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
1． 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)
The first period Warming up and pre-reading
1. 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
1) 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
3) 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?
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.
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
The third period Language Points
Explain 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 don’t 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 refused your request, I’m 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 earth’s 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 one’s 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 one’s 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”
The forth period Grammar
Review 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 early→
feeling tired I went to bed early
I worked hard all day. I went to bed early→
Having worked hard all day, I went to bed early.
2. Ask student to consider when the action in each pair of sentences happened and
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 all
day happened before he/she was tired
3.Examine the sentences below and discuss in what way the structures similar to each other and in what way they are different
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.
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 SB
5. 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 I
live, ….)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) –ing形式的完成式
2) . 使用-ing形式需注意的几个问题:
.①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 didn’t 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）
②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 couldn’t understand it.
正: He was told many times, but he still couldn’t understand it.或
Having been told many times， he still couldn’t understand it.
③-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’。
④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。
The fifth period 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
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 listening
1) 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.
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 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.
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. Check
answers by playing the tape and stopping when one of the expression is heard.
3. 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..
The sixth period Using language
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.
1. 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