Unit5Thepowerofnature導(dǎo)學(xué)案

1、Unit5 The power of nature教學(xué)設(shè)計(jì)I單元教學(xué)目標(biāo) (技能目標(biāo))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目標(biāo)語言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.詞匯 四會(huì)詞匯：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詞組：compare with burn to the ground make an effort make ones way glance through vary from to 3. 語法：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教材分析本單元以the power of nature 為話題，旨在通過本單元教學(xué)使學(xué)生了解火山爆發(fā)，地震，臺(tái)風(fēng)，洪水，海嘯等自然現(xiàn)象，認(rèn)識(shí)到自然的偉大力量，并會(huì)用所學(xué)詞匯描述在經(jīng)歷自然災(zāi)害時(shí)的感受，思考人類應(yīng)對(duì)自然災(zāi)害的態(tài)度和方法，提高自我保護(hù)意識(shí)。Warming up 通過對(duì)火山爆發(fā)示意圖的探討激活學(xué)生了解與本單元話題相關(guān)的背景知識(shí)，而后通過討論人類應(yīng)對(duì)自然災(zāi)害的措施引發(fā)學(xué)生對(duì)本單元話題的思考，激發(fā)學(xué)

6、生的求知欲，為隨后進(jìn)行的聽說讀寫打下基礎(chǔ)。Pre-reading 通過回答問題測(cè)試自己是否適合作火山學(xué)家，讓學(xué)生了解這一陌生職業(yè)，為閱讀做好準(zhǔn)備。Reading 部分一味火山學(xué)家以第一人稱的形式講述了自己的工作及第一次目睹火山爆發(fā)時(shí)的情景和心情，描寫了人與自然的斗爭與和諧相處的樂趣，使學(xué)生認(rèn)識(shí)到火山是美麗的，但同時(shí)極具破壞力，而火山學(xué)家的工作可以減少由火山引發(fā)的損失。 Comprehending 設(shè)計(jì)了兩種題型：第一題要求學(xué)生在閱讀后發(fā)表對(duì)火山學(xué)家這一職業(yè)的看法；第二題檢測(cè)學(xué)生對(duì)文章細(xì)節(jié)的理解。 Learning about language 分為詞匯和語法兩部分。詞匯部分著重從詞的意義用法和

7、表達(dá)方面對(duì)學(xué)生學(xué)習(xí)詞匯給予指導(dǎo)；語法部分學(xué)習(xí)-ing形式在句子中作狀語表原因，時(shí)間及結(jié)果。 Using language 以語言實(shí)踐為目的，包括四個(gè)部分的內(nèi)容。Listening 三位火山學(xué)家講述了他們各自最驚險(xiǎn)的一次經(jīng)歷。學(xué)生在練習(xí)聽力的同時(shí)學(xué)會(huì)描述害怕和緊張的詞匯。Speaking 是listening 的延續(xù)。要求學(xué)生講述自己類似的經(jīng)歷，同時(shí)在運(yùn)用中鞏固單詞。Reading 介紹了旅游勝地the lake of heaven， 培養(yǎng)學(xué)生快速獲取信息的能力。Reading與writing 屬于同一話題，要求根據(jù)所給信息寫一篇介紹hot springs 的作文。 Sunning up部分要求

8、學(xué)生就火山，火山學(xué)家，天池，本單元詞語，-ing形式和表達(dá)情感的日常交際用語等方面進(jìn)行自我評(píng)價(jià)，判定呢感學(xué)習(xí)情況。 learning tip 部分介紹單詞記憶方法：利用構(gòu)詞法或話題分類記憶單詞；利用圖表，圖片等記憶單詞；隨身攜帶生詞本；多說多寫。 IV分課時(shí)教案(多媒體教學(xué))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 (見課件) 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 ? 你是否想過， 和火山，颶風(fēng)或地震相比人類是何等脆弱。consider 思考, 主要用于： consider +名詞/v-ing形式: He is considering studying abroad.他正在考慮出國留學(xué)。Consider + wh

20、-: We considered how we should help them.我們仔細(xì)考慮應(yīng)該如何幫助他們。Consider + 副詞：Consider carefully before you decide.要慎重考慮后再作決定。2. Do you enjoy taking risks ? risk n. 風(fēng)險(xiǎn)，危險(xiǎn)： he was taking a risk by overtaking on a bend. 他在轉(zhuǎn)彎處超車是在冒險(xiǎn)。 The house is a fire risk. 這房子有起火的危險(xiǎn)短語聯(lián)想：at risk 在危險(xiǎn)中:You are at risk if you d

21、ont wear a seat belt. 不系安全帶真的會(huì)有危險(xiǎn)。at the risk of 冒危險(xiǎn)：At the risk of seeming rude, I must refused your request, Im afraid. 盡管似乎無理，恐怕我還是必須拒絕你的要求。3.Many houses have been covered with lava or burnt to the ground. 許多房屋被熔巖覆蓋或燒毀。 burn to the ground 指樓等被燒毀。例如： He has no place to live in because his house ha

22、s been burnt to the ground. 他無處棲身因?yàn)樗姆孔颖粺袅恕６陶Z聯(lián)想：burn away 燒掉：The wood had burnt away to nothing. 木頭已燒成灰燼。burn down (建筑物) 燒毀：The cinema burnt down last year.電影院去年被燒毀了。學(xué)校被人縱火燒毀了。Burn off 燒掉：He was badly injured in the accident, and his hair was burnt off. 他在事故中嚴(yán)重受傷，頭發(fā)也被燒掉了。Burn out 燒壞:The engine had

23、burnt out. 引擎給燒壞了。Burn up 燒毀，燃得更亮/旺： The rocket burnt up when it reentered the earths atmosphere. 火箭重入地球大氣層時(shí)燒毀。 他往火上加木材想讓他燒的更 旺。4. We slowly made our way to the edge of the crater. 我們慢慢向走火山口的邊緣。 make ones way （向某地）走（去）：She hesitated, but made her way forward. 她猶豫了一下，但向前走去。他迅速離開房間，朝她床邊走去。短語比較：make on

24、es way 還表示“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，趁年輕的時(shí)候要學(xué)會(huì)發(fā)奮。make way (for) 讓路，讓位：All the traffic has to make way for a fire engine. 所有的車輛都得給救火車讓道。I shall make way for a younger man .我將把職位讓給更年輕的人。5. Today, I am just as enthusi

25、astic about my job as the day I first started. 如今， 我和開始從事這項(xiàng)工作時(shí)一樣滿懷熱情。 enthusiastic (about) 感興趣的，熱心的： She seemed enthusiastic about the idea. 她好像對(duì)這個(gè)主意很感興趣。 We got an enthusiastic response from our customers. 我們得到了顧客們的熱情反應(yīng)。6. She made an effort to be nice to her boss.她努力對(duì)老板好些。 effort 可用做不可數(shù)名詞，表“力氣”： I

26、t took a lot effort to lift the boxes. 抬起那些箱子要花很大的力氣。effort 可用做可數(shù)名詞，表“費(fèi)勁的事” “嘗試”： It was an effort to get up this morning.今天早晨起床很費(fèi)勁。 Despite all our efforts, we failed. 盡管我們盡了力，我們還是失敗了。make an effort to do sth 努力做某事： He made an effort to arrive on time. 他盡量準(zhǔn)時(shí)到達(dá)。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. 小結(jié)v-ing 形式的用法1) ving 形式作狀語用法例句時(shí)間Walking along

31、 the street, I met Mary. (= While I was walking along the street.)在街上走的時(shí)候，我遇到了瑪麗。條件Turning to the left, you will find the school. (= If you turn to the left, .)向左走，你就會(huì)找到那個(gè)學(xué)校讓步Knowing where I live, he never come to see me .(= Though he knows where Ilive, .)盡管他知道我的住處，但從不來看我。伴隨I stood there, waiting fo

32、r her. (= , and waited for her.)我站在那兒等她原因Being tired , I stopped to take a rest. (= Because I was tired, .)因?yàn)槠＞耄彝Ｏ聛硇菹?。結(jié)果It rained heavily, causing severe flooding in the area.(= It rained heavily so that it caused severe flooding in the area.)在這個(gè)地方雨下的如此大，以至引發(fā)了洪災(zāi)。(Having been)+p.p. , 主語+謂語被動(dòng)主動(dòng)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時(shí)間在謂語動(dòng)詞之前u 表示被動(dòng)可直接用過卻分詞用法Having +p.p. , 主語+謂語句型2) . 使用v-ing形式需注意的幾個(gè)問題:.分詞(短語)作狀語時(shí)，其邏輯主語必須與句子的主語一致。如果不一致，必須用獨(dú)立主格結(jié)構(gòu)來表示，也就是在分詞前面加上它的邏輯主語。 My wife had a long talk with Sally, explaining why she didnt want t

34、he children to play together我妻子與莎莉談了很長時(shí)間，解釋她為什么不想讓孩子們?cè)谝黄鹜妗?現(xiàn)在分詞explaining是句子主語my wife做的動(dòng)作，它們之間是主動(dòng)關(guān)系,即explaining的邏輯主語，就是句子的主語my wife 。)The train having gone, we had to wait another day.（the train邏輯主語 + having gone 既為獨(dú)立主格結(jié)構(gòu)）分詞短語做狀語時(shí)，前面可以加上連詞或 介詞，但是分詞短語和句子之間不能用并列連詞(如but，and)，因?yàn)椴⒘羞B詞接的是兩個(gè)并列成分，而分詞短語只是全句的一

35、個(gè)狀語部分。分詞和主句之間可用逗號(hào)。例如:誤: 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的一般式和完成式現(xiàn)在分詞都可以表示先后接連發(fā)生的動(dòng)作。在可能引起誤解的場(chǎng)合應(yīng)該用完成式現(xiàn)在分詞表示先發(fā)生的動(dòng)作。例如:Opening the drawer，he took

36、 out his wallet. (=He opened the drawer and took out his wallet.)他打開抽屜，拿出錢包。Coming into the room，he put down his bag. (=he came into the room and put down his bag.)他走進(jìn)房間，放下提包。Having brushed his teeth，Mr. Brown came downstairs for breakfast.布朗先生刷過牙，就下樓來吃早飯。 (此句如寫成:Brushing his teeth, Mr. Brown came d

37、ownstairs for breakfast.可能指“邊刷牙，邊下樓。分詞的否定形式是在分詞短語前面加上 not, never等否定詞構(gòu)成。例如: Not fearing the fire, the child touched and got a finger burnt. 小孩兒不知道怕火，用手去摸，把手指燙了。 我不知道怎 樣找到地鐵，就去找警察幫忙。 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