Module 3 The Violence of Nature教案(2)

Step 1 Warming up

(Remind the students of the tsunami in 2004 with a picture and talk about it.) T: As we know, at the end of last year, a massive earthquake sent tsunami smashing into Indian Ocean coastlines. Many heavily populated disasters from it.

(Ask the students to talk about the pictures in coast areas, such as Sri Lanka, Indonesia, Thailand, India, Malaysia and East Africa was destroyed by the monster waves, causing millions of deaths. We human beings saw the violence of natural disasters from it.

(Ask the students t6o talk about the pictures in Introduction, page 21.)

T: Now, please turn to page 21. Here are some pictures of disasters. What can you see from the pictures?

S: From the first picture, I can see a truck trapped in the floods. T: Good! How about picture2?

T: Now, please look at the pictures on the screen. What can you see from the pictures? S: From the first picture, I can see many houses are trapped in the flood. T: Good! How about picture2?

S: It looks like a strong wind blowing the trees. T: Well done. And the last picture? S: It’s wind.

T: Not bad. It is called tornado, which can cause damage to people and villages. Well, do you know what a flood is, what a hurricane is and what a tornado is? If not, let’s come to page 21 to find out the definitions. Step 2 Speaking (Part 1, Page 21)

(Get the students to match the words in the box with the definitions below .Then ask individuals to show their answers.)

T: Now, you please match the words with the definition below. And tell me what they are. Make sure to give whole sentences.

(Allow the students some time to do the task. Collect the answers.) Suggested answers for Task 1:

A flood is a lot of water in an area which is usually dry.

A hurricane is a very strong wind or storm.

Lightening 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 light. A tornado is a column of air that turns very quickly. (The underlined three sentences are shown on the screen.)

T: Now, let's pay attention to these three sentences on the screen. Please find out the common characteristics in all of them.) S: The sentences all give a definition of something.

T: Very good. Each sentence gives a definition of a word. Any other opinions? S: The Attributive Clause appears in each sentence.

T: Well done! That is right. When we give a definition of a word, the Attributive Clause is usually necessary and helpful. We'd better learn to use the structure “A is B that/which…”. Now let's come to Part 3 on page 22.

(Let the students match the words in the box with the sentences below and then check the sentences.)

T: Ok, we can see it is the same form as the one we did just now on page 21.You please give a definition of each word with a whole sentence, using the Attributive Clause if necessary. And you can also add some words to help you. Cooperate with your partners to work them out.

(After discussing for a while, collect the answers.) Suggested answers for Task 2:

To bury means to place in the ground or tomb. A disaster is a terrible event.

Feathers are something that you can see on a bird. Fur is the thing that you see on an animal. To occur means to describe(describing)

to happen. word the hottest parts of the earth, north

Tropical is a and south of

that we use to describe

the equator.

(Show the sentences on the screen and ask the students to focus on the underlined two sentences.)

T: Look at these two sentences: To bury means to place in the ground or tomb. To occur means to happen. What should you pay attention to? Ss: To bury and to occur.

T: Good. Verbs can not be used as Subject directly. We have to use \And have a look at the last sentence. There’re three different ways to express it. From it, we can know that the functions of the three forms are the same: attribute. But difference does exist. We’ll talk about it later. Now, please read the sentences altogether.

(Allow the students some time to read.) Step 3 Word study (Workbook Page 80)

(Ask the students to turn to page 80 and begin the task in vocabulary.)

T: Now, let’s come to the exercises on page 80. In activity 5, you should finish the short paragraph with the words given above, making sure that all the sentences have proper meanings.

(Choose one student to read out the answers and check them with the whole class. Then the students read the sentences together.) Keys for Task 3:

Volcano, eruption, ash, lava, tidal wave, flood. (Let the students do the task of activity6.)

T: In activity6, you’re asked to group the words according to the speeches of the words. Put them into three groups of Adjectives, Verbs and Nouns. Some words can go in two groups.

(Choose volunteers to present the answers orally.) Suggested answers for Task 4: Adjectives: tropical, violent.

Verbs: bury, destroy, flood, kill, rain, wind.

Nouns: disaster, equator, feather, flood, injury, rain, storm, tornado, wind. (Do task in activity7.)

T: These words can help us finish the sentences in activity7. Please complete the sentences with proper words from activity6 in the correct form. (Let volunteers to read out the answers.) Keys for Task 5:

Violent, buried, killed, injuries, tropical. (Do task in activity 8.)

T: Let’s take a look at activity 8. Match the two parts to make complete sentences with correct meanings.

(A few minutes for the students to do the task, and check the answers.) Keys for Task 6:

There was a violent thunderstorm in my town last week. I saw a flash of lightening in the sky.

The lightening struck several houses in the center of the town. The houses caught fire immediately. It took all night to put the fires out. Fortunately, no one was killed or injured.

(Lead in the next content of this unit by revising what we have learnt.) T: Ok, what have we learnt up to now?

Ss: We have learnt how to give a definition of a word and done some exercises about the words.

T: That’s good. What are these words and exercises about? Ss: Some disasters.

T: Right. All of the words are related to natural violence/disasters. (Talk about natural disasters.)

T: Can you list out the names of some natural disasters?

Ss: Thunderstorm, flood, hurricane, tornado, volcanic eruption, earthquake, drought. (The teacher shows some pictures of natural disasters on the screen. Draw the students’ attention to pictures of tsunami and fault.)

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T: Here are some disasters you have put forward. Look at the last two pictures, what are they about? S: It looks like a typhoon.

T: Not bad. Actually it’s a tsunami. And the great damage was caused by a violent earthquake. It affected so many heavily populated coastal areas. How about the other picture? S: Drought.

T: Have you ever experienced one of the disasters on the screen? S: Yes, I’ve been in an earthquake. T: Can you describe it?

S: Ok. I was sleeping in my bedroom when a strange noise woke me up. It sounded like a train was passing under our house. It was too late for me to rush out of the house. Everything began to shake and some things fell down. But luckily, it only lasted a few seconds.

(The teacher asks another student.) T: Have you ever experienced a hurricane? S: No, I haven’t.

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