外研版高中英语必修三Module 3 The Violence of Nature 阅读课教案

外研版高中英语必修3
Module 3 The Violence of Nature
阅读课（1）
Part 1 教案设计
Teaching goals:
1. Let students learn about various kinds of disasters and some geography knowledge;
2. Improve students’ ability in reading for specific information;
3. Enable students to describe a disaster;
4. Make students aware of the danger of disasters.
Teaching important point:
Find out related information and fill in the form.
Teaching difficult point:
Retell the passage.
Teaching content:
Introduction
Reading and vocabulary
Teaching strategy: task based teaching
Teaching procedures and ways:
Step I: lead-in/Introduction
Directions:
1 Lead in the topic with a video about a natural disaster, like hurricane, and talk about what happens in the disaster and realize how violent nature can be.
2 Ask students to think of more natural disasters and make a wordmap about the violence of nature.
3 Divide the class into groups. Each group will choose one disaster and have a discussion about it around its cause, effects and damage.
T: What did you see in the video?
S: Strong winds are blowing. Buildings are destroyed and people are injured and killed.
T: So what is happening?
S: A disaster--Hurricane.
T: What do you think of hurricane? Is the damage large or small?
S: The damage is severe.
T: So it’s very powerful and destructive. Since disasters can bring us so much damage, it’s necessary for us to know something about disasters. At least we should know their names. Can you name some disasters?
S: Flood; thunderstorm; hurricane; tornado; lightning; volcano; typhoon; tsunami; drought; avalanche...
T: Now we are going to look at some pictures. Can you match the disasters with the pictures?
T: I’d like you to work in groups and choose any disaster to discuss about its cause, effect and damage.
Directions: This step can help students make a word map around The Violence of Nature, become familiar with their names and know about their characteristics. Thus, students are eager to learn more about this topic. Thus they will be very active in class performance.
Step II: warming up
Directions: Show students the map of the Gulf Stream. Let them read the paragraph on page 22 and find answer to the two questions: 1) What is the path of the Gulf Stream? 2) What effect does it have on the nearby countries?
T: Here is the map of the globe. Can you name these lines?
S: Latitude, longitude and equator.
T: Look at this map. Can you tell me the name of this current? Do you know current? It’s a movement of water.
S: The Gulf Stream.
T: Look, it starts here in the Gulf of Mexico. I’d like you to read the paragraph and find out the path of the Gulf Stream and its effect on the nearby countries.
Step III: global understanding
T: Here are two pictures of the violence of nature. Can you tell me their names?
S: One is tornado. The other is hurricane.
T: Do you know anything about them?
S: They are terrible disasters and can cause huge damage.
T: So today we are going to learn more about these disasters. I’d like you to listen and read the first two passages and fill in the forms.
Tornado Hurricane
Definition
Place
Phenomena
Terrible results
The worst example of all time
T: Have a discussion within groups. Later I’d like you to report it to your classmates with the help of the form and the map.
T: Disasters are destructive. But there are some interesting things as well. Please read the this extraordinary event and find answer to these questions: 1) Was the actor Charles Coghlan killed in the hurricane? 2) What happened to him after the hurricane.
key: 1) No, he wasn’t. He died in1899，a year before the hurricane struck.
2) His coffin was dropped in the sea and carried to Canada by the Gulf Stream.
Step IV: retelling
Divide the class into two groups. Each group retells a passage with the help of the form.
Tornado Hurricane
Definition A rotating column of air strong tropical storms
Place The US, from… to… In the southern Atlantic ocean, the Caribbean Sea and the Gulf of Mexico
Phenomena Pick up…, take… off; destroy Huge waves, heavy rain and floods
Terrible results 80 deaths and 1,500 injuries
The worst example of all time Occur, affect, kill, injure Occur, hit, kill, destroy
Step V: language points
Read the passage carefully and underline the important phrases or sentences.
1. occur vi 发生 (occurred-occurred-occurring)
The accident occurred at five o’clock.
occur to sb: come into one’s mind 想起, 想到
An idea has occurred to me.
It occurred to me that I would travel Europe.
2. pick up
He picked up a magazine that was lying on the table. (take hold of sth; lift sth拿起)
Shall I pick you up at the station? (give sb a lift in a car; collect sb用汽车搭载某人或接某人)
I’ve got to pick up my coat from the cleaners. (collect something 取或收集某物)
He picked up French while he lived in Paris. (learn a foreign language, a technique, etc. by practising通过实践学会外语、技术等)
Unfortunately, she picked up a cold. (catch an illness得，染疾病）
3. take off
The plane took off despite the fog. （飞机等）起飞
The new dictionary has really taken off. (suddenly become successful or popular; sales of a product rise very quickly 突然大受欢迎，产品的销量急升)
Take off your clothes; they are very wet. 脱掉（衣服）
You should take your toys off the table. 拿走，取下
I’m taking next week off (work). (have a period of time as holiday or break from work 休假，休息)
4. on (the ) average 平均,一般说来
On (the) average, we receive five letters each day.
This car runs 15 kilometers per liter on average.
5. end up “结束；终归…”
If you continue to steal you’ll end up in prison.
你要是继续行窃终归得进监狱。
At first he refused to accept any responsibility but he ended up apologizing.
最初他拒不承认有任何责任，到头来还是道了歉。
If he carries on driving like that, he’ll end up dead.
他照这样开车，早晚得死于非命。
end up with 以…结束(+方式)
The speech ended up with a famous poem
end up in 以…结束(+结果)
His first experiment ended up in failure.
Step VI: Homework
Finish exercises 9—12 on the workbook.
Part 2 教学反思
This class focuses first on put-in and then put-out, moving from easy to difficult, in ways that agree with the students’ learning habits. This makes it easy for students to learn something new. Also, students can feel it easy to describe a disaster with the help of the form.
Part 3 专家点评
本教学案例教学目标明确，步骤清晰，内容逐层深入，来达到理解课文的目的。由录象展开讨论，然后引出阅读的内容，在已有知识的基础上进行阅读，更有利于学生阅读的效率。在阅读中，让学生以表格形式来反映他们对阅读的归纳和理解。教师注意到了从课本中来，又不完全拘泥于课本，选择适合学生的的阅读方式和检验方式，有利于学生阅读能力的提高。这是一篇关于自然灾害的科技性质的文章，涵盖了部分生单词和语言点，在阅读后解决这些语言点，而不在阅读中解决，有利于学生在阅读中的猜词能力。