高中英语 Unit22 Environmental Protection The Seventh PeriodLesson 3 Natural Disasters II教案.docx

1、高中英语 Unit22 Environmental Protection The Seventh Period Lesson 3 Natural Disasters II教案 安徽省滁州市第二中学高中英语 Unit22 Environmental Protection The Seventh Period Lesson 3 Natural Disasters (II)教案 北师大版选修8Teaching goals教学目标1. Target language目标语言 重点词汇和短语 Vocabulary about natural disasters; Word formation.2. Ab

2、ility goals能力目标 Talk about natural disasters and aid.Practise using the vocabulary of natural disasters. 3. Learning ability goals 学能目标Enable students to talk about natural disasters and aid.Learn one kind of word formation: Conversion.Teaching important points教学重点Talk about natural disasters and ai

3、d.Teaching difficult points 教学难点How to identify confusing words.Teaching methods教学方法 Task-based teaching method.Teaching aids教具准备Multi-computer, a good dictionary.Teaching procedures & ways教学过程与方式 Step I RevisionT: Good morning /afternoon, class!Ss: Good morning/ afternoon, Mr. /MsT: Yesterday I ask

4、ed you to learn more about natural disasters and what we should do so that we will suffer less disaster. Now lets do a quiz. Show the following on the PowerPoint. 4Which disaster has an eye? A. Earthquakes B. Wildfires C. Volcanoes D. Hurricanes 5What does a NOAA weather radio do? A. Predict the wea

5、ther B. Name hurricanes C. Broadcast weather warnings D. Bring rainSuggested answers:1. A. True 2. A. Flashfloods 3. B. False 4. D. Hurricanes 5. C. Broadcast weather warnings S1: Here is a story about tsunami.T: Ok. Please tell us the story.S1: I will read it. The story is about how an American sur

6、vived a tsunami. On April 1, 1946, when Mieko “Miki” Browne was 18 years old, a tsunami struck her home in Hilo, Hawaii. Heres her amazing story. That morning I got dressed as usual. I was just leaving for school when I noticed that my shoes were filthy. I went back inside to polish them. Staying ho

7、me those five extra minutes probably saved my life. When I came outside again, my mother was on the lawn picking flowers. Somebody yelled “tsunami!” We thought it was an April Fools joke. Then I looked up and saw a huge wall of dirty water. Palm trees 35 feet 11 meters tall were covered by water. My

8、 mother pushed me inside and slammed the door, just as the wave struck our house. It felt like wed been hit by a train. The wave picked up the house, and we floated away. Seawater came up to my knees. I decided to change clothes, in case we had to swim. When I opened the closet, the back wall was go

9、ne! All I could see past my hanging clothes were waves and dead fish. It looked like a strange painting. Through the windows we could see people floating by, holding onto whatever they could. A boy was clinging to a piece of lumber. The waves carried us far out into Hilo Bay and back again three tim

10、es. Finally our house slammed into a factory wall. Somehow my parents and I climbed into the factory, where we found some neighbors on the upper floor. We all got busy tearing burlap sugar bags into strips to make a rope. Whenever someone floated by, we threw them the rope. Our family was fortunate.

11、 And Im not nervous about tsunamis anymore. But when I got married, I told my husband, “Were not living at the beach. Were going to live in the mountains!” S2: I downloaded an article from the Internet: How Schools Can Become More Disaster Resistant T: Good! Please read it to us.S2: During Hurricane

12、 Andrew, Florida schools were blown to pieces. During the Northridge Earthquake, California schools were damaged. And after the Red River flooded in the spring of 1997, North Dakota and Minnesota schools were inundated by mud and made uninhabitable. Federal, state and local governments have spent mi

13、llions repairing or replacing schools after disasters. Further, students have been left anxious, uprooted, out of classrooms for long periods of time or relocated to other facilities -disrupting their education and increasing their stress. And no state, no location, no school district is invulnerabl

14、e. As gloomy as this picture is, there is much that can be done by school officials to plan for disaster, to mitigate the risk, to protect the safety of students and educators, and to ensure that schools recover quickly. The key, though, is timing. While the Federal Emergency Management Agency stand

15、s ready to mobilize when necessary to help communities pick up the pieces and recover, its preferable to expend energy BEFORE the disaster. FEMA cannot undo the damage of an earthquake on an unprepared school or push back the clock after a flood has swept away a childs school year. Under its new Pro

16、ject Impact initiative, FEMA is encouraging city officials, businesses, schools, residents and others within communities to work together before disaster strikes. Prevention is always the best disaster action. The Northridge earthquake really motivated us and had a positive effect of raising awarene

17、ss about the need for community preparedness, said Peter Anderson, director of emergency services for the Los Angeles Unified School District. It raised awareness on the part of the teachers and the staff that we have to be prepared - not because its mandated, but because its real. Many states now r

18、equire specific disaster preparedness activities in their school systems. In California, for example, schools are required to have a disaster plan, to hold periodic drop, cover and hold drills and to hold educational and training programs for students and staff. In Kentucky, a 1992 bill mandated dis

19、aster plans, drills and training in the schools. Disaster drills in schools are required in Oregon, Montana and Missouri, and Idaho and Arkansas mandate earthquake resistant design for all public buildings, including schools. In support of the growing awareness of the need for disaster preparedness

20、in schools, FEMA offers a course several times each year at our Emergency Management Institute in Emmitsburg, Maryland. Called the Multi-Hazard Safety Program for Schools, the week-long course outlines a specific plan of action for all schools. As discussed in this class, FEMA recommends the followi

21、ng actions for all school officials: Identify hazards likely to happen to your schools Mitigate against the hazards Develop a response plan, including evacuation route Plan for coping after a disaster Implement drills and family education .T: Have you ever felt an earthquake? They can happen anywher

22、e in the world, but compared to other natural disasters like tornadoes, hurricanes and blizzards, serious earthquakes seem to happen less frequently. No matter how little they happen, earthquakes can be incredibly damaging to the communities in which they happen. How much the community is affected b

23、y earthquakes depends on many different factors. Earthquakes can be dangerous to humans. Scientists still cant predict when they might happen, and so they take us completely by surprise. After an earthquake happens, the power may go out, roads may be damaged, water and gas lines can break, and phone

24、s might not work. There is no way to be 100% safe from the destructive forces of an earthquake, but there are many things you can do before, during, and after an earthquake to stay as safe as possible. But what do you think governments can do to help prevent natural disasters? Please discuss in grou

25、ps and discuss the questions in Ex7 on Page 11. Step II SpeakingDeal with Ex7. Ask students to work in pairs and discuss the questions in Ex7 on Page 11. They may refer back to the relevant parts of the text or the information they get outside class. Several minutes later, check the answers by havin

26、g individually answer the questions.Suggested answers:1. Different answers are acceptable.(e.g. the severe winter storms, landslides and mudslides)2. The Disaster Preparation and Local Action Now (Disaster PLAN) Act would reauthorize a Federal Emergency Management Agency (FEMA) grant program that pr

27、ovides funding for states and local governments to protect themselves from the devastating effects of natural disasters earthquakes, tsunamis, tornadoes, hurricanes, flooding and wildfires. This measure would help local communities identify and assess risks from natural disasters and put measures in

28、 place to reduce damage. There are things we can do to reduce the potential for disaster, enhance preparedness for the disasters that do occur and improve our ability to respond to and recover from them. We can modify behaviours and policies that place us at risk and that increase our vulnerability

29、to disasters. Protecting us against disasters demands increased awareness, co-operation and commitment from everyone governments, corporations, community groups and individuals. The term “natural disaster” is somewhat misleading because it implies that disasters are the fault of nature. In fact, the

30、se events do not become disasters without human complicity without humans creating vulnerability of where and how they build their homes, businesses and other critical infrastructures. 3. FEMA (Federal Emergency Management Agency in the US) and the Red Cross are separate organizations, with separate

31、 programs will provide aid after disasters. State Environmental Protection Administration of ChinaInternational organizations and bodies established through international agreements or other commitments to protect the environment: Commission for Environmental Cooperation (NAFTA) European Environment

32、 Agency (EEA) Intergovernmental Panel on Climate Change (IPCC) UNEP (United Nations Environment Programme) Private Organizations (Environmental NGOs) These organizations are involved in lobbying, advocacy, or conservation efforts: Bellona Foundation Biofuelwatch BirdLife International Center for International Environmental Law Conservation International Earth Charter Initiative Earth Policy Institute ECOresearch Network Environmental Investigation Agen