《英語三》電子教案-華師大英語第三冊(cè)（第四版） Teaching Plan L6

TeachingPlanCourseEnglishClassDateTeachingMaterialEnglishforVocationalStudents（ECNUPEdition）Book3TopicLesson6Chernobyl:ANuclearDisasterTeachingAimsKnowledgetogainTograspthekeywordsandusefulphrasesaboutChernobylNuclearDisaster.SkillstodevelopTolearntotalkaboutthelessonhe/shehaslearnedformtheChernobylNuclearDisasterandgiveabriefintroductionaboutthedisaster.CharactertobuildupToarousestudents’attentiononsafetyrulesandtheimportanceofobeyingtheserules.TeachingAidsTaperecorderBlackboardMulti-mediadeviceWorksheetAssignmentCopythenewwordsandphrasesDotheExercisebookSearchmoreinformationabouttheTianjin2015ExplosionWechatwithyourteacher:1.Saytheimportanceofsafetyrules2.TalkabouttheTianjin2015ExplosionanditsinfluenceTeachingProceduresTeachingContentsTask1Lookatthepictureandmakeaguess.Choosetheanswerstothefollowingtwoquestions.Warming-up(1)TheteachershowssomepicturesorplayavideoabouttheChernobylNuclearDisaster.Asksomestudentstohaveafreediscussion.Askseveralstudentstosharetheiropinions.2.Askthestudentstolookatthepictureandchoosetheanswerstothetwoquestions.3.Theteacheraskssomestudentstosharetheiranswers.Task2studyapassageaboutthedescriptionofChernobylNuclearDisaster.1.Pre-readingGuesstheanswerstothethreequestions.2.While-reading(1)Firstly,readthepassagetoknowitsmaincontent.(2)Secondly,readagaintoanswerthefourquestions.(3)Thirdly,readtochecktheiranswers.3.Post-reading(1)ExplainsomedifficultpointsNotes:result作為動(dòng)詞的用法result既可以用作名詞，表示“結(jié)果”的意義，也可以當(dāng)動(dòng)詞使用，表示某種因果關(guān)系，譬如“因……發(fā)生”或者“導(dǎo)致……產(chǎn)生”，后面常接介詞in或from。但是跟in或者from所表示的卻是截然相反的“因果關(guān)系”。如：①Theaccidentresultedinthedeathoftwopassengers.②Theanalysisshowstheexplosionsresultedfrommistakesintheoperation.表示因果關(guān)系的另一種方式是采用短語asaresult,此時(shí)，result用作名詞，整個(gè)詞組相當(dāng)于一個(gè)固定的成語，意思是“作為……的結(jié)果”。如：Asaresultofthepilots'strike,allflightshavehadtobecancelled.(2)completethetable.SentencesPointofviewReasons4.Asksomestudentstosharetheiranswers.5.Theteacherexplainssomepointsifnecessary.Task3Readthepassageagaintochoosetherightanswersforthefollowingsentences.Studentsreadthepassageagain.Studentschoseanswersforthequestions.Asksomestudentstosharetheiranswers.Theteacherexplainssomepointsifnecessary.Task4Lookatthepictures,andmakeaguessaboutthedialogsbetweenthereporterandtheinterviewees.Studentslookatthesepicturesandguesstheconversationsbetweenthem.Askstudentsreadtheconversationsbetweenthem.Pairwork:Studentsworkinpairstodiscusswhattheyhavelearnedfromtheseconversations.Task5Listentotheinterviewsandchoosethebestanswertothefollowingquestions.Studentslistentotheconversationtoknowitsmaincontent.Studentslistentotheconversationtochoseanswers.Studentssharetheiranswers.Studentslistentotheconversationagaintochecktheiranswers.Theteachermakessomecommentsifnecessary.Task6Combinethetwosentencesintoonewiththephrase“too...to...”.Individualwork:Combinethesentenceswith“too...to...”.Askseveralstudentstosharetheiranswers.Theteacherexplainsthemeaningof“too...to...”.Task7Helpdifferentpeopletofinishtheirreplies.Studentslookatthedifferentpictures.Studentsworkingroupstocompletetheirreplies.Asksomestudentstosharetheiranswers.Theteachergivessomecommentstostudents.Task8Answerthefollowingtwoquestions.1.Studentsanswerthetwoquestionsbythemselves.(1).Couldyougiveonere