Unit5-The-power-of-nature-教学设计

1、Unit5 The power of nature教学设计.单元教学目标（技能目标）talk about volcanoes and the work of volcanologistspractise expressing fear and anxietylearn the 4ng form used as adverbial in a sentencewrite about an experience in a nature disaster.目标语言. 功能句式:expressing fear and anxiety.was so excited about what I had don

2、e and where I was, I forgot my fear.I was very worried that I was very relieved when I was trembling almost as much as the ground under my feet.I was still terrified.I was so nervous that my whole body was damp with sweat.I was so anxious that I couldrit move for a long time.I had to force myself no

3、t to panic.Then I got up the courage to .词汇四会词7匚： 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 anxiety anxious panic courage typhoon

4、heaven diverse diversity unique bathe swallow guarantee词组：compare -withburn to the ground make an effort make one s wayglance through vary from to. 语法：the v 4ng form used as adverbial in a sentenceLooking carefully at the ground , I made my way to the edge of the crater.Having experienced quite a fe

5、w earthquakes in Hawaii already, I didn t take much notice.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，激发学生的求知欲，为随后进行的听说读写打下基础。Pre-reading

6、 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表达方面对学生学习词汇给予指导； 语法部分学习 -ing 形

7、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 部分要求学生就火山，火山学家，天池，本单元词语， -ing 形

8、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。.分课时教案(多媒体教学)The first period Warming up and pre-readingWarming upIn order to talk about what volcanoes are and how they are formed, students need to learn some new words: lava erupt/eruption crater act

9、ive/dormant/extinct volcanoesShow 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 sandstormAsk them what they feel when they see the power of nature showing

10、in the pictures:Have you ever experienced oneShare you experience and feelings (were you frightened and how frightened were you)Some expressions tips: scared to death, frightened, worried, unforgettable , unbelievableHave you ever seen a volcanoAsk Ss to complete exercise 1 in groups. Then check the

11、ir 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 volcanoes occur.pre-readingCan you tell me who will climb into a live volcano in order to take the temperature of the boiling rock ins

12、idevolcanologists do they take up a crazy jobGet 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 class these questions or they could do it individually.After t

13、hey 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 quickly to get a main idea of the whole passage. Give them a limited ti

14、me to read the whole passage in order to encourage them to practice reading for general ideas and to discourage them from reading word by wordMain idea: This passage is a first-person account of a volcanologist s experiences.The volcanologist described his exciting job and wrote down his first sight

15、 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 “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

16、text.reading (intensive reading)Before reading, glance through Exercise 2 on Page35.Choose some to ask them and check their answers:. Why is a volcanool gist bsjiomportantVolcanologists study volcanoes so that they can warn people when the volcanois going to erupt and so save many lives. Why is the

17、lava that flows on Mount Kilauea more dangerous than the actual eruptionThe lava flows down the mountain and can cover up or burn villages in its path. the rocks that erupt from the volcano usually don t damage anything because no onelives the crater. Why was it difficult for the writer to walk towa

18、rds the edge of the craterThe author was wearing special protective clothing that made it difficult to walk. What does the writer find impressive about volcanoes even after studying themfor 20 yearsThe author is impressed by the beauty of the eruption and also by its potential to cause great destruc

19、tion.reading (Read again to find more details).What made the author realize that an eruption occurredanswer: my bed began shakinga strange soundmy bedroom became as bright as dayan absolutely fantastic sightred hot lava was containing hundreds of metres into the air.What did the scientists do after

20、the eruptionanswer: put on white protective suits, helmets, big bootsdropped as closed as possible to the craterslowly make our way to the edge of the craterlooked down into the red boiling centerHomeworkSpend some time researching one disaster. You can use books, magazines, newspapersor the Interne

21、t. 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 lessen the damage.Languag

22、e PointsExplain language points in the reading passage.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正在考虑出国留学。Consider + wh-:We considered how we shoul

23、d 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。Do you enjoy taking risksrisk 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 aeStSb金带真的会有危险。at the risk of

24、 冒危险:m afraid.At the risk of seeming rude, I must refused your request, I尽管似乎无理，恐怕我还是必须拒绝你的要求。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

25、 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。The school was burnt down by vandal#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. 引擎给烧坏了。Burn

26、 up 烧毁，燃得更亮 / 旺：The rocket burnt up when it reentered the earth s 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。We slowly made our way to the edge of the crater. 我们慢慢向走火山口的边缘。make one s way 向某地)走(去)：She hesitated, but made her way forward. 她犹豫了一下，但向前走去。She ha

27、stily 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：make one s way 表示 宥出息”：If you want to make your way in the world, you must learn to work hardwhile 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 sha

28、ll make way for a younger man我将把职位让给更年轻的人。Today, I am just as enthusiastic about my job as the day I first started. 口今，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。She made an ef

29、fort to be nice to her bosMft 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.今天早晨起床彳艮费劲。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

30、time. 他尽量准时至 U达。The third period GrammarReview the usage of v4ng form:Write the following pairs of sentences(or other similar ones)on the board.I was feeling tired. I went to bed earl尸Feeling tired I went to bed earlyI worked hard all day. I went to bed earl尸Having worked hard all day, I went to bed

31、 early.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, the working allday happened before he/she was tired.Examine the se

32、ntences below and discuss in what way the structures 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.didn ，t takemuch notice.Having + past participle (the per

33、fect v-ing form) to refer to an action that took place before the time expressed by main verb.Read and discuss Exercise 1 in the SBSet Exercise 2. check answers and discuss structures.Set Exercise 3, 4 and 5. check answers after each exercise and discuss reasons for the structures used.小结v-ing形式的用法v

34、 -ing形式作状语用法例句时间Walking along the street, I met Mary. (= While I was walking alongthe 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 theleft,向奇走，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 stoo

35、d there, waiting for her.(=，and waitedfor SferLf她原因Being tired , I stopped to take a rest. (= Because I was tired, 因为 疲倦，我停卜来休息。结果It rained heavily, causing severe flooding in the area.(= It rained heavily so that it caused severe flooding in the area/这个地方雨 卜 的如此大，以至引发了洪灾。旬 主 Having +.主语+谓语型臣被 (Havi

36、ng been)+. 主语 + 谓语_用法Inc的寸的空服寸所先示的村间在也落云力话. 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 didn t want thechildren 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 ,

37、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 只是全句的一个状语部分。分词和主句之间可用逗号。例如 :t unders.tand it误 : Having been told many times， but he still couldnt un

38、derstand it正 : He was told many times, but he still couldnHaving been told many times， he still couldn t unders. tand 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 int

39、o 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 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 fearin

40、g 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。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。The fourth period ListeningListen to three volcanologists talking about frightening experience in their work life.The texts model ways to exp

41、ress feelings of anxiety and fear.First listeningSet 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.check answers. Ask students to recall what happened to each speaker, in general terms only, they a

42、re not expected to remember details at this stage.Second listeningThis 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.At this point, you could ask students work in groups of

43、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 recounts.:I was very worried that I was t

44、rembling I was still terrified.I was so nervous that I was so anxious that listeningThis 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 anx

45、iety.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 inthe left-hand margin beside the expressions.Play the tape for students to identify the expressions and record the name ofthespeaker in

46、the SB. It may be necessary to play the tape more than once. Check answers by playing the tape and stopping when one of the expression is heard.Ask students to check how many of their guesses were correct. The aim of this is to build students confidence by showing them how much they had understood e

47、ven before they consciously listened for these expressions.Ex: speakingThink 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 experienced any of these things. Tell your partner about your experience and

48、 how you felt. Use expressions from Exercise3 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.Ask students to read the title of the passage and then ask whether they ha