高一英语外研版必修3module3教案设计

Module 3 The Violence of Nature
I. 教学内容分析
本模块以The Violence of Nature为话题，介绍了几种常见的自然灾害，旨在让学生了解自然灾害的危害，以及它们存在的自然及地理环境。

通过本模块的学习，学生要了解自然灾害的特征，并且能够描述灾害发生时所发生的场景，懂得如何在灾难中避险。

Introduction部分通过几幅自然灾害照片引出本模块的内容，让学生对自然灾害有一个直观形象的认识，为本模块的学习打下基础。

Reading and Vocabulary部分通过阅读，使学生了解了两种生成于海上的自然灾害，并学习相关的词汇，着重培养学生快速寻找细节的技巧。

为后面的听、说、读、写训练打下基础。

Grammar 1部分通过观察课文中出现的句子，重点复习过去完成被动语态的语法概念。

Listening and Vocabulary部分，通过一篇短文介绍了加勒比海中的一个美丽岛屿，为听力材料提供了背景，也解决了听力部分的一些词汇问题。

通过练习，让学生了解了火山爆发时的情景，培养学生听大意和细节的能力。

Grammar 2部分通过阅读听力部分的句子及改编后的句子，让学生复习了由直接引语变间接引语的规律。

Pronunciation部分实际上是听力部分的延伸，学生通过这一部分的学习，可以培养通过听单词重音来了解所听语段大意的能力。

Speaking部分，围绕本模块的中心，培养学生在采访中如何提出问题、回答问题的能力，提高会话技巧。

Function部分培养学生根据以知的词汇来为新词下定义的能力，引导他们用英语进行
思维。

Writing部分给出参照，让学生描述某一自然灾害的时间、地点、经过、结果等一般情况。

Everyday English部分通过置于句首作状语的副词，来了解整个句子所表达的情感态度。

Cultural Corner部分通过描述历史上两次不同的地震，让学生了解地震的危害，进而思考在地震中应如何避险。

II. 教学重点和难点
1. 教学重点
(1) 了解一些自然灾害的词汇及基本常识；
(2) 快速浏览课文抓住中心内容；
(3) 置于句首表明作者态度的副词。

2. 教学难点
(1) 听力练习；
(2) 过去完成时态；
(3) 根据句子重音听语段主要意思。

III. 教学计划
本模块共分五课时：
第一课时：Introduction, Function, Cultural Corner
第二课时：Reading and Vocabulary
第三课时：Listening and Vocabulary, Pronunciation, Everyday English
第四课时：Grammar 1, Grammar 2
第五课时：Speaking, Writing, Module File
IV．教学步骤
Period 1 Introduction, Function, Cultural Corner
Teaching Goals:
1. T o introduce some words of natural disasters.
2. T o help Ss define the words with their own words.
3. T o help Ss to find the key information by comparison.
Teaching Procedures:
Step 1. Introduction
1. Introduce some natural disasters by asking Ss about the weather.
Q1. What’s the weather like today?
Q2. What will happen when there is too little rain?
2. Introduce some pictures about natural disasters.
Step 2. Function
1. Ask Ss to define the natural disasters in the pictures above in their own words. Suggested Answers:
(1) A drought is a long period of time when there is not enough water.
(2) A flood is a lot of water in an area which is usually dry.
(3) A volcanic eruption is the explosion of melting rocks and gases and so on from the inside of the earth.
(4) An earthquake is a sudden shaking of the earth’s surface.
(5) A tsunami is an extremely large wave in the sea caused by an earthquake.
(6) A lightening is the flash of light which occurs during a thunderstorm.
2.Ask Ss to discuss these questions in groups:
Q1. Have you ever experienced a thunderstorm/ a flood/ a hurricane…?
Q2. Have you ever read a news story about one of these events? Can you describe it?
Q3. Do you know anything about the events? For example, what causes them? Step 3. Cultural Corner
1. Fast reading
Ask Ss to scan the text quickly to get the structure of the passage. Suggested Answers:
Part 1 (Para. 1): There are many earthquakes in the world.
Part 2 (Para 2): The worst ever earthquake in China.
Part 3 (Paras 3~5): The worst ever earthquake in the USA and its cause.
2. Intensive reading
Ask Ss to read the passage carefully and fill in the form.
Suggested Answers:
(1) Hua County (2) 1556 (3) affected (4) covered (5) were (6) in all
(7) lost their lives (8) located in (9) California (10) the 18th of April, 1906
(11) caused (12) damage (13) homeless (14) whole (15) movement
3. Ask Ss to discuss in groups what they can do if there is an earthquake, then collect the answers.
Step 4. Homework
1. Ask Ss to go over what they have learnt in the module.
2. Ask Ss to preview Reading and Vocabulary on page 2
3.
Period 2 Vocabulary and Reading
Teaching Goals:
1.T o get Ss to have the general idea of the reading passages.
2. T o get Ss to know some facts of the two disasters.
Teaching Procedures:
Step 1. Revision
Ask Ss to translate the following sentences.
1. 地震影响到了方圆100公里的一块区域，共有10人丧生。

2. 我们学校坐落在一座小山上。

3. 开发区人口的70%都是年轻人。

Suggested Answers:
1. The earthquake covered an area of 100 square kilometers. In all, 10 people lost their lives.
2. Our school is situated on a small hill.
3. Seventy percent of the population in the development zone are youths.
Step 2. Fast reading
1. Ask Ss to Read the short passage about the Gulf Stream in Activity 1 on page 22 and guess the meaning of the words “current”, “flow”and “latitude”. Then give them the right answers.
2. Get Ss to read the passage and summarize the main idea of each passage. Then ask them to discuss their answers in groups.
Suggested Answers:
Passage 1: T ornado and its great force.
Passage 2: Hurricane and the worst example.
Passage 3: An extraordinary story about the 1900 Galveston hurricane.
Step 3. Intensive reading可以自己出一些题目
1. Ask Ss to read the passage carefully and finish Activity 2 on Page 2
2.
2. Ask Ss to find the words and expressions of Activity 3 in the passage. Then let them match them with the definitions.
3. Ask Ss to read the passages again and then discuss the difference between
tornado and hurricane.
Step 4. Language Points.
Ask Ss to discuss the language points in the reading passages in groups.
1. Tornado can pick up cars, trains and even houses …(Line 1, Para 2，Passage 1) 龙卷风可以卷起汽车、火车甚至房子，然后把它们带到下一个街区，甚至是另一个城镇。

Pick up有多种意思：
(1) 拾起，捡起。

如：
I picked up the pen on the floor.
(2) 接收，接听。

如：
It’s necessary to have a short-wave radio to pick up BBC programmes.
(3) (车辆等)接人。

如：
Eg I go to the kindergarten to pick up my daughter after work.
(4) 学会（语言），获得（知识，消息等）。

如：
Eg He picked up some English when he was on business abroad.
2. On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries. (Line 1, Para. 3, Passage 1)美国每年平均有800次龙卷风, 造成约80人死亡，1500人受伤。

The worst tornado of all time occurred in 1925, affecting three US states: Missouri, Illinois and Indiana. (Line 6, Para 3, Passage 1)
(1) 两句中的“causing”, “affecting”是现在分词作结果状语。

(2) on average 平均。

如：
On average, there are about 60 students in each class in our school.
3. Winds of 200 kilometers per hour and five-meter high waves hit the city. ( Line 3, Para 2, Passage 2)时速达到200公里的大风和五米高的巨浪袭击了该城。

By the late 1890s, he had moved to Galveston, where he died in 1899, a year before the hurricane struck. (Line 4, Para 2, Passage 3)
(1) 辨析hit, strike
hit指“击中”，强调结果，有时也指“打一下”；
strike常指“猛地一击”，在击的程度上比hit两个要强。

(2) strike 的用法解析：
①vt击，打。

如：
A great earthquake struck Tangshan in 1976.
②vt敲（钟），擦（火柴）
Eg The clock struck nine just now.
③vt给……以印象，打动。

如：
The visitors were struck by the beauty of the country.
④vt突然想到（= occur to ）。

如：
A good idea struck/ occurred to me.
⑤n罢工，罢课，罢市。

如：
The train drivers are on strike now.
⑥n 军事进攻，袭击，（尤指）空袭。

如：
They decided to launch an air strike.
(3) the late 1890s 十九世纪九十年代，也可写成the late 1890’s
4. …and Coghlan’s coffin ended up in the sea.(Line 8, Para 2, Passage 3)Coghlan 的墓地被飓风毁掉，他的棺材也漂到了海上。

end up 结束，以……而告终，后常接介词短语。

如：
(1) If you continue to steal, you’ll end up in prison.
(2) We started with soup, and had fruit to end up with.
Step 6. Homework
1. Ask Ss to do the Reading exercises on P81.
2. Ask Ss top prepare for Listening and Vocabulary on page 25.
Period 3 Listening and Vocabulary, Pronunciation,
Everyday English
Teaching Goals:
1. T o get Ss to know some skills of listening.
2. T o help Ss to get the main idea of the passage by stressing the key words.
3. To make Ss understand the writer’s attitude by the adverbial at the beginning of the sentences.
Teaching Procedures:
Step 1. Revision
Check the answers to the Reading exercises in the Workbook.
Step 2. Vocabulary study
1.Ask Ss to read the passage on page 25 and then match the following words with their definitions.
(1) ash (a) a mountain with fire and steam inside
(2) erupt (b) rock in a hot liquid state
(3) lava (c) a very large dangerous ocean wave
(4) tidal wave (d) the soft grey powder left after sth has been burnt
(5) volcano (e) to explode and pour out fire
Suggested Answers:
(1) d (2) e (3) b (4) c (5) a
2. Ask Ss to finish Activity 3 on Page 25 learn something about volcanic eruption.
3. Complete the following sentences.
(1) Our classroom is ________________(长10米，宽8米).
(2) The weather forecast _______(警告) a typhoon.
(3) There is _____（很大可能）of a rain this afternoon.
(4) That house ______(着火了)，it is still ____(着火)。

(5) The criminal _______(把那房子点着火了)，the firemen _____(把火灭了). Suggested Answers:
(1) 10 meters long and 8 meters wide/ 10 meters in length and 8 meters in width
(2) warns us of
(3) great possibility
(4) caught fire, on fire
(5) set fire to that house/ set that house on fire, put out the fire
Step 3. Listening
1. Ask Ss to listen to the tape and complete the following passage.
The reporter and Frank Savage, the (1) of the island Montserrat, are standing in the (2) of Plymouth, they were talking about the (3) a week ago. The volcano (4), and ash and (5) poured down the mountain towards the sea. (6) , the people there got plenty of (7) , so (8) of the population managed to go to another island before the eruption, that is, about (9) thousand people out of (10) had left.
(11), hundreds of houses (12) when the lava reached them. (13) , the fire was (14) quite quickly. But the volcano could erupt again, so the (15) from the governor is that the people should not go back to their houses. (16) , it won’t be long.
Suggested Answers:
(1) governor (2) center (3) volcanic eruption (4) erupted (5) lava
(6) Luckily (7) warning (8) half (9) six (10) eleven thousand
(11) Sadly (12) caught fire (13) Fortunately (14) put out
(15) message (16) Hopefully
2. Ask Ss to listen again and finish Activity 4 on Page 25.
Step 4. Pronunciation
1. Get Ss to listen and underline the words which the speaker stresses.
2. Get Ss to read the passage aloud and pay attention to the stress of key words.
3. Explain to Ss which words should be stressed when pronounce a sentence.
一般来说, 句子重音通常要体现句子的节奏感和韵律，突出重点。

在句子中需重读的词
都是实词,比如,名词、动词、形容词、副词、数词、代词等。

不重读的多为虚词,比如,冠词、连词、介词、感叹词等。

但有时虚词也需要重读，主要有以下几种情况：
(1) 强调或突出某个虚词或be动词时要重读；
(2) 介词在句首时往往要重读；
(3) be动词及助动词和not结合时要重读；
(4) 句子末尾的be动词和助动词一般要重读
Step 5. Everyday English
1. Let Ss read the words and discuss which of the words given indicate that the following sentences contain good news or bad news.
2. Let Ss finish Activity 2 on Page 28.
Step 6. Homework
Ask Ss to finish the exercises in Vocabulary part in the Workbook.
Period 4 Grammar 1, Grammar 2
Teaching Goals:
1. T o get Ss to go over the Past Perfect Tense.
2. T o get Ss to go over the Indirect Speech.
Teaching Procedures:
Step 1. Revision
Check the answers to the Vocabulary Exercises in the Workbook.
Step 2. Grammar 1
Purpose: To help Ss to go over the past perfect tense.
1. Ask Ss to look at the two sentences in Activity 1 and discuss which event happened first.
2. Give Ss the following grammatical rules.
过去完成时必须要有一个过去的时间点作参照，表明一个动作或状态持续到过去的某一时间点结束或还要持续下去；反之亦然，如果给了一个过去完成时，则一定还会有一个一般过去时动作或状态与之对照。

2. Ask Ss to finish Activity 2 on Page 24 and present their answers.
3. Ask Ss to finish Activity 3 on Page 2
4.
Step 3. Grammar 2
1. Ask Ss to read the sentences in Activity 1 and discuss the questions.
2. Ask Ss to do Activity 2 on Page 26 and present their answers.
3. Give Ss the grammatical points of indirect speech.
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

(1) 直接引语是陈述句，变成间接引语时，由连词that 引导。

(2)直接引语是一般(选择/反意) 疑问句，变成间接引语时，由连词whether或if 引导。

注意：大多数情况下，if和whether 可以互换，但后有or not，或在动词不定式前，
或放在介词后作连接词时，一般只用whether。

(3) 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。

(4) 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定前加tell, ask, order 等的宾语。

(5) 一些注意事项
①直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。

②直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。

如：this/that→these/those, now→then , today→that day, yesterday→the day before, last year→the year before, ago→before, here→there等。

注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。

③间接引语一般要用陈述句的语序，即主、谓、宾的顺序。

Step 4. Homework
Ask Ss to finish Grammar exercises in the Workbook.
Period 5 Speaking, Writing, Module File
Teaching Goals:
1. T o get Ss to go over what they have learnt in this module.
2. T o write a passage about a natural event.
Teaching Procedures:
Step 1. Revision
Check the Grammar exercises in the Workbook.
Step 2. Speaking
1. Divide Ss in groups of four and discuss the following points.
(1) Decide what kind of natural disaster they will discuss.
(2) As a reporter, make a list of questions about a natural disaster.
(3) As local residents, think of things that happened to them or what they saw and how to present them to the journalist.
2. Ask Ss to R practise their interviews and then act them out for the rest of the class.
Step 3. Writing
1. Let Ss read the eye-witness account of a violent natural event on page 28.
2. Ask Ss to write about the violent natural event they have just talked about. One possible version:
The weather forecast says we will have a very strong typhoon today, but we didn’t expect it would be so strong. Sitting in the classroom, we can hear strong wind blowing outside, making the strong tall trees in the schoolyard waving from side to side---some have leapt against the walls, some have even fallen to the ground, with their roots pulled out of the earth. Heavy rain is beating against the windows, producing loud noise. It seems there is a big rain screen hanging from the heaven, and streams of rain water gather quickly down to lower places. Everyone is looking outside excitedly, even the teacher also joins us.
Step 4. Module File
Ask Ss to look at Module File on page 20 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a
question mark next to the points they are not sure of and a cross to what they don’t know. Help Ss to share their ideas and deal with the difficult or confusing points.
Ask Ss to read some articles or novels about natural disasters to strengthen their reading skills and enlarge their vocabulary.
Step 5. Homework
1. Ask Ss to go over what they learned in Module 3.
2. Ask Ss to preview Module 4。