Unit22Lesson3NaturalDisasters学案1

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unit22-lesson-3-Natural-disaster

od Thunderstorm
Forest fire
Volcanic Eruption
Tsunami
Typhoon
Flood
Thunderstorm
Volcanic Eruption
Typhoon/Hurricanes
Tsunami
Forest Fires
Drought
Landslide
• Para 1: • Para 2:
• Para 3: • Para 4: • Para 5:
• Examples show natural disasters become common
• An example of volcanic eruption & earthquake show their threat to our world.
Paragraph 5
• The worst eruption in human history was probably Mt Tambora in 1815,in Indonesia.Dust from the volcano rolled across the earth’s skies and pretty much cancelled the following summer
• Reduced rainfall has affected large areas of Africa for years leaving irrigation canals dry and many other zones are becoming drier.(2)_f__A number of nations have already been in armed conflict over water, and reduced rainfall in the west of the US has resulted in huge forest fires.

高中英语北师大版模块8【教学设计】Unit 22 Lesson 3

Unit 22ENVIRONMENTAL PROTECTIONLesson 3 Natural DisastersThis unit is about environment.Natural Disasters is the last lesson ofUnit 22. It discusses environmental problems.【知识与能力目标】1. To practice reading strategies to complete texts with sentence gaps.2. To talk about disasters with the help of the learnt vocabulary about/concerning natural disasters.【过程与方法目标】To help the students improve their reading and speaking abilities.【情感态度价值观目标】To make the students the real masters in class and develop the students' awareness of self-learning. 【教学重点】1. To help the students learn and master some useful words and phrases.2. To help the students improve their reading and speaking abilities by scanning and skimming.【教学难点】To practice justifying arguments..Tape recorder, MultimediaStep 1: Lead inShow some pictures. And prepare active vocabulary for learning the passage.1.grand adj big and very impressive巨大的2.scale n the size or level of sth规模，大小3.separation n the condition of being separated分离，分开.4.rough adj unpleasant or difficult艰难的5.mountainous adj having many mountains多山的6.slip v fall off 滑落7.slide v to move smoothly over a surface滑行ndslide n sudden fall of a lot of earth or rocks down a hill, cliff 滑坡，山崩9.shabby adj old and in bad condition 破烂的10.construct v build 建造Step 2: TaskLearn more about Natural Disasters and their causesBesides earthquake, there are many natural disasters, can you name some?Look the pictures and answer what kind of disaster is it?Then read aloud and memorize themFurther Exploration: What do you think causes the disasters, people or nature? Check your predictionStep3 Reading1.Read the text to get general idea.Natural disasters are getting worse because of human activities.2.Read a paragraph with a sentence gap and identify the topic, e.g disasters .3.Read the text again and answer these questions.1). What is the attitude of the journalist towards the future ?Pessimistic.2). Who are most likely to be the victims of natural disasters?Poor people.3). Why are there now more hurricanes, floods and droughts ?Overpopulation and industrialization.4). Why are volcanoes and earthquakes more dangerous now ?。

高中英语Unit 22 Lesson 3 Natural Disasters 1北师大版选修8

Unit 22 Lesson 3 Unnatural disastersTeaching aims1.words and phrases：2.the text3.reading strategies4.exercises about text5.vocabulary: prefixesTeaching timeTwo periods(两课时连堂)Teaching processStep 1 RevisionReview the new words of lesson 2 and have dictionStep 2 learn the new words1.ask some students to read the new words first and correct their pronunciation2.play the tape and have them read after the tape3.give them a few minutes to read the new words freely, tell them if they can’t r ead the words, encourage them to ask the teacher .step 3 reading1.before you starthave students read the key words,pay particular attention to word stress.then let them discuss the questions in pairs.2.let students read reading strategies.get their meaning.3.read to learna)exercise 2. students read the text quickly and check their answers to exercise 1.b)exercise 3.tell students to read through the sentences first before they go back to the text and study each paragraph.then ask them to complete the exercise individually. check their answers c)exercise 4.play the cassette twice, and ask students to read the text again and answer the questionsstep 4 vocabulary: prefixes1．Exercise 5a)read the instructions to the class and let students know what to dob)students do the exercise in pairs2.exercise 6a)read the instructions to the class and tell students the answers include words that are in brackets in exercise 5.b)ask some students to do the exercise on the blackboard.c)check their answers and read the sentences3.speaking:exercise 7a)give them a few minutes to discuss the questions in pairsb)go around and monitor themc)check their answersstep 5 HomeworkExercise 2 in page 56。

北师大Unit22Lesson3NaturalDisasters教学设计

北师大必修八Unit 22 Lesson 3 Natural Disasters教学设计1、教材分析⑴本节主要内容：介绍以前发生过的几种自然灾害（thundestorms, floods, earthquakes, typhoons, vocanic eruptions, trunamis and forests fires）及它们给人类带来的痛苦，造成的损失，同时也大致点到了它们产生的原因。

⑵本节与前后章节关系及本章节的地位：本章节与以前的及以后的章节都注重培养学生的语言运用及听说读写能力。

环境问题是目前全世界的共同关注的问题，让学生了解这方面的知识对学生注意自己的一言一行，保护环境有重要的意义。

⑶教学目标：A．知识与能力：a锻炼学生运用阅读技巧，用所给的句子补充短文的能力b培养学生练习运用有关自然灾害的词描述自然中的能力c通过学习本课，让学生了解如何描写自然灾害d扩大学生的词汇量。

B．过程与方法：a由日本发生的海啸和地震引入本课主题，然后让学生看一些自然灾害图片引入与地震有关的词汇。

b听录音，回答问题一个简单的问题：课文中提到了哪些自然灾害。

c.阅读：a）读课文，让学生选出最佳答案。

b）读课文，回答几个问题（在屏幕上显出来）c）读课文，在空白处填上合适的词。

d..语言点：讲解本课中出现的一些短语和考纲中要求掌握的词汇。

e.口头作文：给学生提供一些信息和一个范文，让学生口头描述一次自然灾害。

f.布置作业⑷、重点、难点：重点：a、让学生掌握与自然灾害有关的词汇和短语b、提高阅读理解的能力c、提高学生的口头表达能力。

难点：a、在短期内快速找到相关知识b、用所学知识描述自然灾害。

2、学情分析：本班学生比较活跃，不过英语基础差，大部分学生对英语学习的积极性不是太高，需要不断鼓励和督促。

为此，我采取了一下措施，a为了让学生更好的理解短文和提高学生的兴趣，需要适当的使用汉语和部分句子的翻译。

b、为了督促学生上课认真听讲、认真阅读，有时需要提问而不是主动回答。

Unit 22 The Seventh Period Lesson 3 Natural Disasters 教学设计-优质公开课-北师大选修8精品

Unit 22 The Seventh Period 教学案Teaching goals教学目标1. Target language目标语言重点词汇和短语V ocabulary about natural disasters；Word formation.2. Ability goals能力目标Talk about natural disasters and aid.Practise using the vocabulary of natural disasters.3. Learning ability goals 学能目标Enable students to talk about natural disasters and aid.Learn one kind of word formation: Conversion.Teaching important points教学重点Talk about natural disasters and aid.Teaching difficult points 教学难点How to identify confusing words.Teaching methods教学方法Task-based teaching method.Teaching aids教具准备Multi-computer，a good dictionary.Teaching procedures & ways教学过程与方式Step I RevisionT: Good morning /afternoon，class！Ss: Good morning/ afternoon，Mr. /Ms…T: Yesterday I asked you to learn more about natural disasters and what we should do so that we will suffer less disaster. Now let’s do a quiz.4．Which disaster has an "eye"？A. EarthquakesB. WildfiresC. VolcanoesD. Hurricanes 5．What does a NOAA weather radio do？A. Predict the weatherB. Name hurricanesC. Broadcast weather warningsD. Bring rainSuggested answers:1. A. True2. A. Flashfloods3. B. False4. D. Hurricanes5. C. Broadcast weather warningsS1: Here is a story about tsunami.T: Ok. Please tell us the story.S1: I will read it. The story is about how an American survived a tsunami. On April 1，1946，when Mieko “Miki” Browne was 18 years old，a tsunami struck her home in Hilo，Hawaii. Here’s her amazing story.That morning I got dressed as usual. I was just leaving for school when I noticed that my shoes were filthy. I went back inside to polish them. Staying home those five extra minutes probably saved my life.When I came outside again，my mother was on the lawn picking flowers. Somebody yelled “tsunami！” We thought it was an April Fools’ joke. Then I looked up and saw a huge wall of dirty water. Palm trees 35 feet [11 meters] tall were covered by water. My mother pushed me inside and slammed the door，just a s the wave struck our house. It felt like we’d been hit by a train.The wave picked up the house，and we floated away. Seawater came up to my knees. I decided to change clothes，in case we had to swim. When I opened the closet，the back wall was gone！All I could see past my hanging clothes were waves and dead fish. It looked like a strange painting. Through the windows we could see people floating by，holding onto whatever they could. A boy was clinging to a piece of lumber. The waves carried us far out into Hilo Bay and back again three times.Finally our house slammed into a factory wall. Somehow my parents and I climbed into the factory，where we found some neighbors on the upper floor. We all got busy tearing burlap sugar bags into strips to make a rope. Whenever someone floated by，we threw them the rope.Our family was fortunate. And I’m not nervous about tsunamis anymore. But when I got married，I told my husband，“We’re not living at the beach. We’re going to live in the mountains！”S2: I downloaded an article from the Internet: How Schools Can Become More Disaster Resistant T: Good！Please read it to us.S2: During Hurricane Andrew，Florida schools were blown to pieces. During the Northridge Earthquake，California schools were damaged. And after the Red River flooded in the spring of 1997，North Dakota and Minnesota schools were inundated by mud and made uninhabitable. Federal，state and local governments have spent millions repairing or replacing schools after disasters. Further，students have been left anxious，uprooted，out of classrooms for long periods of time or relocated to other facilities -disrupting their education and increasing their stress. And no state，no location，no school district is invulnerable. As gloomy as this picture is，there is much that can be done by school officials to plan for disaster，to mitigate the risk，to protect the safety of students and educators，and to ensure that schools recover quickly. The key，though，is timing. While the Federal Emergency Management Agency stands ready to mobilize when necessary to help communities pick up the pieces and recover，it's preferable to expend energy BEFORE the disaster. FEMA cannot undo the damage of an earthquake on an unprepared school or push back the clock after a flood has swept away a child's school year. Under its new Project Impact initiative，FEMA is encouraging city officials，businesses，schools，residents and others within communities to work together before disaster strikes. Prevention is always the best disaster action."The Northridge earthquake really motivated us and had a positive effect of raising awareness about the need for community preparedness，" said Peter Anderson，director of emergency services for the Los Angeles Unified School District. "It raised awareness on the part of the teachers and the staff that we have to be prepared - not because it's mandated，but because it's real."Many states now require specific disaster preparedness activities in their school systems. In California，for example，schools are required to have a disaster plan，to hold periodic drop，cover and hold drills and to hold educational and training programs for students and staff. In Kentucky，a 1992 bill mandated disaster plans，drills and training in the schools. Disaster drillsin schools are required in Oregon，Montana and Missouri，and Idaho and Arkansas mandate earthquake resistant design for all public buildings，including schools.In support of the growing awareness of the need for disaster preparedness in schools，FEMA offers a course several times each year at our Emergency Management Institute in Emmitsburg，Maryland. Called the Multi-Hazard Safety Program for Schools，the week-long course outlines a specific plan of action for all schools. As discussed in this class，FEMA recommends the following actions for all school officials:Identify hazards likely to happen to your schoolsMitigate against the hazardsDevelop a response plan，including evacuation routePlan for coping after a disasterImplement drills and family education...T: Have you ever felt an earthquake？They can happen anywhere in the world，but compared to other natural disasters like tornadoes，hurricanes and blizzards，serious earthquakes seem to happen less frequently. No matter how little they happen，earthquakes can be incredibly damaging to the communities in which they happen. How much the community is affected by earthquakes depends on many different factors. Earthquakes can be dangerous to humans. Scientists still can't predict when they might happen，and so they take us completely by surprise. After an earthquake happens，the power may go out，roads may be damaged，water and gas lines can break，and phones might not work. There is no way to be 100% safe from the destructive forces of an earthquake，but there are many things you can do before，during，and after an earthquake to stay as safe as possible. But what do you think governments can do to help prevent natural disasters？Please discuss in groups and discuss the questions in Ex7 on Page 11.Step II SpeakingDeal with Ex7.Ask students to work in pairs and discuss the questions in Ex7 on Page 11. They may refer back to the relevant parts of the text or the information they get outside class. Several minutes later，check the answers by having individually answer the questions.Suggested answers:1. Different answers are acceptable.(e.g. the severe winter storms，landslides and mudslides)2. The Disaster Preparation and Local Action Now (Disaster PLAN) Act would reauthorize a Federal Emergency Management Agency (FEMA) grant program that provides funding for states and local governments to protect themselves from the devastating effects of natural disasters –earthquakes，tsunamis，tornadoes，hurricanes，flooding and wildfires. This measure would help local communities identify and assess risks from natural disasters and put measures in place to reduce damage. There are things we can do to reduce the potential for disaster，enhance preparedness for the disasters that do occur and improve our ability to respond to and recover from them. We can modify behaviours and policies that place us at risk and that increase our vulnerability to disaster.Protecting us against disasters demands increased awareness，co-operation and commitment from everyone – governments，corporations，community groups and individuals. The term “natural disaster” is somewhat misleading because it implies that disasters are the fault of nature. In fact，these events do not become disasters without human complicity –without humans creating vulnerability of where and how they build their homes，businesses and other critical infrastructures.3. FEMA (Federal Emergency Management Agency in the US) and the Red Cross are separate organizations，with separate programs will provide aid after disasters.State Environmental Protection Administration of ChinaInternational organizations and bodies established through international agreements or other commitments to protect the environment:Commission for Environmental Cooperation (NAFTA)European Environment Agency (EEA)Intergovernmental Panel on Climate Change (IPCC)UNEP (United Nations Environment Programme) Private Organizations (Environmental NGOs) These organizations are involved in lobbying，advocacy，or conservation efforts:Bellona FoundationBiofuelwatchBirdLife InternationalCenter for International Environmental LawConservation InternationalEarth Charter InitiativeEarth Policy InstituteECOresearch NetworkEnvironmental Investigation AgencyEnvironmental Law Association Worldwide - Global Online community of environmentalistsFERNForest Stewardship CouncilFoundation for Environmental EducationFriends of NatureFriends of the EarthGaia Mater (the mother Earth)Global Water Policy ProjectGlobal WitnessGreen Cross InternationalGreenpeaceInformation for ActioniNSnetInternational Society for the Promotion of Environment and Renewable Energy The Nature ConservancyNicodemus Wilderness ProjectStockholm Environment Institute (SEI)Whale and Dolphin Conservation SocietyWorld Business Council for Sustainable DevelopmentWorldchangingWorldwatch InstituteWorld Rainforest MovementWorld Wildlife FundXerces SocietyYellowstone to Y ukon Conservation Initiative4. Governments should change their focus from aiding victims of natural disasters to reducing the risk of death and destruction from such calamities before they occur. A government initiative in earthquake-prone Japan to upgrade and better enforce building codes to a privately funded campaign in Cameroon to teach farmers what crops best avoid soil erosion and other flood damage during the rainy season. In Central America，a radio soap opera developed by local civic groups focuses on helping communities better prepare for hurricanes as the storm season approaches. the U.N. initiative's goal is to improve planning and regulatory mechanisms and encourage development and environmental protection strategies that help policy-makers determine where and why disasters are likely to occur and take steps to alleviate the risk.Step III V ocabularyDeal with Ex 5&6.First go over word formation. Explain conversion to students. When doing Ex 5 if necessary，encourage students to use a good dictionary. Show the following on the PowerPoint.In linguistics，conversion，also called zero derivation，is a kind of word formation；specifically，it is the creation of a word from an existing word without any change in form. Conversion is a fairly productive process.Often a word of one lexical category (part of speech) is converted from a word of another lexical category；for example，the noun green in golf (referring to a putting-green) is derived ultimately from the adjective green. Conversions from adjectives to nouns and vice versa are both very common and unnotable / insignificant (not worthy of notice，worthless) in English；much more remarked upon is verbing，the creation of a verb by a converting a noun or other word.T: Now let’s look at some examples from noun to verb.He filmed the story. / He reproduced the story on a film.他把这篇小说拍成电影.人身器官名称，用作动词，表示使用这种器官的动作。

【学案导学设计】-高中英语 Unit22 Period Three Lesson 3 Natural Disasters练习北师大版选修8

Period Three Lesson 3 Natural Disasters基础落实Ⅰ.课文缩写Nature is turning on usThe last few years have seen environmental disasters 1.________ a grand scale，and experts are predicting far worse to come.Jin Li reports on our Earth’s changeable weather patterns.In the last decade，thunderstorms，floods，earthquakes，typhoons，tsunamis and etc.have become 2.________(increase) common.Reduced rainfall has affected large areas of Africa for years,3.________(leave) irrigation canals dry.A number of nations have already been in armed conflict over water.Volcanic eruptions and earthquakes have always been a threat in certain parts of the world.Indonesia has had 4.________ rough time,5.________(suffer) several killer quakes.Why is nature beginning to turn on 6.________？One answer is overpopulation.People in agricultural areas，7.________ any means to earn their living，move to the cities，and then construct shabby homes from 8.________ materials they can find on poor clay soil.These homes，seldom made of bricks，can easily fall down in earthquakes or slip and slide downhill in landslides，especially in mountainous areas.Most disaster experts believe there is the potential 9.________ things could get a lot 10.________(bad)．Professor Hou Ming，of Beijing University studies volcanoes and he warns that the world has not seen the worst nature can do. Ⅱ.单词检测1．n.规模，范围________；地震________；雷暴，雷雨________；台风________；方法________；分离________；砖块________；尘土，灰尘________；降雨量________；灌溉________；可能性，潜在性________2．v.武装________；建造________；滑落________；滑行________；(平稳地)移动，滚动________；逃走________3．adj.巨大的________；多变的________；艰难的________；多山的________；在近海岸的________Ⅲ.短语检测1．导致________________2．谋生________________3．预先________________4．恢复________________5．抹去________________Ⅳ.语境填词1．You’d better take various cloth es in such c________ weather.2．A________ forces are defending our country.3．Earthquake is one of the most terrible c________ on the earth.4．After s________ last year，we’ve never seen each other.5．Look！The car is ________(滑落) downhill.6．People living in ________(多山的) areas are still living a hard life. 7．They were brought up in ________ (艰难的) time，so they know how to value life. 8．One of the children has the ________(潜能) to be a brilliant scientist.Ⅴ.选词填空错误!1．The disease is spreading，and all young children are ____________.2．When he was walking in the street，suddenly a dog ________________ him. 3．Make sure the inside of the coffee pot is thoroughly ________________. 4．Your plan is good，but ________________，it is not perfect.5．If you want to attend the concert conducted by the famous conductor，you should book a ticket ________________.6．This action will only ____________ a more disastrous defeat for them.7．T hey don’t appear to have ____________ their disappointment.8．He ________________ by contributing to newspapers.能力提升Ⅰ.阅读理解The new university hospital in Trenton，which the Health Minister Victoria Culley has described as a “shining example” to hospitals all over the country，has been open now for over six months.Having heard several less than complimentary(赞美的) comments about the organization and efficiency of the place，I decided to see for myself.In spite of arriving early，I found that there were already long queues at the reception desks.While I was waiting，I looked around and had to admit that it is an impressive building：large and light with marble everywhere.Eventually my turn came and I presented my doctor’s letters to the receptionist，who informed me that I was in the Xray queue and I’d have to go to another queue and start again！Icouldn’t believe it and asked her if it might be possible to give me an appointment card anyway without making me queue up again.She informed me it was no good arguing with her and I should have read the sign，an almost invisible piece of card saying “Xrays” just in front of her where very few people can have seen it.No matter how hard I tried to persuade her，she wouldn’t give me an appointment card for a blood test，so I s tarted queuing again and finally got the card at 8∶30！I then set off for the blood test room，following the nice new signs until they suddenly stopped and I realized that I was in a part of the hospital that hasn’t been finished yet！When I got to the door I saw a notice saying “Back in 10 minutes”．I sat down and waited for 30 minutes before a doctor appeared and told me to come in without，of course，apologizing for keeping me waiting.I asked him why I’d had to wait and he explained he’d had to help out in ano ther ward which was understaffed as a result of a flu epidemic(流感) among the doctors!I got out of the hospital at 9∶45 am and breathed a sigh of relief.I’m now waiting for the results.So，Mrs.Culley，a far from rosy picture.Certainly the public should be under no illusions(错觉) that things have changed for the better.Perhaps you should visit the hospital as an anonymous outpatient(门诊病人) rather than a government minister if you really want to know what it’s like unless，as I suspect，you don’t actually care that much.1．Why did the author go to the hospital?A．Because he was asked to investigate the hospital.B．Because he wanted to find out the truth.C．Because he wanted to prove it was a good hospital.D．Because he had a flu and needed the doctor’s help.2．What did the author find when he got to the hospital?A．There were no doctors at all.B．Doctors were polite and patient to patients.C．A lot of people were waiting in line.D．There were nice new signs everywhere in the hospital.3．What made the author stand in the wrong queue?A．The receptionist’s guidance.B．His poor eyesight.C．Other patients’ influence.D．The unclear sign.4．From the passage，we can infer that________. A．the receptionist was very stubbornB．the author’s request was not reasonableC．the hospital was able to deal with any emergency D．none of the doctors were on time for patients 5．The best title for the passage should be ________. A．White Elephant or Shining ExampleB．An Unforgettable ExperienceC．A Good LessonD．An Annoying ReceptionistⅡ.信息匹配阅读下列应用文及相关信息，并按照要求匹配信息。

【学案导学设计】-高中英语 Unit22 Period Three Lesson 3 Natural Disasters课件北师大版选修8

[题组训练] 用 flee，escape 的适当形式填空 (1)During the war， thousands of people fled the country. (2)The enemy soldiers were fleeing in all directions， but few of them could escape .
解析 flee 逃跑但未必能逃脱，侧重动作本身及逃跑时的紧急状况。 escape 侧重逃跑的结果，即逃脱。
4．The last few years have seen environmental disasters on a grand scale， and experts are predicting far worse to come. 最近几年里，人们已经见证了大规模的环境灾难，专家们预测更为严重的灾难即将到来。
hand
.
老师手里拿着本书走进了教室。
(4)The old couple often take a walk after supper in the park
with their pet dog following them .
晚饭后这对老夫妻经常在公园里散步，他们的宠物狗跟在他们后面。
[归纳拓展] flee vt.& vi.(fled，fled)逃走 flee to...逃到…… flee (from) some place 从某地逃离，逃离某地
[语境助记] (1)The burglars were frightened and fled. 盗贼受惊后落荒而逃。 (2)They were forced to flee their motherland. 他们被迫逃离他们的祖国。
[题组训练 2] (1)As a child grows up，he starts to make/earn his own living . 当孩子长大后，便开始自己谋生。 (2)You are old enough to earn your own living . 你到了自己谋生的年龄了。

北师大版高中英语选修八Unit22《Lesson3NaturalDisasters》教案3

北师大版高中英语选修八Unit22《Lesson3NaturalDisasters》教案3Lesson 3 Natural DisasterTeaching Aim:(1) to introduce some reading strategies--completing texts with sentence gaps△Read the text to get the general idea.△Read a paragraph with a sentence gap and identify the topic.△Read the sentences before and after the gap and look for clues about the missing sentence.△Certain words may help you: time references (then), pronoun references (it , that ), linking words (however).△Decide which sentence goes in the gap. Check that it fits the sentences before and after it.(2) to get some knowledge about natural disasters(3)Some words can be used as nouns as well as verbs, with different meanings. Students will be introduced some of these words in the exercises.(4)To master uses of some words and expressions.Stage 1 introduction of the topic—setting a discussionStage 2 reading extensively①read for the first time and complete the gaps in the text②read for the second time and answer the questionsStage 3 reading intensivelyFinish the summary of the whole passage. All the words needed are very important for text understanding.Stage 4 word-studyarm result means slide slip rollStage 5 solve language puzzlesSince students have read the passage for 2 times and got the main idea of the passage, there are few language puzzles for them now.Here, several words are explained. They are:result in result fromwith的复合结构wipe outturn on sb.at the rate offor instancewithin the range ofHomework: exercise on 1,2 on page56 and 4,5 on page57 can be used as exercise resources.练习：1【·2015届浙江省温州市十校联合体高三上学期期初联考】More and more people are advised to arrange for insurance _________ that they or their family members need medical care.A. in orderB. in needC. in caseD. in hope【解析】C 。

北师大版模块8-Unit-22--Lesson-3-Natural-Disasters的教(学)案

Unit 22 Lesson 3 Natural Disasters崇世界I. Teaching Aims1. To practise reading strategies to complete texts with sentence gaps.2. To practise using the vocabulary of natural disasters.3. To do exercises about the text.4. To talk about disasters and aid.II. Teaching Important Points and Difficult Points 1. Some students may have problems with the pronunciation of the vocabulary.2. How to read the text and grasp the main idea of it.3. To help the students improve their ability to express English and to be creative.III. Teaching Methods1. Multimedia computer assisted instruction2. Communicative teaching method3. Student-centered teaching method4.Activity-based teaching methods (Question-and-answer; Free discussion; individual work, pair work, group work) IV. Teaching AidsMulti-media computer, the blackboardV. Teaching ProceduresStep 1 GreetingGreet the whole class as usual.Step 2 Warm upShow them some pictures of the disasters. Look at the following pictures and point out what kind of disasters they are?♦Are they caused by people?♦Are they made worse by people?♦Are they natural?And then lead in new subject: Natural Disasters.Step3 Read to learnAsk Ss to read the text and check their answers to Exercise1.Tell Ss to read through the sentences first before they go back to the text and study each paragraph, and thenask them to complete exercise3 individually, check their answers.Use the Strategies to complete the gaps in the text (1-5) with these sentences (a-g). There are two extra sentences you do not need:a)But evidence shows that 73,000 years ago there was a muchgreater eruption.b)Even Europe has suffered and large areas have beenunderwater.c)That is probably not the most important factor either.d)Third, the other bits of land you might have been ableto farm are now useless.e)On top of that add global warming.f)For example, the Yellow River, once famous for flooding,failed to reach the sea at all for 226 days in 1997.g)One answer is overpopulation.Step 4. ListeningPlay the cassette, while they are listening, ask them to pay attention to the pronunciation of the speaker and check theanswers in exercise 3.Step 5. Intensive readingAsk students to read the text again and answer the questions. Read the passage carefully again and fill in the following blanks on the screen.1. what is the attitude of the journalist towards the future?2. Who are the most likely to be victims of natural disasters?3. Why are there now more hurricanes, floods and droughts?4. Why are volcanoes and earthquakes more dangerous now?5. What could be the biggest threat to the planet in the future?6. What effects might this threat have?Step 6. Post-readingRead the text carefully and fill in the following blanks.Step 7. DiscussionWork in pairs. Discuss these questions:1. What natural disaster has happened in the last year?2. What were the results of the disaster?3. What do you think governments can do to help prevent natural disasters?3. What can we do to improve the environment and help victims of natural disasters?Step 8. Homeworkask students to do the exercise5 and 6 as homework.2nd PeriodTeaching objectivesIn this lesson, we will:1. Learn and practise vocabulary about natural disasters，esp collocations.2. Practise identifying nouns and verbs.Step 1 Guessing the new vocabulary1. Nature is turning on usturn on sb. : attack 攻击, 变得与……敌对e.g. The dog turned on me and bit me in the leg.Erlang turned on Lisa, who, he thought, had deceived him.2. A number of nations have already been in armed conflict over water. (L8, Para 1)armed conflict over water/land 因水/土地而引起的武装冲突3.The tsunami killed 132,000 Indonesians and another 100,000 people of other nationalities. This catastrophe is still very fresh in the minds of people worldwide who have not get over their separation from loved ones lost in the tsunami. (L7, Para 2)catastrophe -- a great, often sudden disaster4. …had to flee as they thought it was about to erupt.flee--to run away, as from trouble or dangerStep 2. Learn Collocations1.reduced rainfall 减少了的降雨量2.irrigation canals 灌溉渠道3.be in armed conflict over water 因水而引起的武装冲突4. volcanic eruption 火山爆发5. be a threat to sb/sth 对…构成威胁6. recover from a tsunami 从海啸（的灾难）中恢复过来7. be fresh in the minds of people 在人们的心目中记忆犹新8. get over their separation from loved ones lost in the tsunami从与海啸中丧失亲人的打击中恢复过来9. construct shabby homes搭建破烂的房屋10. slip and slide downhill in the landslides 在山体滑坡时滑下山坡11.howling winds with speeds of 300 km/h 每小时300公里（咆哮）的大风12. live within the range of a volcanic eruptions 生活在火山喷发的围13. occur at random times 不定时发生14.to some degree 在某种程度上15.The earthquake claimed 1.6 million lives.地震夺取了160万人的生命。

unit22 lesson3 《natural disasters》教案(北师大版选修8)

Unit 22Lesson 3 Unnatural disastersTeaching aims1.words and phrases：2.the text3.reading strategies4.exercises about text5.vocabulary: prefixesTeaching timeTwo periods(两课时连堂)Teaching processStep 1 RevisionReview the new words of lesson 2 and have dictionStep 2 learn the new words1.ask some students to read the new words first and correct their pronunciation2.play the tape and have them read after the tape3.give them a few minutes to read the new words freely, tell them if they can’t read the words, encourage them to ask the teacher .step 3 reading1.before you starthave students read the key words,pay particular attention to word stress.then let them discuss the questions in pairs.2.let students read reading strategies.get their meaning.3.read to learna)exercise 2. students read the text quickly and check their answers to exercise1.b)exercise 3.tell students to read through the sentences first before they go back to the text and study each paragraph.then ask them to complete the exercise individually. check their answersc)exercise 4.play the cassette twice, and ask students to read the text again and answer the questionsstep 4 vocabulary: prefixes1．Exercise 5a)read the instructions to the class and let students know what to dob)students do the exercise in pairs2.exercise 6a)read the instructions to the class and tell students the answers include words that are in brackets in exercise 5.b)ask some students to do the exercise on the blackboard.c)check their answers and read the sentences3.speaking:exercise 7a)give them a few minutes to discuss the questions in pairsb)go around and monitor themc)check their answersstep 5 HomeworkExercise 2 in page 56。

《Natural disasters》作业设计方案

《Natural disasters》作业设计方案一、作业设计背景在我们生活的这个世界上，自然灾害频繁发生，给人类的生命和财产带来了巨大的威胁。

为了提高学生对自然灾害的认识和应对能力，增强他们的环保意识和社会责任感，特设计此《Natural disasters》作业方案。

二、作业目标1、知识与技能目标学生能够了解常见自然灾害的类型、特点和危害，如地震、洪水、飓风、火山爆发等。

掌握自然灾害的形成原因和预防措施。

提高学生的信息收集、整理和分析能力。

2、过程与方法目标通过观察、阅读、讨论等方式，培养学生的自主学习和合作学习能力。

让学生学会运用所学知识解决实际问题，提高他们的实践能力和创新思维。

3、情感态度与价值观目标激发学生对自然的敬畏之心，增强他们的环保意识和社会责任感。

培养学生在面对自然灾害时的冷静、勇敢和互助精神。

三、作业内容1、知识梳理要求学生查阅相关资料，整理常见自然灾害的定义、类型、特点、危害和形成原因，制作成一份详细的知识卡片。

2、案例分析给学生提供一些具体的自然灾害案例，如汶川地震、日本福岛核泄漏等，让他们分析这些灾害发生的原因、造成的影响以及应对措施，撰写一篇案例分析报告。

3、预防方案设计假设学生所在的地区可能会发生某种自然灾害（如洪水、地震等），让他们设计一份详细的预防方案，包括预警机制、应急疏散路线、物资储备等。

4、科普宣传让学生以小组为单位，制作一份关于自然灾害的科普手抄报或宣传海报，向学校或社区的其他人宣传自然灾害的知识和预防措施。

5、角色扮演组织学生进行一场关于自然灾害应急救援的角色扮演活动，让学生分别扮演受灾群众、救援人员、政府官员等角色，模拟灾害发生后的救援和应对过程，从中体会不同角色的责任和应对策略。

四、作业形式1、书面作业知识卡片、案例分析报告、预防方案等以书面形式完成，要求书写工整、条理清晰。

2、实践作业科普手抄报、宣传海报以纸质或电子形式呈现，要求内容准确、设计美观。

北师大版模块8unit22lesson3naturaldisasters的教案 (1)

Unit 22 Lesson 3 Natural DisastersTeacher:Class: Class1, Grade2Time: May 20, 2009I. Teaching Aims1. To practise reading strategies to complete texts with sentence gaps.2. To practise using the vocabulary of natural disasters.3. To do exercises about the text.4. To talk about disasters and aid.II. Teaching Important Points and Difficult Points1. Some students may have problems with the pronunciation of the vocabulary.2. How to read the text and grasp the main idea of it.3. To help the students improve their ability to express English and to be creative.III. Teaching Methods1. Multimedia computer assisted instruction2. Communicative teaching method3. Student-centered teaching method4.Activity-based teaching methods (Question-and-answer; Free discussion; individual work, pair work, group work)IV. Teaching AidsMulti-media computer, the blackboardV. Teaching ProceduresStep 1 GreetingGreet the whole class as usual.Step 2 Warm upShow them some pictures of the disasters. Look at the following pictures and point out what kind of disasters they are?♦Are they caused by people?♦Are they made worse by people?♦Are they natural?And then lead in new subject: Natural Disasters.Step3 Read to learnAsk Ss to read the text and check their answers to Exercise1.Tell Ss to read through the sentences first before they go back to the text and study each paragraph, and then ask them to complete exercise3 individually, check their answers.Use the Strategies to complete the gaps in the text (1-5) with these sentences (a-g). There are two extra sentences you do not need:a)But evidence shows that 73,000 years ago there was a muchgreater eruption.b)Even Europe has suffered and large areas have been underwater.c)That is probably not the most important factor either.d)Third, the other bits of land you might have been able to farm arenow useless.e)On top of that add global warming.f)For example, the Yellow River, once famous for flooding, failed toreach the sea at all for 226 days in 1997.g)One answer is overpopulation.Step 4. ListeningPlay the cassette, while they are listening, ask them to pay attention to the pronunciation of the speaker and check the answers in exercise 3. Step 5. Intensive readingAsk students to read the text again and answer the questions. Read the passage carefully again and fill in the following blanks on the screen.1. what is the attitude of the journalist towards the future?2. Who are the most likely to be victims of natural disasters?3. Why are there now more hurricanes, floods and droughts?4. Why are volcanoes and earthquakes more dangerous now?5. What could be the biggest threat to the planet in the future?6. What effects might this threat have?Step 6. Post-readingRead the text carefully and fill in the following blanks.At present:(paragraph 4):Volcanoes andearthquakes are evenmore (3)_______than in the past.In the future: (paragraph 5) Most disaster experts believe that things could become a lot(4)______.Nature is turning on us in various forms of natural disasters:Reasons: (paragraph 3) (5)_______________in the developing world; (6)_______________ caused by the huge In the last decade (para1&2): Natural disasters have Become (1) _______. V olcanic eruptions and earthquakes have always been a (2)_______in certain parts of the world.Step 7. DiscussionWork in pairs. Discuss these questions:1. What natural disaster has happened in the last year?2. What were the results of the disaster?3. What do you think governments can do to help prevent natural disasters?3. What can we do to improve the environment and help victims of natural disasters?Step 8. HomeworkIf time is limited, ask students to do the exercise5 and 6 as homework. Language points:1. result in2. wipe out3. turn on4. at the rate of5. quantities of6. for instance7. within the range of8. at risk9. to some degree10. on top of …。

Unit22Lesson3NaturalDisasters学案1

Unit22Lesson3NaturalDisasters学案1Unit22 Lesson3 Natural Disasters学案1. This catastrophe is still very fresh in the minds of people worldwide who have not yet got over their separation from loved ones lost in the tsunami.译文：在世界各地许多人的心目中, 那场灾难仍然记忆尤新。

他们还没有从海啸中丧失亲人的打击中恢复过来。

在这个复合句中，who have not yet got over their separation from loved ones lost in the tsunami 为定语从句，修饰people 。

在定语从句中，lost in the tsunami 为过去分词短语作定语，修饰ones。

2. People in agriculture areas, without any means to earn their living, move to the cities, and then construct shabby homes from whatever materials they can find on poor clay soil.译文：农业地区的人口，因为没有办法谋生而流向城市。

他们在贫瘠的土地上用可以找到的任何材料搭建起破烂的房屋。

在这个复合句中，without any means to earn their living 为复合结构，在句中作原因状语。

whatever materials they can find 是宾语从句，在句中作介词from的宾语。

3. An even greater number of people live at risk, to some degree, from earthquakes which have claimed more than 1.6 million lives in the last hundred years.译文：从某种程度上来说，有更多的人处在地震的危险中，在过去的几百年间地震已经夺去了160多万人的生命。

natural disaster 学案

1.了解与自然灾害相关的词汇。

2.能运用所学词汇，理解文章大意。

3.遇到自然灾害时知道如何有效保护自己和他人。

【学法指导】：根据要求，通过自主学习及小组成员互助、合作学习的方式完成各项任务。

学习过程（Learning procedures）：Part 1 Fast-readingDate: ___________Task1. Read the first paragraph of each topic and answer the following questions.What is a Tornado?________________________________________________________________What is a hurricane?________________________________________________________________What is the event about?________________________________________________________________Part 2 Careful-readingTask2. Read the passage again then choose the best answer or fill in the blanks.1. How can tornadoes destroy houses?A. They can destroy houses and the furniture in the house.B. They can’t destroy houses and the furniture in the house.C. They can destroy houses, but they leave the furniture in the house where it was..D. They can destroy houses, but they can’t destroy the furniture in the house.2. Where do tornadoes mainly occur?A. In the USB. In the UKC. In EuropeD. In Asia3. How many people was killed in the Galveston hurricane?A. 80B. 270C. 37000D. 60004. When and where did the worst hurricane happen?A. It occurred on the 8th September 1900 in Texas.B. It occurred on the 8th September 1925 in Missouri.C. It occurred on the 8th September 1989 in Illinois.D. It occurred on the 8th September 1900 in Indiana.5. Fill in the blanks according to An Extraordinary Event.By the late 1890s, Charles Coghlan______ ______to Galveston, where he died in 1899, a year before the hurricane struck. The cemetery______Coghlan was buried was ______ by the hurricane and Coghlan’s coffin ended ______ in the sea.Task3.Decide if the sentences are true or false.( ) 1. All tornadoes have winds of more than 400 kilometres per hour.( ) 2. There are more tornadoes in the US than in other parts of the world.( ) 3. Tornadoes can’t destroy furniture because they are not violent enough.( ) 4. The worst tornado in history killed at least 700 people.( ) 5. Both the worst tornado and the worst hurricane occurred in the US.( ) 6.The worst hurricane of all time killed about 1/6 of the population in the US.Task4. Read the text carefully and fill in the blanks according to the material.Tornadoes can cause much 1.___________(destroy). 2._________ average, there are 800 tornadoes in the US each year. The3._________ (bad) tornado of all time occurred in 1925, 4._________( affect) three US states. By the time it 5.______(end), more than 700 people 6._________ (kill) and 2,700 had been injured.Hurricanes are strong tropical storms. There are violent winds of 120 kilometres per hour or more, 7._________ cause huge waves, heavy rain and floods. There are on average sixPart. 1Part.2。

Unit22Lesson3NaturalDisasters学案1

unit22-lesson-3-Natural-disaster

高中英语北师大版模块8【教学设计】Unit 22 Lesson 3

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北师大版高中英语选修八Unit22《Lesson3NaturalDisasters》教案3

北师大版模块8-Unit-22--Lesson-3-Natural-Disasters的教(学)案

unit22 lesson3 《natural disasters》 教案(北师大版选修8)

《Natural disasters》 作业设计方案

北师大版模块8unit22lesson3naturaldisasters的教案 (1)

Unit22Lesson3NaturalDisasters学案1

natural disaster 学案

【学案导学设计】-高中英语 Unit22 Period Three Lesson 3 Natural Disasters练习北师大版选修8

【学案导学设计】-高中英语 Unit22 Period Three Lesson 3 Natural Disasters课件北师大版选修8

unit22 lesson3 《natural disasters》教案(北师大版选修8)

《Natural disasters》作业设计方案