2019-2020年高二英语Unit10 Frightening nature.doc

2019-2020年高二英语Unit10 Frightening natureI. 单元教学目标技能目标GoalsTalk about natural disasters: volcanoes, hurricanes and typhoonsPractice expressing emotion, anxiety and fearLearn about Ellipsis Practice creative writing.目标语言功能句式Expressing emotion, anxiety and fearHow terrible!It makes me feel uneasy when.I think its very unpleasant.It makes me feel very worried.I get very upset .Its a frightening thing .I dare not .Im really frightened to .Whats really scary .Im afraid of .Im frightened to death by .Shes scared to death.He gets into a total panic when .It makes my hair stand on end.What terrified me .词汇1. 四会词汇flee, urge, meanwhile, sheet, pillow, protection, severely, heart-breaking, giant, steady, steam, full-powered, steamship, unbelievable, stillness, whisper, appropriate, frightening, hurricane, astronomy, uneasy, unpleasant. upset, terrify, erupt, ash, mud, spot2. 认读词汇Rectina, Pompy, daylight, sulphur, farewell, Montserrat, Plymouth, Von Trapp, Maria, governess, barometre, MacWhirr, Jukes, foam, leap, deck, un-expected, puff, uproot, overturn, swoop, fascinate, geology, meteorology, threat, inhabitant, Pompeii, Herculaneum, Vesuvius, Tacitus, Pliny, Misenum, dirt3. 词组at hand, knock about, all of a sudden, as though, 结构Ellipsis （省略）重点句子1. The sight of it awoke the scientist in my uncle to go and see it from closer at hand. P 762. Her house lay at the foot of Vesuvius, and there was no way out except by boat. P 763. What started out as a trip for knowledge now called for courage. P 764. He had to wait for a good wind, blowing the other way than the one that carried my uncle right in. P 765. He looked more asleep than dead. P 766. Then came a smell of sulphur, and then flames. P 767. You can pick out the important bits, for it is one thing to write a letter, another to write history, one thing to write to a friend, another to write for the public. P 76II. 教材分析与教材重组1. 教材分析本单元以frightening nature为话题，旨在通过单元教学，使学生了解各种自然灾害：地震、台风、火山喷发等,能用所学的有关自然灾害的词汇描述各种自然灾害，并学会使用表达忧虑、恐惧的词句表达自己的感受。1.1 WARMING UP 提供了四幅有关natural history的图片：Geology（地质学），Meteorology（气象学）， Astronomy（天文学），Biology（生物学），让学生根据自己的理解讨论这四个学科通常涉及的内容，并分别举例说明每个学科的重要性。1.2 LISTENING是收音机播放的美国各州天气预报。其中有各种天气情况的表达方式和各州的名称。要求学生们听后与同伴合作播报一个中国各省的天气预报。1.3 SPEAKING 根据材料，两个人合作，参照Example谈论 Typhoon，之后尝试谈论75页六幅图片中的情景如何让你感到恐惧，并说明理由；同时谈论你所认识的人当中谁害怕这些以及他们对这些情景的行为反应。1.4 PRE-READING是READING的热身活动。它要求采用与同学讨论交流的方式谈论火山等自然灾害对人类和周围环境造成的毁坏。1.5 READING是一封书信。信中介绍了Pliny在火山喷发中的经历。1.6 POST-READING 第一题中要求指出文中 the one, the other, their, they等词指代什么,这就要求充分理解上下文和单词所在句子。第二题、第三题要求从文中找到相关Volcano, Seeing和Fear的词语组成词语网络，目的在于丰富描述这些场景的词汇，为写作作好铺垫。第四题要求从文中找到三个事例说明叔叔不惧怕火山。第五题要求按照时间顺序复述短文。目的：培养学生的综合信息、组织语言的能力和表达能力。 1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是两个单词填空试题，目的在于让学生根据语境在运用中掌握词汇。Grammar 是关于Ellipsis省略。先给出省略例句，然后提供四个练习题。目的：让学生了解省略，学会正确使用省略。1.8 INTEGRATING SKILLS中的Reading and writing第一部分是阅读短文Typhoon，第二部分是基于短文理解的短文续写，旨在培养学生的创新意识和写作能力。 2. 教材重组2.1 从话题内容上分析，WARMING UP 与SPEAK-ING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，设计成一节任务型“口语课”。2.2 将LISTENING 和Workbook中的LISTENING整合在一起，设计成一节 “听力课”。2.3 可将PRE-READING, READING和POST-READING三个活动整合在一起上一节“阅读课（一）”。2.4 可将LANGUAGE STUDY 与Workbook中的PRACTISING语法练习题整合在一起上一节“语法课”。2.5 可将INTEGRATING SKILLS 中Reading in Part 1, 和Workbook中INTEGRATING SKILLS 的Reading整合起来上一节“阅读课（二）（泛读课）”。2.6 将INTEGRATING SKILLS 中的Part 2,3,4和Workbook中INTEGRATING SKILLS 的Writing整合成一节“写作课”。3. 课型设计与课时分配 (经教材分析，根据学情，本单元可以用六课时教完.) 1st period Speaking2nd period Listening3rd period Reading4th period Grammar5th period Extensive Reading6th period Writing. 分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语 theme，fighting，conflict，argument，destruction，in ones opinionb. 交际用语Expressing emotion, anxiety and fear恐惧 (Fear)Help!How terrible!Im afraid of that dog.Im frightened.You scared me!I dare not go out at night.忧虑(Worries)Whats wrong?Whats the matter?Anything wrong?What should we do?Is something worrying you?Are you worried about your health?It makes me feel uneasy when.I think its very unpleasant.It makes me feel very worried.I get very upset.2. Ability goals 能力目标Enable the students to describe the natural disasters using the words and expressions in the unit and talk about their anxieties and fears.3. Learning ability goals 学能目标Help the students learn how to describe a natural disaster.Teaching important points 教学重点Let Ss learn to use the structures of expressing anxieties and fears.Teaching difficult points 教学难点How to describe a natural disaster freely and fluently?Teaching methods 教学方法1. Looking at to the pictures (individuals), and reading passages to get knowledge about disasters.2. Pairs work to discuss and work in groups of four to enable the students to express themselves freely. Teaching aids 教具准备1. A puter 2. A projector Teaching procedures & ways 教学过程与方式Step I Revision T: Good morning/afternoon, boys and girls! Ss: Good morning/afternoon, Sir/ Madam! T: Lets check the homework first. Yesterday you were asked to list words expressing anxieties and fears, and preview the new words about disasters. Now, Ill check your homework in this way: Lets divide you into two groups and have a contest: Each group will write such words as many as possible on the blackboard; Every group member should go up to write one word in turn; You cant write the same word between your two groups; Three minutes later, well check which group can write more words. T: One, Two, begin!The two groups of the Ss write down the words about anxieties, fears, and disasters as quickly as possible and as many as possible on the blackboard.Three minutes later, the contest ends. The teacher and the Ss check the result together. And the teacher praises the winner, and encourages others.T: Now, in this period, well talk about anxieties and fears, and of course we cant talk about these emotions without saying something about disasters, such as volcanoes, hurricanes and typhoons.Step II Warming upTalk about the pictures with the teachers help.T: Look at the pictures on Page 73. They are about Geol-ogy（地质学），Meteorology（气象学）， Astronomy（天文学），Biology（生物学）. Can you say something about them? You can refer to the dictionaries and discuss the following questions with your partner.Qs: 1. Do you often hear about these things in newspapers or on TV? Give examples.2. How does nature form a danger to people in the world and how can science help reduce that threat?3. In which way are these fields of science important to our everyday life?4. Think of our test at the beginning of our class.Please finish the following tasks. What words will you need to describe volcanoes and bad weather? What phrases do you think will be useful when you express fear and anxiety? Work in groups and find out as much as you can about the geology of the earth and the weather, especially hurricane and typhoon. Notes: The students are encouraged to look up the words in the dictionary, and they can use what they find to have the discussion.Natural history: The study and description of organisms and natural objects, especially their origins, evolution, and interrelationships. 博物学对生物和自然物的研究和描述，尤其是它们的起源，发展和相互关系。Geology: The scientific study of the origin, history, and structure of the earth. 地质学对地球起源、历史和结构的科学研究。Meteorology: The science that deals with the phenomena of the atmosphere, especially weather and weather conditions.气象学研究大气现象的科学，尤指研究天气和天气情况的科学。Astronomy: The scientific study of matter in outer space, especially the positions, dimensions, distribution, motion, position, energy, and evolution of celestial bodies and phenomena.天文学外层空间事物的科学研究，尤指天体及天文现象的位置、大小、分布、运动、构成、能量及演化的科学。Biology: The science of life and of living organisms, in-cluding their structure, function, growth, origin, evolution, and distribution. It includes botany and zoology and all their subdivisions.生物学生命或生物的科学，包括其结构、机能、生长、起源、进化及分布。包含植物学和动物学及所有的分支。Step III Speaking and talkingT: Now, look at the pictures on Page 75. You can find frightening bad weather, animals, birds and disasters. And we have learned enough words to describe them. Ok, its your turn to talk about them, using the words and phrases we have learned. Look at the useful expressions below the pictures. I think they are of great help to you in talking about the frightening things. Please read the expressions aloud and prepare for your dialogue. Some groups will be invited to talk about one of them in front of the class. If you dont know how to begin your talking, you can refer to the short dialogue about a typhoon on P 74.The students prepare the dialogues in groups and the teacher goes among each of the groups to see if they have any questions and directs the students activities.A few minutes later. T: Are you ready? Ss: Yes.T: Which group will act out?Ss: (The first group) Les us have a try.Dialogue 1A: Have you ever met a snake?B: No, I live in the city, and the snakes are rare. I just saw some snakes on TV. A: Were you afraid of them? B: Not very. But I know a friend of mine is afraid of the snakes very much. She lived in the countryside when she was a child. One day, when she played in the open air, a snake bit her. Luckily, the snake wasnt a poisonous one. From then on, when she met a snake, her hair would stand on end.A: That sounds terrible.B: Yes, maybe when I meet a real snake, I will be frightened, too. Dialogue 2A: Are you afraid of thunder?B: If it is a light one, it is nothing to me. But if it is a strong one, I will be scared. What about you?A: I am a boy, it is just a thunder, it wont scare me. But I know my cousin is really a coward. When she meets a rainy day, she dare not go out. Once there is a thunder, she is scared to death, and her mother must stay with her. B: Really? How old is she?A: She is only 6 years old. Dialogue 3A: Do you remember the period during which SARS spread China?B: I will never forget it all my life.A: How did you feel at that time? Were you scared?B: I was just a little worried. But some of my classmates were very upset. They got into a total panic even when their temperatures rose a little. I thought it was unnecessary. If you pay attention to your everyday diet and do proper exercise, you wont be infected.A: You are right.Dialogue 4A: Where is your hometown?B: My hometown is Mongolia.A: So, you never met a flood.B: Yes, but I have heard a lot about flood. One of my university friends es from Hunan Province suffered a lot from flood. She once described the serious flood she met to me. She said that the heavy rain with strong winds lasted for nearly a week. A lot of houses were destroyed, many people died, and nearly everywhere was full of water. Her family floated on a boat for a long time, and finally the soldiers saved them.A: I never thought flood is so terrible.B: So did I. Now we know it is really a disaster.Dialogue 5A: Have you ever met a bat?B: You mean the animal that always goes out in the evening?A: Yes, are you afraid of them?B: No, it is just a mon animal. But my brother is afraid of them very much. When asked the reason, he would say “the shape of the bat is frightening, and their eyes are blind; they fly everywhere, sometimes may hit me. And they usually appear in the evening when I fall asleep, and I always wakened by their strange sounds. So I am scared by them.”B: I am scared, too.Dialogue 6 A: Have you ever encountered an earthquake?B: Yes, when I was in senior middle school, an earthquake took place.A: Were you afraid?B: No, I just felt that the earth shaking a little, it stopped before I realized it was an earthquake. What about you?A: I have never encountered one, and I dont know the feeling in an earthquake. But my mother is afraid of earthquake very much.B: Why? A: My mother was in Tangshan in 1976 when the terrible earthquake took place. The earthquake happened in the midnight when everyone fell asleep. The earth cracked, the houses collapsed, and numerous people died in the earthquake.B: It sounds terrible.Step IV TalkingWork in groups.T: Most of us feel frightened of disasters. Some of us may give up doing something because of being afraid of frightening events, but some of us are good at dealing with such feelings. Lets e to the Talking on Page 145. Now lets read and find out how Xiaosong help David get rid of his fear and worries.The students are given 3 or more minutes to read this dialogue and understand what they are talking about.T: OK. Now suppose that you are given the chance to experience fear or worries, while the other tries to say something to make you feel better. Lets see the situations.The teacher shows the situations on the screen. T: Please discuss the situations in your group and act it out. Of course you may consult the example between Xiaosong and David on Page 145. You may do it in groups of two.Ss are getting ready.T: Are you ready? Ill check your work. Which group would like to try?Sa and Sb: Well have a try.Sa: I hear that you are going to Southeast Asia. When will you leave?Sb: Yes, I decided to travel with my parents during the summer holiday. But Im thinking of giving it up.Sa: Are you serious? Why?Sb: It is said that a dangerous illness broke out in Southeast Asia, and there is no cure. Im really afraid of that. Sa: What a pity! But in my opinion, there is no need to worry about that. Remember the following rules and you can keep away from the disease. So far as I know, the illness does not spread by air and that if you often wash your hands, the risk of getting it is small. I think you should not make yourself terrified.Sb: What you are saying really makes sense. I feel better now. And I think Id better get ready for the travel.T: OK, very good. Time is limited, so we have to stop here. And you are expected to practice in pairs after class.Step V Homework1. Tell the other students what is the frightening disaster, using the words about anxieties and fears in five or six sentences. 2. Learn the new words by heart. In next period, the teacher checks the new words by having a dictation.