外研版必修三 Module 3 The Violence of Nature Reading教学设计

教学设计

课题： Book1 Module 1 My First Day at Senior High
科目： 英语 教学对象： 高一年级 课时： 1课时Reading
授课教师
一、教学内容分析
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。
二、教学目标
1．语言目标a. 词汇和短语tornado, rotate, thunderstorm, violent, feather, destroy, occur, disaster, hit, strike, bury, San Francisco, homeless.b. 短语pick up, put down, take off, on average, tropical storms, the Caribbean Sea, the Gulf of Mexico, in a population of, end up, be situated in, Central China, in all, lose one’s life, do a damage, a total of.Ability goals 能力目标Improve the students’ ability to read for specific facts.Learn how to describe natural disasters with useful expressions and sentences.Learning ability goals 学能目标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教学重点Discussing to help the students learn about natural disasters.Scanning to look for specific information.Skimming to get the general idea of the reading materials.Careful reading to help the students focus on some useful expressions and sentences.Teaching difficult points教学难点Learn to look for the general idea and specific information.
六、教学过程
教师活动 学生活动 设计意图
Step 1 Revision(Check the students’ dialogue. Choose several groups to present their dialogues.) 学生回答问题，引导学生进入本课话题。 通过检测学生的家庭作业，从而激发学生的兴趣，并讨论相关内容。
Step 2 Pre-reading(Tell the students what they’ll learn in this period.)T: In the first period we talked about some disasters. Today we’ll learn more about tornadoes, hurricanes and earthquakes by reading passages. The students do the task. 引导学生完成任务，从而提高他们独立解决问题的能力。
Step 3 Reading (Ⅰ) (Ask the students to turn to page 23 to search the first paragraphs of the first two passages for the definitions of a tornado and a hurricane.)T: Turn to page 23. Here are passages about hurricanes and tornadoes. Please read the first paragraphs of the first two passages to find out the definitions.(Allow the students some time to do the Task and let them read the sentences aloud together.) Students read and finish the questions. 初步让学生反馈词汇和短语的掌握程度。
Step 4 Reading (Ⅱ)(Come to the passage on page 29: Cultural Corner.)(First reading to let the students work out which earthquakes are talked about by skimming the passage.)T: Let’s come to page 29 “Earthquakes Around the Pacific”. Please read through the passage to find out which earthquakes are mentioned.(After a while, check the answer.) Students read the passage again and finish the questions. 学生再次阅读，回答相关问题。
Step 5 Post-reading (Let the students discuss the second question in activity2.)T: Now, let’s have a discussion. If you were in Hua County in 1556 and were in the earthquake, what would you do How would you stay safe Please discuss it in groups of 4.) Students have a discussion.After a while， the students present their thoughts. And then show a passage about dealing with an earthquake on the screen for the students to read. 提高学生的合作能力，同时锻炼他们的表达能力。
Step 6 HomeworkRead the passages to be familiar with the good sentences and useful expressions.Listen to the radio for important information and instructions. Remember that aftershocks, sometimes large enough to cause damage in their own right, generally follow large quakes.
If you leave home, leave a message telling friends and family your location. 学生独立完成作业。 复习巩固所学知识。