人教版高二英语选修6 Unit5 The power单元教案
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Unit5 The power of nature
Warming up
I．单元教学目标 (技能目标)
talk about volcanoes and the work of volcanologists
practise expressing fear and anxiety
learn the –ing form used as adverbial in a sentence
write about an experience in a nature disaster
II．目标语言
功能句式: expressing fear and anxiety.
I 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 couldn’t move for a long time.
I had to force myself not to panic.
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 one’s 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 didn’t take much notice.
III．教材分析
本单元以the power of nature 为话题，旨在通过本单元教学使学生了解火山爆发，地震，台风，洪水，海啸等自然现象，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。
Warming up 通过对火山爆发示意图的探讨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。
Pre-reading 通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。
Reading 部分一味火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，
但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。
Comprehending 设计了两种题型：第一题要求学生在阅读后发表对火山学家这一职业的看法；第二题检测学生对文章细节的理解。
Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方
面对学生学习词汇给予指导；语法部分学习-ing形式在句子中作状语表原因，时间及结果。
Using language 以语言实践为目的，包括四个部分的内容。Listening 三位火山学家
讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。
Speaking 是listening 的延续。要求学生讲述自己类似的经历，同时在运用中巩固单词。
Reading 介绍了旅游胜地the lake of heaven， 培养学生快速获取信息的能力。Reading
与writing 属于同一话题，要求根据所给信息写一篇介绍hot springs 的作文。
Sunning up部分要求学生就火山，火山学家，天池，本单元词语，-ing形式和表达情感的日常交际用语等方面进行自我评价，判定呢感学习情况。
learning tip 部分介绍单词记忆方法：利用构词法或话题分类记忆单词；利用图表，图片等记忆单词；随身携带生词本；多
说多写。
IV．分课时教案(多媒体教学)
Warming up
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
Show some pictures of disasters
Ask student to name disasters as much as they know.
Sample answer:
Cyclone typhoon Hurricane tornado snowstorm landslide
Volcano tsunami earthquake flood hailstorm sandstorm
2) ask 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 unbelievable
Have 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 volcanoes
Discuss with students where in the world active and extinct volcanoes occur.
2. 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 ?
volcanologists——do they take up a crazy job?
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.
after they have completed the task, survey the class to find out how many might enjoy
the work of a volcanologist.
their guesses were.
The second period Reading and comprehending
1.First reading
Skinning & skimming
1)Ask students to read through the passage quickly to get a main idea of the whole passage. Give them a limited time to read the whole passage
in 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 volcanologist’s 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)
2)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.
2.Second reading (intensive reading)
Before reading, glance through Exercise 2 on Page35.
Choose some to ask them and check their answers:
1). Why is a volcanologist’s 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 don’t 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 walk
4). 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.
3.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 boots
dropped as closed as possible to the crater
slowly make our way to the edge of the crater
looked down into the red boiling center
Homework
Spend 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 damage
Learning about language
Teaching material
NSEFC Book 6 —— Unit 5
Teaching Aims
To learn some new words and phrases.
To learn some complicated sentence patterns.
Teaching Important Point
How to help the students to master the usage of some useful words, expressions and sentences.
Teaching Difficult Point
How to enable the students to grasp and remember the detailed information of the reading material.
Teaching Procedure
Step1 Revision
1. Check the answers to Ex. 1 on page 36.
2. Check the answers to Ex. 2 on page 36.
1．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quick and so severe that the town was soon covered in _____ and ______. Many houses in the town were __________________. It was an ________ disaster for many people who could not get away in time. A writer named Pliny, who was there during the ________, described how lava was thrown into the air like a ________. ______________ many of the townspeople, _________at the _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.
Keys: 1. bored; 2. volcano 3. made my way 4. compare with
5. erupt 6.impressive
2．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quick and so severe that the town was soon covered in _____ and ______. Many houses in the town were __________________. It was an ________ disaster for many people who could not get away in time. A writer named Pliny, who was there during the ________, described how lava was thrown into the air like a ________. ______________ many of the townspeople, _________at the _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.
Keys: ash; lava; burnt to the ground; absolute; eruption
Fountain; Unfortunately; amazed; fantastic
Step 2 Language Points
1．volcano n.
pl. volcanoes
an active volcano 活火山
an extinct volcano 死火山
a dormant volcano休眠火山
知识拓展
火山学 volcanology -logy: “…… 学/论。”
oceanology climatology
火山学家 volcanologist -ist “……学家 ”
pianist physicist
2. Have you ever considered how weak humans are compared with a volcano, hurricane or earthquake?
consider大致有两种含义。含义不同，用法有别。
知识拓展
①consider作“考虑”解，常用于以下句型：
consider+名词/代词/动名词
consider+从句或“疑问词+不定式”。
You’d better__________________________.
你最好考虑我的建议。
I’m _________________abroad some day.
我一直考虑有一天出国。
Have you considered_________________?
你们考虑他的建议了吗？
We must consider________________.
我们必须考虑下一步要做什么。
Keys:
consider my suggestion considering going what he suggested; what to do next
②consider作“认为”解时，常用于以下句型：
consider sb. /sth+ (as) +形容词/名词 其中，as可以省略。
consider +sb./sth.+不定式 其中，不定式通常是to be (可以省略) 或其他动词的完成式。
consider +it+形容词/名词+不定式短语
consider+宾语从句
At first they considered me___________________.
起初他们认为我是医生。
We consider this matter________________________________.我们认为这件事很重要。
We all consider him _______________the bike.我们都认为他偷了自行车。
We________________________________________.
我们认为学好英语很难。
I consider____________________________________________. 我认为帮助你学习英语是我的职责。
We________________________________________________. 我们这首音乐很值得一听。
Keys:
(as) a doctor (to be) very important to have stolen
consider it hard to learn English well it my duty to help you with your studies consider that the music is well worth listening to
3. Sometimes working indoors…, I’m never bored.
bore vt 使(人)厌烦
---I am sorry I spoke for so long
---I hope I didn’t bore you.
bored adj. (人) 厌烦的
boring adj. （物）令人厌烦的
Are you getting bored of doing the same thing everyday? The movie was so boring that I fell asleep
The life is more and more boring, so many people become more and more bored. 生活越来越无聊,所以很多人也变得越来越无聊
4. Many houses have been covered with lava or burnt to the ground.
burn to the ground (楼房等)完全烧毁
他无处栖身因为他的房子被烧掉了.
He has no place to live in because his house has been burnt to the ground.
知识拓展
burn up 烧完; 烧尽; 烧光;烧旺起来
burn down烧成平地(烧毁,烧光) burn off烧掉
burn out烧掉
Don't leave the gas on you might burn the house down.
别忘了关煤气炉--不然会把房子烧掉的.
The house burnt down in half an hour.
那所房子在半小时之内就被焚为平地.
All the wood has been burnt up.
木柴全部烧光了。
burn off 烧掉
Burn the old paint off before re-painting the door.
先把门上的旧漆烧掉再上新漆.
burn out 烧掉
The hotel was completely burnt out.
该旅馆毁於大火.
If he doesn't stop working so hard, he'll burn himself out.
他继续这样拚命地工作，就会累垮的。
5. We slowly made our way to the edge of the crater.
make one’s way （向某地）走（去）
make one's way in life 事业有所成就
make way (for) 让路，让位
He made his way through the crowd to greet us.
他穿过人群向我们打招呼。
All the traffic has to make way for a fire engine. 所有的车辆都得给救火车让道。
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。
知识拓展
feel one’ way摸索前进
push one’s way挤过
find one’s way找到路，设法到达
go one’s way走自己的路，我行我素
fight one’s way奋勇前进
wind one’s /its way蜿蜒前进
lose one’s way迷路
6. Today, I am just as enthusiastic about my job as the day I first started.
be enthusiastic (about) 感兴趣的，热心的
He is enthusiastic about helping others .他热心助人。 I'm really very enthusiastic about it.我对此真的非常热心。
Despite all our efforts we still lost the game.
7. She made an effort to be nice to her boss.
effort n. 努力; 力气; 努力的成果
make an effort to do sth 努力做某事：
It took a lot effort to lift the boxes.
抬起那些箱子要花很大的力气。
Despite all our efforts we still lost the game.
尽管我们尽了全力，我们还是输掉了比赛。
Put more effort into your work.
你要更加努力地工作。
Your success lies upon your effort.
你成功与否取决于你的努力。
He made an effort to arrive on time
他尽量准时到达。
8. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast it will flow.
本句为–ing形式的完成式作状语。如果分词表示的动作在谓语动词表示的动作之前发生，该分词用完成式。 例如：
Not having met the man before, I couldn't recognize him at first. Having finished my homework, I went to play football.
______ the programme, they have to stay there for another two weeks. (C)
Not completing B. Not completed
C. Not having completed D. Having not completed
Step 3 Homework
1. Master and go over the use of the words and phrases above.
2. Pre-view the usage of –ing form.
Grammar
Teaching material
NSEFC Book 6 —— Unit 5
Teaching aims
Enable the students to master the v-ing form used as an adverbial
Teaching important &difficult points
How to enable the students to know v-ing form used as an adverbial
Teaching aids
tape recorder, slides
Teaching procedures
Step1 Lead in
Examine the sentences below and tell the similarity and difference between these two sentences.
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 didn’t take my notice.
The –ing form can be used as an adverbial in a sentence to give information about time, reasons or results. We use the construction having+past participle to refer to an action that took place before the time expressed by the main verb.
Grammar–ing 形式作状语
一、ing形式作状语,可以表示时间、原因、结果、条件、让步、行为方式、伴随状况等。
用法
例句
时间
Crossing the road, he was ran over by a car. Having done their homework, the students played football.
原因
Not knowing English, he couldn't understand the film.
Having lived in Shanghai, he knows the place very well.
条件
Working hard, you will do well in the exam.
Turning to the left, you will see the post office.
让步
Working or reading, she always did her best.
Not being a rich man himself, he helped the
poor generously.
伴随
The children went into the classroom, talking
and laughing.
She sat there, staring at the ceiling.
结果
His parents died in the war, leaving him an
orphan.
The child fell, striking his head against the
door and cutting it.
二、 –ing形式的完成式
句型
主动
Having +p.p. …, 主语+谓语
被动
(Having been) +p.p…, 主语+谓语
用法
-ing完成式所表示的动作发生在句中谓语动词所表示的动作之前，一般在句中作时间或原因状语用被动语态-ing完成式所表示的动作发生在谓语动词所表示的动作之前，在句中一般作状语用
例句
Having answered the letter, she went on to read an English novel. Having been shown the lab, we were taken to see the library.
三、学习-ing形式作状语的用法时,需要注意以下四点:
一、与过去分词作状语的区别。? 一般来说,-ing形式表示主动、进行;过去分词表示被动、完成。试比较: The?enemy?fled?in?a?panic,?leaving?behind?a?lot?of?dead?bodies?and?weapons. Defeated?and?frightened,?the?enemy?fled?in?a?panic. 分析:前一例中的-ing形式短语在句子中作伴随状语,它与其逻辑主语the?enemy之间为主动关系;后一句中的过去分词defeated和frightened表原因,它与其逻辑主语the?enemy之间为被动关系。
二、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。
1. Comparing all the great people with each other, you’ll find that they have much in common.
2. Finding her car stolen, she hurried to a policeman for help.
3. The train having gone, we had to wait another day.
分析:前两例中,-ing形式的逻辑主语均为主句的主语。最后一例中having gone的逻辑主语是 the train。
三、 -ing形式的否定式。其基本结构是:not + -ing形式,无论在完成式还是被动式里,not必须置于-ing形式之前。如: Not having finished his homework, the boy was still doing it in the classroom.? 四、?-ing形式(短语)的功能有时相当于一个状语从句。?? 根据这个性质,我们在使用-ing形式作状语时,切记不要在前面或后面的句子前用连词连接。如: Walking?on?the?fallen?leaves?in?autumn,?so?you’ll?feel?very?comfortable.(×) 分析:如前所述,-ing形式短语相当于一个状语从句,所以后半句中的连词so的使用是错误的,应该去掉。原句应改为: ?Walking?on?the?fallen?leaves?in?autumn,?you’ll?feel?very?comfortable.
Exercises
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, you’re 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
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 rain
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
4．"You can't catch me" Janet shouted, ______away. (NMET2005全国卷3)
A. run B. running C. to run D. ran
5．More 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 taken
6．______ 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。
Homework
1. Review v-ing form used as an adverbial.
2. Preview Using Language.
Using language-reading
This reading passage is written as though it is from a tour guide. It describes some of the tourist attractions in Changbaishan in Jilin provinc.
Ask students to read the title of the passage and then ask whether they have heard of this lake. Spend a few minutes eliciting students’ prior knowledge about Changbaishan.
2. Read the questions before reading passage and ask students to read through the passage as quickly as possible.
Changbaishan is the second largest nature reserve in China. (F)
The peak of Changbaishan can reach as high as 2,000 meters. (T)
You can see a lot of black bears, leopards or cranes in Changbaishan. (F)
Tianchi is a lake in the crater of an extinct volcano. (T)
The ancestors of the Manchu people were believed to be good at language and persuasion. (F)
3. Read the questions that appear before the reading passage. As going through each question discuss which key words are and have students underline them. Point out that they do not need to understand every word in the passage in order to find the answers. Instead, they should scan the text quickly looking for underlined keywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer.
4. Check answers.
5. some explanations:
The height of the land varies from 700 metres above sea level to over 2,000 metres and is home to a great diversity of plants and animals.
这里的地面高度从海拔700米到2，000多米不等， 是各种各样的动植物的生长地。
vary v. 呈现不同 ；改变，变化:
My husband varies the vegetables he plants each year.我的丈夫每年都种不同的蔬菜。
vary from…to… 由…到…不等； 从…变为… :
These fish vary in price from ￡3 to ￡5.
这些鱼的价格从3镑到5镑不等。
Her mood varied from optimism to extreme depression.
她的情绪由乐观一变而极为消沉。
variety
(质量，种类或特征的)变化：
You need a lot of variety in your diet.
你的膳食要多样化
种类，品种：
different varieties of bananas
不同品种的香蕉
6. Assign writing task: on page40 in the SB
Listening
Listen 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
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.
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 listening
This time students will be listening for details. Stop the tape after each speaker
and give students time to write their answers. Check answers before moving to
the next speaker.
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 that…
3. 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.
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.
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. Check
answers by playing the tape and stopping when one of the expression is heard.
Ask students to check how many of their guesses were correct. The aim of this is to build students confidence by showing them how much they had understood even before they consciously listened for these expressions.
4. Ex: 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..
Warming up
I．单元教学目标 (技能目标)
talk about volcanoes and the work of volcanologists
practise expressing fear and anxiety
learn the –ing form used as adverbial in a sentence
write about an experience in a nature disaster
II．目标语言
功能句式: expressing fear and anxiety.
I 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 couldn’t move for a long time.
I had to force myself not to panic.
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 one’s 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 didn’t take much notice.
III．教材分析
本单元以the power of nature 为话题，旨在通过本单元教学使学生了解火山爆发，地震，台风，洪水，海啸等自然现象，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。
Warming up 通过对火山爆发示意图的探讨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。
Pre-reading 通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。
Reading 部分一味火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，
但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。
Comprehending 设计了两种题型：第一题要求学生在阅读后发表对火山学家这一职业的看法；第二题检测学生对文章细节的理解。
Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方
面对学生学习词汇给予指导；语法部分学习-ing形式在句子中作状语表原因，时间及结果。
Using language 以语言实践为目的，包括四个部分的内容。Listening 三位火山学家
讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。
Speaking 是listening 的延续。要求学生讲述自己类似的经历，同时在运用中巩固单词。
Reading 介绍了旅游胜地the lake of heaven， 培养学生快速获取信息的能力。Reading
与writing 属于同一话题，要求根据所给信息写一篇介绍hot springs 的作文。
Sunning up部分要求学生就火山，火山学家，天池，本单元词语，-ing形式和表达情感的日常交际用语等方面进行自我评价，判定呢感学习情况。
learning tip 部分介绍单词记忆方法：利用构词法或话题分类记忆单词；利用图表，图片等记忆单词；随身携带生词本；多
说多写。
IV．分课时教案(多媒体教学)
Warming up
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
Show some pictures of disasters
Ask student to name disasters as much as they know.
Sample answer:
Cyclone typhoon Hurricane tornado snowstorm landslide
Volcano tsunami earthquake flood hailstorm sandstorm
2) ask 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 unbelievable
Have 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 volcanoes
Discuss with students where in the world active and extinct volcanoes occur.
2. 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 ?
volcanologists——do they take up a crazy job?
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.
after they have completed the task, survey the class to find out how many might enjoy
the work of a volcanologist.
their guesses were.
The second period Reading and comprehending
1.First reading
Skinning & skimming
1)Ask students to read through the passage quickly to get a main idea of the whole passage. Give them a limited time to read the whole passage
in 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 volcanologist’s 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)
2)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.
2.Second reading (intensive reading)
Before reading, glance through Exercise 2 on Page35.
Choose some to ask them and check their answers:
1). Why is a volcanologist’s 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 don’t 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 walk
4). 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.
3.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 boots
dropped as closed as possible to the crater
slowly make our way to the edge of the crater
looked down into the red boiling center
Homework
Spend 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 damage
Learning about language
Teaching material
NSEFC Book 6 —— Unit 5
Teaching Aims
To learn some new words and phrases.
To learn some complicated sentence patterns.
Teaching Important Point
How to help the students to master the usage of some useful words, expressions and sentences.
Teaching Difficult Point
How to enable the students to grasp and remember the detailed information of the reading material.
Teaching Procedure
Step1 Revision
1. Check the answers to Ex. 1 on page 36.
2. Check the answers to Ex. 2 on page 36.
1．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quick and so severe that the town was soon covered in _____ and ______. Many houses in the town were __________________. It was an ________ disaster for many people who could not get away in time. A writer named Pliny, who was there during the ________, described how lava was thrown into the air like a ________. ______________ many of the townspeople, _________at the _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.
Keys: 1. bored; 2. volcano 3. made my way 4. compare with
5. erupt 6.impressive
2．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quick and so severe that the town was soon covered in _____ and ______. Many houses in the town were __________________. It was an ________ disaster for many people who could not get away in time. A writer named Pliny, who was there during the ________, described how lava was thrown into the air like a ________. ______________ many of the townspeople, _________at the _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.
Keys: ash; lava; burnt to the ground; absolute; eruption
Fountain; Unfortunately; amazed; fantastic
Step 2 Language Points
1．volcano n.
pl. volcanoes
an active volcano 活火山
an extinct volcano 死火山
a dormant volcano休眠火山
知识拓展
火山学 volcanology -logy: “…… 学/论。”
oceanology climatology
火山学家 volcanologist -ist “……学家 ”
pianist physicist
2. Have you ever considered how weak humans are compared with a volcano, hurricane or earthquake?
consider大致有两种含义。含义不同，用法有别。
知识拓展
①consider作“考虑”解，常用于以下句型：
consider+名词/代词/动名词
consider+从句或“疑问词+不定式”。
You’d better__________________________.
你最好考虑我的建议。
I’m _________________abroad some day.
我一直考虑有一天出国。
Have you considered_________________?
你们考虑他的建议了吗？
We must consider________________.
我们必须考虑下一步要做什么。
Keys:
consider my suggestion considering going what he suggested; what to do next
②consider作“认为”解时，常用于以下句型：
consider sb. /sth+ (as) +形容词/名词 其中，as可以省略。
consider +sb./sth.+不定式 其中，不定式通常是to be (可以省略) 或其他动词的完成式。
consider +it+形容词/名词+不定式短语
consider+宾语从句
At first they considered me___________________.
起初他们认为我是医生。
We consider this matter________________________________.我们认为这件事很重要。
We all consider him _______________the bike.我们都认为他偷了自行车。
We________________________________________.
我们认为学好英语很难。
I consider____________________________________________. 我认为帮助你学习英语是我的职责。
We________________________________________________. 我们这首音乐很值得一听。
Keys:
(as) a doctor (to be) very important to have stolen
consider it hard to learn English well it my duty to help you with your studies consider that the music is well worth listening to
3. Sometimes working indoors…, I’m never bored.
bore vt 使(人)厌烦
---I am sorry I spoke for so long
---I hope I didn’t bore you.
bored adj. (人) 厌烦的
boring adj. （物）令人厌烦的
Are you getting bored of doing the same thing everyday? The movie was so boring that I fell asleep
The life is more and more boring, so many people become more and more bored. 生活越来越无聊,所以很多人也变得越来越无聊
4. Many houses have been covered with lava or burnt to the ground.
burn to the ground (楼房等)完全烧毁
他无处栖身因为他的房子被烧掉了.
He has no place to live in because his house has been burnt to the ground.
知识拓展
burn up 烧完; 烧尽; 烧光;烧旺起来
burn down烧成平地(烧毁,烧光) burn off烧掉
burn out烧掉
Don't leave the gas on you might burn the house down.
别忘了关煤气炉--不然会把房子烧掉的.
The house burnt down in half an hour.
那所房子在半小时之内就被焚为平地.
All the wood has been burnt up.
木柴全部烧光了。
burn off 烧掉
Burn the old paint off before re-painting the door.
先把门上的旧漆烧掉再上新漆.
burn out 烧掉
The hotel was completely burnt out.
该旅馆毁於大火.
If he doesn't stop working so hard, he'll burn himself out.
他继续这样拚命地工作，就会累垮的。
5. We slowly made our way to the edge of the crater.
make one’s way （向某地）走（去）
make one's way in life 事业有所成就
make way (for) 让路，让位
He made his way through the crowd to greet us.
他穿过人群向我们打招呼。
All the traffic has to make way for a fire engine. 所有的车辆都得给救火车让道。
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。
知识拓展
feel one’ way摸索前进
push one’s way挤过
find one’s way找到路，设法到达
go one’s way走自己的路，我行我素
fight one’s way奋勇前进
wind one’s /its way蜿蜒前进
lose one’s way迷路
6. Today, I am just as enthusiastic about my job as the day I first started.
be enthusiastic (about) 感兴趣的，热心的
He is enthusiastic about helping others .他热心助人。 I'm really very enthusiastic about it.我对此真的非常热心。
Despite all our efforts we still lost the game.
7. She made an effort to be nice to her boss.
effort n. 努力; 力气; 努力的成果
make an effort to do sth 努力做某事：
It took a lot effort to lift the boxes.
抬起那些箱子要花很大的力气。
Despite all our efforts we still lost the game.
尽管我们尽了全力，我们还是输掉了比赛。
Put more effort into your work.
你要更加努力地工作。
Your success lies upon your effort.
你成功与否取决于你的努力。
He made an effort to arrive on time
他尽量准时到达。
8. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast it will flow.
本句为–ing形式的完成式作状语。如果分词表示的动作在谓语动词表示的动作之前发生，该分词用完成式。 例如：
Not having met the man before, I couldn't recognize him at first. Having finished my homework, I went to play football.
______ the programme, they have to stay there for another two weeks. (C)
Not completing B. Not completed
C. Not having completed D. Having not completed
Step 3 Homework
1. Master and go over the use of the words and phrases above.
2. Pre-view the usage of –ing form.
Grammar
Teaching material
NSEFC Book 6 —— Unit 5
Teaching aims
Enable the students to master the v-ing form used as an adverbial
Teaching important &difficult points
How to enable the students to know v-ing form used as an adverbial
Teaching aids
tape recorder, slides
Teaching procedures
Step1 Lead in
Examine the sentences below and tell the similarity and difference between these two sentences.
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 didn’t take my notice.
The –ing form can be used as an adverbial in a sentence to give information about time, reasons or results. We use the construction having+past participle to refer to an action that took place before the time expressed by the main verb.
Grammar–ing 形式作状语
一、ing形式作状语,可以表示时间、原因、结果、条件、让步、行为方式、伴随状况等。
用法
例句
时间
Crossing the road, he was ran over by a car. Having done their homework, the students played football.
原因
Not knowing English, he couldn't understand the film.
Having lived in Shanghai, he knows the place very well.
条件
Working hard, you will do well in the exam.
Turning to the left, you will see the post office.
让步
Working or reading, she always did her best.
Not being a rich man himself, he helped the
poor generously.
伴随
The children went into the classroom, talking
and laughing.
She sat there, staring at the ceiling.
结果
His parents died in the war, leaving him an
orphan.
The child fell, striking his head against the
door and cutting it.
二、 –ing形式的完成式
句型
主动
Having +p.p. …, 主语+谓语
被动
(Having been) +p.p…, 主语+谓语
用法
-ing完成式所表示的动作发生在句中谓语动词所表示的动作之前，一般在句中作时间或原因状语用被动语态-ing完成式所表示的动作发生在谓语动词所表示的动作之前，在句中一般作状语用
例句
Having answered the letter, she went on to read an English novel. Having been shown the lab, we were taken to see the library.
三、学习-ing形式作状语的用法时,需要注意以下四点:
一、与过去分词作状语的区别。? 一般来说,-ing形式表示主动、进行;过去分词表示被动、完成。试比较: The?enemy?fled?in?a?panic,?leaving?behind?a?lot?of?dead?bodies?and?weapons. Defeated?and?frightened,?the?enemy?fled?in?a?panic. 分析:前一例中的-ing形式短语在句子中作伴随状语,它与其逻辑主语the?enemy之间为主动关系;后一句中的过去分词defeated和frightened表原因,它与其逻辑主语the?enemy之间为被动关系。
二、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。
1. Comparing all the great people with each other, you’ll find that they have much in common.
2. Finding her car stolen, she hurried to a policeman for help.
3. The train having gone, we had to wait another day.
分析:前两例中,-ing形式的逻辑主语均为主句的主语。最后一例中having gone的逻辑主语是 the train。
三、 -ing形式的否定式。其基本结构是:not + -ing形式,无论在完成式还是被动式里,not必须置于-ing形式之前。如: Not having finished his homework, the boy was still doing it in the classroom.? 四、?-ing形式(短语)的功能有时相当于一个状语从句。?? 根据这个性质,我们在使用-ing形式作状语时,切记不要在前面或后面的句子前用连词连接。如: Walking?on?the?fallen?leaves?in?autumn,?so?you’ll?feel?very?comfortable.(×) 分析:如前所述,-ing形式短语相当于一个状语从句,所以后半句中的连词so的使用是错误的,应该去掉。原句应改为: ?Walking?on?the?fallen?leaves?in?autumn,?you’ll?feel?very?comfortable.
Exercises
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, you’re 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
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 rain
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
4．"You can't catch me" Janet shouted, ______away. (NMET2005全国卷3)
A. run B. running C. to run D. ran
5．More 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 taken
6．______ 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。
Homework
1. Review v-ing form used as an adverbial.
2. Preview Using Language.
Using language-reading
This reading passage is written as though it is from a tour guide. It describes some of the tourist attractions in Changbaishan in Jilin provinc.
Ask students to read the title of the passage and then ask whether they have heard of this lake. Spend a few minutes eliciting students’ prior knowledge about Changbaishan.
2. Read the questions before reading passage and ask students to read through the passage as quickly as possible.
Changbaishan is the second largest nature reserve in China. (F)
The peak of Changbaishan can reach as high as 2,000 meters. (T)
You can see a lot of black bears, leopards or cranes in Changbaishan. (F)
Tianchi is a lake in the crater of an extinct volcano. (T)
The ancestors of the Manchu people were believed to be good at language and persuasion. (F)
3. Read the questions that appear before the reading passage. As going through each question discuss which key words are and have students underline them. Point out that they do not need to understand every word in the passage in order to find the answers. Instead, they should scan the text quickly looking for underlined keywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer.
4. Check answers.
5. some explanations:
The height of the land varies from 700 metres above sea level to over 2,000 metres and is home to a great diversity of plants and animals.
这里的地面高度从海拔700米到2，000多米不等， 是各种各样的动植物的生长地。
vary v. 呈现不同 ；改变，变化:
My husband varies the vegetables he plants each year.我的丈夫每年都种不同的蔬菜。
vary from…to… 由…到…不等； 从…变为… :
These fish vary in price from ￡3 to ￡5.
这些鱼的价格从3镑到5镑不等。
Her mood varied from optimism to extreme depression.
她的情绪由乐观一变而极为消沉。
variety
(质量，种类或特征的)变化：
You need a lot of variety in your diet.
你的膳食要多样化
种类，品种：
different varieties of bananas
不同品种的香蕉
6. Assign writing task: on page40 in the SB
Listening
Listen 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
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.
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 listening
This time students will be listening for details. Stop the tape after each speaker
and give students time to write their answers. Check answers before moving to
the next speaker.
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 that…
3. 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.
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.
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. Check
answers by playing the tape and stopping when one of the expression is heard.
Ask students to check how many of their guesses were correct. The aim of this is to build students confidence by showing them how much they had understood even before they consciously listened for these expressions.
4. Ex: 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..