Unit5全单元教案1.doc

Unit 5 The power of nature教材分析I. 教学内容分析： 本单元的中心话题是火山、飓风、地震和洪水等自然灾害，听说读写等语言知识和语言技能主要围绕“自然灾害”及如何预防和利用自然灾害这一主题设计的。本单元引导学生讨论大自然的危害等问题，目的在于让他们了解自然界的威力，认识到只有保护大自然，才能有效地预防自然灾害并改造和利用自然。Warming up部分主要讨论火山、飓风和地震等自然灾害，让学生了解有关地震的知识以及预防措施等。教师可以通过右边的插图引起学生们的兴趣和好奇心而导入新课内容。Pre-reading部分设计了一个调查问卷，以帮助学生认识火山学家工作的危险性和工作本身的兴趣。他们的工作是非常危险的，因此，从事火山研究的人需要具备以下素质：1.喜欢野外工作；2.喜欢冒险；3.喜欢地质研究；4.喜欢富于变化的工作；5.喜欢与众不同的地方。Reading部分是一位火山学家的自述。作者首先介绍了他的工作性质，说明他热爱该项工作的主要原因是能帮助人们免遭火山袭击。作者的主要工作是收集基拉韦厄火山的资料，并和其他科学家一起分析和预测火山岩浆的流速和方向。火山爆发不会造成很大的损失，因为山顶附近没有居民。但是，从山上流下的熔岩会烧毁和埋没周围的城镇。然而，观看火山爆发是非常令人兴奋的，红色的熔岩喷向高空，高达数百米，甚是壮观。有一次火山爆发后，作者和另外二位科学家一道来到火山口。他们身穿白色的防护服，艰难地走到火山口，观察沸腾的火山口中央，并采集了部分岩浆以作研究。最后，作者表述了他对自己工作的热情。20年后，火山对他的吸引力依然不减。、教学重点和难点：1、教学重点1)本单元的生词和短语。2) 现在分词作状语的各种形式。3)了解自然灾害的有关情况以及怎样预防等。2、教学难点1)了解火山爆发的原因。2)学会表述恐惧、担忧和惊奇等情感的日常交际用语。3)学习描述一种自然灾害，进行写作训练。、教学计划本单元共分五课时：第一课时：Warming up第二课时：Pre-reading, Reading, Post-reading第三、四课时：Learning about Language第五课时：Integrating skills、教学步骤：Period 1 Warming upTeaching Goals:1.To arouse Ss interest in learning about the power of the nature2.To develop Ss listening abilityTeaching Procedures:Step 1 Lead-inPurpose: To activate Ss and arouse them to talk about two earthquakes. Show the pictures about the earthquakes. Ask the students where the two earthquakes happened, and discuss how serious the disaster brought to the people.Step 2. Warming upWarming up by learning vocabularyHello, everyone. We shall read about volcanoes today. Everyday disasters happen here and there. But how much do you know about them? Turn to page 93 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English or in Chinese.Warming up by sharing opinionsThe photo shows Mount St. Helens erupting on May 18,1980. What do you know about volcanoes?A volcano is a place on earth where lava comes from the ground. Volcanoes often have the same shape as mountains. Most volcanoes have a crater at the top.How volcanoes are madeMost volcanoes are made where tectonic plates come together. These plates move over each other, which causes magma to rise to the surface through weak places in the crust.There are many volcanoes, live or dead, in the world. The next is a list of well-known volcanoes.Well known volcanoesEatna (Sicily, Italy)Hekla (Iceland)Kilauea (Hawaii, USA)Krakatoa (Rakata, Indonesia)Mauna Loa (Hawaii, USA)Mauna Kea (Hawaii, USA)Mount Baker (Washington, USA)Mount Erebus(Ross Island, Antarctica)Mount Hood (Oregon, USA)Mount Fuji (Honshu, Japan)Mount Rainier (Washington, USA)Mount Shasta (California, USA)Mount St.Helens (Washington, USA)Novarupta (Alaska, USA)Olympus Mons (Mars(planet)Popocatepetl (Mexico-Puebla state line, Mexico)Surtsesy (Surtsey Island, Iceland)Santorini (Santorini Island, Greece)Thambora (Sumbawa, Indonesia)Teide (Tenerife, Canary Islands, Spain)Vesuvius (Bay of Naples, Italy)Step 3 Homework1.Write a short composition to introduce an eruption of a volcano.2.Get on the line and find out more natural disasters and let the students prepare for the next period.Period 2& 3 Pre-reading Reading & Post-readingGoals: 1.To learn about the power of nature.2.To develop some basic reading skills.3.To arouse Ss interest in learning about all kinds of disaster s in the world.Teaching procedures:Step 1 Warming upPurpose: To arouse Ss interest in learning about the power of nature .Ask the students to get on the line and prepare something for the power of nature ahead of time and share the information you have found.Warming up by reading aloud the text AN EXCITING JOBWe promote reading aloud to students and by students in order to result in a sense of English and a desire to become a fluent English speaker .So Read aloud and circle all the examples of “-ing form ” in the text.Step 2 Pre-readingPurpose: To have the students learn about some natural disasters .To get the students learn about the reason why the volcanoes erupt and how it happens.Discuss the questions with a partner.1. Have you ever experienced a typhoon, a snowstorm or a hailstorm (冰雹)？Tell your partner what it was like.2. Look at the picture below. What do you think has happened to the house?3. Read the information beside the picture. How do you think you would feel during the cyclone and after it was over?DARWIN DESTROYED IN ONE NIGHTAt 1 am on 25 December 1974 a fierce(猛烈的)cyclone(旋风)hit Darwin, a city in the far north of Australia. Winds of up to 170 kilometers swept through the city, tearing roofs from houses, pulling up trees and turning over cars. Seven hours later, the cyclone moved away from Darwin and all was peaceful again. The damage to Darwin was huge and almost the whole city had to be rebuilt.Step 3 Reading1.Skimming and canning.Purpose: To get a brief understanding of the text and to get the students to have some details in the text.1. Read the text quickly and try to get some details from the text. Work in pairs and try to ask and answer questions from the text. Questions can be like these.(1). Why is a volcanologists job important?(2). Where is Mount Kilauea?(3). Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?(4). What caused the writers bedroom to become as bright as day even though it was night?(5). Why did the scientists have to get close to the volcano after it began erupting?(6). Why was it difficult for the writer to walk towards the edge of the crater?(7). What does the writer find impressive about volcanoes even after studying them for many years?Suggested answers:(1). Volcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.(2). Mount Kilauea is in Hawaii.(3). The lava flows down the mountain and can cover up or burn villages in its path .The rocks that erupt from the volcano usually dont damage anything because no one lives near the crater.(4). The light was caused by the red-hot rocks and gas that erupted from the volcano.(5). The scientists needed get samples of the lava so they could study them.(6). The author was wearing special protective clothing that made it difficult to walk.(7). The author is impressed by the beauty of the eruption and also by its potential to cause great destruction.2 Listen to the tape and deal with the language points in groups Purpose: To train Ss listening abilityTo train Ss language capacity1.consider思考，主要用于：consider+名词/-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：Consider carefully before you decide.要慎重考虑后再作决定。2.risk风险、危险。例如：He was taking a risk by overtaking on a bend.他在转变处超车是在冒险。The house is a fire risk.这房子有起火的危险。3.burn to the ground指楼房等被烧毁。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: 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 all 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 bad burnt out. 引擎给烧坏了。burn up烧毁、烧得更亮/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 on the fire to make it burn up. 他往火上加木材想让它烧得更旺。4.make ones way(向某地)走（去）。例如：She hesitated ,but made her way forward.她犹豫了一下，但向前走去。She hastily left the room ,and made her way to her bed.她快速离开房间，朝她床边走去。短语比较make ones way 还表示“有出息”。例如：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.enthusiastic(about)感兴趣的、热心的。例如：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。effort可用作不可数名词，表示“力气”，例如：It took a lot effort to lift the boxes.抬起那些箱子要花很大的力气。effort也可用作可数名词，表示“费劲的事”、“尝试”，例如：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。例如：He made an effort to arrive on time.他尽量准时到达。7.diversity的意思是“变化多样”，“多样性”相当于variety,例如：The plants of Asia show great diversity of form.亚洲的植物形态多种多样。There must be a wide diversity of opinions.（对此）准是众说纷纭。联想记忆 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a variety of 各种：These T-shirts are available in a wide variety of colors.这些T恤有各种各样的颜色供挑选。Step 4 Post-readingPurpose: To have a deep understanding of the text.Answer the following questions according to the text.(1). In what province is Changbaishan?(2). What is a nature reserve? Why is Changbaishan a famous nature reserve?(3). What is the most popular tourist attraction in the reserve?(4). What does Tianchi mean? How was Tianchi formed?(5). What is the connection between the Manchu people and Tianchi?Step 5 Reflective thinking 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 experienced any of these things. Tell your partner about your experience and how you felt. Step 6 Homework 1. Make some sentences with the new words and expressions. 2.Try to write a short composition about a natural disaster. Period 4 Learning about LanguageGoals: 1. To enable the Ss to master some new words and expressions. 2. To get the Ss to master the grammar. Teaching procedures:Step 1 Free talk Talk about a certain natural disaster you have seen or heard about. Use the words and phrases you have just learned. Step 2 Word study Purpose: To consolidate the words and phrases in the text. 一. Complete the sentences with suitable words. bore, bored , boring1. The students were so that some of them fell asleep.2. Will it you to draw the tiger over and over again?3.I left the theater before the opera ended; it was deadly impressive, impress4. His speech about the doctor who worked heart and soul for Tibetan people us very much.5. The view from the top of the mountain was most excite, exciting, excited, excitement6.The students waited impatiently for the film star to arrive. 7. After all the of the party, the little boy slept for ten hours.8. It was the most journey I had ever taken.9. Please stay calm and dont yourself. courage, encourage, encouragement, encouraging10. My parents always me to do well at school.11. If I had more I would study overseas for a year.12.I phoned to thank her for her advice. 13. Her friends gives her the confidence to enter the competition.Suggested answers:一、1. bored 2.bore3.boring4.impressed5.impressive 6.excited 7.excitement8.exciting 9.excite 10.encourage 11.courage 12.encouraging13.encouragement二、Complete the sentences . Use words from the list in the correct tense. look see watch glare stare glance 1. They were so amazed that all they could do was .2.Can you move the sculpture closer? I cant the details clearly.3. He was so angry with me he just and walked away.4. She shyly at him and then lowered her eyes.5. I a really good game of football on Saturday.6. Youve been out the window for almost an hour now.Suggested answers:二、1.staring2.see3.glared 4.glanced 5.watched6.looking/staringStep 3 Grammar -ing形式的用法1-ing 形式作状语用法例句时间Walking along the street, I net Mary. (= While I was walking along the street,)在街上走的时候，我遇到了玛丽。原因Being tired, I stopped to take a rest. (= Because I was tired, ) 因为疲倦，我停下来休息。条件Turing to the left, you will find the school. (=If you turn to the left, )向左转，你就会找到学校。让步Knowing where I live, he never comes to see me. (= Tough he knows where I live, ) 虽然他知道我的住处，但他从不来看我。伴随I stood there, waiting for her. (=, and waited for her.)我站在那儿等她。2-ing 形式的完成式句型主动Having + pp,主语+谓语被动（Having been）+pp,主语+谓语用法（1）-ing 形式的完成式所表示的时间在谓语词动词之前；（2）表示被动，可直接用过去分词。例句Having finished my work , I went home .(=After I had finished my work, )工作完之后，我就回家了。(Having been)written in haste , the book has some faults.这本书因仓促写成，所以有此缺憾。3Testing yourself (to-infinitive or-ing form?)Complete these statements using an appropriate form of the verbs given.Eg: I would love(visit) China.I would love to visit China. She stopped(talk) to him after that last argument . She stopped talking to him after that last argument.1. I dont remember (play) any dangerous game when I was a child.2.When I need to remember (do) something important, I tie a knot in my handkerchief.3. Ill never forget (tell) my first lie.4. Ive never forgotten (do) my English homework. Not once.6. I usually stop (pick up) hitchhikers, whatever they look like.7. I tried (windsurf) last summer and I really enjoyed it.8. I try (learn) at least ten new English words every day, but I seem to forget most of them.9. I like (keep) all my credit card receipts just in case the bank makes a mistake.10. I hate (drive) at night, especially on country roads in rain.Suggested answers:1.playing2.to do3.telling4.to do5. talking6.to pick up7.windsurfing 8.to learn9.to keep 10.drivingStep 4 HomeworkReview the new words and phrases Period 5 Integrating skillsGoals: 1.To get the students to learn something about the natural disasters.2. Practice the students writing skills.Teaching Procedures:Step 1 Warming upPurpose: To lead the students to the topic and arouse the students interest about the natural disasters.1. Get into a group with other students who are interested in more about the same type of disaster as you are. 2. Spend some time researching you disaster. You can use books, magazines, newspapers or the Internet. Collect pictures and diagrams 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 damageStep 3 Read and learnPurpose: To get some details and learn how to describe disasters of different kinds?(1). Why is the authors job important?danger excites me and makes me feel aliveI have the greatest job in the worldprotect people from the volcano(2). What made the author realize that an eruption occurred? me bed began shakinga strange soundmy bedroom became as bright as dayAn absolutely fantastic sightRed hot lava was fountaining hundreds of meters into the air(3). What did the scientists do after the eruption?put onwhiteprotectivesuitshelmets,big bootsdropped asclose aspossible tothe craterslowlymade ourway tothe edgeofthe craterlookeddowninto thered,boilingcenterclimbeddowninto thecrater tocollectsomeleaveStep 5 Extension 1.Ask students who they think this passage was written for (for tourists and others who like reading travel articles) and what its purpose is (to persuade people to visit Changbaishan.)2.Next, ask students to underline the adjectives in the passage. Discuss how a lot of the adjectives present a positive image (e.g beautiful, unique, spectacular, crystal clear, lucky, loved, deep and lasting).3.Discuss how the article is structured:The first paragraph describes the whole area and gives information about the location, Why Changbaishan is a good place to visit and what visitors can do there. Also note how the paragraph ends by naming Tianchi.The second paragraph expands the information about Tianchi by giving factual information about the lake and how visitors get to it.The third paragraph presents an interesting myth about Tianchi.It finishes the text by giving a romantic reason for visiting the lake.4. Tell the students that they are to write the next section in the tour guide, which is about the hot pools near Tianchi.5. Ask students to look at the facts about the hot pools in their SB. Ask them to imagine what it would be like to bathe in a hot pool. Some students may even have experienced this for themselves and can provide further details.6. Ask students to think of some appropriate adjectives to use in a tour guide description of the hot pools (eg: relaxing, warm, gentle, pleasant, restful, healthy)7. Remind students that tour guide texts contain both factual information about the attraction and positive expressions that aim to persuade people to visit the place. Ask a student to read out the sentence in their books that will form the beginning of their text.8. Give students time to write their text.9. Ask students to work with a partner and to help each other improve their text. Ask them to check the following:Has your partner given all the necessary facts about the hot pools ?Has your partner used positive adjectives and expressions to persuade readers to visit the pools?Is the spelling and grammar correct?Could your partner improve his / her text in any way?10. Ask students to revise their text and write out a clean copy. If possible, display the students texts in the classroom.Step 6 Assessment First reading1. Ask students to read through the passage quickly to check whether the guesses they made about the work of a volcanologist (step 3 in “Pre-reading”) wh