Unit5-The-power-of-nature-导学案

1、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 volcanologistsu 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: expressing fear and anxiety.u I was so excited ab

2、out what I had done and where I was, I forgot my fear.u I was very worried thatu I was very relieved whenu 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 was so anxious that I couldnt move for a long t

3、ime.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 novelist cancel effort relieve tremble sweat anxiet

4、y 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 at the ground , I made my way to the edge of the cr

5、ater. Having experienced quite a few earthquakes in Hawaii already, I didnt take much 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

6、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

7、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。Reading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

8、学生就火山，火山学家，天池，本单元词语，-ing形式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-reading1. Warming upIn order to talk about what volcanoes are and how they are formed, students need to learn some new words:

9、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 tsunami earthquake flood hailstorm sandstorm 2) Ask them what they feel when

10、 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, worried, unforgettable , unbelievable3) Have you ever seen a volcano?Ask Ss

11、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 volcanoesDiscuss with students where in the world active and extinct volcanoes occur.2. pre-reading 1) Can you tell me who will climb into a live volcano i

12、n 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 volcanologist.Students could do this activity as a survey by asking others in their cla

13、ss 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 comprehending1. First readingSkinning & skimming1) Ask students to read through the passage quic

14、kly to get a main idea ofthe whole passage. Give them a limited time to read the whole passagein order to encourage them to practice reading for general ideas and to discourage them from reading word by word What does a volcanologist do ?( answer in the text )Then let students do the multiple-choice

15、s (见课件) 2)Set Exercise 1 in “comprehending” 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 som

16、e to ask them and check their answers:1). Why is a volcanologists job important?2). Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?lives the crater.3). Why was it difficult for the writer to walk towards the edge of the crater ? 4). What does the writer find impr

17、essive about volcanoes even after studying them for 20 years ?3.Third reading (Read again to find more details) 1).What made the author realize that an eruption occurred?2).What did the scientists do after the eruption ? HomeworkSpend some time researching one disaster. You can use books, magazines,

18、 newspapers or the Internet. Collect pictures and diagram and look for information 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 les

19、sen the damage.Language PointsExplain language points in the reading passage.1. 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

20、-: We considered how we should help them.我们仔细考虑应该如何帮助他们。Consider + 副词：Consider 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 d

21、ont 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 seeming rude, I must refused your request, Im afraid. 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 ha

22、s 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：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。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

23、burnt out. 引擎给烧坏了。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。 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 （向某地）走（去）：She hesitated, but made her way forward. 她犹豫了一下，但向前走去。他迅速离开房间，朝她床边走去。短语比较：make on

24、es 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 engine. 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 enthusi

25、astic about my job as the day I first started. 如今， 我和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 customers. 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”： I

26、t 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 to 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 GrammarReview the usa

27、ge 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 earlyFeeling tired I went to bed earlyI worked hard all day. I went to bed earlyHaving worked hard all day, I went to bed early.2. Ask student to consider when the action i

28、n 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, the working allday happened before he/she was tired.3. Examine the sentences below and discuss in what way the str

29、uctures similar to each other and in what way they are differentLooking carefully 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 notice.Having + past participle (the perfect ving form) to refer to an action that

30、took place before the time expressed by main verb.4. Read and discuss Exercise 1 in the SB5. Set Exercise 2. check answers and discuss structures.6. Set Exercise 3, 4 and 5. check answers after each exercise and discuss reasons for the structures used.7. 小结v-ing 形式的用法1) ving 形式作状语用法例句时间Walking along

31、 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，你就会找到那个学校让步Knowing where I live, he never come to see me .(= Though he knows where Ilive, .)尽管他知道我的住处，但从不来看我。伴随I stood there, waiting fo

32、r 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, .)因为疲倦，我停下来休息。结果It rained heavily, causing severe 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。(Having been)+p.p. , 主语+谓语被动主动Having

33、 finished my work, I went home. (= After I had finished my work, .)工作做完只后，我就回家了。例句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用法Having +p.p. , 主语+谓语句型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 t

34、he children to play together我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.（the train逻辑主语 + having gone 既为独立主格结构）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

35、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 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

36、 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 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 d

37、ownstairs 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，把手指烫了。 我不知道怎 样找到地铁，就去找警察帮忙。 The fourth period ListeningListen to three volcanologists talking about frightening experience in their work life. The

38、texts model ways to express feelings of anxiety and fear.1. First listening 1) Set 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 speak

39、er, in general terms only, they are not expected to remember details at this stage.2. Second listening1) This time students will be listening for details. Stop the tape after each speakerand give students time to write their answers. Check answers before moving to the next speaker.2) At this point,

40、you could ask students work in groups of three, each taking the role of one 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

41、recounts. E.g.: I was very worried that I was trembling I was still terrified.I was so nervous that I was so anxious that3.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

42、. 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 the left-hand margin beside the expressions.2) Play the tape for students to

43、 identify the expressions and record the name of the speaker in the SB. It may be necessary to play the tape more than once. Checkanswers by playing the tape and stopping when one of the expression is heard.3. Ask students to check how many of their guesses were correct. The aim of this is to build

44、students confidence by showing them how much they had understood even before they consciously listened for these expressions.4. Ex: speaking Think of a powerful natural force (such as an earthquake, flood, typhoon, storm) that you have experienced. You can use your imagination if you have not experi

45、enced any of these things. Tell your partner about your experience and how you felt. Use expressions from Exercise 3 in listening as well as other words and expressions you and your partner have thought of.The fifth period Using languageThis reading passage is written as though it is from a tour guide. It describes some of the tourist attractions in Changbaishan in Jilin province. 1. Ask students to read the title of the passage and then ask whether th