Module3 The Fourth Period Grammar必修三Module3Step 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 describe(describing)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 happen.Tropical is a word the hottest parts of the earth,north and south ofthe equator.(Show the sentences on the screen and ask the students to focus on the underlinedtwo 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 "to do" or "doing".And have a look at the last sentence. There’re three different ways to expressit. From it, we can know that the functions of the three forms are the same:attribut e. But difference does exist. We’ll talk about it later. Now, please readthe 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 finishthe short paragraph with the words given above, making sure that all the sentenceshave 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:that we use to describeVolcano, 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.)S uggested 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 aboutthe 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.)(1)(2)(3)(4) (5)(6)(7)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.T: Have you ever read a news story about it?S: Yes, I have.T: Please describe it to the class.S: I once read about a hurricane called Blas. It moved over cooler waters in the Pacific Ocean to the west of Mexico. Blas formed off southwest Mexico during the previous week, killing four people when their wood and cardboard home collapsed. (Ask another student.)T: Very good. Have you ever experienced a tornado?S: No, I haven’t.(Invite another student to answer the question.)T: Have you experienced a flood?S: No, I haven’t.T: Do you know anyone who has experienced one?S: Oh, yes. One of my relatives lives in the south. He suffered a lot from it. T: Do you know anything about that flood? What caused it?S: One summer, heavy rains caused huge floods which killed over 100 people. Actually. The scientists said, it was mainly due to deforestation and soil erosion.T: Perfect. We know that many things that humans have been doing, such as deforestation and sending greenhouse gases into the atmosphere, have changed the climate of the earth. It will lead to more extreme weather patterns, such as floodsand droughts. Although we can’t stop a disaster taking place, we can do somethingto avoid suffering a lot from it. So, it is high time for us to take action tolive in harmony with nature. We humans should try to balance economic growth anddevelopment with environmental sustainability.Step 5 HomeworkSurf the Internet for ways to avoid much damage from disasters.Make three sentences to define the words earthquake, volcanic eruption and planecrash, using the Attributive Clause.Suggested answers:An earthquake is a sudden violent movement of the earth’s surface that can causegreat damage to people.Volcanic eruption is a sudden occurrence of steam and material that come out of thevolcano.A plane crash is a violent fall or breaking that a plane come across when flying.The Second Period ListeningTeaching goals 教学目标1. Target language 目标语言a.词汇和短语ash, erupt, lava, tidal wave, volcano, drive away, on foot, pour down, set fire,catch fire, take place.b.重点句型The Past Perfect Passive:sb. had done sth.sth. had been done.Indirect Speech:She said that…She asks if /what/when/…2. Ability goals 能力目标Train the students to focus on specific words and details from the listening material.Meanwhile, help the students learn about people’s experiences and feelings in a natural disaster.3. Learning ability 学能目标By discussing and listening to the stories, lead students to learn about the rescue skills once a tornado happens.Teaching important points教学重点Do pre-listening to help the students learn about volcanic eruption.First listening to find specific facts.Carefully listen for details about the questions.Teaching difficult points教学难点Train the students to listen for specific facts and details.Teaching approach 教学方法Eliciting, discussing, talking, induction, task-based, student-centered. Teaching aids 教具准备A tape recorder, a computer.Teaching procedures & ways 教学过程与方式Step 1 RevisionCheck the students’ homework for the definitions of the words.Step 2 Pre-listening(Ask the students to do the task in activity1 and activity2. Show the definitions of the words in activity1 on the screen.)T: You have several minutes to read the passage in activity1 on page 25. And with the help of the definitions of the words in the box on the screen, do activity2 to explain the connections between the words in activity 1 with your partners. (Allow the students some time to do the task. Then the teacher shows a sample after the students present their work.)Suggested answers for Task 1:Once a volcano erupts, ash and lava can come up through the volcano. And when the lava reaches the sea, it’s very likely to see a huge tidal wave which can cause a great damage.T: We’ll listen to a tape about a volcanic eruption. Before listening, please answer the questions in activity 3.(The teacher leads the whole class to do the task together.)Keys for Task 2:A fire started. A natural event. A difficult thing to do. Have finished.Step 3 Listening(Tell the students to read the questions for the listening.)T: We’ll hear a conversation about an eruption o f a volcano. Before you listen to the tape, read through the questions that you have to answer after listening. (Play the tape for the students to listen and then check how well they can understand by answering the questions in activity4. Remind the students of taking notes if necessary.)Suggested answers for Task 3:Step 4 Workbook (Page 83, Listening)(The teacher will move to workbook listening.)Pre-listening:(Let the students read through the instruction in activity13.)T: Turn to page 83 to have a l ook at activity13. You’ll listen to material about tornadoes. The first time, listen for the specific information: number the speakers in the correct order.Listening:(After listening, check the answers with the whole class.)Keys for Task 4:……(Get the students to read through activity14 to be familiar with their task.) T: Please read through the sentences in activity14. Listen to the tape again and decide which statements are false and correct them as well while listening with the help of taking notes.(The teacher will play the tape part by part according to different speakers. Check the answers with the whole class after listening.)Keys for Task 5:……Post-listening:(The following role-play activity will help the students practice talking about past experiences with words and useful expressions related to the natural violence.) T: Suppose you are one of the speakers. After the tornado you talk about your experience with a journalist. Please cooperate with your group members. One is a journalist and the others are three speakers. You can make up a dialogue according to Speaking on page 27. The journalist should make a list of questions to ask first. And the speakers should talk about the event you saw. After writing, act them out. (The rest of the time is for the students to prepare for their dialogues.)Step 5 HomeworkFinish the dialogue.Preview the texts.。