资源描述
111Unit5 The power of nature I单元教学目标 (技能目标)u talk about volcanoes and the work of volcanologistsu practice expressing fear and anxiety u learn the ing form used as adverbial in a sentence u write about an experience in a nature disaster II目标语言1 功能句式: expressing fear and anxiety.u I was so excited about what I had done and where I was, I forgot my fear.u I was very worried thatu I was very relieved whenu I was trembling almost as much as the ground under my feet. u I was still terrified.u I was so nervous that my whole body was damp with sweat.u I was so anxious that I couldnt move for a long time.u I had to force myself not to panic.u 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 courage 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 ing form used as adverbial in a sentence 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.Period 1 Warming up and pre-readingTeaching goals:a. Encourage the students to discuss volcanoes.b. Enable the students to know more about volcanoes Teaching important and difficult points:Talk about volcanoes and the work of volcanologistsTeaching aids: A recorder, a projector, and a computer Teaching methods: Brainstorm and discussion (Group work).Teaching procedures and ways In order to talk about what volcanoes are and how they are formed, students need to learn Some new words: lava erupt/eruption crater active/dormant/extinct volcanoes Step I Show some pictures of disastersAsk student to name disasters as much as they know.Sample answer: cyclone typhoon Hurricane tornado snowstorm landslide Volcano tsunami earthquake flood hailstorm sandstormStep II QuestionsAsk them what they feel when they see the 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 unbelievableHave you ever seen a volcano?Ask Ss to complete exercise 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.Step III Pre-reading 1) Can you tell me who will climb into a live volcano in order to take the temperature? of the boiling rock inside?volcanologistsdo they take up a crazy job?2) 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 questions 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.their guesses were.Afterthoughts: _Period 2 Reading and comprehendingTeaching goals:a. Enable the students to master some English expressions and phrases and to know some knowledge of volcanoesb. Enable the students to master important pointsTeaching important points: Let Ss learn to use the structures of giving suggestionTeaching methods: Skimming method, Task-based methodTeaching aids: A projector, a tape-recorder and a blackboardTeaching procedures and ways:Step I First readingScanning & skimmingAsk students to read through the passage quickly to get a main idea ofthe whole passage. Give them a limited time to read the whole passagein order to encourage them to practice reading for general ideas and to discourage them from reading word by word main idea: This passage is a first-person account of a volcanologists experiences. The volcanologist described his exciting job and wrote down his first sight of an eruption.What does a volcanologist do ?( answer in the text )Then let students do the multiple-choices (见课件) 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 skills of evaluating a text. Step II Second reading Before reading, glance through Exercise 2 on Page35.Choose some to ask them and check their answers:1. Why is a volcanologists job important?Volcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.2. Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?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 the crater.3. Why was it difficult for the writer to walk towards the edge of the crater ? The author was wearing special protective clothing that made it difficult to walk4. What does the writer find impressive about volcanoes even after studying them for 20 years?The author is impressed by the beauty of the eruption and also by its potential to cause great destruction.Step III Third reading (Read again to find more details) 1).what made the author realize that an eruption occurred ? answer: my bed began shaking a strange sound my bedroom became as bright as day an abosolutely fantastic sight red hot lava was fountaining hundreds of metres into the air 2).what did the scientists do after the eruption ? answer: put on white protective suits, helmets, big bootsdropped as closed as possible to the craterslowly make our way to the edge of the craterlooked down into the red boiling centerStep IV HomeworkSpend some time researching one disaster. You can use books, magazines, newspapers or the Internet. Collect pictures and diagram and look for information about: what causes this kind of disaster actrual 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 disarster happening again or to lessen the damageAfterthoughts: _Period 3-4 Language PointsTeaching Aims1. To learn some new words and phrases.2. To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences.Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the reading material.Teaching ProcedureExplain language points in the reading passage.1. have you ever considered how weak humans are compared with a volcano, hurricane or earthquake ? 你是否想过， 和火山，飓风或地震相比人类是何等脆弱。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. Do you enjoy taking risks? risk n. 风险，危险： He was taking a risk by overtaking on a bend. 他在转弯处超车是在冒险。 The house is a fire risk. 这房子有起火的危险短语联想：at risk 在危险中:You are at risk if you dont wear a seat belt. 不系安全带真的会有危险。at the risk of 冒危险：At the risk of seeming rude, I must refuse your request, Im afraid. 尽管似乎无理，恐怕我还是必须拒绝你的要求。3. Many houses have been covered with lava or burnt to the ground. 许多房屋被熔岩覆盖或烧毁。 burn to the ground 指楼等被烧毁。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 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 had burnt out. 引擎给烧坏了。Burn up 烧毁，燃得更亮/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 in the fire to make it burn up. 他往火上加木材想让他烧的更 旺。4. We slowly made our way to the edge of the crater. 我们慢慢向走火山口的边缘。 make ones way （向某地）走（去）：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. 他迅速离开房间，朝她床边走去。短语比较：make ones way 还表示“有出息” ：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. Today, I am just as enthusiastic about my job as the day I first started. 如今， 我和开始从事这项工作时一样满怀热情。 enthusiastic (about) 感兴趣的，热心的： 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。6. She made an effort to be nice to her boss.她努力对老板好些。 effort 可用做不可数名词，表“力气”： It took a lot effort to lift the boxes. 抬起那些箱子要花很大的力气。effort 可用做可数名词，表“费劲的事” “尝试”： 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： He made an effort to arrive on time. 他尽量准时到达。Homework: finish exercises in “learning about language”Afterthoughts: _Period 5-6 GrammarTeaching aimsEnable the students to master the v-ing form used as an adverbialTeaching important &difficult pointsHow to enable the students to know v-ing form used as an adverbialTeaching aidstape recorder, slidesTeaching proceduresReview the usage of ing form:1. Write the following pairs of sentences (or other similar ones)on the board.I was feeling tired. I went to bed earlyFeeling tired I went to bed earlyI worked hard all day. I went to bed earlyHaving worked hard all day, I went to bed early.A Lead them to understand that in the first pair of sentences, the feeling and the action are happening at the same time; whereas in the second pair, the working allday happened before he/she was tired3. 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 + past participle (the perfect ing 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 structures used.7. 小结-ing 形式的用法1) ing 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 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 flooding in the area.)在这个地方雨下的如此大，以至引发了洪灾。2(Having been)+p.p. , 主语+谓语被动主动Having finished my work, I went home. (= After I had finished my work, .)工作做完只后，我就回家了。例句u ing形式的完成式所表示的时间在谓语动词之前u 表示被动可直接用过却分词用法Having +p.p. , 主语+谓语句型) ing形式的完成式 使用-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。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.-ing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 took out 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 came 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 policeman for help. 我不知道怎 样找到地铁，就去找警察帮忙。 EX.请用括号里所给动词的适当形式填空: 1. _ (live) in a southern city of China, I have never seen such a wonderful snow view. 2. _ (not grow) up yet, youre not allowed to enter the bars. 3. _ (encourage) by the director, the actors performed wonderfully in the play. 4. _ (Know) all this, they made me pay for the damage. 5. The students are sitting in the reading-room, _ (read) all kinds of books. Key: 1. Living 2. Not having grown 3. Encouraged 4. Knowing 5. reading二、单项选择1 The great hall was crowded with many people, _ many children _on their parents laps. A. including; seated B. including; seating C. included; sat D. included; sitting 2. _ for a long time, most of the crops in this area died from lacking water. A. Being no rain B. There was no rain C. To be no rain D. There being no rain3 His letter, _ to the wrong number, reached me late. A. having been addressed B. to have addressed C. to have been addressed D. being addressed 4You cant catch me Janet shouted, _away. (NMET2005全国卷3)A. run B. running C. to run D. ran5More and more people are signing up for Yoga classes nowadays, _ advantage of the healthy and relaxation benefits. (NMET2005上海卷)A. taking B. taken C. having taken D. having been taken6_ in the queue for half an hour , Tom suddenly realized that he had left his wallet at home. (NMET2004北京卷)A. To wait B. Have waited C. Having waited D. To have waited答案1.A。including为介词;由seat的用法可知,此处应用其过去分词形式。2. D. There being no rain为 there be句型的独立主格形式。3.A。address所表示的动作发生在谓语动词所表示的动作之前,且与letter之间逻辑上存在着被动关系,having been addressed.在句中作非限制性定语。4 解析：答案为B。现在分词running away在这里作伴随状语。题意是一边跑着，一边喊着说。5解析：该题考察非谓语动词的用法。四个选项均为take的不同形式，由句中的逗号及空白前后的逻辑关系考虑，此空应填现在分词表结果，答案为A。6解析：答案为C。 根据for half an hour 可判断出要用现在分词的完成形式having waited 填写，表示排队发生在汤姆意识到把钱包忘在家里了之前。Homework1. Review v-ing form used as an adverbial.2. Preview Using Language.Afterthoughts: _Period 7-8 Listening and speakingTeaching goals: Enable the students to listen for details and catch the specific information as much as possible.Enable the students to predict some important listening skills in the process of listening and encourage the students to talk about the details after listening.Teaching important and difficult points:How to make sure the answers of listening material;Teaching methods: Listening and cooperative learning.Teaching aids: A recorder and cassette tapes, a projector, and a computer Teaching procedures and waysListen 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 to names of 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 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. 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. Eg: I was very worried that I was trembling I was still terrified.I was so nervous that I was so anxious that3. Third listening This time the students are listening for a different kind of detail. They must listen for 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 recall 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 the tape and stopping when one of the expression is heard.4. Speaking 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. Use expressions from Exercise 3 in listening as well as other words and expressions you and your partner have thought of.Afterthoughts: _Period 9 Using languageTeaching goals:Foster the
展开阅读全文