definition of a word. Any other opinions?

27、S: The Attributive Clause appears in each sentence. T: Well done! That is right. When we give a definition of a word, the Attributive Clause is usually necessary and helpful. Wed better learn to use the structure “A is B that/which…”. Now lets come to Part 3 on page 22. (Let the students match the

28、 words in the box with the sentences below and then check the sentences.) T: Ok, we can see it is the same form as the one we did just now on page 21.You please give a definition of each word with a whole sentence, using the Attributive Clause if necessary. And you can also add some words to help y

29、ou. Cooperate with your partners to work them out. (After discussing for a while, collect the answers.) Suggested answers for Task 2: To bury means to place in the ground or tomb. A disaster is a terrible event. Feathers are something that you can see on a bird. Fur is the thing that you see o

30、n an animal. to describe(describing) To occur means to happen. that we use to describe Tropical is a word the hottest parts of the earth, north and south of the equator. (Show the sentences on the screen and ask the students to focus on the underlined two sentences.) T: Look at these two s

31、entences: To bury means to place in the ground or tomb. To occur means to happen. What should you pay attention to? Ss: To bury and to occur. T: Good. Verbs can not be used as Subject directly. We have to use "to do" or "doing". And have a look at

32、 the last sentence. There’re three different ways to express it. From it, we can know that the functions of the three forms are the same: attribute. But difference does exist. We’ll talk about it later. Now, please read the sentences altogether. (Allow the students some time to read.) Step 3 Word

33、study (Workbook Page 80) (Ask the students to turn to page 80 and begin the task in vocabulary.) T: Now, let’s come to the exercises on page 80. In activity 5, you should finish the short paragraph with the words given above, making sure that all the sentences have proper meanings. (Choose one st

34、udent to read out the answers and check them with the whole class. Then the students read the sentences together.) Keys for Task 3: Volcano, eruption, ash, lava, tidal wave, flood. (Let the students do the task of activity6.) T: In activity6, you’re asked to group the words according to the spee

35、ches of the words. Put them into three groups of Adjectives, Verbs and Nouns. Some words can go in two groups. (Choose volunteers to present the answers orally.) Suggested answers for Task 4: Adjectives: tropical, violent. Verbs: bury, destroy, flood, kill, rain, wind. Nouns: disaster, equator,

36、 feather, flood, injury, rain, storm, tornado, wind. (Do task in activity7.) T: These words can help us finish the sentences in activity7. Please complete the sentences with proper words from activity6 in the correct form. (Let volunteers to read out the answers.) Keys for Task 5: Violent, buri

37、ed, killed, injuries, tropical. (Do task in activity 8.) T: Let’s take a look at activity 8. Match the two parts to make complete sentences with correct meanings. (A few minutes for the students to do the task, and check the answers.) Keys for Task 6: There was a violent thunderstorm in my town

38、 last week. I saw a flash of lightening in the sky. The lightening struck several houses in the center of the town. The houses caught fire immediately. It took all night to put the fires out. Fortunately, no one was killed or injured. (Lead in the next content of this unit by revising what we

39、have learnt.) T: Ok, what have we learnt up to now? Ss: We have learnt how to give a definition of a word and done some exercises about the words. T: That’s good. What are these words and exercises about? Ss: Some disasters. T: Right. All of the words are related to natural violence/disasters.

40、 (Talk about natural disasters.) T: Can you list out the names of some natural disasters? Ss: Thunderstorm, flood, hurricane, tornado, volcanic eruption, earthquake, drought. (The teacher shows some pictures of natural disasters on the screen. Draw the students’ attention to pictures of tsunami

41、and fault.) (1) (2) (3) (4) (5) (6) (7) T: Here are some disasters you have put forward. Look at the last two pictures, what are they about? S: It looks like a typhoon. T: Not bad. Actually it’s a tsunami. And the great damage was caused by a violent earthquake. It affected

42、 so many heavily populated coastal areas. How about the other picture? S: Drought. T: Have you ever experienced one of the disasters on the screen? S: Yes, I’ve been in an earthquake. T: Can you describe it? S: Ok. I was sleeping in my bedroom when a strange noise woke me up. It sounded like a

43、train was passing under our house. It was too late for me to rush out of the house. Everything began to shake and some things fell down. But luckily, it only lasted a few seconds. (The teacher asks another student.) T: Have you ever experienced a hurricane? S: No, I haven’t. T: Have you ever rea

44、d a news story about it? S: Yes, I have. T: Please describe it to the class. S: I once read about a hurricane called Blas. It moved over cooler waters in the Pacific Ocean to the west of Mexico. Blas formed off southwest Mexico during the previous week, killing four people when their wood and car

45、dboard home collapsed. (Ask another student.) T: Very good. Have you ever experienced a tornado? S: No, I haven’t. (Invite another student to answer the question.) T: Have you experienced a flood? S: No, I haven’t. T: Do you know anyone who has experienced one? S: Oh, yes. One of my relative

46、s lives in the south. He suffered a lot from it. T: Do you know anything about that flood? What caused it? S: One summer, heavy rains caused huge floods which killed over 100 people. Actually. The scientists said, it was mainly due to deforestation and soil erosion. T: Perfect. We know that many

47、things that humans have been doing, such as deforestation and sending greenhouse gases into the atmosphere, have changed the climate of the earth. It will lead to more extreme weather patterns, such as floods and droughts. Although we can’t stop a disaster taking place, we can do something to avoid

48、suffering a lot from it. So, it is high time for us to take action to live in harmony with nature. We humans should try to balance economic growth and development with environmental sustainability. Step 5 Homework Surf the Internet for ways to avoid much damage from disasters. Make three sentence

49、s to define the words earthquake, volcanic eruption and plane crash, using the Attributive Clause. Suggested answers: An earthquake is a sudden violent movement of the earth’s surface that can cause great damage to people. Volcanic eruption is a sudden occurrence of steam and material that come o

50、ut of the volcano. A plane crash is a violent fall or breaking that a plane come across when flying. The Second Period Listening Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 詞匯和短語 ash, erup

51、t, lava, tidal wave, volcano, drive away, on foot, pour down, set fire, catch fire, take place. b. 重點句型 The Past Perfect Passive: sb. had done sth. sth. had been done. Indirect Speech: She said that… She asks if /what/when/… 2. Ability goals 能力目標(biāo) Train the students to focus on specific word

52、s and details from the listening material. Meanwhile, help the students learn about people’s experiences and feelings in a natural disaster. 3. Learning ability 學(xué)能目標(biāo) By discussing and listening to the stories, lead students to learn about the rescue skills once a tornado happens. Teaching import

53、ant points教學(xué)重點 Do pre-listening to help the students learn about volcanic eruption. First listening to find specific facts. Carefully listen for details about the questions. Teaching difficult points教學(xué)難點 Train the students to listen for specific facts and details. Teaching approach 教學(xué)方法 Elici

54、ting, discussing, talking, induction, task-based, student-centered. Teaching aids 教具準(zhǔn)備 A tape recorder, a computer. Teaching procedures & ways 教學(xué)過程與方式 Step 1 Revision Check the students’ homework for the definitions of the words. Step 2 Pre-listening (Ask the students to do the task in activ

55、ity1 and activity2. Show the definitions of the words in activity1 on the screen.) T: You have several minutes to read the passage in activity1 on page 25. And with the help of the definitions of the words in the box on the screen, do activity2 to explain the connections between the words in activi

56、ty 1 with your partners. (Allow the students some time to do the task. Then the teacher shows a sample after the students present their work.) Suggested answers for Task 1: Once a volcano erupts, ash and lava can come up through the volcano. And when the lava reaches the sea, it’s very likely to

57、see a huge tidal wave which can cause a great damage. T: We’ll listen to a tape about a volcanic eruption. Before listening, please answer the questions in activity 3. (The teacher leads the whole class to do the task together.) Keys for Task 2: A fire started. A natural event. A difficult thing

58、 to do. Have finished. Step 3 Listening (Tell the students to read the questions for the listening.) T: We’ll hear a conversation about an eruption of a volcano. Before you listen to the tape, read through the questions that you have to answer after listening. (Play the tape for the students to

59、listen and then check how well they can understand by answering the questions in activity4. Remind the students of taking notes if necessary.) Suggested answers for Task 3: Step 4 Workbook (Page 83, Listening) (The teacher will move to workbook listening.) Pre-listening: (Let the students read

60、through the instruction in activity13.) T: Turn to page 83 to have a look at activity13. You’ll listen to material about tornadoes. The first time, listen for the specific information: number the speakers in the correct order. Listening: (After listening, check the answers with the whole class.)

61、 Keys for Task 4: …… (Get the students to read through activity14 to be familiar with their task.) T: Please read through the sentences in activity14. Listen to the tape again and decide which statements are false and correct them as well while listening with the help of taking notes. (The teach

62、er will play the tape part by part according to different speakers. Check the answers with the whole class after listening.) Keys for Task 5: …… Post-listening: (The following role-play activity will help the students practice talking about past experiences with words and useful expressions rela

63、ted to the natural violence.) T: Suppose you are one of the speakers. After the tornado you talk about your experience with a journalist. Please cooperate with your group members. One is a journalist and the others are three speakers. You can make up a dialogue according to Speaking on page 27. The

64、 journalist should make a list of questions to ask first. And the speakers should talk about the event you saw. After writing, act them out. (The rest of the time is for the students to prepare for their dialogues.) Step 5 Homework Finish the dialogue. Preview the texts. The Third Period Readi

65、ng Teaching goals 教學(xué)目標(biāo) 1． Target language 目標(biāo)語言 a. 詞匯 tornado, rotate, thunderstorm, violent, feather, destroy, occur, disaster, hit, strike, bury, San Francisco, homeless. b. 短語 pick up, put down, take off, on average, tropical storms, the Caribbean Sea, the Gulf of Mexico, in a population of,

66、 end up, be situated in, Central China, in all, lose one’s life, do a damage, a total of. 2. Ability goals 能力目標(biāo) Improve the students’ ability to read for specific facts. Learn how to describe natural disasters with useful expressions and sentences. 3. Learning ability goals 學(xué)能目標(biāo) By discussing some natural disasters and reading the passages, lead the students to learn about the rescue skills once a disaster happens. Teaching important points教學(xué)重點 Discussing to help the students learn ab