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1、Module 3 The Violence of Nature. 单元教学目标 技能目标Skill GoalsTalk 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 or bad things to happen.Learn to giv
2、e definitions of a word with Attribute Clause. 目标语言功能句式词义释义（Giving definitions）A flood is a lot of water in an area which is usually dry.暗示下文内容的描述词luckily, fortunately, thankfully, hopefully, unfortunately, badly.词汇1. 四会词汇disaster, flood, hurricane, lightening, thunderstorm, tornado, column, experie
3、nce, 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, hopefully, sadly, fortunately, warning, worldwide, active, damage.2. 认读词汇latitu
4、de, tropical, equator.3. 词组per hour, pick up, putdown, 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 windy, be situated in, Central China, in all, lose ones life, do the most damage,
5、a total of, affected areas, pushout of, fall down, medical care, drinking water, flow over, manage to do, be homeless, end up.结构The Past Perfect PassiveSb had done sth.Sth had been done.Indirect Speech1. Statements“Im still working because there is a lot to do.” he said. He said that he was still wo
6、rking 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 return home?” asked he.He asked when people would be able to return home.重点句子1. They can destroy houses, but leave the furni
7、ture 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 the 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
8、 3,600 buildings.5. When the lava reached the sea, there was the possibility of a huge tidalwave which could flood half the island.6. Fires 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 breakfas
9、t when the house started shaking and we heard 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. 教材分析与教材重组1教材分析本单元以“自然灾害”（The violence of nature）为话题， 旨在通过单元教学， 让学生运用书中的Useful expressions 编对话，描述人物，事件和人
10、物的感情，了解人们在自然灾害中的经历、感受，提高学生的自我保护意识；培养学生对定语从句的运用能力，词汇部分训练学生在语境中理解词汇的能力，学习对词语进行解释，以及如何运用useful expressions暗示之后的语言内容。本单元的话题是“自然灾害”，其中包括“龙卷风”、“飓风”、 “火山爆发”、 “地震”、 “洪水”等。1.1导入部分（Introduction）通过三幅图片引出与自然灾害相关的词语，并对其进行释义。然后通过问题讨论自然过渡到本单元话题“自然灾害”。1.2阅读与词汇部分（Reading &Vocabulary） 包括两方面的训练。词汇部分训练学生在语境中理解词汇的能力。阅读部
11、分是三篇有关龙卷风和飓风的文章。文章中解释了什么是龙卷风和飓风，并对其对人们带来的危害进行了描述。教材还设计了相应的问题，旨在培养学生学会通过阅读获取材料中的细节要点，同时让学生了解自然灾害的危害。1.3语法部分（Grammar）包括两方面的训练。第一部分旨在训练学生对过去完成式的被动语态的理解，掌握和运用。在练习前列出两个句子，让学生通过回答两个问题来理解这个语法项目的结构和运用。第二部分是间接引语。与第一部分一样，让学生通过自主学习和探究，归纳语言的功能和基本结构。其后设计的练习体现了操练模式。1.4 听力部分（Listening）是一段有关火山爆发的对话。在听对话前，设计了一段材料，以便
12、学生了解有关火山的词汇以及其间的关系。另外，设计的听前回答问题帮助学生了解相关知识，为听力部分做准备。听力之后的回答问题的练习旨在训练学生获取听力材料中的具体细节，同时让学生们了解人们在自然灾害中的经理和感受。1.5 口语部分(Speaking)主要描述事件和人物的经历与感受。教材设计了一个采访对话,通过一些问题启发学生组织对话内容.1.6功能部分（Giving a definition）设计了三个例句，让学生模仿例句用定语从句进行词意释疑。1.7写作部分（Writing）训练学生对自然灾害进行描述。教材提供了一篇范文，帮助学生如何描写自然灾害中的经历。1.8日常用语（Everyday Eng
13、lish）提供了一些有暗示下文内容功能的词语。练习一通过学生回答问题以训练他们的自主学习探究的学习方法。练习二进行操练以帮助学生巩固积累语言知识。1.9文化部分（Cultural corner）是一篇有关地震的阅读材料，讲述了中国和美国的两次最严重的地震。文章之后设计了三个问题。前两个问题旨在培养学生阅读文章获取信息的能力。第三个问题旨在培养学生理解文章深层意思的能力。另外，教材设计了两个讨论问题以提高学生思考问题，解决问题的能力，同时培养学生思维条理性以及语言表达的逻辑性。2教材重组2.1 从话题内容上分析，将Introduction, Function, Reading 中的Vocabul
14、ary 整合在一起，设计成一堂词汇“口语课”。2.2把Listening 和Workbook 中的Listening整合在一起，上一节“听力课”。2.3将27页的Speaking和课后Listening and Speaking中的activity17整合在一起放在post-listening中。2.4 将Reading 与Cultural Corner 中的Reading 整合在一起，上一节“阅读课”。2.5将两个语法项目整合在一起上一节“语法课”。2.6将Everyday English 与Workbook 中的Reading 整合在一起，上一节“阅读课”。2.7 将Writing 与Wo
15、rkbook 中的Writing 整合在一起，上一节“写作课”。3课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）1st period: Speaking2nd period: Listening3rd period: Reading4th period: Grammar5th period: Reading 6th period: Writing. 分课时教案The First Period Speaking Teaching goals 教学目标1.Target language 目标语言a. 重点词汇和短语flood,hurricane,lightening,thund
16、erstorm,tornado,column,current,latitude,bury,disaster,feathers,furoccur,tropical,luckily,thankfully,hopefully,dadly,fortunately,violent,equatorb. 重点句型sth. is .that/which.2. Ability goals能力目标a. Revise the Attributive Clause.b. Using the Attributive Clause to explain words.3. Learning ability goals 学能
17、目标Improve the students ability to give definition of words.Teaching important points 教学重点Learn how to definite words, using the Attributive Clause.Teaching difficulties教学难点Using the Attributive Clause to define a word.Teaching aids 教具准备A projector& a computer.Teaching procedures &ways 教学过程与方式Step 1
18、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 populated disasters from it.(Ask the students to talk about the pictures in coast are
19、as, 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 students t6o talk about the pictures in Introduction, page 21.)T: Now, please turn to pa
20、ge 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 on the screen. What can you see from the pictures?S: From the first picture, I can see man
21、y 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: Its wind.T: Not bad. It is called tornado, which can cause damage to people and villages. Well, do you know what a flood is, what a hurricane is and wh
22、at a tornado is? If not, lets 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 individuals to show their answers.)T: Now, you please match the words with the definition below. And tell me
23、 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 which is usually dry.A hurricane is a very strong wind or storm.Lightening is the flash of light which occurs during
24、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 three sentences are shown on the screen.)T: Now, lets pay attention to these three sentences on the screen. Please find out the c
25、ommon 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?S: The Attributive Clause appears in each sentence.T: Well done! That is right. When we give a definition of a word, the Attributive
26、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 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
27、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 you. Cooperate with your partners to work them out.(After discussing for a while, collect the answers.)Suggested answers for Task 2:To bury m
28、eans 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 on an animal.to describe(describing)To occur means to happen.that we use to describeTropical is a word the hottest parts of the earth, north and south of
29、 the equator.(Show the sentences on the screen and ask the students to focus on the underlined two sentences.)T: Look at these two sentences: 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 use
30、d as Subject directly. We have to use to do or doing. And have a look at the last sentence. Therere 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. Well talk about it later. Now, please read the senten
31、ces altogether.(Allow the students some time to read.)Step 3 Word study (Workbook Page 80)(Ask the students to turn to page 80 and begin the task in vocabulary.)T: Now, lets come to the exercises on page 80. In activity 5, you should finish the short paragraph with the words given above, making sure
32、 that all the sentences have proper meanings.(Choose one student 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, yo
33、ure asked to group the words according to the speeches 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, ki
34、ll, rain, wind.Nouns: disaster, equator, 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.
35、)Keys for Task 5:Violent, buried, killed, injuries, tropical.(Do task in activity 8.)T: Lets 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 thun
36、derstorm in my town 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 w
37、hat we 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: Thats good. What are these words and exercises about?Ss: Some disasters.T: Right. All of the words are related to natural violence/disasters. (Tal
38、k 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 and fault.)(1
39、)(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 its a tsunami. And the great damage was caused by a violent earthquake. It affected so many heavily populated coastal areas. How ab
40、out the other picture?S: Drought.T: Have you ever experienced one of the disasters on the screen?S: Yes, Ive 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 train was passing under our house. It was too late for me t
41、o 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 havent.T: Have you ever read a news story about it?S: Yes, I have.T: Please describe it to the
42、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 cardboard home collapsed.(Ask another student.)T: Very good. Have you ever ex
43、perienced a tornado?S: No, I havent.(Invite another student to answer the question.)T: Have you experienced a flood?S: No, I havent.T: Do you know anyone who has experienced one?S: Oh, yes. One of my relatives lives in the south. He suffered a lot from it.T: Do you know anything about that flood? Wh
44、at 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 things that humans have been doing, such as deforestation and sending greenhouse gases into the at
45、mosphere, have changed the climate of the earth. It will lead to more extreme weather patterns, such as floods and droughts. Although we cant stop a disaster taking place, we can do something to avoid suffering a lot from it. So, it is high time for us to take action to live in harmony with nature.
46、We humans should try to balance economic growth and development with environmental sustainability.Step 5 HomeworkSurf the Internet for ways to avoid much damage from disasters.Make three sentences to define the words earthquake, volcanic eruption and plane crash, using the Attributive Clause.Suggest
47、ed answers:An earthquake is a sudden violent movement of the earths surface that can cause great damage to people.Volcanic eruption is a sudden occurrence of steam and material that come out of the volcano.A plane crash is a violent fall or breaking that a plane come across when flying. The Second Period ListeningTeaching goals 教学目标1. Target language 目标语言a. 词汇和短语ash,