Module 3 The Violence of Nature
Ⅰ. 单元教学目标
技能目标Skill Goals Talk about the violent natural disasters. Learn to use the Indirect Speech and learn to use the Past Perfect Passive. Write about a natural disaster. Write a passage using everyday English that indicate the good or bad things to happen. Learn to give definitions of a word with Attribute Clause. Ⅱ. 目标语言
功词义释义（Giving definitions） 能A flood is a lot of water in an area which is usually dry. 句暗示下文内容的描述词 式 luckily, fortunately, thankfully, hopefully, unfortunately, badly. 1. 四会词汇 disaster, flood, hurricane, lightening, thunderstorm, tornado, column, experience, cause, current, furniture, bury, feather, fur, occur, 词 violent, wave, strike, cemetery, rotating, coffin, previous, eruption, ruin, ash, lava, tidal, volcano, possibility, earthquake, terrifying, luckily, thankfully, hopefully, sadly, fortunately, warning, worldwide, active, damage. 汇 2. 认读词汇 latitude, tropical, equator. 3. 词组 per hour, pick up, put…down, take off, on average, tropical storms, in a population of, tiny island, tidal wave, pour down, set fire, volcanic eruption, take place, move from side to side, be windy, be situated in, Central China, in all, lose one’s life, do the most damage, a total of, affected areas, push…out of, fall down, medical care,
drinking water, flow over, manage to do, be homeless, end up. The Past Perfect Passive Sb had done sth. Sth had been done. 结 Indirect Speech 1. Statements “I’m still working because there is a lot to do.” he said. He said that he was still working because there was a lot to do. 2. Questions “Does this mean that the danger is over?” he asked. 构 He asked if this meant that the danger was over. “When will people be able to return home?” asked he. He asked when people would be able to return home. 重 点 句 1. They can destroy houses, but leave the furniture inside exactly where it was. 2. On average, there are 800 tornadoes in the US each year, causing about 80 deaths and 1,500 injuries. 3. By the time it ended, more than 700 people had been killed and 2,700 had been injured. 4. The disaster killed 6,000 people in a population of 37,000 and destroyed 3,600 buildings. 5. When the lava reached the sea, there was the possibility of a huge tidal wave which could flood half the island. 子 6. Fires caused by the California Earthquake did the most damage.
7. The earthquake has left tens of thousands of people homeless. 8. My family had just finished breakfast when the house started shaking and we heard a loud noise. 9. At night it is very cold in the region with temperatures falling
below zero. 10. This is not the first time there are floods in Conway.
Ⅲ. 教材分析与教材重组
1．教材分析
本单元以“自然灾害”（The violence of nature）为话题， 旨在通过单元教学， 让学生运用书中的Useful expressions 编对话，描述人物，事件和人物的感情，了解人们在自然灾害中的经历、感受，提高学生的自我保护意识；培养学生对定语从句的运用能力，词汇部分训练学生在语境中理解词汇的能力，学习对词语进行解释，以及如何运用useful expressions暗示之后的语言内容。
本单元的话题是“自然灾害”，其中包括“龙卷风”、“飓风”、 “火山爆发”、 “地震”、 “洪水”等。
1.1导入部分（Introduction）通过三幅图片引出与自然灾害相关的词语，并对其进行释义。然后通过问题讨论自然过渡到本单元话题“自然灾害”。
1.2阅读与词汇部分（Reading &Vocabulary） 包括两方面的训练。词汇部分训练学生在语境中理解词汇的能力。阅读部分是三篇有关龙卷风和飓风的文章。文章中解释了什么是龙卷风和飓风，并对其对人们带来的危害进行了描述。教材还设计了相应的问题，旨在培养学生学会通过阅读获取材料中的细节要点，同时让学生了解自然灾害的危害。
1.3语法部分（Grammar）包括两方面的训练。第一部分旨在训练学生对过去完成式的被动语态的理解，掌握和运用。在练习前列出两个句子，让学生通过回答两个问题来理解这个语法项目的结构和运用。第二部分是间接引语。与第一部分一样，让学生通过自主学习和探究，归纳语言的功能和基本结构。其后设计的练习体现了操练模式。
1.4 听力部分（Listening）是一段有关火山爆发的对话。在听对话前，设计了一段材料，以便学生了解有关火山的词汇以及其间的关系。另外，设计的听前回答问题帮助学生了解相关知识，为听力部分做准备。听力之后的回答问题的练习旨在训练学生获取听力材料中的具体细节，同时让学生们了解人们在自然灾害中的经理和感受。
1.5 口语部分(Speaking)主要描述事件和人物的经历与感受。教材设计了一个采访对话,通过一些问题启发学生组织对话内容.
1.6功能部分（Giving a definition）设计了三个例句，让学生模仿例句用定语从句进行词意释疑。
1.7写作部分（Writing）训练学生对自然灾害进行描述。教材提供了一篇范文，帮助学生如何描写自然灾害中的经历。
1.8日常用语（Everyday English）提供了一些有暗示下文内容功能的词语。练习一通过学生回答问题以训练他们的自主学习探究的学习方法。练习二进行操练以帮助学生巩固积累语言知识。
1.9文化部分（Cultural corner）是一篇有关地震的阅读材料，讲述了中国和美国的两次最严重的地震。文章之后设计了三个问题。前两个问题旨在培养学生阅读文章获取信息的能力。第三个问题旨在培养学生理解文章深层意思的能力。另外，教材设计了两个讨论问题以提高学生思考问题，解决问题的能力，同时培养学生思维条理性以及语言表达的逻辑性。
2．教材重组
2.1 从话题内容上分析，将Introduction, Function, Reading 中的Vocabulary 整合在一起，设计成一堂词汇“口语课”。
2.2把Listening 和Workbook 中的Listening整合在一起，上一节“听力课”。 2.3将27页的Speaking和课后Listening and Speaking中的activity17整合在一起放在post-listening中。
2.4 将Reading 与Cultural Corner 中的Reading 整合在一起，上一节“阅读课”。
2.5将两个语法项目整合在一起上一节“语法课”。
2.6将Everyday English 与Workbook 中的Reading 整合在一起，上一节“阅读课”。
2.7 将Writing 与Workbook 中的Writing 整合在一起，上一节“写作课”。 3．课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）
1st period: Speaking 2nd period: Listening
3rd period: Reading 4th period: Grammar 5th period: Reading 6th period: Writing Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标 1.Target language 目标语言 a. 重点词汇和短语
flood,hurricane,lightening,thunderstorm,tornado,column,current,latitude,bury,disaster,feathers,
furoccur,tropical,luckily,thankfully,hopefully,dadly,fortunately,violent,equator b. 重点句型
sth. is ...that/which... 2. Ability goals能力目标 a. Revise the Attributive Clause.
b. Using the Attributive Clause to explain words. 3. Learning ability goals 学能目标
Improve the students' ability to give definition of words. Teaching important points 教学重点
Learn how to definite words, using the Attributive Clause. Teaching difficulties教学难点
Using the Attributive Clause to define a word. Teaching aids 教具准备 A projector& a computer.
Teaching procedures &ways 教学过程与方式