1、1Unit 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
2、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
3、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：Learn
4、ing about Language第五课时：Integrating skills2、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 picture
5、s 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
6、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 abo
7、ut 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 ma
8、gma 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)Mount Shasta (C
9、alifornia, USA)Mount St.Helens (Washington, USA)Novarupta (Alaska, USA)Olympus Mons (Mars(planet)Popocatepetl (Mexico-Puebla state line, Mexico)3Mauna Kea (Hawaii, USA)Mount Baker (Washington, USA)Mount Erebus(Ross Island, Antarctica)Mount Hood (Oregon, USA)Mount Fuji (Honshu, Japan)Mount Rainier (W
10、ashington, USA)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
11、 natural disasters and let the students prepare for the next period.Period 2 it was deadly impressive, impress4. His speech about the doctor who worked heart and soul for Tibetan people7us very much.5. The view from the top of the mountain was most excite, exciting, excited, excitement6.The students
12、 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 ha
13、d 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.bore 3.boring 4.impressed 5.impressive 6.excited 7.excitement8.exciting 9.excite 10.encourage 11.courage 12.encouraging 1
14、3.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
15、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.staring 2.see 3.glared 4.glanced 5.watched 6.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. (= Wh
16、ile 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,
17、) 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。82-ing 形式的完成式主动 Having + pp,主语+谓语句型被动 （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
18、 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
19、 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 (pi
20、ck 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
21、night, especially on country roads in rain.Suggested answers:1.playing 2.to do 3.telling 4.to do 5. talking6.to pick up 7.windsurfing 8.to learn 9.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 na
22、tural 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 y
23、ou are. 92. 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 h
24、elped 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?(2). What made the author realize that an eruption occur
25、red? (3). What did the scientists do after the eruption?Step 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 adje
26、ctives 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 Ch
27、angbaishan is a good place to visit and what visitors can do there. Also note how danger excites me and makes me feel aliveI have the greatest job in the worldprotect people from the volcanome bed began shakinga strangesoundmy bedroom became as bright as dayAn absolutely fantastic sightRed hot lava
28、was fountaining hundreds of meters into the airput onwhiteprotectivesuitshelmets,big bootsdropped asclose aspossible tothe craterslowlymade ourway tothe edgeofthe craterlookeddowninto thered,boilingcenterclimbeddowninto thecrater tocollectsomeleave10the paragraph ends by naming Tianchi.The second pa
29、ragraph 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
30、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 detail
31、s.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 pe
32、rsuade 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 part
33、ner 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
34、 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”) where correct. Give them a limited time to read the wh
35、ole passage in order to encourage them to practice reading for general ideas and to discourage them from reading word by word.2. With the whole class, go through the list you wrote on the board and tick the items mentioned in the reading passage. Ask students what other tasks they now know volcanolo
36、gists do and add these to the list on the board. 3. 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 the skills of evaluating a text. The first question asks students to relate the text t
37、o their own experience, which will help them to understand and remember what they have read. The second question is the first step in developing an important research skill. Then the information is relevant to their purpose and 11whether they might have to find other resources to the information the
38、y need. Second reading 1. Ask students to read the text with a partner and to help each other understand any difficult parts. Ask them to underline any words they are not sure of or do not know the meaning of. Ask them to try to guess the meaning of these words but not to look them up in a dictionar
39、y or word list just yet.2.When they have finished their second reading, ask students to tell you what words they are still unsure about. List these on the board. Ask the student to read out the sentence containing the unknown word and ask the rest of the class to suggest the meaning. If no one can g
40、ive the correct meaning, either tell them yourself or ask them to look it up in a dictionary.3.At this point, briefly examine the structure of the text with the whole class. Ask them what the purpose of the first two paragraphs is. (Answer: to introduce the topic of the text, to introduce the writer
41、, to tell the reader that this text will be about the pleasures of being a volcanologist, ect). Next, look at the last paragraph and discuss its purpose. (Answer: To finish the text by summarizing how the writer feels about his job and to restate the ideas expressed in the first paragraph.Finally, a
42、sk the purpose of the paragraphs in between the introductory and concluding paragraphs. (Answer: To provide evidence to back up the statements made in the introduction, to relate interesting experiences that will entertain and inform the reader).Step 7 HomeworkWrite a short composition about one of
43、the natural disasters.Background information on disasters.Background information on disasters1. List of disastersThis is a list of disasters, both natural and man-made.Classical-Era disastersVesuvius volcanic eruption, ItalyAlexandria earthquake that destroyed the Pharos of AlexandriaRhodes earthqua
44、ke destroyed the Colossus of RhodesSodom and Gomorrah that were destroyed in an undetermined Biblical disaster more than likely meteors.Modern-Era disastersMobile magazine explosion (May 25, 1865)Krakatoa, Indonesia, volcanic eruption, (August 26,1883)Great Galveston Hurricane and Flood, Galveston,
45、Texas (September 8, 1900)1906 San Francisco earthquake, San Francisco, California (April 18, 1906)Halifax explosion, Halifax, Nova Scotia (December 6,1917)The Boston Molasses Disaster, Boston, Massachusetts (January 15,1919)12Tri-State Tornado, Missouri, Illinois, and Indiana (March 18,1925)The Bomb
46、ay Explosion, Victoria Dock Bombay, India (April l4, 1944)The Port Chicago Explosion (July 17, 1944)Hartford Circus Fire, Hartford, Connecticut (July 6, 1944)Texas City Explosion, Texas City, Texas (April 16,1947)Great Smog of 1952, London, France (June 11, 1955)The Palm Sunday Tornado Outbreak, Mid
47、west, United States (April 11, 1965)BLEVE explosion at a refinery in Feyzin, France (January 4, 1966)Ibrox disaster, Glasgow, Scotland (January 2,1971)Summerland disaster, Isle of Man (August 2, 1973)The Super Outbreak, tornadoes in 13 U.S. (April 3.1974)The Flixborough disaster, North Lincolnshire
48、(June 1,1974)Hyatt Hotel disaster, Kansas City, Missouri (July 17,1981)Heysel Stadium disaster, Brussels, Belgium (May 29,1985) Piper Alpha disaster, North Sea, Scotland (July 6,1988)Hillsborough disaster, Bijlmerramp, Netherlands (Pctober4,1992)Chicago Heat Wave of 1995, Chicago, IllinoisMay 3rd to
49、rnados, Oklahoma City, OklahomaEnschede fireworks disaster, Enschede, Netherlands (May 13,2000)Kaprun disaster, Kaprun, Austria ( November 11,2000)Bam Earthquake, Iran (December26, 2003)Dam disasters Great Sheffield flood, Sheffield, England (March 11,1864)Johnstown flood, Johnstown, Pennsylvania (May 3
