教案：unit6-(1).doc

章节Unit 6 Nature课时4教学目的Objectives Topic understanding: natural problems Words and expressions, difficult sentences. Word building: compound words Translation: scientific and technological vocabulary Structured writing: a statement supported by examples Reading skill: Skimming (Review)教学重点及突出方法Emphasis is placed on: topic understandingimproving the students reading and translating ability.Approaches: further students understanding of the in-class passage by analyzing the role of words, phrases, connectors, sentences and paragraphs in the roduce the formative evaluation methods to reading and translating teaching 教学难点及突破方法Difficulty in teaching: While reading a passage, the students tend to focus on the separated words, phrases or expressions instead of the ideas of the sentences.Approach: Shift their focus from separate words to the context.相关内容素材Materialsreading passagesonline resourceaudio-visual materialssimulated test of CET-4教学过程教师授课思路、设问及讲解要点Unit Six NatureSection A How to Prepare for EarthquakesSection B Changes in the Balance of NatureGeneral Teaching Procedure and Time AllocationThe first week: Period 1&2 (90 minutes): I. Introduction (5ms)II. Topic understanding: (10ms)III. Intensive reading study: Section A (70ms) comprehension questions text structure analysis study of new words, expressions and typical sentence patterns writing skill: a statement supported by detailsIV. Assigning after-class homework (5ms)The second week: Period 3&4 (90ms):I. Reciting part of section A (5ms)II. A review of passage (55ms)The students are required to paraphrase some important sentences in order to further their understanding of the context. The teacher can help by explaining the difficult points.III. Extensive reading study: Section B (15ms)reading skill: skimmingIV. Further central topic understanding (10ms) Group discussionV. Question raising and answering (5ms) Students are supposed to raise questions concerning unit 6 which they still dont understand after two weeks study. Peer students and the teacher offer answers and help. Detailed Teaching ProcedureThe first week: Period 1&2 (90 minutes):I. Introduction of Unit 6 (5ms)The three selections in this unit deal with the wonderful and mysterious world of nature. A consists of three parts: the preparation for, the proper construction of buildings to withstand, and human emergence planning for earthquakes,. In spite of the short time span human beings have occupied the planet; humans are using up the natural resources and disturbing the balance of nature. We need solutions to all these problems. II. Topic understanding: Natural Disasters (10ms) Tangshan: The Deadliest EarthquakeAt 3:42 a.m. on July 28, 1976, a magnitude 7.8 earthquake hit the sleeping city of Tangshan, in northern China. The very large earthquake, striking an area where it was totally unexpected, obliterated the city of Tangshan and killed over 240,000 peoplemaking it the deadliest earthquake of the twentieth century. Fireballs and Animals Give Warning Though scientific earthquake prediction is in its nascent stages, nature often gives some advance warning of an impending earthquake. In a village outside of Tangshan, well water reportedly rose and fell three times the day before the earthquake. In another village, gas began to spout out of the water well on July 12 and then increased on July 25th and 26th. Other wells throughout the area showed signs of cracking. Animals also gave a warning that something was about to happen. One thousand chickens in Baiguantuan refused to eat and ran around excitedly chirping. Mice and yellow weasels were seen running around looking for a place to hide. In one household in the city of Tangshan, a goldfish began jumping wildly in its bowl. At 2 a.m. on July 28, shortly before the earthquake struck, the goldfish jumped out of its bowl. Once its owner returned it to its bowl, the goldfish continued to jump out until the earthquake hit.III. Intensive reading: Section A (70ms)i. Comprehension of the text and text structure analysis Students work individually to divide the whole passage into several major parts and summarize the main idea of each part, then compare the answer with the partners to see whether they share the same idea or have different answers. If different, whose ides is correct?Main idea of the passage- questions & answers1. What have the scientists done in Japan in order to detect movement?Key: Wire the earth and sea, detect2. What have the Chinese people done about earthquake?Key: Watch animals and plants, warning signs3. What animals show what signs? Key: 1) hens cages2) snakes freeze3) dogs bark a lot 4) fish surface5) birds noisy fly unusually4. How are most of the people who die in earthquake killed?Key: falling buildings5. What is the sensitive way to keep all the family members informed of each other in a large earthquake-stricken city?Key: call the friends or relatives, more than a hundred miles away6.What should be a major emphasis for all government programs and earthquake-related research projects?Key: education, concerning, survive earthquakeText structure How should people predict when an earthquake is going to happen? (para.1) How should people prevent the great destruction of property caused by earthquakes. (para.2) How should people prepare themselves for the possibility earthquake? (paras. 3-6)Even if prediction becomes possible, people still have to do their best to prevent disasters. (para.7) ii. Study of language points (new words, expressions and typical sentence patterns)Words and expressions 1. after all （L.15）1). in spite of what has been done2). should be remembered不管怎样，最终她还是来看他了。In the end she came to see him after all.别忘了，演员的生活就是与语言打交道的。After all, an actors life is spent working with words.2. to withstand the power of earthquakes (L. 18)withstand: endure, resistWithstand the storm 顶住暴风雨Withstand severe tests 经得起严峻的考验Withstand another attack 抵挡住又一次进攻Withstand hard wear 耐穿Withstand pressure 禁得住压力3. to be a major concern (L. 18)become sth. people are concerned about most怎样防止非典的卷土重来(resurgence)是公众关注的重点之一。How to prevent the resurgence of SARS is one of the major concerns among the public.4. joint (L.22)shared, held or done by two or more people togetherjoint venture 合资企业joint effort 共同的努力joint decision 共同的决定5. in addition (to) (L.26、34) 除英语外，她还会说五种外语。She speaks 5 foreign languages in addition to English. 6. attach sth. to sth. (L.31)那幅画用钉子挂在墙上。The picture was attached to the wall by a nail. 7. agree on: have the same opinion about (L49) agree to: accept; approve agree with: have the same opinion with sb. 1) Finally the committee _ your request.2) I cant _ your father; it is a foolish risk.3) The two sides _ the date of negotiation.Key: agreed to agree with have agreed on8. be resistant to (L.64)offer resistance to 保守的人通常反对变化。Conservative people are usually resistant to change.Sentence analysis1. so that 引导结果状语从句Architects now design buildings so that the buildings columns and horizontal beams are of equal strength. (L.24)引导目的状语从句And fasten doors so that they will not open accidentally during an earthquake. (L. 32)铅笔掉到桌子底下，找不到了。The pencil fell down under the table So that I couldnt find it他的一个肺被感染了，需要休息。One of her lungs is affected so that she has to rest让他尽快完成这些信，以便我在上面签名。Ask her to hurry up with the letters so that I can sign them我会把一切都告诉你，使你自己能做出判断。Ill give you all the facts So that you can judge for yourself2. be of + 抽象名词表示该名词所表达的性质Architects now design buildings so that the buildings columns and horizontal beams are of equal strength. (L.24)Paraphrase: Architects now design buildings in such a way that the buildings columns and horizontal beams are equal in strength.常见抽象名词：use, help, importance, experience, joy, benefit, value, interest, significanceTranslation:你的建议对我很有帮助。Your advice was of great help to me.很多种证据在法庭上不起作用Many kinds of evidence are not of much use in court.iii. Writing skill: a statement supported by details Supporting a topic sentence with examples makes a general statement specific and easy to understand.Example: Paragraph 2A general statement: People would also like to be able to prevent the great destruction of property caused by earthquakes.Detail 1.To improve building structures that can withstand the power of earthquakes.Detail 2.Architects design buildings in a way that the buildings columns and horizontal beams are of equal strength, and vertical support columns are inserted deep into solid soil. In addition, many new houses have relatively light roofs and strong walls.Detail 3. Concrete pillars for highway bridges that previously only had steel rods insides are now enclosed in steel.V. Assigning after-class homework (5ms)Task: structured writing: Natural Balance Should Take Precedence Over Economic Development .Before next class, finish the following tasks:Preview text B, do the exercise on page 168How much can we do to save our world?1. Find as many proper names of natural disasters.2. Choose one as the task of your group, talk about the causes and ways of prevent it.3. Be sure to prepare some key words before hand.The second week: Period 3&4 (90ms)I. Reciting part of section A (5ms)II. Review of Section A (55ms)Typical patterns for predicting 原句: Clearly, some locations on earth already have too many people; in many of this areas, future increases will surely bring about more poverty and suffering. (P. B L. 32)很明显，地球上某些地区人口已经饱和；在这其中的许多地区，未来的人口增长肯定会带来更多的贫穷和苦难。句型提炼Clearly, already have too many (现象)；in many of the , futurewill surely bring/lead to more. (预测) 很明显，已经 ，在这其中的许多，未来的肯定会带来更多的。应用：很明显，我国一些公司的办公人员已经饱和；在这其中的许多公司，未来的人员增长肯定会带来更多的竞争和下岗。Clearly, some campanies in our country already have too many employees; in many of this companies, future increases will surely bring about more competition and lay-offs.III. Extensive reading: Section B (15ms)Reading skill: skimmingWhen you skim, you read only selected sentences quickly in order to get the general idea of a passage. In skimming, you should also use textual clues such as italicized or underlined words, headlines or subtitles, spacing, paragraphing, etc. The key step is to decide what information you want to know , and then try to skim for it.The following are some examples from Passage A in this unit to explain how to skim for the particular information that a reader is interested in.Example 1After having a brief look at the title of the reading passage, you might want to know: Where shall I find the information about earthquake prediction, prevention and preparation? To skim for the places for the information in question, the reader actually just needs to read the first sentence of each paragraph in the text. Sentence 1, Paragraph 1 tells him/her that this is the place for information about earthquake prediction; Sentence 1, Paragraph 2 for information about earthquake prevention; the first sentence of Paragraphs 3, 4, 5, 6 for information about preparation against earthquake.Example 2After reading two paragraphs, you might want to know: How should people get prepared for an earthquake? Since the reader now knows where to get the information about earthquake preparation, he/she may move his/her eyes very quickly down these relevant (有关的) paragraphs, skimming for the answer, which is offered as follows: 1. regularly check and reinforce their homes; (Para. 3) 2. have supplies of water and food at home and at work; (Para. 4)3. keep a fire extinguisher handy, etc.; (Para. 5) 4. have earthquake emergency plans. (Para. 6) Skimming PracticeSkim Passage B for answers to the following questions. 1. Where can you find the information about the formation and development of the Earth?Key: In Paras. 35. Read the first sentence.2. When was the Earth formed? Key: About 5 billion years ago (Para. 3). Skim the words “the Earth” and “formed”3. When did the first human beings walk the Earth? Key: About 3 million years ago (Para. 4). Skim the words “the first human beings”.4. Which section is about mens control over natural resources?Key: Section 2. Notice its spacing and its headline.5. Which section is about the balance of nature?Key: Section 3. Notice its spacing and its headline.IV. Further central topic understanding (10ms) How much do you know about other disasters?1. Hurricane飓风2. Tornado龙卷风3. Eruption火山爆发4. Drought干旱5. Typhoon台风6. Disease疾病7. Avalanche雪崩8. Flood洪水9. Tsunami海啸10. Mud-rock flow泥石流11. Landslide山体滑坡12. Sand storm沙尘暴13. Bird flu禽流感V. Question raising and answering (5ms) Students are supposed to raise questions concerning unit 6 which they still dont understand after two weeks study. Peer students and the teacher offer answers and help.教学后记AchievementsBy the end of unit, the majority of my students have achieved the goals which are set previously at the beginning of the unit: They got access to a new reading skills-scanning - which they felt original so that they are eager to apply and master them and which are really helpful and effective in shifting their focus from th