Unit5 The power of nature 教学设计.docx

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1、Unit5 The power of nature 教学设计 我的教师网 Unit5 The power of nature 教学设计 I单元教学目标 (技能目标) u talk about volcanoes and the work of volcanologists u practise expressing fear and anxiety u learn the ing form used as adverbial in a sentence u write about an experience in a nature disaster II目标语言 1 功能句式: express

2、ing fear and anxiety. u I was so excited about what I had done and where I was, I forgot my fear. u I was very worried that u I was very relieved when u I was trembling almost as much as the ground under my feet. u I was still terrified. u I was so nervous that my whole body was damp with sweat. u I

3、 was so anxious that I couldnt move for a long time. u I had to force myself not to panic. u Then I got up the courage to 2.词汇 四会词汇：volcano erupt eruption ash hurricane adventure bore excite evaluate unfortunate unfortunately fountain absolute absolutely fantastic crater potential impress precious n

4、ovelist cancel effort relieve tremble sweat anxiety anxious panic courage typhoon heaven diverse diversity unique bathe swallow guarantee 词组：compare with burn to the ground make an effort make ones way glance through vary from to 3. 语法：the ving form used as adverbial in a sentence Looking carefully

5、at the ground , I made my way to the edge of the crater. Having experienced quite a few earthquakes in Hawaii already, I didnt take much 我的教师网 notice. III教材分析 本单元以the power of nature 为话题，旨在通过本单元教学使学生了解火山爆发，地震，台风，洪水，海啸等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。 Warming up 通过对火山爆发

6、示意图的探讨激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听说读写打下基础。 Pre-reading 通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。 Reading 部分一味火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的， 但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。 Comprehending 设计了两种题型：第一题要求学生在阅读后发表对火山学家这一职业的看法；第二题

7、检测学生对文章细节的理解。 Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方面对学生学习词汇给予指导；语法部分学习-ing形式在句子中作状语表原因，时间及结果。 Using language 以语言实践为目的，包括四个部分的内容。Listening 三位火山学家讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。 Speaking 是listening 的延续。要求学生讲述自己类似的经历，同时在运用中巩固单词。 Reading 介绍了旅游胜地the lake of heaven， 培养学生快速获取信息的能力。Re

8、ading与writing 属于同一话题，要求根据所给信息写一篇介绍hot springs 的作文。 Sunning up部分要求学生就火山，火山学家，天池，本单元词语，-ing形式 我的教师网 和表达情感的日常交际用语等方面进行自我评价，判定呢感学习情况。 learning tip 部分介绍单词记忆方法：利用构词法或话题分类记忆单词；利用图表，图片等记忆单词；随身携带生词本；多说多写。 IV分课时教案(多媒体教学) The first period Warming up and pre-reading 1. Warming up In order to talk about what vol

9、canoes are and how they are formed, students need to learn some new words: lava erupt/eruption crater active/dormant/extinct volcanoes 1) Show some pictures of disasters .Ask student to name disasters as much as they know. Sample answer: cyclone typhoon Hurricane tornado snowstorm landslide volcano

10、tsunami earthquake flood hailstorm sandstorm 2) Ask them what they feel when they see the power of nature showing in the pictures: Have you ever experienced one? Share you experience and feelings? (were you frightened and how frightened were you?) Some expressions tips: scared to death, frightened,

11、worried, unforgettable , unbelievable 3) Have you ever seen a volcano? Ask Ss to complete exercise 1 in groups. Then check their answers orally as a whole class. Ask students to help you make a list of words connected with volcanoes Discuss with students where in the world active and extinct volcano

12、es occur. 2. pre-reading 我的教师网 1) Can you tell me who will climb into a live volcano in order to take the temperature of the boiling rock inside? volcanologistsdo they take up a crazy job? 2) Get the students to answer the six questions in pre-reading to find out whether they will enjoy working as a

13、 volcanologist. Students could do this activity as a survey by asking others in their class these questions or they could do it individually. 3) After they have completed the task, survey the class to find out how many might enjoy the work of a volcanologist. The second period Reading and comprehend

14、ing 1. First reading Skinning & skimming 1) Ask students to read through the passage quickly to get a main idea of the whole passage. Give them a limited time to read the whole passage in order to encourage them to practice reading for general ideas and to discourage them from reading word by word M

15、ain idea: This passage is a first-person account of a volcanologists experiences. The volcanologist described his exciting job and wrote down his first sight of an eruption. What does a volcanologist do ?( answer in the text ) Then let students do the multiple-choices (见课件) 2)Set Exercise 1 in “comp

16、rehending” either as a group or whole-class activity. Explain to students that the purpose of questions like these is to help them develop skills of evaluating a text. 2.Second reading (intensive reading) Before reading, glance through Exercise 2 on Page35. Choose some to ask them and check their an

17、swers: 我的教师网 1). Why is a volcanologists job important? Volcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives. 2). Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption? The lava flows down the mountain and

18、 can cover up or burn villages in its path. the rocks that erupt from the volcano usually dont damage anything because no one lives the crater. 3). Why was it difficult for the writer to walk towards the edge of the crater ? The author was wearing special protective clothing that made it difficult t

19、o walk. 4). What does the writer find impressive about volcanoes even after studying them for 20 years ? The author is impressed by the beauty of the eruption and also by its potential to cause great destruction. 3.Third reading (Read again to find more details) 1).What made the author realize that

20、an eruption occurred? answer: my bed began shaking a strange sound my bedroom became as bright as day an absolutely fantastic sight red hot lava was containing hundreds of metres into the air 2).What did the scientists do after the eruption ? answer: put on white protective suits, helmets, big boots

21、 dropped as closed as possible to the crater slowly make our way to the edge of the crater looked down into the red boiling center Homework Spend some time researching one disaster. You can use books, magazines, newspapers 我的教师网 or the Internet. Collect pictures and diagram and look for information

22、about: what causes this kind of disaster actual events that happened in the past in china and/or the rest of the world how people helped the victims what is being done to prevent the disaster happening again or to lessen the damage. Language Points Explain language points in the reading passage. 1.

23、have you ever considered how weak humans are compared with a volcano, hurricane or earthquake ? 你是否想过， 和火山，飓风或地震相比人类是何等脆弱。 consider 思考, 主要用于： consider +名词/v-ing形式: He is considering studying abroad.他正在考虑出国留学。 Consider + wh-: We considered how we should help them.我们仔细考虑应该如何帮助他们。 Consider + 副词： Consid

24、er carefully before you decide.要慎重考虑后再作决定。 2. Do you enjoy taking risks ? risk n. 风险，危险： he was taking a risk by overtaking on a bend. 他在转弯处超车是在冒险。 The house is a fire risk. 这房子有起火的危险 短语联想： at risk 在危险中: You are at risk if you dont wear a seat belt. 不系安全带真的会有危险。 at the risk of 冒危险： At the risk of se

25、eming rude, I must refused your request, Im afraid. 我的教师网 尽管似乎无理，恐怕我还是必须拒绝你的要求。 3.Many houses have been covered with lava or burnt to the ground. 许多房屋被熔岩覆盖或烧毁。 burn to the ground 指楼等被烧毁。例如： He has no place to live in because his house has been burnt to the ground. 他无处栖身因为他的房子被烧掉了。 短语联想： burn away 烧掉

26、： The wood had burnt away to nothing. 木头已烧成灰烬。 burn down (建筑物) 烧毁： The cinema burnt down last year.电影院去年被烧毁了。 The school was burnt down by vandals.学校被人纵火烧毁了。 Burn off 烧掉： He was badly injured in the accident, and his hair was burnt off. 他在事故中严重受伤，头发也被烧掉了。 Burn out 烧坏: The engine had burnt out. 引擎给烧坏

27、了。 Burn up 烧毁，燃得更亮/旺： The rocket burnt up when it reentered the earths atmosphere. 火箭重入地球大气层时烧毁。 He put more wood in the fire to make it burn up. 他往火上加木材想让他烧的更 旺。 4. We slowly made our way to the edge of the crater. 我们慢慢向走 火山口的边缘。 make ones way 走： She hesitated, but made her way forward. 她犹豫了一下，但向前走

28、去。 She hastily left the room, and made her way to her bed. 他迅速离开房间，朝她床边走去。 短语比较： 我的教师网 make ones way 还表示“有出息” ： If you want to make your way in the world, you must learn to work hard while you are still young. 你若想要有出息，趁年轻的时候要学会发奋。 make way (for) 让路，让位： All the traffic has to make way for a fire engi

29、ne. 所有的车辆都得给救火车让道。 I shall make way for a younger man .我将把职位让给更年轻的人。 5. Today, I am just as enthusiastic about my job as the day I first started. 如今，开始从事这项工作时一样满怀热情。 enthusiastic (about) 感兴趣的，热心的： She seemed enthusiastic about the idea. 她好像对这个主意很感兴趣。 We got an enthusiastic response from our customer

30、s. 我们得到了顾客们的热情反应。 6. She made an effort to be nice to her boss.她努力对老板好些。 effort 可用做不可数名词，表“力气”： It took a lot effort to lift the boxes. 抬起那些箱子要花很大的力气。 effort 可用做可数名词，表“费劲的事” “尝试”： It was an effort to get up this morning.今天早晨起床很费劲。 Despite all our efforts, we failed. 尽管我们尽了力，我们还是失败了。 make an effort t

31、o do sth 努力做某事： He made an effort to arrive on time. 他尽量准时到达。 The third period Grammar Review the usage of ving form: 1. Write the following pairs of sentences(or other similar ones)on the board. I was feeling tired. I went to bed early Feeling tired I went to bed early I worked hard all day. I went

32、 to bed early Having worked hard all day, I went to bed early. 我和 我的教师网 2. Ask student to consider when the action in each pair of sentences happened and Lead them to understand that in the first pair of sentences, the feeling and the action are happening at the same time; whereas in the second pair

33、, the working all day happened before he/she was tired. 3. Examine the sentences below and discuss in what way the structures similar to each other and in what way they are different Looking carefully at the ground, I made my way to the edge of the crater. Having experienced quite a few earthquakes

34、in Hawaii already, I didnt take much notice. Having + past participle (the perfect ving form) to refer to an action that took place before the time expressed by main verb. 4. Read and discuss Exercise 1 in the SB 5. Set Exercise 2. check answers and discuss structures. 6. Set Exercise 3, 4 and 5. ch

35、eck answers after each exercise and discuss reasons for the structures used. 7. 小结v-ing 形式的用法 1) ving 形式作状语 用法 时间 例句 Walking along the street, I met Mary. (= While I was walking along the street.)在街上走的时候，我遇到了玛丽。 条件 Turning to the left, you will find the school. (= If you turn to the left, .)向左走，你就会找

36、到那个学校 让步 Knowing where I live, he never come to see me .(= Though he knows where I live, .)尽管他知道我的住处，但从不来看我。 伴随 I stood there, waiting for her. (= , and waited for her.)我站在那儿等她 原因 Being tired , I stopped to take a rest. (= Because I was tired, .)因为 我的教师网 疲倦，我停下来休息。 结果 It rained heavily, causing seve

37、re flooding in the area.(= It rained heavily so that it caused severe flooding in the area.)在这个地方雨下的如此大，以至引发了洪灾。 2) . 使用v-ing形式需注意的几个问题: .分词(短语)作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须 用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。 My wife had a long talk with Sally, explaining why she didnt want the children to play together 我

38、妻子与莎莉谈了很长时间，解释她为什么不想让 孩子们在一起玩。(现在分词explaining是句子主语my wife做的动作，它 们之间是主动关系,即explaining的逻辑主语，就是句子的主语my wife 。) The train having gone, we had to wait another day. 例句 Having finished my work, I went home. (= After I had finished my work, .)工作做完只后，我就回家了。 句主型 动 被动 用法 Having +p.p. , 主语+谓语 (Having been)+p.p.

39、 , 主语+谓语 u ving形式的完成式所表示的时间在谓语动词之前 u 表示被动可直接用过却分词 我的教师网 分词短语做状语时，前面可以加上连词或 介词，但是分词短语和句子之间不能用并列连词(如but，and)，因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。 例如: 误: Having been told many times，but he still couldnt understand it. 正: He was told many times, but he still couldnt understand it.或 Having been

40、told many times， he still couldnt understand it. v-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。 例如: Opening the drawer，he took out his wallet. (=He opened the drawer and took out his wallet.)他打开抽屉，拿出钱包。 Coming into the room，he put down his bag. (=he came into the room and put down his

41、 bag.)他走进房间，放下提包。 Having brushed his teeth，Mr. Brown came downstairs for breakfast. 布朗先生刷过牙，就下楼来吃早饭。 (此句如写成:Brushing his teeth, Mr. Brown came downstairs for breakfast.可能指“边刷牙，边下楼。 分词的否定形式是在分词短语前面加上 not, never等否定词构成。 例如: Not fearing the fire, the child touched and got a finger burnt. 小孩儿不知道怕火，用手去摸，把

42、手指烫了。 Not knowing how to find the subway, I asked a policeman for help. 我不知道怎 样找到地铁，就去找警察帮忙。 我的教师网 The fourth period Listening Listen to three volcanologists talking about frightening experience in their work life. The texts model ways to express feelings of anxiety and fear. 1. First listening 1) S

43、et Exercise 1. Remind students that they are required only to listen to names of the three scientists and to try to understand the gist of each recount. 2) check answers. Ask students to recall what happened to each speaker, in general terms only, they are not expected to remember details at this st

44、age. 2. Second listening 1) This time students will be listening for details. Stop the tape after each speaker and give students time to write their answers. Check answers before moving to the next speaker. 2) At this point, you could ask students work in groups of three, each taking the role of one

45、 of the volcanologists and recounting the story to others in the group. Before they start, ask them for some useful expressions to talk about fear and anxiety. Write these on the board and suggest students use these in their recounts. E.g.: I was very worried that I was trembling I was still terrifi

46、ed. I was so nervous that I was so anxious that 3.Third listening This time the students are listening for a different kind of detail. They must listen for the expressions listed in Exercise 3 in order to identify who said what. These sentences model ways of expressing fear and anxiety. 1) Having individual students read the sentences aloud to the class. Ask them to try to recall who said each one. Ask them to write their guesses in their books in 我的教师网 the left-hand margin beside the expressions. 2) Play the tape for