Unit 3 Lesson 9 Disasters[下学期]

Unit3 Disasters 案例
瑞安职业中专 林爱舞
[摘要] 随着新一轮职高英语课程改革的逐步深入，如何优化学生的学习方式，提高学生的自主学习能力，变得非常重要。本案例根据任务型教学和探究性学习的基本理论，着重探讨如何在现代信息技术条件下，通过实例介绍听、说、读、写课的课前准备、教学目的、教学思路、教学效果和教学反思。
[关键词] 信息技术、自主学习能力 、任务型教学和探究性学习、教学反思
[正文]
一、 案例背景
随着教育信息化的推进，在学科教学中运用信息技术已相当普遍。“传统”的计算机辅助教学，一般以两种形式展现：辅助教学课堂实例、辅助教学课件。于是计算机辅助教学很容易被认为就是将计算机引进课堂，在授课中演示教学。在相当长的一段时间内我们一直应用这种形式。
新版的职高英语教程是在教育部最新使用的《全日制义务教育普通高中英语课程》的基础上，结合职高学生实际情况编写的。参照教育部2003年2月颁布的《全日制义务教育普通高中英语课程标准》： 高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，提高自主学习的能力；要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法。新课程体系要求打破学科本位的界限，要求学生主动参与教学实施过程、乐于探究、勤于动手，要求培养学生搜集处理信息、分析解决问题的能力。
因此利用信息技术辅助英语课堂教学已势在必行。把信息技术和任务型、自主探究性英语教学进行整合，打破了传统教学模式，完全改变教师和学生角色，必须使英语的教学方法、教师职能、教学手段乃至整个教学过程都发生重大的变革。合理地利用信息技术不仅可以扩大学生的知识面，而且可以降低教学难度，活跃课堂气氛，提高课堂教学效率，有效地提高学生英语听、说、读、写的整体能力。
二、教学设计目标
1、 教材分析
本单元采用了近来在电视和报纸这些新闻媒体上出现频率较高的话题——“Disasters” ， 围绕这一话题讨论了台风、 海啸等自然灾害发生时的现象及带来的影响。通过各个部分的学习，学生初步了解各种自然灾害及对人类带来的危害，从而增强保护环境和自我保护意识。该话题与时事紧密相关，体现了本套教材的新颖性，具体涉及到了谈论灾难的不同种类，谈论自己的感受等内容。
第9课呈现六幅不同灾难的图片，引出“灾难”这一话题，为后面的主题做了一个“热身运动”；听力部分通过两人关于地震灾难的对话，使学生了解人们在自然灾害中的经历和感受，与本单元的阅读部分相呼应。第10课似乎使人身临其境地感受到了海啸。第11课呈现的情景贴近学生的生活实际，使学生从自身实际出发，有话可说。第12课要求写一封信表达自己的感谢之情。补充阅读谈了碰到灾难如何自救，是本单元主题的深化。语法部分简要地总结了本单元的语法重点——过去分词，指导学生正确理解和应用过去分词。最后，是有关本单元主题的一个名言警句，增长学生的知识与信心。
2、教学目标(Teaching aims)
根据《职高英语新课程标准》（实验稿）关于总目表的定位及其实现途径和目标具体描述，结合高二学生实际和教材内容，我把本单元的教学目标定为：
1）、语言知识 (Knowledge objectives)
单词：掌握、理解、运用以下生词 disaster, earthquake, tornado, tsunami, root, suffering, overcome, defend, hut, Thailand, resort, survive, torrent, accompany, surfer, perfect, nightmare, ankle, crash, awful, electrical, lightning, metal, amazing, supply, equipment, state, padding, injury, furniture, loaded, survival, emergency, cover, cellar, relatively, unlikely, scream, torch
词组：volcano eruption, tidal wave, hold on, cling to, in horror, accompany by, knock down, telegraph-pole, desert island, keep in touch with, luggage rack, hold tight, in the open, fire alarm
语法：复习巩固过去分词，并能理解过去分词在句子中的用法。
2）、语言技能：(Ability objectives)
听：能听懂对气候及温度的描述；能理解描述自然灾害的短文。
说：能得体地表达个人的感情、恐惧、焦虑之情及能有逻辑的描述自然灾害发生的原因、严重后果及灾后自救工作。
读：能理解课文内容和课文结构，在阅读中运用scanning, skimming, generalization, inference等微技能。
写：能用流畅准确的语言描述自己经历的自然灾害或从其他媒体上获得的经历及学会写感谢信。
3）、学习策略 (Strategy objectives)
学生能在一定程度上形成自主学习、有效交际和信息处理英语思维能力。
4）、情感策略 (Moral objectives)
学生增强保护环境和自我保护意识；体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
课时安排（Teaching arrangement）：
Period 1: Warming Up &Listening
Period 2: Reading
Period 3: Speaking
Period 4: Writing
三、教学设计思路
在<< Disasters>>这个单元中，我主要以任务驱动形式组织教学，将学生的自主学习作为课程的主体，教师和学生在信息技术的帮助下，分别进行教学和学习。
1、课前准备
鼓励学生带着上一节的任务走出课堂，对话题进行深入调查。我将学生分成若干小组，让他们分工合作，充分利用现代信息技术和网络资源开展对各种灾难的调查，并整理所收集的资料，以便于在课堂上作简短的报告。
Group One: Make a list of different kinds of disasters. The more, the better.
Group Two: Tell the different causes of disasters.
Group Three: Collect the information of disasters happened in the world in recent years.
2、 课上任务：教师通过一个任务链，引导学生完成各个教学步骤。运用师生课堂对话、学生在课堂上展示成果，学生合作讨论等互动式的学习方式，对学习的内容进行归纳总结和提高。
2、 课后任务：要求学生修改课前制作的报告，并将其上传到学校网站，与其他同学分享
四、教学过程
Period One Warming-up and listening
Step1: Warming-up
教师展示课件第一页，让学生欣赏一些与自然有关的图片，有助于他们回忆本单元的主题--- 灾难，是与我们日夜相处的自然环境息息相关的。紧接着让学生读一段文字，赋予自然人性化，并使学生融入到自然中去。
He is your close friend who lives around you. Everybody calls him “Mr. Nature”. He is a sort of strange in terms of his characters. As a matter of fact, he is quite emotional.
然后通过两组图片对比，很自然地引出这堂课的主题---当我们人类惹怒大自然的时候，自然就会给我们带来灾难。同时利用图片处理一些生词，如：disasters, earthquake, tornado, tsunami, volcano eruption 等，为下一步的连线打下基础。
Task1: Match the above pictures with the following disasters given below.
Task2: Q1：What other disasters do you know
T: We know there are many other disasters our human beings have besides the above natural disasters. Now let’s welcome Group1 to come to the blackboard to give their reports.
在课前我将全班学生分成四个小组，确定了个组应该准备的专题，并对他们进行了必要的指导。第一小组的同学上网收集了许多资料，将灾害分为两类：自然灾害和人为灾害。并在校园网上用制作了课件。课件中很多图片都配有中文或简单的英语说明。他们在上台展示各种不同灾难时，还作了生动的讲解，非常棒。
T: You’ve done a very good job. From the above, we know all these disasters will do great harm to our human beings, right
Ss: Yes, very.
Task3: Q2: What do you think will cause these disasters
请第二小组的同学到讲台上展示他们的研究成果。第二小组上网收集了许多图片，每张图片都配有英语说明。他们展示了引起不同灾难的各种原因--- 可抗拒的和不可抗拒的。列如：Tsunamis -- sometimes incorrectly called tidal waves -- are extremely powerful waves caused by large undersea disturbances. (The name tsunami derives from Japanese for "harbor wave," reflecting the fact that harbors can concentrate the energy of a tsunami. True tidal waves, also known as tide waves, are long-period waves associated with the tide-producing forces of the moon and the sun and which are identified with the rising and falling of the tide.) Although landslides and volcanoes cause some tsunamis, probably 95 percent result from earthquakes -- usually under the ocean floor but occasionally near shore. Want an update on the cause Because the volume of water is essentially constant, up or down movement of the sea floor will raise or lower the water above it, causing a wave. Similarly, you can make a (somewhat smaller) wave by throwing a stone in a pond. (Granted, earthquakes disturb the bottom of the water while stones disturb the top, but it's the best analogy we could concoct.) 多媒体色彩的图片及文字说明比空洞的解释更生动直接。通过第二小组的展示，学生对灾难有了进一步的了解。
Step2: Listening
Task4: Listen and fill in the blanks.
T: From Task3 we know that one of the causes is bad weather. Now listen and find out why the weather around the world is getting worse and worse. Then listen again and fill in the blanks.
播放听力材料，并让一个学生把答案写在幻灯片上校对。为下一步的听力打下基础。
Task5: Listen and choose the right answers.
第一次听让学生了解这篇听力材料的主题，我用了四副图片供学生选择，
A tsunami B. the sandstorm in Beijing C. thunder D. hurricane 以减低学生的听力难度。第二次听时让学生做选择题，培养他们捕捉听力材料细节的能力，并协助学生解决一些语言难点。如：survivor---幸存者。Can you say out some other nouns ended with “-or” happen --- take place, 没有被动语态。tidal wave-- -It was caused by earthquake等等
Task6: What will happen when an earthquake comes
播放一段关于地震的电影片段，强烈的画面刺激，学生就会把所看到的景象说出来。如：房屋倒塌，桥梁断裂，地面下陷，人员伤亡，环境受到严重的破坏等，使学生有身临其境的感觉，如果没有这些生动的动画，学生很难凭空想象描绘，很难体会到地震给我们人类带来破坏的严重性。然后针对画面再向学生提一些问题：
e.g. How do you feel now Do you feel afraid
Discussion: What should you do to help yourself when an earthquake comes
让学生讨论几分钟，最后教师加以总结。一方面增加学生的自救常识，同时也指导学生当我们面临困境的时候，我们应该持怎样的心态。为下面的警句及阅读课埋下伏笔。
Task7: Listen and imitate.
先让学生试着猜测这些句子，只有在理解的基础上才能记忆。然后让他们听录音，跟读模仿，注意语音语调，为学生在下面的学习中排除或减小语言方面的困难。
Task8: Homework.
1.Watch a CCTV weather forecaster, keep notes of the information this person gives and act out in English.
2. Finish off the exercises on the WB.
Period Two: Reading
Step1:Warming-up
Task1: Collect the information of disasters happened in the world in recent years.
请第三小组的同学到台上展示他们的研究成果。第三小组上网收集了许多信息图片，每张图片上都配有英语说明。他们展示了在不同国家最近发生的一些大灾难。比如：去年中国的“云娜”台风，还利用视频播放，使学生很快地融入到课堂中去。通过第三小组的展示，学生对灾难有了进一步的了解。同时也很自然地引出下一个环节--- 让学生更深层地了解2004年12月26日发生的印度洋海啸事件。
Task2：Watch a short video and answer the question “What happened ”
观看之前，布置任务，叫学生认真看，先播放海啸来之前的漂亮画面，如沙滩，海水，椰树，游客尽情地在海边玩耍，同时问一些问题，如
What can you see？Is it beautiful？
接着播放美丽的海滩被突然袭来的海啸破坏的景象，游客四处逃命，使学生有身临其境的感觉。如果没有这些生动的动画，学生很难凭空想象描绘，很难体会到海啸来临一刹那给人们带来的感觉。然后针对画面再向学生提一些问题：
How do you feel now？Do you feel afraid？What sad sight do you see？
然后考一考学生，问学生两个问题：
What is a tsunami？What causes a tsunami？How is a tsunami formed
并配以地图加以说明，这样学生头脑中对海啸就有一个清晰的概念，为下一步的课文理解打下基础。
Step2: Reading
Task3: Skimming--- Reading to catch the main idea of each part.
T：There are five paragraphs altogether. If you are asked to divide the whole text into several parts，how will you divide it？ Choose the main idea of each part.
Part1(Para.1-Para2) 4. A Thailand resort was swept up by tsunami waves.
2. Gillian and her two children could all survive at last.
Part 2(Para.3-Para.5) 1. British surfer Martin is also a lucky man.
3. Martin was terribly frightened though he is an experienced surfer.
T：From Part1 we know Gillian and her two children survived at last. First，
I’ll show you a picture of it. Please look.
Task4：Scanning
根据已分的段落，逐段进行对课文的深一层理解。
Part1：1.Read and find out “Who are they ”
2.Discuss with your partners and arrange the statements in the time order.
画线部分的词组先让学生猜测，然后大家讨论确定最好的译文。第一部分通过这样的排序练习，学生能够更好地理解。
Part2：Read Part2 carefully and finish the following exercises.
针对第二部分我设计了以下练习，由浅到深，使基础较差的学生能够吃得到，好生又能吃得饱。
1.What does Martin do Where is he from
2.What was he doing when the waves came
3. He realized his dream of catching a perfect wave. It was very wonderful. (T or F)
4. He was really frightened though he was an experienced surfer. ( T or F)
5. Why didn’t he escape from the tidal wave
6. It was not true that Martin_________ .
A. was accompanied by his family when the story happened
B. survived when tsunami struck
C. was thought dead by their family before their reunion.
D. was alive owing to his proper judgment and determination.
Task5：Fill in the blanks with the following words or phrases given.
Task6：Discussions：
T：From Part1 we know it was very difficult for Gillian to decide which one she had to let go.
Q1: What would you do if you were her
Q2: When tsunami began to come you were at home. What would you do first Why
最后教师进行总结：
He who loses wealth loses much; he who loses a friend loses more; but he who loses courage loses all.
Task7：Homework
课后作业是课堂的延伸，我布置了下列任务。
1.Retell the passage after the class.
2.Surf the internet and write an example of some people who survived in the disaster.
鼓励学生登陆相关网站进行查询。如：
http://www.sina.disasters
Period Three: Speaking
Step1: Lead-in
这是一堂对话课，所以我就以与学生聊天的方式导入本课。
T: What’s the weather like today What do you think of the weather today
Ss: It’s hot, windy,…./ It’s not so good….
T: What kind of bad weather can be expected in summer
Ss: Typhoon, flood, drought, tornado, lightning…
接着很自然地切入本文主题---tornado/typhoon
T：What happened during the typhoon/tornado
Ss：Trees were blown down. Houses were destroyed. Roads were flooded and blocked. People got hurt…..
Step2: Listening
Task1：Look at the picture of tornado. Listen and answer the following two questions.
生动的画面和比较简单的问题，能够减轻学生对听力训练的恐惧感，调动了学生的学习积极性。
Q1: Where are the three people when the tornado comes
Q2: Is the tornado terrible according to the speakers
Step3：Read and say
Task2：Read the dialogue and get the main sentences in the dialogue.
对话表演是建立在对对话理解的基础上的。我设计了以下的题目，旨在提高学生的快速捕捉信息的能力。
What happened in the tornado and how did they feel
happenings
move quickly---knock down---fly around---fill the sky---get very close---lightning---a huge black cloud---the increasing wind
feelings
It’s awful. We are fine. This is frightening. I feel sick.
利用课件快速地帮助学生理清了思想脉络，排除了学生对话表演中的语言理解障碍，有利于后部分对话的展开。
Task3：Brain-storm
Q3. Besides hurricane, what other natural disasters do you know
Q4. Look at the following pieces of videos and pictures about disasters and try to name them.
此部分两个问题的设计旨在让学生回顾学过一些知识，精彩的图片能激起学生对话题的兴趣，有利于拓展学生的思维。在本堂课中起着承上启下的作用。
Step4 Practice
Task4：Talk about your terrifying experiences by using the following useful expressions.
Useful expressions:
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant…
It makes me feel very worried.
I get very upset…
It’s a frightening thing…
I dare not …
I’ m really frightened into…
What’s really scary…
I’m afraid of…
I’m frightened to death by…
She’ s scared to death.
He gets into a total panic when…
It makes my hair stand on end.
What terrifies me…
此环节的教学设计要求学生两人或四人为小组，以课文中的“Practice”为例展开讨论；然后在课堂上互相交流，为学生提供学习和相互合作的机会，提供表现和自我发展的空间。同时学生的发散性思维得到了集中体现。为了更好的完成任务，教师可适当提供线索激发学生的灵感。
Task5：Discussion
Situations:
(1)One day, two hunters walked in a forest, suddenly they heard a sound from wolves, what should they do
(2) Two students are on their way home, but at that time, a thunderstorm is coming.
(3) Suppose a member of your family was infected by SARS unluckily, how do you treat him/her
(4)Suppose you were aught in typhoon
What would you do to save yourself
这个任务要求学生进行小组讨论，激发和培养学生对事物或现象的思考能力，同时可以运用speaking中的内容，概括知识，形成自己的观点，然后每组派一名同学作代表发言。
Task6：Homework
Suppose you are a reporter, you must write a report about a natural disaster which happened in the last three days.
在培养读和说的能力后，进一步落实到笔头，并鼓励学生发展跨学科的知识能力，形成英语作为学习工具的观念。
Period Four: Writing
Step1: Lead-in
T: Hello, boys and girls. This unit is about disasters. Disasters were so terrible. A lot of people died or became lost. But there were still some survivors. They had strong will when they faced difficulties. Now let’s welcome Group Four to give us more examples.
第四小组的同学收集了很多各种各样灾难中的幸存者，有些富有传奇色彩，有些包含丰富的自救知识。这部分有利于拓展学生思维，培养学生的语言表达能力。由于学生对话题感兴趣，所以此部分开展顺利。
Step2: Word study
Task1: Revise the words about disasters.
通过浏览图片，让学生快速地回顾学过的词汇。
1. Find out the right translation.
T: These are important phrases of this unit. Please match the right meaning.
通过这部分的配对练习，为下一步的填空打下基础。
2. Fill in the blanks with the proper form of the following phrases.
Task2:Finish the words with the first letter given.
What caused the Indian Ocean tsunami on 26 December 2004
The tsunami that struck coastal regions of the Indian Ocean on the 26 December 2004 k_____ more than 289,000 people and l___ many more injured (受伤）or without homes. The surge of sea water that c_____ the destruction was the result of the largest earthquake in the world for forty years. The main quake measured 9 on the Richter scale and was f_______ by a series of aftershocks of between 5.7 and 7.3 in intensity. Less severe earthquakes are often measured in the region.
The earthquake was caused by the m_______ of two of the earth's tectonic plates. The oceanic India plate is m_____ north at an average of 6 cm per year and is being forced under the continental Burma plate. However, on the 26 December the plates suddenly shifted 15 meters over a length of 1200 km on the ocean floor. The epicenter of the earthquake was off the west coast of northern Sumatra, Indonesia. The shift in the plates on the ocean floor c_____ a tsunami, which spread across the I_____ Ocean.
这篇文章不仅巩固了相关的词汇，也是课文知识的延伸。
Step3: Grammar--- the use of the Past Participle
Task3: Finish the sentences according to the meaning.
利用图片，创设情景，帮助学生轻松地掌握语法。
Task4: Have a summary
以列表格的方式分析归纳过去分词在句子中的用法，学生一看就一目了然。
过去分词(Past Participle) 在句子中的成分
例句
表语： I am interested in music.
宾语补足语：
He lives in a house with many flowers planted around it.
I tried to make myself understood.
定语：
After the earthquake, I saw many damaged houses.
The ground is covered with fallen leaves.
状语：Given more time, we can do it better.
构成被动语态或完成时态
Martin had always dreamed of catching a perfect wave.
Many things were lifted by the tornado.
Task5: Fill in the blanks with the past participles.
及时巩固过去分词的用法，有效地提高学生解决问题、分析问题的能力。
Task6: Do some exercises
选取高考中常见的考题，在平时的教学中渗透高考知识点。
Task7: Discussion:
What should we do for the people suffered a terrible disaster
学生四人一组，讨论如何组织或参与救灾活动。激发学生乐于助人，积极参加公益事业的情感。同时通过这个话题也自然过渡到写作这个环节。
Step4: Writing
Task8:Write a short passage.
先简单介绍一下感谢信的格式，然后让学生根据关键词口头造句，再笔头落实。有易到难，让学生有话好写。
Dear Mr and Mrs Smith,
I’m glad to have received your money and books.______________________________________________________________________________ …
Yours
Kate
Task9: Homework:
Finish writing the passage after class.
五、教学反思
注重“以人为本”，发挥学生的主体性。在教育过程中，以学生为中心，充分发挥学生的主体性已成为广大教师所热衷的教学方法。母语习得研究及外语研究均证实：外语教学中的重点不再应该是“我们该教些什么”，而应是“促进外语习得的条件是什么？我们如何在外语课堂教学中创造这些条件？”（束定芳，庄智象，1996）信息技术的使用，为我们创造这些条件提供了极大的便利。但是，目前英语学科用author ware或flash制作的课件，往往侧重于有声动画的制作，它们生动形象地呈现教材中的语言材料，增强了学生的视觉、听觉等感官效果，学生的视听效果得到了强化，同时也一定程度上帮助了学生对文章或对话内容的理解。然而，不容我们忽视的是：用多媒体展示这些语篇或对话材料，只是把文中情景和有声语言展示给学生，它无法取代学生的思维训练。所以，我们在制作和使用课件时，应当以促进学生动脑动口、积极参与为着眼点，切不可为了追求在课堂上多一点现代化教学的气息，而不加选择地使用过多的多媒体课件。
我们在制作课件时，应充分体现学生的主动性和创造性。恰如布鲁纳所说的：“教学过程是一种提出问题和解决问题的持续不断的活动。” 因此我们应多为学生创造思考的空间。这就要求教师在使用多媒体辅助教学时，要善于通过多媒体教学系统引导学生思考、讨论、回答问题，而不是限制学生的思维，被动地跟着老师走。
在制作课件时，我们不妨进行一番“换位思考”。起一，把老师置于学生的感知角度，体会他们的学习情绪和学习心理，去感知教材和训练语言交际能力，以此来找准教学的切入点和突破点，从而落实教学目标和重点；其二，把学生置于课件主人地位，使学生在不断地语言训练中理解并掌握教材，进而运用，达到用英语思考和表达的境界。
总而言之，在英语课堂教学中，如果我们能合理适时地使用计算机多媒体教学系统，创设学习英语的情景，解决英语教学的视听等有关教学问题，使学生通过视听感知英语语言素材，发展视听能力；同时充分发挥教师的主导作用，及学生的主题性和创造性。这样，我们就达到了引进现代化教学手段----信息技术应用于英语课堂教学中的真正目的。
参考文献：
1、 普通高中英语课程标准（实验稿）人民教育出版社
2、 束定芳，庄智象，现代外语教学：理论、实践与方法，上海外语教育出版社，1996
3、 顾小清、祝智庭 论信息技术在基础教育新课程教学中的作用 全球教育展望 2004年 第3期
4、 《学与教的心理学》 邵瑞珍陕西教育出版社
课件运行环境：
Office 2000 Windows 98/ 2000/ XP
PAGE
1(共23张PPT)
Lead-in:
What kind of bad weather can be expected in summer
Typhoon, flood, drought,tornado,lightning…
What happened during the typhoon/tornado
Trees were blown down.
Houses were destroyed.
Roads were flooded and blocked.
People got hurt…..
Unit 3 Disasters
(Speaking)
Q1: Where are the three people when the tornado comes
Q2: Is the tornado terrible according to the speakers
What happened in the tornado and how did they feel
happenings feelings
move quickly---knock down---fly around---fill the sky---get very close---lightning---a huge black cloud---the increasing wind
It’s awful.
We are fine.
This is frightening.
I feel sick.
Q4. Look at the following pieces of videos and pictures about disasters and try to name them.
Q3. Besides hurricane, what other natural disasters do you know
Snow slides
Drought
Mudflow
Acid rain
Fire
Pestilence(瘟疫)
Tsunami(海啸)
Land slides
Hurricane
/Typhoon
Earthquake
Practice:
1. Tell a terrifying experience by using the following useful expressions.
Useful expressions:
How terrible!
It makes me feel uneasy when…
I think it’s very unpleasant…
It makes me feel very worried.
I get very upset… It’s a frightening thing…
I dare not …
I’ m really frightened into…
What’s really scary…
I’m afraid of… I’m frightened to death by…
She’ s scared to death.
He gets into a total panic when…
It makes my hair stand on end.
What terrifies me…
Talk in group of four
1.Have you ever experienced/seen/read/
heard of any kind of nature disaster
2. When and where did happen
3. how did it happen
4.What do you think of it ( e.g. big
one/not serious one/a middle grad one )
5. How did you feel Were you afraid
LET’S TALK
Note making
write down what your partners tell you
Students
names disaster When
where grade Damage
loss
Practice:
When/where
What happened
How …feel
How… escape
2. Situations:
One day, two hunters walked in a forest, suddenly they heard a sound from wolves, what should they do
(2) Two students are on their way home, but at that time, a thunderstorm is coming.
(3) Suppose a member of your family was infected by SARS unluckily, how do you treat him/her
How will you feel if you are caught in typhoon
What will you do to save yourself
Homework :
Suppose you are a reporter, you must write a report about a natural disaster which happened in the last three days.(共23张PPT)
Unit 3 Disasters
Writing
Snow slides
Drought
Mudflow
Acid rain
Fire
Pestilence(瘟疫)
Tsunami(海啸)
Land slides
Hurricane
/Typhoon
Earthquake
volcano
1.cling to
2.in horror
3.knock down
4.be accompanied by
5.get out of
6. as long as
7. be supposed to do sth.
8. let go of
9. hold on
10. take chance
A. 从--- 出来
B 撞倒
C.由--- 陪同
D.依附
E. 惊恐地
F. 只要
G.放开
H.有机会
I.应该做某事
J.坚持
Find out the right translation.
Trees and electrical power lines ________________ .
You can go out, _________ you promise to be back before 11 o’clock.
His wife Vicki and son Jake looked ________ from a hotel balcony as he crashed towards the shore.
The wind is increasing. Let’s ___________ here.
Little children always _________ their mother.
Strong winds ________________ heavy rain.
Fill in the blanks with the proper form of the following phrases: in horror, knock down, as long as, cling to, be accompanied by, get out of
were knocked down
as long as
in horror
get out of
cling to
accompanied by
1.What a ________dog!Even the bravest boy are _______(frighten)
2.Look,the sun is_____(rise)from behind the mountain.What
beautiful scenery.
3.The volcano suddenly became active and people were________
(terrify) by the eruption.
4.The famous wrier was warmly welcomed on his ____(arrive).
5.She was______(bath) her baby when Bob called last night.
What caused the Indian Ocean tsunami on 26 December 2004
The tsunami that struck coastal regions of the Indian Ocean on the 26 December 2004 k_____ more than 289,000 people and l___ many more injured (受伤）or without homes. The surge of sea water that c_____ the destruction was the result of the largest earthquake in the world for forty years. The main quake measured 9 on the Richter scale and was f_______ by a series of aftershocks of between 5.7 and 7.3 in intensity. Less severe earthquakes are often measured in the region.
Finish the words with the first letter given.
illed
eft
aused
ollowed

The earthquake was caused by the m_______of two of the earth's tectonic plates. The oceanic India plate is m_____ north at an average of 6 cm per year and is being forced under the continental Burma plate. However, on the 26 December the plates suddenly shifted 15 meters over a length of 1200 km on the ocean floor. The epicenter of the earthquake was off the west coast of northern Sumatra, Indonesia. The shift in the plates on the ocean floor c_____ a tsunami, which spread across the I_____ Ocean.
ovement
oving
reated
ndian
A Tailand resort ____________ （被袭击）by tsunami waves.
was swept up
The Chinese visitor Zhang Lei ________ （已看过）tsunami himself.
has seen
The tsunami came up to a beach with many trees p______ （种植）around it.
lanted
After the tsunami, we saw many d_______ （破坏的） houses.
amaged
Lance was found alive about 2 hours later and looked un_______（没受伤的）.
injured
A lot of people ________ （失踪）in the tsunami.
were lost
S_____ （救）by themselves, the woman and her three children were found alive ten minutes later.
aved
在句子中的成分 例句
表语 I am interested in music.
宾语补足语 He lives in a house with many flowers planted around it.
I tried to make myself understood.
定语 After the earthquake, I saw many damaged houses.
The ground is covered with fallen leaves.
状语 Given more time, we can do it better.
构成被动语态或
完成时态 Martin had always dreamed of catching a perfect wave.
Many things were lifted by the tornado.
过去分词(Past Participle)
You must get everything ________ (prepare) before the meeting .
As long as we stay in the car, we will be __________ (protect) by the metal of the car.
_______ (Sweep) up by mountainous tsunami waves, Gillian couldn’t hold on to both her young sons and survive.
Tree after tree cut down by the water, which must have _______ (be) three meters deep.
Fill in the blanks with the past participles.
prepared
protected
Swept
been
5. Lance was _______ (find) alive about 2 hours later clinging to a door and looked uninjured as his mother spoke to the reporters.
6. He had always _________ (dream) of catching that perfect wave--- but when it finaly came along, it was a nightmare.
7. I have ______ (have) my eyes _______ (test) twice recently.
8. The garden that was once so beautiful was completely _______ (destroy), swept away by the wild water.
Fill in the blanks with the past participles.
found
dreamed
had
tested
destroyed
Discussion:
What should we do for the people suffered a terrible disaster
Exercises
Jack couldn’t make his ideas _____ the people
around him.
A.understand for B.to understand to
C.understood by D.be understood
2.Do you know why the door remained _____ the
whole night
A. unlocked B.unlocking C.to unlock D.unlock
3.____ from a distance,the mountain looked like a
big elephant.
A.Seeing B.Seen
C. To see D. See
4.There appeared five pretty women_____ in white
on the platform.
A.dressing B.to dress C.dressed D.being dressed
C
C
A
B
Write a short passage.
Your English name is Kate. One year ago, your hometown suffered a terrible earthquake. You lost your parents and your house. With the help of the Smiths who work in Beijing, you went back to school again. Now write a letter to thank them according to the following key words.
Key words: receive your money, go back to school, with the help of, catch up with, praise, encourage, make up one’s mind, make progress.
Write a short passage.
Dear Mr and Mrs Smith,
I’m glad to have received your money and books.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ …
Homework:
Finish writing the passage after class.
THANK YOU
Bye-bye(共17张PPT)
Unit 3 Disasters
Watch a short video and answer the question : What happened
Dec.26th,2004 a Thailand resort
Task 1.
The result of Asian Tsunami
The pictures were taken by the satellite of America.
Seaquake and Tsunami:
Tsunami is a Japanese word meaning "harbor wave." A tsunami is a wave or series of waves that are generated in a body of water by a sudden disturbance that displaces water. They are typically caused by earthquakes and landslides in coastal regions. Volcanic eruptions, nuclear explosions, and even impact of meteorites, asteroids, and comets from outer space can generate a tsunami.
How is a tsunami formed
Match the main ideas with each part.
1. British surfer Martin is also a lucky man.
2. Gillian and her two children could all survive at last.
3. Martin was terribly frightened though he is an experienced surfer.
4. A Thailand resort was swept up by tsunami waves.
5. Gillian’husband and Martin’wife helped them a lot.
Part 1
(Para.1-Para2)
Part 2
(Para.3-Para.5)
Task 2. Skimming
Scanning:
Gillian
Blake
Lance
be accompanied by
in the torrent
Who are they
Part1: Discuss with your partners and arrange the statements in the time order
She continued to fight to stay above the wave with her little son.
A Thailand resort was swept up by tsunami waves.
Gillian had to let go of her older son.
Gillian decided to choose which one to take chances in the torrent.
The reporters interviewed Gillian on her arrival back in Australia.
Lance was found alive about 2 hours later.
2
4
3
1
5
6
Martin
What does Martin do Where is he from
What was he doing when the waves came
He realized his dream of catching a perfect wave. It was very wonderful. (T or F)
He was really frightened though he was an experienced surfer. ( T or F)
Why didn’t he escape from the tidal wave
It was not true that Martin_________ .
A. was accompanied by his family when the story happened
B. survived when tsunami struck
C. was thought dead by their family before their reunion.
D. was alive owing to his proper judgment and determination.
Part2 Scanning
What does Martin do Where is he from
2. What was he doing when the waves came
3. He realized his dream of catching a perfect wave. It was very wonderful. (T or F)
Part2 Scanning
He is an experienced surfer.
He comes from Britain.
He was surfing on the wave.
4. He was really frightened though he was an experienced surfer. ( T or F)
5. Why didn’t he escape from the tidal wave
6. It was not true that Martin_________ .
A. was accompanied by his family when the story happened
B. survived when tsunami struck
C. was thought dead by their family before their reunion.
D. was alive owing to his proper judgment and determination.
Part2 Scanning
Because his surfboard was tied to his ankle.
Fill in the blanks with the following words or phrases given.Change the forms if necessary.
let go of, take chances, cling to, look uninjured, dream of, tie to, sweep up, in horror, be supposed to, be accompanied by
On Dec26th,2004 tsunami waves _________ a Tailand resort. Gillian _________________ two boys, when the waves came. She had to choose which one to __________ in the torrent. At last, she _________ the one who is the older. Fortunately, the boy was found alive 2 hours later. When the reporters asked his mother questions, he was _________ a door and _____________ .
Another survivor is a British surfer called Martain. He had always __________ catching a perfect wave. But when it came, it was the one he ________________ (not) be on. He couldn’t escape because his surfboard __________ his ankle. When he crashed towards the shore, his wife and son looked ___________ from a hotel and looked helpless.
swept up
was accompanied by
take chances
let go of
clinging to
looked uninjured
dreamed of
was not supposed to
was tied to
in horror
(1) Do you agree with Gillian’s action What would you do if you were in the same boat
(2) When tsunami began to come you were at home.What would you do first Why
Homework
for
today:
Retell the passage after the class.
Surf the internet and write an example of some people who survived in the disaster.
next
Thank you
Bye!(共16张PPT)
Unit 3
Lesson 9 Disasters
Warming up & listening
nature
He is your close friend who lives around you. Everybody calls him “Mr. Nature”. He is a sort of strange in terms of his characters. As a matter of fact, he is quite emotional.
Let’s get to know
Grand view of waterfall
Colorful flowers
Clear sky
Green forest
________
Beauty
nature
Earthquakes
Tornadoes
Volcano eruptions
nature
Disasters
Floods
_______________
Fire
Earthquakes
Tornadoes
Floods
Volcano eruptions
Tsunami
(=tidal waves)
A
E
B
D
C
F
Q1： What other disasters do you know
Other disasters
bird flu
SARS
drought
acid rain
snow slides
mudflow
…
Q2: What do you think will cause these disasters
bad weather
pollution
satellites
industry
…
Listen and fill in the blanks:
The earth is getting warmer________ we are driving more and more _____ .We are polluting the _____ . We are pushing _____ temperature of the earth up ______ up. The temperature is ______ so the Pacific Ocean is _____ warmer. The _______ is changing.
because
cars
air
the
and
rising
getting
weather
The sandstorm in Beijing
(A)
(B)
(C)
(D)
Listen and choose:
hurricane
thunder
Listen again and choose the right answers.
Where was the survivor at 5:30 a.m.
A. Swimming B. In her hut. C. In the kitchen.
2. What suddenly happened at that time
A. A dangerous dog bit her. B. A ship crashed near her.
C. A tidal wave hit the area.
Why were her arms tired
A. She hold onto a tree. B. She swam a long way.
C. She carried the animals to a ship.
Who was she worried about
A. Her dogs. B. Her family. C. Her new house.
幸存者。Can you say out some other nouns ended with “-or”
take place, 没有被动语态。
It was caused by earthquake.
What will happen when an earthquake comes
Listen and imitate:
God helps those who help themselves.
Although the world is full of suffering, it is full also of the overcoming of it.
3. We shall defend ourselves to the last breath of man and beast.
4. Storms make trees take deeper roots.
5. Pain past is pleasure.
天助自助者。
虽然世界多苦难，但是苦难总是能战胜的。(美国作家 海伦·凯勒)
只要一息尚存，我们就要为保卫自己而战。
(英国皇帝 威廉二世)
风暴使树木深深扎根。[感激敌人，感激挫折！]
过去的痛苦就是快乐 .
Watch a CCTV weather forecaster,
keep notes of the information
this person gives and act out
in English.
Homework:
Refer to the website to know more about the tsunamis.
http:///yanjiu/gta
http://www.cpus./zlg/huoshan