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Unit 3. The Violence of Nature一.重点词汇及拓展1. disaster n．灾难2.result vt.引起；导致3．furniture n．家具 4.bury vt.埋葬5．occur vi.发生 6.strike vt. & n．袭击7．destroy vt.毁坏8.previous adj.以前的9．damage n. & v．损失；损害10．violent adj.猛烈的；激烈的→violence n．暴力11. erupt vi.(火山的)爆发；喷发→eruption n．爆发12．possibility n．可能；可能性→possible adj.可能的→probable adj.可能的(近义词) 13．terrifying adj.恐惧的→terrified adj.害怕的→terrify vt.使……害怕14．experience vt.经历→experienced adj.有经验的二.重点短语1.refer to提到；查询2．pick up 拿起，拾起，搭载3．take...off...去掉……4．on average平均5．warn sb.of警告某人……6．set fire to纵火烧……7. put out扑灭8．in all总共9．be active in 积极……10．take place发生11．find out弄清楚12．end up in以……告终三.重点句型1.On average，there are 800 tornadoes in the US each year，causing about 80 deaths and 1,500 injuries.平均来说，美国每年发生大约800次龙卷风，造成大约80人死亡，1 500人受伤。
2．By the time it ended，more than 700 people had been killed and 2,700 had been injured. 风停时，已有700多人死亡，2 700人受伤。
A Teaching Design Teacher XXX , senior High,AnalysisOnthe Teaching MaterialTeachingContentThe content of my lesson is a reading material from Ss’ Book 3 Module 3-The violence ofNature, through the learning of which, I ’ll enable students to know more about the naturaldisasters tornado and hurricane. At the same time, make Ss aware of the importance ofcherishing their lives as well as protecting our nature. This lesson plays an important part inthis Module . If the SS can learn it well , it will be helpful to make the Ss learn the rest of thisModule. As we all know , reading belongs to the input during the process of the languagelearning. The input has great effect on output , such as speaking and writing .TeachingAimsKnowledge objectives(1)The Ss are able to be familiar with some words and expressions related to the topic of thedisasters.(2) The Ss can understand the content of the lesson, talk about their own opinion aboutdisasters.A bilities objectives(1) The Ss may develop their abilities of listening, speaking, reading and writing especiallytheir skimming and scanning abilities.(2) The Ss may train their abilities of studying by themselves and through cooperating.Emotion objectives(1) By completing the task ,the Ss will be determined to learn to be equipped with theadvanced technology in order to make contributions to ou motherland.(2) The Ss are able to cooperate with others to exchange and share their opinions andattitudes.ImportantPointsHelp Ss grasp the important details out of a set of key words and try to retell it in their ownwords.(As Ss may have difficulty in understanding the details.)DifficultPointsHelp Ss accumulate words and expressions and apply them into practice by writing aneye-witness account of a violent natural event.Analysison LearnersSenior high students are eager to learn something knowledgeable and interesting, so they're not content with the limited knowledge obtained from the textbooks. Besides, having been trained the reading skills for a couple of weeks, the Ss have a better understanding of them. However, they may have some difficulty in understanding the details due to their limited vocabulary. Besides, some Ss are not active in class and may don’ t like English.Teaching Methods municative Approach2.Task-based method3.Group discussionTeaching Aids Blackboard, PPT, A multi-media computer.Teaching ProceduresStudents’ Activities PurposeStep 1 Lead in (3 min) Greetings. Daily report and then instruct the Ss to guess what mightbe talked about in the following passage based on some pictures .Arouse students'interest and lead in thetopic for this lesson.Step 2 Pre-reading (8 min) Task1 Listen to Part 1&2 &3 (individual work, 5min)Ask the Ss to find out the topic of each part (focus on the words that aretalked frequently)Task2. Skimming (pair work, 3 min)Guide them to find out the topic sentence of each part well as their writing1.Get Ss know sthabout the tornado andhurricane2. Make Ss familiar withthe passagestyle based on the subtitles.( This step serves as a warm-up for the following tasks)Step 3 While-reading(22 min) Task 1. Scanning Part 1&2 (pair- work, 12 min)Fill in the form under the names of “definition, place, phenomenon,how often , the worst example, the results ” about tornado and hurricaneaccording to the content of part 1&2 to help the Ss to get the keyinformation .Task2. Listening &Scanning Part 3(competitive work, 10 min)①Guide the Ss to get the key information by giving them key clues “who,when, where , what happened”then show the mind-map on the screen.(5min)②The students are encouraged to retell the story in their own words withthe help of the mind-map. (5 min)The use of mind-map is to make longer passage shorter, and, at the sametime, cultivate the Ss ability to get the key information with proper clues.Therefore keeping the gist of the long passage in mind.(proper competition is applied here to arouse the Ss’ interest.)Enable students tounderstand the givenmaterial better by usingdifferent reading skills.Step 4 Post-reading (12 min) Further discussion (group work, 5 min)5 tasks are given(one group is given one task based on their levels)Task 1: useful descriptive words and vivid expressions ”Task 2: verbs and phrases we use to express disastersTask 3: What’s the result ?(in which aspects? )Task 4: the words or expressions to describe the reaction orresponse to the disasterTask 5: What should we do or what about our thoughts?5 min later, ask the representatives of each group to share their work infront of the class.( The designed tasks start from the shallower to the deeper, so the Ss ofall levels can take part in the class. This design can help Ss consolidatethe contents and enlarge their vocabulary for this lesson.. )1.develop the Ss’ abilityof communication andtheir ability ofco-operation.2. Practise Ss' ability ofputting together someuseful information.Homework 1.Revise the whole text and find out the sentences that attract you.Check whether the Ssachieve the teachingaims.ReflectionA.。
