1、1Unit5 The power of nature教学设计I单元教学目标 (技能目标) talk about volcanoes and the work of volcanologists practise expressing fear and anxiety learn the ing form used as adverbial in a sentence write about an experience in a nature disaster II目标语言1功能句式: expressing fear and anxiety. I was so excited about wha
2、t I had done 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 couldnt move for a long time. I had to
3、force myself not to panic. 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 anxiety anxious panic c
4、ourage 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 sentenceLooking carefully at the ground , I made my way to the edge of the crater.Having experi
5、enced quite a few earthquakes in Hawaii already, I didnt take much notice.2III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
6、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表达方面对学生学习词汇给予指导；语法部
7、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 部分要求学生就火山，火山学家，天池，
8、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。 3learning 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: lava erupt/er
9、uption 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 sandstorm2) Ask them what they feel when they see the
10、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 to complete exerc
11、ise 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 in order to take th
12、e temperature of the boiling rock inside?volcanologistsdo they take up a crazy job?42) 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 class these question
13、s 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 whereas in the second pair, the working all9day happened before he/she was tire
14、d.3. Examine the sentences 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, I didnt take much notice.Having + pas
15、t 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 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
16、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 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
17、 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 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 floodi
18、ng in the area.)在这个地方雨下的如此大，以至引发了洪灾。102) . 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
19、 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。(Having been)+p.p. , 主语+ 谓语被动主动Having finished my work, I went home. (= After
20、 I had finished my work, .)工作做完只后，我就回家了。例句 ving形式的完成式所表示的时间在谓语动词之前 表示被动可直接用过却分词用法Having +p.p. , 主语+谓语句型11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-i
21、ng 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 tookout 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 cam
22、e 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，把手指烫了。Not knowing how to find the subway, I asked a policem
23、an 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 express feelings of anxiety and fear.1. First listening 1) Set Exercise 1. Remind students that they are required only to listen
24、 to names 12of 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 stage.2. Second listening1) This time students will be listening for
25、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, 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.
26、 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 thatI was trembling I was still terrified.I was so nervous that I was so anxious that3.Third listeningThis time
27、 the students are listening for a different kind of detail. They must listenfor 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 r
28、ecall 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 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
29、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 students confidence by showing them how much they had understood even before they consciously listened for these expressions.134. Ex: speaking Think
30、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 how you felt. Use expressions from Exercise 3 in listening as well as other
31、words and expressions you and your partner have thought ofThe 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 wh
32、ether they have heard of this lake. Spend a few minutes eliciting students prior knowledge about Changbaishan.2. Read the questions before reading passage and ask students to read through the passage as quickly as possible. Changbaishan is the second largest nature reserve in China. (F) The peak of
33、Changbaishan can reach as high as 2,000 meters. (T) You can see a lot of black bears, leopards or cranes in Changbaishan. (F) Tianchi is a lake in the crater of an extinct volcano. (T) The ancestors of the Manchu people were believed to be good at language and persuasion. (F)3. Read the questions th
34、at appear before the reading passage. As going through each question discuss which key words are and have students underline them. Point outthat they do not need to understand every word in the passage in order to find the answers. Instead, they should scan the text quickly looking for underlined ke
35、ywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer. 4. Check answers.5. some explanations:14The height of the land varies from 700 metres above sea level to over 2,000 metresand is home to a great diversity
36、of plants and animals.这里的地面高度从海拔 700 米到 2，000 多米不等， 是各种各样的动植物的生长地。vary v. 呈现不同 ；改变，变化 :My husband varies the vegetables he plants each year.我的丈夫每年都种不同的蔬菜。vary fromto 由到不等； 从变为 :These fish vary in price from 3 to 5.这些鱼的价格从 3 镑到 5 镑不等。Her mood varied from optimism to extreme depression.她的情绪由乐观一变而极为消沉。variety (质量，种类或特征的) 变化：You need a lot of variety in your diet.你的膳食要多样化种类，品种：different varieties of bananas不同品种的香蕉6. Assign writing task: on page40 in the SB.
