人教修订版高二英语unit 10 Frightening nature The First Period教案

作者：东方宫　来源：本站原创　更新时间：2007-04-29　点击数：775

Frightening nature

The First Period

Teaching Aims:

1. Learn the new words of this period and master their usages.

2. Listen to a passage about weather forecast,

3. Talk about natural disasters.

Teaching Important Points:

1. How to improve the students' listening ability.

2. How to improve the students' speaking ability.

Teaching Difficult Point:

How to use what the students have learned to describe a nature disaster.

Teaching Methods:

1. Listening to improve the students' ability to listen.

2. Discussion and free talk to get every student to speak.

3. Talking the interesting topics to raise the students' interest in science.

Teaching Aids:

1. a computer

2. a projector

3. a tape recorder

Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

T: Open your books at Page 113. Let's learn the new words of this period first. S_A, read the new words, please.

(Teacher corrects the students' mistakes in pronunciation and gives the brief explanations of some words when necessary.)

Step II Warming up

T: Please open your books at Page 73. Look at the four pictures. What can you see in the pictures and what instruments are used by scientists in these field of study? Have a discussion with your partner and do the exercises. Some minutes later, I'll ask some of you to give the answers.

For question2, ask the Ss to give examples of different natural disasters as seen in each of the pictures and ask where they heard or read about them.

For question3 , explain that science has a purpose. The purpose is to help people survive in the natural environment by prediciting dangers, and finding ways to control or make dangerous situations manageable.

For question4, ask the Ss how can each of these four sciences is important to our everyday life.

For question5, ask the Ss to work in groups to create a chart desribing words and phrases of volcanoes & bad weather (brainstorming)

T: OK. Let's stop here. Knowledge is power. Let's work hard at our subjects and lay a solid foundation for the future. I wish all of you a bright future.

Step III pre-listening & listening

Ask the Ss to look at the map and find out which areas they are familiar to and which areas they are not.

T: Now let's do listening. Please turn to Page 73 and 7L Read the information about the exercises. (After a few minutes.)

T: OK. Let's listen to the tape. I'll play the tape three times. When I play it for

the first time, try to get as much information as possible and write it down on a piece of paper. When 1 play it for a second time, check your answers to be sure they are correct. Then check your answers with your partner and have a discussion with them. At last, I'll play it for the third time and answer all the questions you are not sure about. Are you clear about that?

Step IV Speaking

T: Let's go on to do speaking. Please open your books at Page 74. Read the dialogue first and then talk about typhoon with your partner. A few minutes later, let’s act it out.

Sample dialogue

(A: Student a; B: Student b)

A: Are there any typhoons in the area where you live?

B: No, there aren't.

A: Have you heard about it?

B: Yes, I have. I saw a VCD about typhoon last year, and I learned something from it.

A: What is it like?

B: Very terrible! When it happens, trees are pulled up and some old houses are

destroyed.

A: Is that so? I wish there were no typhoons in the world.

B: That's impossible. But when it comes, there will be rain with it.

A: How about hurricane and tornado?

B: There are many words for a violent tropical circular wind. A cyclone may be very large, bringing rain and great destruction. When it happens in the western Atlantic Ocean, it is called a hurricane, and the same tiling happening in tile western Pacific or China sea is a typhoon. When shaped like a pipe and passing in a narrow path, it is a tornado if it goes over land and a waterspout if it goes over water.

A: I see. Thank you very much for telling me so much.

B: Not at all.

T: (Show the screen.) Have you met with one of such situations above? Are you

frightened? Have you heard anyone meet with that? Describe how they behaved then. Have a discussion with your partner and make up a dialogue. The useful expressions on the blackboard may be a help to you.

(Teacher writes the useful expressions on Page 75 on the blackboard.)

Sample dialogue:

(A: Students c ; B: Student d)

A: Have you been in a situation that frightens you?

B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.

A: Were you frightened when you saw it?

B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.

A: What happened next?

B: Fortunately it didn't see us. We acted just as the TV programme told us. At

last, it went by. The distance between the cobra and us was only three metres or so.

A: How terrible !

Step V Summary and Homework

T: In this period, we've talked about some topics about geology, meteorology, astronomy and biology, and listened to a passage about weather information.

Also we've had a discussion about some frightening situations. After class, go on with the discussion according to the pictures on Page 25 using the useful expressions on the blackboard. (Teacher reads the expressions.) And do the fifth part of Warming up. That's all for today. Class is over.

Step VI The Design of the Writing on the Blackboard

Unit 10 Frightening nature

The First Period

Useful expressions :

How terrible!

It makes me feel uneasy when…

I think it's very unpleasant…

It makes me feel very worried.

I get very upset.

It's a frightening thing…

I dare not …

I'm really frightened to…