必修三第3模块教案
高中英语必修三3单元教案
Unit 3The Million Pound Bank Note本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。
学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。
该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。
其中写作部分是训练学生选取和组织材料的类别课程标准要求掌握的项目话题Forms of literature and art: short story and drama；how to act out a play词汇1. 四会词汇bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble2. 认读词汇narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script3. 词组Bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for功能Would you please come in?Would you mind waiting just a few minutes?May I ask you how much money you have?— Well, to be honest, I have none.Could you offer me some kind of work?集宁一中2011年高一下学期第1 页共11 页编制：李彦东 11. To talk about short stories and plays.2. To develop S s’ reading skills.3. To arouse Ss’ interest in acting out a play and writing a play4. To get Ss to know how to use new words and phrases.5. To get Ss to have the knowledge of this grammar point: A noun clause is used as theobject; a noun clause is used as the predicative.6. To enable Ss to develop their imagination to continue the story.7. To develop S s’ ability in speaking and listening.8. To give Ss the chance to finish a play or a story.学案一：The first period Warming up and readingAimsTo talk about short stories and plays.To develop S s’ reading skills.Step ⅠWarming upWhat do you know about Mark Twain? Do you know any of his works?Read the short passage quickly and fill in the chart.Then give an introduction of Mark Twain(1835—1910):集宁一中2011年高一下学期第2 页共11 页编制：李彦东 2The greatest humorist of the 19th century American literature.Novels: P81The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）The Prince and the Pauper (1882)(皇子与贫儿)The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)Language pointsHe was brought up in Hannibal, Missouri, along the Mississippi River.bring up: 体会下列例句，分析在各句中的含义She brought up her children to be considerate of others. 她教育孩子要关心别人。
人教版高中英语必修三Unit3TheMillionPoundBankNoteWriting教案
必修三 Unit 3 The Million Pound Bank Note——-Writing一．教材分析：1.教材所处的地位和作用：本教学案例是人教版《普通高中课程标准实验教科书·英语（必修）3》第三单元The Million Pound Bank Note第三课时U sing languag e部分。
本单元的主要内容是根据马克•吐温的短篇小说《百万英镑》改编的戏剧剧本。
其中“趣味阅读”（Reading for Fun）部分独具特色，这里列举的马克•吐温的名言都充分体现了这位伟大作家的诙谐幽默。
本课选取《夏娃日记》中的一句名言，贴近学生生活实际，有助于学生树立正确的人生观和价值观。
此外，本课的设计与2014年英语全国高考福建卷、山东卷、湖北卷、重庆卷的书面表达接轨，以谚语或名言为载体，要求学生结合自身经历论述自己的理解感悟，旨在让学生明确高考来源于教材而高于教材，进而更加重视课本知识的学习和积累。
2.教育教学目标：(1) 知识目标：学生能理解背诵马克•吐温的名言：How little a thing can makeus happy when we feel that we have earned it!(2) 能力目标：学生能结合自身经历写一篇短文论述自己对该名言的理解。
(3) 情感目标：学生能学会通过自己的努力实现自己的目标，体验生活中的点滴幸福。
3.教学重点、难点：(1) 重点：理解背诵马克·吐温的名言：How little a thing can make us happy when we feel that we have earned it!(2) 难点：学生结合自身经历阐述对该名言的理解和感悟，完成相关书面表达。
二．教法和学法1. 教法(1) 目标教学法 (2)任务教学法 (3)启发式教学法2. 学法(1)自主学习 (2) 合作探究 (3)头脑风暴 (4) 限时写作三．学情分析高一学生对英美文学著作知之甚少，对文化类阅读文章的欣赏力和深度挖掘文章内涵的能力还有所欠缺，对外国作家作品名言也缺乏自己独特地深刻地理解。
必修三教案module 3 -【完整版】
Modue 3 The Vioence of NatureI. 教学内容分析本模块以The Vioence 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 Vocabuar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。
Litening and Vocabuar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。
Readingmar 1, Grammar 2第五课时：SCh inaUSAChina Shaanxi ChinaUSA California San AndreasFaultHua CountyCalifornia Reading Gulf StreamGalveston3 inParaUSUSMissouriIllinoisIndianaPara五米GalvestonParaTangshan1890’Para ReadingReading10米8米Plymouthountain toward the ea 6 , the anaged to go to another iand before the eru 13 , the fire wa 14 quite quic But the vocano coud eru the governor i that the eage 16 Ho eworA S to finih the eercie in Vocabuar mar 1, Grammar 2 Teaching Goa:1 To get S to go over the mar 1matica rue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。
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance--Talking about PhysicalAppearance(Unit 3)教材分析：本单元主要讲述的是如何描述一个人的外貌特征，涉及到的语法主要是形容词的比较级和最高级，同时还有一些逊色与胜任的表达方式。
本单元的重点在于教学如何使用形容词来描述一个人的外表，让学生掌握一定的描述技巧，从而进行更准确地表达。
教学目标：知识目标：1.能够熟练描述一个人的外貌特征，并使用形容词的比较级和最高级，以及相关的逊色与胜任的表达方式。
2.能够运用所学知识完成相关的阅读、听力和口语练习，达到基本的交流能力和语言应用能力。
能力目标：1.培养学生辨别身体部位的能力，提高其观察力和表达能力。
2.提高学生的英语听、说、读、写的能力，使其能够流利地进行英语口语交流。
情感目标：1.培养学生树立正确的审美观和人生价值观，使其能够尊重不同的文化和不同的人。
2.鼓励学生在语言学习中发扬创新思维，锻炼自我表达的勇气和能力。
教学重点：1.形容词比较级、最高级和逊色与胜任的表达方式的掌握。
2.学生口语表达能力的培养和提高。
教学难点：1.如何正确运用形容词比较级、最高级和逊色与胜任的表达方式。
2.如何培养学生英语口语表达的能力，提高其英语听、说、读、写的能力教学设计：一．课前准备 ( Pre-task preparation)1.教师准备相关的物品，以便于学生在描述一个人的外貌时有具体的东西可以参考。
2.让学生阅读相关的课文，了解相关的语言点和表达方式。
二．引入 (Introduction)1.教师可以通过播放一段视频或者是展示图片，引入对话题的思考。
2.教师可以介绍一些有趣的人物，引入本节课的主要内容。
三．新课教学 (New content)1.形容词的比较级和最高级 (Comparative and superlative adjectives)a.讲解基本的用法和规则。
语文人教版高中必修3人教版高中语文必修三第三单元《师说》教案
人教版高中语文必修三第三单元?师说?教案【教学目标】1．了解韩愈关于尊师重道的论述和本文的思想意义。
2．学习借鉴本文正反比照的论证方法。
3．树立尊师重教的思想，培养谦虚好学的风气。
4.掌握、积累“师、传、道、受、惑、贱、圣、愚、群、足、攻、经〞12个文言常用实词；学习“之、其〞两个文言虚词；学习、复习本文其他文言虚实词；熟记受〔授〕、不〔否〕两个通假字。
5.学习名词、形容词的意动用法。
6.掌握有关“说〞的文体知识。
【教学重点和难点】1．了解文章的整体思路。
2．学习本文正反比照论证的方法。
【教学方法】教师讲授；学生自主探究；多媒体辅助。
【课时分配】两课时。
【教学过程】第一课时一、导入并解题初中时我们学过一篇课文叫?马说?，?马说?实际上是“说马〞，今天，我们来学习一篇“说教师〞，说“从师风气〞的文章，叫?师说?。
“说〞是一种文体，偏重于议论，可先叙后议，也可夹叙夹议。
二、作家作品韩愈〔768—824〕，字退之，XX河阳〔今XX省孟县〕人，唐代著名的文字家，哲学家，古文运动的倡导者。
祖籍XX昌黎，也称“韩昌黎〞。
晚年任吏部侍郎，又称“韩吏郎〞。
死后谥“文〞，故又称“韩文公〞，作品收录于?昌黎先生集?。
韩愈和柳宗元为唐代古文运动的倡导者，提出了“文以载道〞，“文道结合〞的观点。
他的散文题材广泛，内容深刻，语言质朴，主X学习先秦、两汉的优秀散文传统、倡导古文运动，把当时的文体从矫揉造作的骈体文中解放出来，奠定了唐宋古文的根底，因此后世尊他为唐宋八大家之首。
三、写作背景魏晋以来，门第制度十分严格，分为高门和寒门，门第观念严重破坏了从师学习的风气。
到唐代，魏晋以来形成的门阀制度仍有沿袭，关于韩愈写此文的背景，从柳宗元的?答韦中立论师道书?中一段可见一斑。
柳宗元说：“由魏晋以下，人益不事师。
今之世不闻有师。
有，辄哗笑之，以为狂人，独韩愈奋不顾流俗，犯笑侮，收召后学，作?师说?，因抗颜而为师。
世果群怪聚骂，指目牵引，而增与为言辞。
必修三模块三教案及反思
Module 3 The Violence of NaturePart II Reading and VocabularyLi JieTeaching DesignsI. Teaching goals1. To learn to read passages with the past perfect passive and indirect speech about tornadoes2. To learn to read with strategiesII. Important words, expressions and patternsWords flood, experience, cause, bury, occur, rotate, strike, ruin, erupt, damage Expressions flooded the village, experience a shortage, cause trouble again, be buried in a cemetery, It occurred to me that…, rotate the handle, strike theenemy's oil fields, ruin your chances of …, erupt once in a while, damagethe roofPatterns 1. They can destroy houses, but leave the furniture inside exactly where it was.2. The worst hurricane disaster of all time occurred on the 8th September1900 in Galveston, Texas.3. Eight years later, the coffin was found by fishermen in the sea near hishome on Prince Edward Island in the east of Canada.4. The Gulf Stream had carried it 3,000 kilometers up the eastern US coastto Prince Edward Island.III. Teaching proceduresStep 1: Warming up by reviewing 21st century disasters(play vide)Hi, class. Nice to see you safe and sound.Today we take up Module 3 The Violence of Nature.Throughout history there have been sudden, terrible events that have shaken the world. Sometimes they are man-made, ranging from the infamous sinking of the Titanic to the deadly Chernobyl meltdown of 1986, while others are natural disasters, such as the catastrophic eruption of the island of Krakatau or the devastating Tokyo earthquake of 1923.Before we read What Is a Tornado?… let’s have a brief review of the 21st century disasters we have experienced so far.2001 Gujarat Earthquake, Bhuj, India (January 26, 2001)European Heat Wave of 2003, EuropeBam Earthquake, Iran (December 26, 2003)Hurricane Ivan, Caribbean Sea, Southeastern United States (September, 2004)2004 Indian Ocean earthquake and tsunami（海啸）, Indonesia, Sri Lanka, India,Thailand, and elsewhere (December 26, 2004) 186,983 killed, 42,883 missing2005 Sumatran earthquake, Indonesia (March 28, 2005), at least 1,000 killed2005 Maharashtra floods, Mumbai, Maharashtra, Western India (July 2005) Hurricane Katrina, United States (August 2005), toll varies, 2,000 killed2005 Kashmir earthquake, Kashmir, Pakistan, (October 8, 2005), death toll is currently 87,350 but some estimate it to rise over 100,0002006 Southern Leyte mudslide（泥流）, Philippines, (17 February 2006) 950 killed. May 2006 Java earthquake, Yogyakarta, Java, Indonesia (May 27, 2006), 6,200 killedJuly 2006 Java earthquake, Java, Indonesia (July 17, 2006), 550 killedTyphoon Saomai (2006), Zhejiang, China, (August, 2006), 250 killedWarming up by defining tornadoA violent weather phenomenon in which a rotating column of air forms into a funnel cloud, often reaching the ground, causing severe damage.The following are facts about tornadoes:1) They may strike quickly, with little or no warning.2) They may appear nearly transparent until dust and debris are picked up or a cloud forms in the funnel.3) The average tornado moves Southwest to Northeast, but tornadoes have been known to move in any direction.4) The average forward speed of a tornado is 30 MPH, but may vary from stationary to 70 MPH.5) Tornadoes can accompany tropical storms and hurricanes as they move onto land.6) Waterspouts are tornadoes that form over water.7) Tornadoes are most frequently reported east of the Rocky Mountains during spring and summer months.8) Peak tornado season in the southern states is March through May; in the northern states, it is late spring through early summer.9) Tornadoes are most likely to occur between 3 p.m. and 9 p.m., but can occur at any time.Step 2:Reading strategiesBefore you read1. Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.2. Do exercise 3Step 3: While you read1.Fast reading : skimming for general ideas.Find out the topic of these three short passages2.Careful reading: scanning for specific information.1). Read the passage carefully and finish Exercise 2 on Page 22.2). True or false exercise3). Choose the correct answers.3.Post-readingActivity: Make an introduction about a tornado or a hurricane. You can mention thefollowing aspects: the definition, the causes, the phenomena, the bad results and even some stories you know about it.Step 4 Homework1. Search for more information about natural disasters.2. Read the articles in Learning English.教学反思：必修三模块三的阅读部分主要是通过让学生了解自然灾害中的龙卷风和飓风来认识自然的威力。
外研版高中英语必修3第3模块教学设计2
教学设计《Module3 The Violence of Nature》教学设计(2011年5月)科研所通河一中吕萍一、教学课型：阅读课。
二、教材分析：The Violence of Nature是外研版Book 3 Module 3的一篇阅读文章，文章共分3部分，分别介绍了两种自然灾害——龙卷风和飓风的形成和危害及一次异常事件。
三、教学目标：1. 让学生识记并能正确运用以下词汇：ash, bury, current, disaster, erupt, flow, latitude, lava, occur, tornado, tropical, hurricane, pick up, take off, on average, end up。
2. 学习过去完成时的被动语态的用法。
3. 理解含有所学生词、含有过去完成时的被动语态和间接引语的句子和段落，读懂其意义并获取信息；理解模块提供的和来自其他渠道的对不同自然灾害的介绍并获取信息。
4. 引导学生整体把握文章主旨，提高阅读效率；鼓励学生开展小组合作，运用副词表达好消息和坏消息。
5. 了解自然灾害的危害，结合发生在我国的两次大地震及甘肃省舟曲县的泥石流，激发学生学好科学文化知识的决心和信心，以实际行动作好与自然灾害作斗争的准备，为人类造福。
四、教学重点和难点：1. 通过阅读理解词汇，通过词汇学习掌握文章主旨，加深对文章的理解。
2. 理解文章中含有定语从句的句子及含有过去完成时的被动语态的句子。
3. 联系实际，了解不同的自然灾害带来的危害，激发学生利用所学知识与自然灾害作斗争的决心。
五、教学过程：StepⅠWarming upShow a video “Storm Chasers” and some pictures about tornado, hurricane and other natural disasters to lead in the topic of this passage.[设计说明]使用多媒体视频及图片生动、形象地展示与文章相关资料，更直观地展现自然灾害的威力，吸引学生注意，激发他们的学习兴趣和决心。
高中英语必修三unit 3 diverse cultures全单元(共四部分)教学设计教案
普通高中英语（2019版）必修第三册Unit 3 Diverse CulturesPeriod 1 Listening and speaking听力部分分为两个部分：Listening and speaking和Listening and talking。
Listening and speaking板块的活动主题是“讨论几种美国食品的起源”( Talk about the origins of American food)。
美国的多元文化反映在社会生活的各个领域,饮食就是很重要的一个方面。
该板块介绍了四种食品——汉堡包、墨西哥玉米片、秋葵汤和福饼,它们都是在美国本土发明的,但都带有其他民族的饮食风味和特点。
在文化交流过程中,不同民族的文化接触后会产生碰撞,同时也会根据需要从不同的文化体系中选取文化元素,经过整合融为一体,形成一种新的文化体系,这就是文化融合的过程。
现代美国文化就是多种文化融合的结果,而这里介绍的几种美国食品正是文化融合现象的具体表现。
听力对话的最后一句道出了美国饮食的特点:将世界上的不同食材混合在一起,创造出一种全新的食品。
Listening and talking板块的活动主题是“谈论中国的少数民族文化”( Talk about ethnic minority cultures in China)。
此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。
少数民族文化是中国文化多样性的重要体现。
该板块围绕贵州苗族和侗族的少数民族文化展开。
民族文化是民族身份的重要标志,了解中国文化的多样性有助于培养文化自信,弘扬和传承中国文化。
了解中国异彩纷呈的少数民族文化也有助于学生形成尊重、包容的心态,为维护和谐社会作出贡献。
1. Master the methods and skills of note-taking, understand the logic of listening materials (including the expression of transition, contrast, cause and effect, coincidence, and examples), so as to determine the key information;2. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;3. Instruct students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners;4. Master the principle of dividing long sentences into groups, and be able to use pause skills when reading long sentences or oral expressions.5. Be able to introduce Chinese minority culture and tell Chinese stories in English.Importance:1. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;2. Instruct the students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.Difficulties:1. Clearly introduce the characteristics and cooking methods of a Chinese national food to the partners;2. Master the principle of dividing long sentences into groups, and be able to use pause skills reasonably when reading long sentences or oral expressions.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.1. Review the vocabulary about food and understand the characteristics of Chinese traditional food culture;2. Read this section in advance, review the vocabulary of American food, and understand the characteristics of American food culture.Step 1 Lead-in1.The teacher presents a news report to help students understand the meaning of diverse in the title.Overseas Students Experience Diverse Cultures at Shandong University Shandong University in Jinan, East China's Shandong Province unveiled its I8th International Cultural Festival at its central campus on April 26, offering locals a chance to experience unique cultures from 25 countries around the world.Overseas students from Russia, France, Thailand, Afghanistan, Italy, Uganda, and Laos wore traditional costumes as they showcased food,dances,handcrafts,and souvenirs from their home countries.Since 2001, the international cultural event has evolved into an important channel the university to promote its campus culture featuring understanding, inclusiveness.for openness, and progress.2.According to the above context, the teacher guides the students to discuss the meaning of diversecultures, and then asks them to try to explain the meaning of unit title "diverse cultures" in their own language.Students can explain it this way :It means the coexistence of many different types of cultures in a specific region or in the world as a whole. Each culture has its distinct features and each other’s differences are respected.Step 2 Watching and talkingActivity 11.Teachers makes full use of pictures to find the breakthrough of unit teaching.The following questionscan guide students to observe the details in the picture, so as to understand the cultural information and its connotation carried by the picture, and establish a connection with the unit theme.What can you see in the photo?(buildings, lamp post, lanterns.) Do you find the place familiar?What are some words on the buildings?Why are there both Chinese and English shop signs?Where do you think this photo was taken?What day you think such a place is like?Do you think this is a typical place to show cultural diversity? Why?2.Appreciate famous quotes.The teacher asks the following questions to help students understand thequotation and relate the unit topic:Can you paraphrase the quote in your own words?Can you give some examples to demonstrate the diversity of people in world?Can you think of some examples to show diverse cultures in the world?3.Ask the students to quickly review the listening, speaking, reading and writing tasks listed in theopening page. Then ask the students to close their books and answer the positive questions.What are some topics you will read about/ listen to?What are some topics you will talk/write about?Which part do you think will interest you?What do you expect to learn from this unit?Step 3 ListeningActivity 21.Ask the students to look at the four pictures in activity 1.2.Students were asked to match the picture to the following description and then to try to match it to thename of the food.Picture A: small pieces of thin crisp chips served with beans, cheese, spices, etc (nachos).Picture B: a crisp hollow cookie containing a piece of paper with a short message on it (fortune cookie).Picture C: a thick seafood soup,a spicy stew(gumbo).Picture D: a sandwich containing cooked meat and some other vegetables in a bread roll (hamburger).Activity 31.The teacher plays the recording for the first time and asks the students to verify whether the matching food names in activity 1 are correct.2. The teacher plays the recording for the second time. The teacher arranges the following questions in advance to guide the students to get the key information and grasp the general meaning of the listening dialogue.Where does this conversation take place? How do you know?Who are the speakers?What is the topic of the conversation?What is Steve Fox’s opinion about American food?How many examples does Steve Fox give to support his opinion? What are they?Activity 41.Look at the five sentences in activity 3.Let's listen to the tape for the third time.The teacher first lets the student understand the problem, then completes the listening task, in this way the student listens with the purpose, is helpful to develop the selective attention strategy.2.Ask the students to browse the listening task of activity 4. First, try to fill in the information in the form from memory.Next, the teacher plays the tape again and asks the students to fill out the rest of the information and reminds them to use the shorthand strategy.If students can fill out most of the information, teachers can ask them to fill in more information on the form as they listen.When the students were finished, they were asked to use the information in the table to organize the language and verbally describe each food.3.Listen to the tape again and ask the students to complete the following sentences in the listening text.He’s here to talk about cultural influences on American food.You mean there was a mixing of cultures? Food from overseas changed when it arrived in the States.And there are many more examples of mixed-culture dishes.So they’re like a mix of the Chinese, American, and Japanese cultures.It was invented in New Orleans over 200 years ago, and mixes French, African, Native American, and Spanish cooking.So it's the food of many different cultures, all in one dish?American cooking often mixes things from around the world to make something completely new. Step 4 SpeakingActivity 51.Teachers can use courseware to show pictures and definitions of potluck to introduce this interestingcultural phenomenon to students.Such as:A potluck dinner is a meal to which each guest brings a dish of food prepared by the person, tobe shared among the group.2.Next, the teacher can ask the following questions to start thinking:How do you think potluck dinners show diverse cultures in the world?What food would you bring to the party if you were invited?Why do you choose this food?3.Teachers create a situation and ask students to create a dialogue in pairs. One student ACTS as a guestinvited to a potluck party and the other gives advice as a friend.Each group is asked to have a conversation about the origin, preparation and characteristics of a food according to the three questions in activity 5.Students can also add cultural information about the history and legends of the food.After the students have finished the drill, the teacher may ask several groups of students to present to the class. Step 5 PronunciationActivity 61. Understand the spoken text.Read the passage silently and answer the following questions:What is this text about?What did you learn about them from the text?2.Mark the pauses in the passage. Then ask one of the students to read to the class.In combination withthe student's problems in pausing, help students understand the role of pausing: first, pausing allows us to take a breath in time, so that we won't be so tired in the process of speaking;Secondly, proper pauses allow us to better grasp the rhythm of speaking and express ourselves.3. The teacher plays the recording, guides the students to make necessary modifications, and summarizesthe common positions of pauses.4. Listen to the tape again and ask the students to follow the tape.5. Let the students read the passage in pairs. Help each other to improve the accuracy and fluency ofreading.Finally, please have a few students present to the class.Step 6 ListeningActivity 71.Ask students to focus on the three pictures in activity 1 and try to describe each picture, including:Photo 1: Where do you think these men are from? What are they doing? What are they holding in their hands? What is the instrument like? What arc their clothes like?Photo 2: Where do you think the girls are from? What are they doing? What are their clothes like?What are they wearing on their heads?Photo 3: Can you find in the photo which village it is? What time is it in the photo? What is the village like?Based on the description of the students, the teacher skillfully penetrated the key words in the listening dialogue, such as silver, accessory, minority, musical instrument, perform, etc.2.It's about the ethnic minority cultures of the Miao and Dong people in China. It's about the ethnicminority cultures of the Miao and Dong people in China.3.Let the students focus on the Miao and Dong ethnic groups, share their understanding of the twoethnic minorities, fully activate the students' background knowledge, and prepare for the following listening activities.Step 7 Listening comprehensionActivity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?plete the passage.Ask the students to quickly review the summaries of the two listening materialsin activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the informationstructure in the listening.(While listening, take notes. Capture key information quickly and accurately.) Step 8 TalkingActivity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand theattitudes of Wu Yue and Justin in the conversation.How does Wu Y ue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity.3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You'rekidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!""Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares histravels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.Step 9 Homework1)Independently complete the exercises in the guide plan;.2)Remember the new words and learn the usages of them.1、通过本节内容学习，学生能否清晰地向同伴介绍一种中国民族食品的特点和烹饪方法；2、通过本节内容学习，学生能否通过听一段访谈对话来了解美国多元文化在饮食方面的体现，并指导学生在听力过程中记录关键信息；3、通过本节内容学习，学生能否掌握听力理训练中的听力策略。
新人教版高中英语必修三Unit 3 Reading and Thinking教案
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Teacher encourages students to use the key words and phrases learnt to discuss with their partner about the following topics:
4.Encourage students to learn more about gold rush.
重点
1.Master the usage of key words and phrases.
2.Improve the students’ ability to classify and organize information.
教学目标与核心素养
1.Learn and master the key words and phrases.
2.Train the students’ ability to organize the information.
3.Enable the students know about cultural diversity
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use video to catch students’ attention.
-Expand their horizons and spark their interest.
claim-deny
外研版必修3 Module3教案
Module Three The Violence of NaturePeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Make the students describe a natural disaster they have experienced;2.Help the students understand the passage better;3.Help the students learn and master some words and difficult language points;4.Train the students` reading skill.Teaching difficult points:1.Encourage the students to talk about natural disasters.2.Help the students improve their reading ability and understand the passage better;3.Help the students master the important language points in this passage.Teaching procedures:Step 1 Lead-in and Introduction1.Lead-in：Nature is our habitat.It is very beautiful and generous to us human being.But sometimes it may be very frightening:There are different kinds of natural disasters in the world.Now who can give us some examples?OK,such as:flood, hurricane, thunderstorm, tornado, earthquake, mud-rock flow, drought, tsunami, lightning and so on.The pictures on P21 are also some examples.What are they?Yes,they are flood,hurricane and tornado.This module,we will talk about this topic:The Violence of Nature.2.Activity 1 on P21Read through the given information to understand and try to match;Call back the answers and explain if necessary;Read out the words in the box aloud together in class.3.Activity 2 on P21*For our students,we just need to go through the questions to understand and ask the students to think by themselves.They don`t need to present their opinions in class.【Pay attention to Learning to learn.】Step 2 Pre-reading[Activity 1 on P22]In this passage,we will learn about several natural disasters.Before reading,let`s learn about the Gulf Stream(墨西哥湾流)—a warm ocean current.Read through the short passage to get the main idea and try to choose the correct answers;Call back the answers and then go through the text together to explain some language points;Read through the text quietly and individually to understand it better.Step 3 While-reading1.Read through the text carefully to get the main idea and then find the answers to the questions in Activity 2 on P22.The students can find the answers directly in the text.2.Then call back the answers and explain if necessary.Suggested answers:1)More than 400 km/h. 2)It stays where it was.3)About 800. 4)More than 700.5)It has huge waves. 6)8th September, 1900. 7)No, he wasn`t.8)His coffin was dropped in the sea by a hurricane and carried to Canada by the Gulf Stream.nguage points【Ref:Notes to the text】Go through the text together with the students to explain some language points.4.Read through the text again quietly and individually to understand it better.Time permitting,listen to the tape and follow it.Step 4 Post-reading[Activity 3 on P22]Read through the given information to understand it and try to match;Call back the answers and explain if necessary;Read out the words in the box aloud together.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendix: Notes to the text1.occur vi.▲(1)发生[=happen,take place(强调按计划)]e.g:The accident occurred at five o`clock.(=happen)▲(2)想起，想到(与to 连用)sth. occurs to sb. OR It occurs to sb. that clause(主语从句) 某人突然想起…e.g: An excellent idea occurred to me when I woke up this morning.It occurred to me that I would travel Europe.2.They can destroy houses,but leave the furniture inside exactly where it was.▲leave + O. + OC.“使…处于某状态”，宾补可以是介词短语、形容词、分词等。
外研版高中英语必修三模块3高中英语教学设计
外研版高中英语必修三模块3高中英语教学设计高中英语教学设计外研版必修三Module 3 The Violence of Nature焦燕，临清市第三高中一、教学设计理念：(一)“二二五”课堂教学就是通过导学案给学生创设问题情景，充分调动学生的积极性，先让学生自主学习，成为问题的“发现者”，然后与小组成员进行合作性的探究，再由学生自行展示学习成果。
课堂前20分钟为学生提供一个展示与自由辩论交流技能的平台；再用20分钟进行巩固性训练，强化学习成果；最后5分钟布置作业和预习任务。
“二二五”课堂教学打破了常规的课堂教学模式，形成一个由课下预习、课上展示演练和课下巩固组成的“大课堂”，使学生的学习过程在课上和课下形成一个有机循环。
其目是培养学生的自主学习能力，鼓励学生大胆展示自我，学生之间既有合作探究又有激烈辩论，同时提高学习能力和人际交往能力。
在整个教学过程中，教师是学生学习的引导者和参与者，但教师“动”的少，学生“动”的多，给学生提供了足够的思维空间和自由发展的平台。
(二)教学的真正目的是让学生通过知识的探索形成热爱生命、热爱生活、积极进取的生活观。
(三)教学中能力的培养（如：阅读能力）与知识的学习（如：词义辨析、句法结构）相互结合。
二、教学设计的背景：（一）学习需要的分析：本课描述了一些自然灾害的成因、特点及影响，可以扩充学生的文化信息，拓展学生的视野。
另外，我给学生补充了一些有关四川地震的图片和英文报道，激发学生用英语获取知识和解决问题的兴趣。
（二）学习内容的分析：外研版英语教材中的每一个单元都是围绕一个独立的话题展开，包括听、说、读、写等综合技能的训练。
本单元为高一必修三第三模块，教学内容为描述自然灾害。
目的是让学生通过完成本模块的任务，能够对所学语言灵活运用，熟练掌握有关自然灾害这一话题词汇和表达句型。
并通过模块学习使学生了解地震、飓风、龙卷风等各种自然灾害的成因、过程及所造成的严重后果。
培养学生对自然科学知识的渴求，对美好生活的热爱，激发他们学好自然科学服务于生活的热情。
外研版高中英语必修三module3教案
外研版高中英语必修三module3教案高一英语第十一次课----- 必修三module3一、考点、热点回顾（一）key words and phrases1.experience vt.经历n(可数)经历n(不可数)经验2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to doreason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。
3.bury vt.埋葬bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。
脑海中出现某种想法。
happen vi.发生------指事先无计划偶然发生。
碰巧作某事happen to do sth.take place 发生-------指事先安排，计划的事情。
举行。
以上三词均无被动形式。
sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me .It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher.It occurs to sb. that…某人想起It occurred to me that I should visit my teacher.5.take off 去掉，脱掉，起飞，成功，休假，减去，移动6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动(1)The miners went on strike for higher pay. (2)Does this clock strike twelve?(3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back.(5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake.7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事give a warning 发出警告without warning 毫无预警9.in all 总共，总计above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终10.possibility n.可能性，可能发生的事There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能possible adj.可能的It is possible (for sb.)to do sth. It is possible that…….11.set fire to =set….on fire 放火（焚烧）…….on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火12.put out 扑灭（火），伸出，出版put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出1．拿起；拾起；搭载；学会；收听2．平均3．有史以来4．到……时为止5．结束；告终6．扑灭7．放火烧…… 8．总共9．带来损害10．使某人无家可归pick up on average of all time by the time end up put out set fire to in alldo/cause damage make sb. homeless选词填空in all，set fire to，by the time，pick up，on average1. __________ you arrive, I will have left.2.__________, I spend two hours doing my homework every day.3．Sorry, I have to go to _______ my son from school.4．How much money does he owe you ______?5．Have the police found out who ________ the building?（二）Language PointsOn average, there are800 trnadoes in the US each year, causing about 80 deaths and 1,500 injuries.现在分词短语作结果状语The fire burned for 3 days, destroying a total of 25,000 buildings.现在分词短语作结果状语表自然而然的结果。
英语必修三unit3 教案
英语必修三unit3 教案教案标题：英语必修三 Unit 3 教案教学目标：1. 通过本单元的学习，学生将能够掌握有关环境问题的词汇和表达方式。
2. 提高学生的听、说、读、写的能力，培养学生的综合语言运用能力。
3. 培养学生的环保意识，激发学生保护环境的责任感。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 学会运用所学知识表达对环境问题的看法和建议。
3. 培养学生的听力和口语表达能力。
教学难点：1. 学生对环境问题的认识和思考。
2. 学生的听力理解能力的提高。
教学准备：1. 教学课件和多媒体设备。
2. 单元教材和相关练习题。
3. 词汇表和短语表。
教学过程：Step 1：导入（5分钟）1. 利用图片或视频引入环境问题的话题。
2. 引导学生讨论他们对环境问题的看法和感受。
Step 2：词汇和短语学习（15分钟）1. 教师通过展示词汇和短语的图片或示意图，呈现新词汇和短语。
2. 学生跟读并重复词汇和短语，教师进行发音指导。
3. 教师带领学生进行词汇和短语的记忆和巩固练习，如词汇卡片配对、填空等。
Step 3：听力训练（20分钟）1. 教师播放与环境问题相关的听力材料，要求学生听取关键信息。
2. 学生进行听力理解练习，如选择题、填空等。
3. 教师进行听力答案讲解和反馈。
Step 4：口语表达（15分钟）1. 学生分组进行小组讨论，讨论有关环境问题的话题，如"Should plastic bagsbe banned?"。
2. 学生展示自己的观点和想法，并进行互动交流。
3. 教师对学生的口语表达进行评价和指导。
Step 5：阅读理解（15分钟）1. 学生阅读与环境问题相关的文章或短文。
2. 学生回答与文章内容相关的问题，进行阅读理解练习。
3. 教师进行答案讲解和解释。
Step 6：写作训练（15分钟）1. 学生根据所学知识和讨论内容，撰写一篇关于环境问题的短文。
2. 学生相互交换作文，并进行修改和改进。
必修三英语unit3教案
必修三英语unit3教案教案标题：必修三英语 Unit 3 教案教案目标：1. 通过本单元的学习，学生将能够熟练运用本单元所学的词汇、短语和语法结构。
2. 培养学生的听、说、读、写的综合能力，提高他们的英语交际能力。
3. 培养学生的批判性思维和解决问题的能力。
教学重点：1. 学习并掌握本单元的重点词汇、短语和语法结构。
2. 培养学生的听、说、读、写的能力。
3. 培养学生的批判性思维和解决问题的能力。
教学难点：1. 学生能够准确运用本单元所学的语法结构和词汇。
2. 培养学生的批判性思维和解决问题的能力。
教学准备：1. 教师准备：课本、多媒体设备、教学PPT、练习题等。
2. 学生准备：课本、笔记本、笔等。
教学过程：Step 1: 导入新课（5分钟）1. 引入新课，通过展示一些相关图片或视频来激发学生对话题的兴趣。
2. 引导学生讨论并提出问题，引出本课的主题。
Step 2: 新课讲解（15分钟）1. 教师通过PPT或黑板等方式，讲解本单元的重点词汇、短语和语法结构。
2. 结合例句和实际情境，帮助学生理解和记忆新知识。
Step 3: 听说训练（20分钟）1. 播放相关录音或视频材料，让学生进行听力训练。
2. 设计一些与课文内容相关的口语练习，让学生进行对话练习。
Step 4: 阅读训练（20分钟）1. 学生独立阅读课文，理解文章的大意和细节。
2. 学生进行小组讨论，分享自己的理解和观点。
3. 教师组织全班讨论，引导学生深入思考课文中的问题和主题。
Step 5: 写作训练（15分钟）1. 学生根据课文内容，完成相关写作任务，如写一篇短文、写一封信等。
2. 学生互相交流和修改自己的作文，提高写作质量。
Step 6: 巩固练习（15分钟）1. 教师设计一些练习题，让学生巩固所学的语法和词汇。
2. 学生独立完成练习，并相互检查答案。
Step 7: 课堂总结（5分钟）1. 教师对本节课的内容进行总结，并强调重点和难点。
英语必修三unit3教案
英语必修三unit3教案教案标题：Exploring Culture through Language - Unit 3: English Compulsory 3 教学目标：1. 通过本单元的学习，学生将能够了解和探索不同的文化背景对语言的影响。
2. 培养学生的跨文化交流能力，提高他们的跨文化意识和理解力。
3. 提高学生的听说读写能力，并能够在真实情境中运用所学知识。
教学重点：1. 了解不同文化对语言的影响。
2. 学习并运用相关词汇和表达方式。
3. 提高听说读写能力。
教学难点：1. 学生对于不同文化背景下的语言差异的理解和接受。
2. 学生的跨文化交流能力培养。
教学准备：1. PowerPoint演示文稿。
2. 学生教材和相关学习资料。
3. 录音设备和音频材料。
4. 文化相关图片和视频素材。
教学过程：一、导入（5分钟）1. 通过展示一些国际文化图片或视频，引发学生对跨文化主题的兴趣。
2. 提出问题：你认为不同文化背景对语言有什么影响？二、新课讲解（15分钟）1. 介绍本单元的主题和学习目标。
2. 分享一些不同文化背景下的语言差异的例子，并引导学生思考和讨论。
3. 通过PPT和多媒体素材，讲解本单元的重点词汇和表达方式。
三、听说训练（20分钟）1. 听力练习：播放相关录音材料，要求学生听取关键信息并回答问题。
2. 口语练习：以小组为单位，让学生讨论并展示不同文化背景下的语言差异，鼓励他们使用所学词汇和表达方式。
四、阅读训练（15分钟）1. 学生阅读相关阅读材料，并回答问题。
2. 分组讨论阅读材料中提到的文化差异，并分享自己的观点和体验。
五、写作训练（20分钟）1. 学生根据所学内容，撰写一篇短文，描述他们对不同文化背景下的语言差异的理解和感受。
2. 鼓励学生使用所学词汇和表达方式，同时提供写作指导和反馈。
六、拓展活动（10分钟）1. 分组展示学生的写作成果，并进行同学间的互动和讨论。
2. 观看相关文化视频，进一步拓宽学生的跨文化视野。
必修三unit3 教案
必修三unit3 教案教案标题：必修三 Unit 3 教案教案目标：1. 理解并掌握本单元的词汇和短语；2. 能够运用所学的语法知识正确使用被动语态；3. 能够运用所学的语言知识讨论和描述不同的城市。
教学重点：1. 词汇和短语的掌握；2. 被动语态的正确使用；3. 城市的描述和讨论。
教学难点：1. 被动语态的正确使用；2. 城市的描述和讨论。
教学准备：1. 多媒体设备；2. 单词卡片和图片；3. 板书工具。
教学过程：Step 1: 导入（5分钟）1. 通过展示一些城市的图片，引起学生对城市的兴趣，激发学生的学习欲望。
2. 引导学生讨论自己喜欢的城市和不喜欢的城市，鼓励他们用英语表达自己的观点。
Step 2: 词汇和短语学习（15分钟）1. 分发单词卡片，让学生阅读并尝试发音。
2. 通过图片或实物展示，解释单词的意思。
3. 引导学生进行词汇和短语的搭配练习，例如：“traffic jam”，“skyscraper”等。
Step 3: 语法学习（20分钟）1. 通过多媒体展示被动语态的用法和结构，并解释其基本规则。
2. 给学生提供一些例句，让他们尝试将主动语态转换为被动语态。
3. 给学生一些练习题，让他们巩固被动语态的用法。
Step 4: 阅读和讨论（20分钟）1. 分发阅读材料，让学生阅读有关不同城市的文章。
2. 引导学生进行小组讨论，让他们分享自己对不同城市的看法和观点。
3. 鼓励学生使用被动语态和所学的词汇和短语来描述和讨论城市。
Step 5: 总结和作业布置（5分钟）1. 总结本节课所学的内容，强调被动语态的正确使用和城市描述的技巧。
2. 布置作业：要求学生写一篇关于自己所在城市的短文，使用被动语态和所学的词汇和短语进行描述。
教学反思：通过本节课的教学，学生能够掌握本单元的词汇和短语，理解并正确使用被动语态，能够用英语进行城市的描述和讨论。
同时，通过小组讨论和写作作业，学生的口语和写作能力也得到了提高。
人教版高中英语必修三《Unit3 XXX Note》教学设计
人教版高中英语必修三《Unit3 XXX Note》教学设计The n Pound Bank Note Act 1.Scene 3XXXXXX: People'XXX Curriculum StandardGrade: Grade 11Module: Module 3 (Compulsory)XXX: Unit 3 Reading Lesson 2 (45 minutes)XXX: XXXXXX: XXXTextbook AnalysisThe main content of this unit is several XXX's novel "The n Pound Bank Note"。
From the perspective of topic content and n。
Warming up。
Pre-reading。
and Reading (Act 1.Scene 3) are XXX。
1) "Warming up" provides a brief n to Mark Twain。
and through the n of Mark Twain and his works。
it arouses students' interest and XXX his works.2) "Pre-reading" requires students to watch a video and XXX.3) "Reading" is Act 1.Scene 3 of the play。
Two XXX on what will happen to a poor and honest man after he receives a n pound bank note。
They find Henry Adams。
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德教为先 识传为本 绿色发展 全面育人 营中质控·教案设计营山中学高2017级英语学科B3 Module 3The Violence of Nature【学情分析】班 ： 班 ： 【教学内容】通过学习关于自然灾害的描述，学会如何用英语地道的描写、记述自然灾害。
【教学目标】 1.学习目标：（1）学习一些关于描述自然灾害的词汇及有用表达；（2）学会运用正确的阅读策略。
如: 运用视读、略读、查读快速阅读方法先从文章的整体结构上来把握文章的大意，然后通过细读把握文章中更多的例证，理解段落中各句子之间的逻辑关系，并能根据上下文和构词法推断，以有效提高阅读理解技能。
（3）分析文章篇章结构，学会用英语描述自然灾害，不断提高写作能力。
2.语言技能目标：（1）学会对人对事物进行比较的能力 （2）运用所学词汇，发展和创造语言，学会对人对事物进行比较的能力（3）巩固对词汇的理解和运用，提高语言表达能力。
3、情感态度与价值观：通过阅读学习关于自然灾害的相关描述，培养分析问题能力及跨文化交际的能力。
了解世界灾害的情况，树立远大理想，开扩心胸，放眼世界，培养国际意识；树立为国家、为人类服务的抱负。
【教学策略】1、通过运用正确的阅读方法，培养阅读理解技能2、通过运用对比和分析，作出判断，培养分析问题能力3、通过分析篇章结构，学会运用比较对比句型，提高写作能力 【教学重难点】1、 教学重点：通过阅读课文，让学生了解自然灾害，训练学生的理解和分析能力。
2、教学难点：学习直接引语变简接引语 【教学过程设计】Period 1Step1 leading in1.Get students to match the words in the box with the definitions below. Then ask individuals to show their answers.A flood is a lot of water in an area which is usually dry. A hurricane is a very strong wind and storm.Lightning is the flash of light which occurs during a thunderstorm.A thunderstorm is a lot of rain falling quickly, with loud noises and flashes of…………………………………装…………………………………………订……………………………………………线………………………………………………备课札记light.A tornado is a column of air that turns very quickly.2.Show some pictures:Step 2. Warming upRemind the students of the tsunami in 2004 with a picture and talk about it.T: As we know, at the end of 2004, a massive earthquake sent tsunami smashing into Indian Ocean coastline. Many heavily populated areas disasters from it.Ask the students to talk about it, such as Sri Lanka , Indonesia , Thailand , India, Malaysia and East Africa destroyed by the monster waves, causing millions of deaths. We humanbeing saw the violence of natural disaster from it.Ask the students to talk about the pictures in the Introduction, page 21.Step 3Discussion1.Put the students into groups of four to discuss the questions.2. Then open up the discussion to the whole class. If you wish, make notes on theboard, especially of relevant vocabulary which may be new.Step 4 Words study (Workbook Page 80)Ask the students to turn to Page 80 and begin the task in vocabulary. In Activity 5.Choose one student to read out the answers and check them with the whole class. Then the students read the sentences together.Answers: volcano, eruption, ash, lava, tidal wave, floodStep 5 speakingStudent A: You are a television reporter. You are reporting on a natural disaster.1 Make a list of questions to ask.Student B: You are local residents in the area of the violent natural event.1 Decide which kind of violent natural event you2 Think of things that happened to you or things that you saw.3 Tell the reporter where you are and what you saw.Step6 homeworkSurf the Internet for ways to avoid much damage from disasters.Make three sentences to define the words earthquake, volcanic eruption, and plane crash, using the Attributive Clause.Period 2Step 1 RevisionAsk three or four students to read the word list and other students to correct their wrong pronunciations.Step 1 Presentation.Student A: reporter from one of the newspapers.Student B: interviewee.Now you are working on a special report about disasters, you need to interview some people Questions like these:1 Have you ever experienced (a flood, a tornado a thunderstorm, a hurricane)?2 Do you know anyone who has experienced one of the events?3 Have you ever read a news story about one of the events? Can you describe it?4 Do you know anything about the events? For example, what causes them?Step 2 Read the Gulf Stream and check the meaning of the words.1. What is a current?A. A kind of electricityB. A movement of waterC. A kind of wind2. What kind of things flow?A. WaterB. TimeC. Money3. If two places are on the same latitude, they are on the same line______.A. east/westB. north/southStep 3 Fast-readingRead the passage, then finish the exercise at Activity 2, page 22.1. More than 400 Km/h.2. It stays where it was.3. About 800.4. More than 700.5. It has huge waves.6. 8th September, 19007. No, he wasn’t8. His coffin was dropped in the sea by a hurricane and carried to Canada by the Gulf Stream. Step 4 Detailed-reading (True or False)1 All tornadoes have winds of more than 400 kilometres per hour.2 There are more tornadoes occurring in the US than in other parts of the world.3 Tornadoes can’t destroy furniture b ecause they are not violent enough.4 In the US, there are usually about 80 people killed in tornadoes every year.5 The worst tornado in history killed at least 700 people6 Every year there are six Atlantic hurricanes.7 Both the worst tornado and the worst hurricane occurred in the US.8 The worst hurricane of all time killed about one-sixth of the population in the US.9 Charles Coghlan didn't become famous until he moved to New York.10 Coghlan’s coffin was destroyed by the 1900 Galveston hurricane.11 It was only because of the hurricane that Coghlan’s body could travel back to Canada.Step 5 Fill in the form.Tornado HurricaneDefinitionPlacePhenomenaBad resultsThe worst exampleStep 6 language points.1 Tonadoes can pick up cars, trains and even houses and put them down in the next streetpick up: 1)拾起,捡起The monkey picked up a stone.2)用车接,搭人或带货Wait at the gate after school and I’ll pick you up.放学后在门口等我, 我会去接你。