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111Unit 5 The power of nature. 单元教学目标技能目标Skill GoalsTalk about volcanoes and the work of volcanologistsPractise expressing fear and anxietyLearn the -ing form used as adverbial in a sentence. 目标语言功 能 句 式Expressing fear and anxietyI was so excited about what 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 force myself not to panic. Then I got up the courage to .词 汇volcano, erupt, eruption, ash, hurricane, adventure, bore, excite, evaluate, unfortunate, unfortunately, fountain, absolute, absolutely, fantastic, crater, potential, impress, impressive, precious, novelist, cancel, effort, relieve, tremble, sweat, anxiety, anxious, panic, courage, typhoon, heaven, diverse, diversity, unique, bathe, swallow, guarantee volcano, ash, lava, adventure, erupt, excite, fountain, fantastic, impressive, relieve, anxiety, anxious, panic, courage. 教材分析与教材重组1. 教材分析本单元以The power of nature 为话题，旨在通过单元教学使学生了解火山爆发、地震、台风、洪水等自然现象，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。1.1 Warming Up通过对火山爆发示意图的讨论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、写打下基础。 2. 教材重组1st Period Reading 2nd Period Language Study3rd Period Listening and Speaking4th Period Writing5th Period Integrating Skills (1) 6th Period Integrating Skills (2). 分课时教案The First Period ReadingTeaching goals 教学目标1. Target language 目标语言重点词汇和短语volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made ones way, potential, impressive2. Ability goals 能力目标Enable the students to learn about the powerful natural force volcano and the work of an volcanologist. 3. Learning ability goals 学能目标Help the students learn how to analyze the way the writer describes his exciting job.Teaching important points 教学重点Read the text and answer the questions in Comprehending Exercise 2.Teaching difficult points 教学难点Retell the writers first sight of Mount Kilauea eruption.Teaching methods 教学方法Discussion, reading, speaking and cooperative learning.Teaching aids 教具准备A projector and some slides.Teaching procedures & ways 教学过程与方式Step Warming UpLead the students to the topic by telling them a story. Then get the students to describe a volcano eruption according to the diagram. After they are familiar with the topic, let them list some other powerful natural forces and discuss the ways human beings protect themselves from the natural forces.Step Pre-readingGet the students to answer the six questions on page 33 to find out whether they will enjoy working as a volcanologist. And then get them to talk about the occupation according to the questions.Step While-readingScanningGet the students to read the passage quickly and accurately. Give them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some detailed questions about the text. T: What does a volcanologist do? Is the work interesting? Lets read a passage written by a volcanologist. The volcanologist enjoys his job very much. He described his exciting job. And he wrote down his first sight of an eruption. Now lets read the text quickly and find out the answers to these questions Comprehending Exercise 1 on page 35 .Several minutes later. Check the answer.SkimmingIn this part, the students will read the text quickly to get the general idea of the passage. Check the answers with the whole class, then explain some sentences or words that the students may find hard to understand.T: Now please read the text again and try to get the main idea of the passage in groups of four. Three or four minutes later.T: Have you got the general idea of the text?It wasnt very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. At that time I determined to be a volcanologist forever.DiscussionWriting characteristicsStep HomeworkT: Now its time for homework. Today you have two tasks to finish after class. The first task is to finish exercises in Discovering useful words and expressions on page 35. These exercises will help you practice the words and expressions weve just learned. The second one is to retell the text. Thats all for today. See you tomorrow.The Second Period Language StudyTeaching goals 教学目标1. Target language 目标语言重点词汇和短语 bore, bored, boring, impressive, impress, excite, excited, exciting, excitement, courage, encourage, encouragement, encouraging, panic, anxious, glance through, compare with, make ones way to2. Ability goals 能力目标Enable the students to learn and use new vocabulary. Enable the students to use -ing form as adverbial in a sentence.3. Learning ability goals 学能目标Enable the students to learn the way of grouping words together to learn new vocabulary.Help the students learn how to use the -ing form as adverbial.Teaching important points 教学重点 The -ing form used as adverbial.Teaching difficult points 教学难点The -ing form used as adverbial.Teaching methods 教学方法Practice and role play.Teaching aids 教具准备 A computer.Teaching procedures & ways 教学过程与方式Step RevisionT: Good morning, boys and girls! Who would like to retell the text?T: OK. Ill ask some of you to give your answers.Check the answers with the class.Step Words and ExpressionsT: Please read the sentences on the screen. And pay attention to the words in bold. Is it a verb, a noun or an adjective? You can get the answer by reading these sentences. Or you can turn to your dictionaries. 1. The long novels bore me.2. I am bored to death.3. The long novels are boring.4. The girl impressed her friends with her sense of humour.5. His collection of painting is impressive.6. The invention excites the doctors.7. Its an exciting discovery.8. The excited children forgot to take the presents to the party.9. The news caused great excitement.Step Useful StructuresIn this part the students will learn the -ing form used as adverbial in a sentence to give information about time, reason and result. Then they will learn how to combine pairs of sentences using the present or the perfect -ing form. Finally, get them to make a dialogue by using the -ing form.T: Look at the two sentences on the screen. Can you see in what way they are similar and in what way they are different?Show the two examples on the screen.Looking 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.Show the following sentences on the screen.1. When they heard about the volcano, they ran down the village.2. As I was excited, I couldnt go to sleep.3. The sun shines brightly in the sky and give us light and heat.4. If you lose your heart, you wont find a way to overcome the difficulty.5. She finished her studies. Then she was anxious to find a job.Step HomeworkT: Today we mainly practiced the -ing used as adverbial. After class, please finish Exercises 1 and 2 on page 72. See you tomorrow.The Third Period Listening and SpeakingTeaching goals 教学目标1. Target language 目标语言重点词汇和短语tremble, anxious, panic, courage, excited, worried, relieved, terrified, nervous 2. Ability goals 能力目标Enable the students to learn the ways of expressing fear and anxiety.3. Learning ability goals 学能目标Enable the students to describe powerful natural forces that they have experienced and how they felt during and after the disaster.Teaching important points 教学重点Ways of expressing fear and anxiety.Teaching difficult points 教学难点Enable the students to describe powerful natural forces that they have experienced and how they felt during and after the disaster.Teaching methods 教学方法Listening, speaking, discussion and cooperative learning.Teaching aids 教具准备A recorder. Teaching procedures & ways 教学过程与方式Step I ListeningThe students will listen to the volcanologists talk about their most frightening experience. First get the students to describe the three pictures to help them recall the words or expressions theyve learned about the occupation volcanologist. Then listen and write their names under the pictures. Play the tape for the third time. Make sure the students understand the sentences in Exercise 3 and know what they are asked to do. The students listen and write down their answers.Step SpeakingFirst, get the students to think of ways to express fear and anxiety.Second, ask the students to think of powerful natural forces that they have experienced. If they didnt experience any such things, they can imagine according to the text and what they heard just now. Then they are required to tell their similar experience and how they felt using expressions from Exercise 5 in Listening. T: The speakers describe their fear or anxiety. We can find these sentences in Exercise 3. How do you express fear or anxiety? Read these sentences aloud and then think of other ways.Step HomeworkT: Form a group with another pair and tell them about your dangerous experience.The Fourth Period Reading and writingTeaching goals 教学目标1. Target language 目标语言重点词汇和短语vary from . to ., diversity, unique, bathe, swallow, guarantee2. Ablity goals 能力目标Enable the students to get information about the Lake of Heaven by fast reading.Enable the students to write about hot pools at Changbaishan using some notes given.3. Learning ability goals 学能目标Help the students learn how to describe a nature reserve using given information.Teaching important points 教学重点Teach the students how to make use of given information to describe a nature reserve.Teaching difficult points 教学难点Learn how to describe a nature reserve.Teaching methods 教学方法Study individually, practice and discussion.Teaching aids 教具准备A projector and some slides.Teaching procedures & ways 教学过程与方式Step RevisionGet the students to describe his / her dangerous experience.Step ReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask them some detailed questions about the text. Check their answers in class, and explain some questions they ask.Then read the text quickly and find out the answers to the questions.After the students read the text.Step WritingAfter reading the text, the students will learn the way of describing a place of interest. Get the students to read the notes first, and then let them discuss in which aspects they will introduce hot springs. And then let them write a paragraph about hot springs.T: The writer tells us we can bathe in hot water pools if we visit Changbaishan, but he didnt introduce hot springs to us. Now turn to page 40, you will find some notes about hot springs. Lets introduce hot springs to our readers by using these notes. The title should be Hot Springs in Changbaishan. While writing, make use of the writing techniques of the text we read just now. Before writing, discuss with your partners in which aspects you will describe hot springs.Step HomeworkT: Describe a typhoon, a snowstorm or a hailstorm. Collect some information about them if you didnt experience any of them.The Fifth Period Integrating Skills (1)Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语 cyclone, fierce, damage, tear from, pull up, turn overb. 重点句式 P70Im looking forward to . I cant wait .Everything will be all right. Stay where you are.2. Ability goals 能力目标 Enable the students to plan a play and act it out, using expressions listed under each scene.Enable the students to write a diary entry describing how they felt during and after the disaster.3. Learning ability goals 学能目标Help the students learn how to plan a play, make up a dialogue and act it out.Help the students learn how to write a diary entry describing how they felt during and after the disaster.Teaching important points 教学重点Get the students to learn to plan a play and act it out, using expressions listed under each scene.Teaching difficult points 教学难点Enable the students to write a diary entry describing how they felt during and after the disaster.Teaching methods 教学方法Listening, task-based learning, discussing and writing.Teaching aids 教具准备A tape recorder and some pictures.Teaching procedures & ways 教学过程与方式Step Talking (P69)T: Look at the picture on page 69, Talking. What happened to the house? Can you guess?Step Listening (P69)In this part, the students will listen to Christine talking about a cyclone she experienced. First get the students to read the seven sentences quickly and write 1-7 beside the events to show the order in which they happened. Then listen to check their answers. Listen to the tape for a second time to finish Exercise 2 on page 70.T: Now lets listen to Christines description of a cyclone and see how she felt during and after the cyclone. The events have been listed but they are disordered. Read them quickly and write 1-7 beside the events to show the order in which they happened according to your own experience. Then we will listen to the tape and check your answers. Understand?The students listen to check their answers. Then the teacher shows the correct answers.T: Where were the family members during the storm? Look at the floor plan on page 70. Write the names of the family members in the correct place on the floor plan. You can use a letter to stand for a family member when listening. Then rewrite their names after listening. Lets begin. Are you ready?After listening, check their answers in class.Step Writing (P74)T: Turn to page 74. We are going to practice writing a diary entry. Choose one of the natural disasters on the list or any other disaster you know about. Then imagine you were caught in this terrible natural disaster but you are safe now. Write a diary entry to explain how you felt during and after the disaster. First, make a timeline to show the order in which the events happen. You can follow the example. Now please choose a disaster and make a timeline.Ask the students to show their timelines before they write the dairy.A sample timeline: A hurricane4:00 pmLeft home to go for a walk in the hills5: 00 pmStarted to go back home, found the bridge had been washed away by the floods, had to find another way back5: 30 pmStarted to wind6:00 pmCompletely lost, had a rest to see where we were6:30 pmWinds started to get strong, rained heavily7:00pmFound a cave, stayed in it till the rain stopped8:00 pmReturned to normal8:30 pmWent over the rocks and muddy road9: 30 pmWent home safelyT: OK! Now imagine you are safely back home after the disaster. Write a diary entry about your experience and how you felt during it according to your timeline.Step HomeworkT: Please turn to page 75. In next period, we will make a classroom display about natural disasters. Read the instructions and do some preparations after class. Collect pictures and diagrams and look for information about: what causes this kind of disaster; actual events that happened in the past in China 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 damage.Thats all for today. See you tomorrow.The Sixth Period Integrating Skills (2)Teaching goals教学目标1. Target language 目标语言a. 重点词汇和短语surprise, overflow, dress, pick up, up to, attach tob. 重点句式 P72Being on higher land, it would be safe from the floods.It had been raining heavily for almost two weeks and the river near Sara and Tonys house was rising higher and higher all the time. 2. Ability goals 能力目标Enable the students to retell the story “Trapped by the Flood” and invent an ending to the story.Enable the students to make a display about disasters using information collected.3. Learning ability goals 学能目标Help the students learn how to make a display using information collected. Teaching important points 教学重点Retell the story “Trapped by the Flood” and invent an ending to the story.Teaching difficult points 教学难点Make a display about disasters using information collected. Teaching methods 教学方法Discussing, cooperative learning and reading. Teaching aids 教具准备A projector, some slides and pictures.Teaching procedures & ways教学过程与方式Step Reading (P72)The passage tells us a story about the experience of a woman who was trapped in the flood. After the students read the story, get them to retell the story and invent an ending to the story.After reading.T: Was Sara rescued? The story still needs an ending. Suppose you are Sara and imagine what happened at last. Then retell the story to your partners.Step Listening (P73)Get the students to listen to the material and make a timeline of Saras story.T: We are going to listen to Sara telling her mother about her experience. Is the ending the same as the ending that you invented? Listen and make notes about the main events in the story. Then make a timeline according to your notes.The students listen and make notes. After they complete their timeline, check their answers in class.Step ProjectT: Share your information, pictures and diagramswith others and get into a group with those who are interested in the same kind of disaster. Then decide how to make your display and who is going to do what.After the students finish, ask two groups to present their work in class.Step HomeworkT: Do SUMMING UP and CHECKING YOURSELF to check how well you have mastered this unit. So much for this unit. See you next time.111
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