一、教材分析
1．教學(xué)內(nèi)容分析
本單元的中心話題是自然災(zāi)害，由于earthquake, flood在高一已有涉及，所以本單元主要圍繞volcano, typhoon, hurricane等進行聽說讀寫，表達自己的情感體驗，使學(xué)生在參與、體驗中完成語言活動任務(wù)。
Warming up 部分設(shè)計了四幅圖畫和五個問題，要求學(xué)生討論并描述他們所觀察到的事物。這四幅畫分別是關(guān)于地理、氣象、天文和生物。讓學(xué)生直觀地感受到這幾門功課的研究對象，引起學(xué)生聯(lián)系日常生活的思考，認識到自然災(zāi)害的危害，激發(fā)學(xué)生學(xué)習(xí)知識探索科學(xué)的欲望，自覺承擔(dān)社會的使命。
Listening部分是一則美國夏天的天氣預(yù)報，包括是否下雨、溫度、沿海地區(qū)的颶風(fēng)。要求學(xué)生結(jié)合聽力材料和所給的地圖，抓住關(guān)鍵的信息，在完成練習(xí)中發(fā)展學(xué)生的聽力。
Speaking 分三部分，第一部分設(shè)計了談?wù)撆_風(fēng)的對話，供學(xué)生進行機械性的操練，為下面的創(chuàng)造性交際打基礎(chǔ)。第二部分提供了六幅圖畫：thundering and lightening, volcano, earthquake, seeing deadly snakes, in SARS-affected area.第三部分提供了表達焦慮、畏懼的useful expressions,使學(xué)生能用這些句子和詞組展開有意義的操練和交際性操練，表達自己的情感。
Reading部分分為pre-reading, reading和post-reading. pre-reading部分呈現(xiàn)兩幅圖畫關(guān)于在2000多年前在意大利崛起的一座著名的火山Vesuvius和被火山埋葬的兩個小城鎮(zhèn)，激發(fā)學(xué)生的想象力和科學(xué)探究能力。Reading圍繞作者叔叔的死Vesuvius火山爆發(fā)的真實情景，展示了當(dāng)時的人們在巨大的災(zāi)難面前恐懼的心情，并贊揚了他叔叔從容不迫，舍己救人的高尚品質(zhì)。整篇文章用第一人稱，文章內(nèi)容多取材于主人翁自己的記載，因此文章有很強的感染力，使人有身臨其境的感覺，令人信服。本文又是以書信形式寫的娓娓道來，使人有一種親切感。文章格式正確，開頭結(jié)尾完整，自然，語言材料地道。Post-reading部分有四個問題，旨在鞏固和加強學(xué)生對課文的理解，詞匯及相關(guān)語言知識。
Language study 包括詞匯和語法兩部分。詞匯第一個練習(xí)中提供了一則新聞，引導(dǎo)學(xué)生使用所學(xué)主題詞匯填空，第二個練習(xí)設(shè)計五個具有一定情境的句子，讓學(xué)生練習(xí)使用表達感情的詞匯及詞性轉(zhuǎn)換。語法部分學(xué)習(xí)省略句的用法，具體包括例句、機械操練、有意義的操練，使學(xué)生有易到難，循序漸進的掌握語法知識。
Integrating skills中的文章是關(guān)于一艘輪船在船長的帶領(lǐng)下同可怕的臺風(fēng)做斗爭的情景，文章沒有結(jié)尾，要求學(xué)生在閱讀的基礎(chǔ)上進行大膽、合理的想象續(xù)寫故事結(jié)局。體現(xiàn)了以讀導(dǎo)寫、以讀促寫、讀寫有機結(jié)合的教學(xué)指導(dǎo)思想。不僅提高了他們的讀寫技能，也有利于學(xué)生創(chuàng)造性思維能力的培養(yǎng)。
Tips部分提供了一些學(xué)習(xí)氣象知識的方法和技巧。
Checkpoint 部分總結(jié)了本單元的語法重點--常見的省略結(jié)構(gòu)。同時通過一個問題引導(dǎo)學(xué)生自己對本單元所學(xué)詞匯進行歸納、小結(jié)。
2．重點和難點
重點：1. 本單元中出現(xiàn)的一些重要單詞和詞組的用法
2. 省略句的用法
3. 用一些本單元所寫的詞匯表達自己的感情
難點：展開想象力續(xù)寫故事的結(jié)局
二、教學(xué)目標
1．語言知識
詞匯：form a danger, scored to death, get into a total panic, on end, draw one’s attention, urge, calm down, knock about, all of a sudden, aware, at hand…
話題：talk about natural disasters: volcano, typhoon, hurricane
功能：表達情感、焦慮和畏懼：
how terrible!
It makes my hair stand on end.
She’s scared to death.
What terrifies me is…
He gets into a total panic when…
I’m frightened to death by…
What’s really scary is…
語法：學(xué)習(xí)常見的省略句
2．語言技能
聽：能聽懂天氣預(yù)報，掌握天氣預(yù)報的要素，獲取關(guān)鍵信息。
說：能用有關(guān)詞組和句型表達自己的感情
讀：掌握記敘文的閱讀技巧，能用五個W、一個H和first, next, then, finally復(fù)述課文。
寫：學(xué)會續(xù)寫故事結(jié)局。
3．學(xué)習(xí)策略
利用網(wǎng)絡(luò)搜集資料并加工處理信息；自主合作探究學(xué)習(xí)能力和英語思維能力
4．情感態(tài)度
在英語學(xué)習(xí)中培養(yǎng)協(xié)作、互助精神，體驗英語學(xué)習(xí)的樂趣；了解自然災(zāi)害的危害和科學(xué)的重要性，努力學(xué)習(xí)，加強對社會的責(zé)任感。
三、教學(xué)方法和教材處理
1． 教學(xué)方法
根據(jù)本校全體教師的教學(xué)經(jīng)驗和學(xué)校學(xué)生的實際情況，結(jié)合任務(wù)型教學(xué)和合作學(xué)習(xí)，建立模式為“設(shè)置任務(wù)--小組分工合作--大組競爭”。教師把班級分成四大組，然后把大組又分成幾個小組，不改變學(xué)生座位，前后兩排4個學(xué)生成一小組，每小組圍繞任務(wù)進行討論，小組四人自己分工合作，確定4個角色：組織者（本組開展活動的核心人物）；記錄員（記錄本組的意見和觀點）；計時員（確保本組人員在規(guī)定的時間內(nèi)完成規(guī)定）；記者（作為本組的發(fā)言人，活動結(jié)束后向全班匯報討論的結(jié)果）。引進大組競爭，形式有，
1)每大組設(shè)置不同任務(wù)，討論完成后，小組的記者匯報，同一大組的其他小組的記者補充完善，講出幾點，該大組就得幾分，但不能重復(fù)；2）每大組同個任務(wù)搶答賽，該大組成員能搶答出正確答案，該大組得幾分。3）記者招待會或辯論賽。以大組為單位記分，以小組為單位討論。每節(jié)課的競爭形式并非單一的，可以自由組合，individual work, pair work的得分歸在大組得分中，一節(jié)課結(jié)束后，得出大組總分記下，每一個月算出積分，和學(xué)校的品德分掛鉤。這樣，每個學(xué)生都會參與，都有機會作答，在相互合作的過程中，培養(yǎng)了合作能力。
課時安排和教學(xué)思路
period 1:warming up &listening
本節(jié)課從復(fù)習(xí)unit9的內(nèi)容，talk about the problems and disasters because people destroy the environment導(dǎo)入，從而引出natural disasters,呈現(xiàn)四幅圖片通過individual work, group work展開話題,然后提問學(xué)生可以從哪里得知臺風(fēng)或火山信息，學(xué)生自然聯(lián)想到電視和報紙，導(dǎo)入到聽力材料-天氣預(yù)報。聽力材料的難度在于材料的語言特色和大信息量，因此，在pre-listening中1）以中央電視臺的天氣預(yù)報圖片用brainstorming形式處理天氣預(yù)報的有關(guān)詞匯：shower, thunderstorm snow, fine, sunny, cloudy, windy, rain, temperature…尤其是溫度的單位國內(nèi)外不同，中國用攝氏度℃，國外用華氏℉，30℃=86℉，2)出示美國地圖，讓學(xué)生猜測在夏天東南西北哪里可能有颶風(fēng)，哪里多雨水，哪里少雨水，哪里可能最熱，哪里比較涼快，再讓學(xué)生聽材料答題，降低難度。Listening的練習(xí)設(shè)計如下
weather forecast (time:_______________)
place Rain(yes/no) Temperature(F)
The northwest
The Midwest
The northeast
The East
The southeast
The South
根據(jù)學(xué)生的程度，可再聽一次。聽完后group work討論：what advice can you give people when a hurricane hits the coast?
增強學(xué)生的安全意識，也為下一課speaking做準備。作業(yè)布置：搜集溫州十四號臺風(fēng)“云娜”登陸情況。
period 2:speaking
本節(jié)課先復(fù)習(xí)types of natural disasters,再呈現(xiàn)溫州今年8月份十四號臺風(fēng)“云娜”登陸的視頻（在google 鍵入視頻 臺風(fēng)可搜索到），talk about danger of typhoon and feeling,從而引出example,進行聽、讀、問答、機械性操練，再呈現(xiàn)四幅畫：thundering and lightening, volcano, earthquake and SARS-affected area,各大組各分不同主題進行小組合作討論。If time permits, do Ex2 on page145.作業(yè)布置：1）完成書本其他兩幅圖片；2）上網(wǎng)查找臺風(fēng)、火山爆發(fā)成因和易發(fā)區(qū)。
period 3&4:reading
從復(fù)習(xí)上節(jié)課引出volcanoes的有關(guān)知識，情形、成因和易發(fā)區(qū)，導(dǎo)出討論課文前面兩幅圖畫和兩個城鎮(zhèn)及火山的地理位置地圖（在yahoo鍵入a map of Vesuvius and Pompeii可得）再進入reading:
skimming
when where What disaster who The end
scanning
Action of uncle volcano
first
next
then
finally
在處理文章的脈絡(luò)過程中，還要解決一些細節(jié)理解和篇章理解，討論兩個問題后，召開記者招待會， 假設(shè)uncle還活著，他 在his friend’s wife Rectina, his friend Pompy的陪同下，接受記者采訪，選三個學(xué)生做被采訪者，其他學(xué)生為記者。
period 5:language study
從retell the text 導(dǎo)入另一篇關(guān)于火山的報導(dǎo)，進入word study的第一個練習(xí)，就所學(xué)單詞完成文章。做完第二個練習(xí)，由口語“Beg your parden?”導(dǎo)入省略句，通過pair work, group work學(xué)習(xí)省略句。
period 6:integrating skill
學(xué)完了speaking中的臺風(fēng)對話，學(xué)生對于臺風(fēng)有了一定的認識，因此問“but have you ever experienced typhoon when you are at sea?引出話題，通過skimming,了解地點、人物、輪船、事件，而scanning的三個問題分別涉及到bad weather, what did the captain do? What happened to the ship?為下面的續(xù)寫做鋪墊，學(xué)生可以從這三個方面續(xù)寫結(jié)尾。其中第二個問題又可以利用圖片解決颶風(fēng)風(fēng)眼和氣壓的關(guān)系。關(guān)于續(xù)寫，假如時間或者班級學(xué)生成績不是很好，引用閱讀老教材高三Unit6 a person with great determination 這篇文章，降低學(xué)生的難度。
Period 1 warming up & listening
Goals:
1. Train the student’s ability of listening
2. Get some nature disasters
3. Learn weather forecast
4. Know the importance of science
Step1 lead in
1. Review unit9 saving the earth, talk about the problems and disasters because people destroy the environment.
2. Talk about types of natural disasters (volcano/typhoon/hurricane…
Step2 warming up
1. Brainstorming: four pictures given in warming up (individual work)
Q: what natural disaster is described in the picture1/2?
What can you see when a volcano yphoon happens?
What can you see in the picture3/4?
What subject is about it?
What instrument do we use to observe P3P4?
2. Discussion (group work)
Q: How do these disasters or phenomenon form a danger to people?
How can science help reduce threat?
四大組各分一個主題，小組合作討論。
Step 3 listening
1. Pre-listening
Brainstorming (individual work): show a picture of weather forecast
Talk about the contents of a weather forecast
temperature (30℃--86℉)
rain
wind
shower
thunderstorm
snow
sunny
Match signs with weather
Guessing: show a map of America
Q: What’s the weather like in the east/south/west/north?
Is there any rain in the west/southeast?
Is it very hot in the north in summer?
Are there any hurricanes in America?
Where can there be hurricanes?
2. While-listening
weather forecast in America (Time______________)
time Rain(yes/no) temperature
The Northwest
The Midwest
The Northeast
The East
The Southwest
The South
3. Post-listening
Discussion (group work):
What advice can you give people when a hurricane hits the coast?
Homework:
1.Search some information about “Rananim” typhoon attacking Wenzhou.
2. Preview speaking
Period 2 speaking
Goals:
1. Train the students’ ability of speaking
2. Get students to express emotion: anxiety; fear…
3. Learn some useful expressions
Step1 presentation
1. Talk about natural disasters and danger to people
2. Show a video about the 14th typhoon “Rananim” attacking Wenzhou, ask students what they see and the feelings.
Step2 example
1. Read the example and find description for typhoon/emotion
Suggested answer:
typhoon: tops of trees moving in circles
sand and pieces of wood were swept into the air
the typhoon pulled the roofs off their houses
and cars went up in the air
destroyed most of houses
emotion: It was a bit scary, but I wasn’t really afraid
It was very frightening
He was scared to death
Get into a total panic
2. Drill (pair work)
First ask students to listen to the tape, paying attention to useful expressions above, then read and act out the dialogue.
Step 3 practice
1. Present 4 pictures in the book (thundering and lightening/ volcano/ earthquake/ SARS-affected areas)and ask what happen in the pictures.
2. Use useful expressions given in the book to make dialogues (pair work): each group is given one topic,
e.g. group1: thundering and lightening
group2: volcano
group3: earthquake
group4: SARS-affected area
Step4 practice
If time permits, ask students to do Ex.2on page145
Homework:
1. Make dialogues for the rest two pictures with your partner and write down.
2. Search in the Internet to find
Where can volcanoes usually happen?
How does a volcano work?
Period3 & 4 reading
Goals:
1. Learn some useful words and expressions: draw one’s attention, at hand, call for, urge, upon arrival, calm down, light up, in a panic, more than
2.Get the general idea of the text and master some detailed information in it.
3. Learn some from his uncle
Step 1 Pre-reading
Brainstorming (individual work):present pictures in the text and a map of Vesuvius
Q：Do you know any volcanoes in Asia?
What’s the name of this volcano? Where is it?
Around the volcano, what city or town can you see?
When the volcano erupted, what happened to Herculaneum and Pompeii?
Step2 Reading
1. Skimming
when where What disaster who The end
On the 24th of August in 79 AD In southern Italy Moutain Vesuvius erupted Pliny, his mother, his uncle, other people His uncle died in the disaster
2 Scanning (pair work)
volcano uncle
first A cloud rising from the mountain
Decided to go and see it from closer at hand
next Ash and bits of rock, darker and more, the closer they went Sailed to rescue his friend’s wife
then Flames lighted up many parts of Vesuvius Went to help his fiend Pompy
finally Shower of rocks
darkness Died in the disaster
3. Further understanding
1) What’s the main idea of Passage1?
A. To tell sth. about Volcano happening in 79AD.
B. To tell sth. about the death of Uncle Pliny
C. To help Tacitus to recall what happened to Uncle Pliny.
D. To be in memory of Uncle Pliny.
2) We can infer from Passage that _________.
A. Uncle Pliny was a seismologist
B. Tacitus was Uncle Pliny’s friend
C. Tacitus would copy the whole story to the public
D. Pompy also died in the earthquake
3) He paused for a moment wondering whether to return back as the captain urged him.
Which following words are used with the same meaning as they have used in the sentence
A. She urged I apologize to him
B. He urged her to rest
C. When my old friend urged me to accept a cigarette, it was more than I could bear.
D. She urged her pony into an energetic trot.
Answers to questions(1-4): CAB
Step3 Post-reading
Discussion (group work)
Q: What quality does his uncle have?
Is it worth risking his life doing research or rescuing his friend like this?
Step4press conference: choose three students as uncle, Rectina, Pompy, others act as journalists, you can ask any question like this:
1. Was his uncle afraid of what was happening? give examples
2. What did his uncle do to calm down Pompy?
…
Homework:
1. Retell the story
2. Remember new words and phrases
3. Do exercise 1& 2 on page77
Period5 Word study & Grammar
Goals:
1. Get students to complete a passage according to the information given
2. Get the students to review the usage of the present participle and the past participle
3. Get students to learn some word formations
4. Get students to learn and master Grammar: Ellipsis
Step 1 revision
Ask students to retell the story using information given.
Step2 word study
1. Let’s read another story about volcano, fill in the blanks with words we’ve learned, the first letter of the words is given.(pair work)
2. Do exercise 2 then tell the reason
3. Do exercise 2 on page146
Step3grammar
1. Say “Beg your pardon? I can’t hear you clearly”, then ask what is left out in this sentence, and explain.
2. Practice: exercise 2 (pair work)
3. Practice: exercise 3(group work)
Step4 practice
1. _______ time, he’ll make a first-class tennis player.(2003北京)
A. Having given B. To give C. Giving D. Given
2-Susan, go on. Your sister is cleaning the yard.(NMET20030)
--Why _____? John is sitting there doing nothing
A. him B. he C. I D. me
3. Generally speaking,_____ according to the directions, the drug has no side effect.(2003 上海)
A. when taking B. when taken C. when to take D. when to be taken
4. Unless_____ to speak, you should remain silent at the conference.(2003上海春)
A. invited B. inviting C. being invited D. having invited
5. ---The boys are not doing a good job at all, are they ?(2003北京春)
---________________.
A. I guess not so B. I don’t guess C. I don’t guess D. I guess not
6. The man we followed suddenly stopped and looked as if ____ whether he was going in the right direction.(2003春)
A. seeing B. having seen C. to have seen D. to see
7. When______, the museum will be open to the public next year.(2002上海春)
A. completed B.completing C. being completed D. to be completed
8. The director gave me a better offer than _____(1999 上海)
A. that of Dick’s B. Dick’s C. he gave Dick D. those of Dick
9. –Does your brother intend to study German?(1998上海)
-- Yes, he intends _______.
A. / B. to C. so D. that
10. –Alice, why didn’t you come yesterday? ( MET1997)
--- I ________, but I had an unexpected visitor.
A. had B. would C. was going to D. did
Answers 1-5 DDBCD 6---10 DACBC
Homework:
1. Do exercise 4
2. Do exercise 1 P146 & grammar P147
Period 6 integrating skills and writing
Goals:
1. Read a passage about typhoon
2. Learn and master the new words and expressions in this passage on board, knock down, all of a sudden, swear, live through…
3. Write a passage about how the story will end
Step 1 revision
1. Check the homework
2. Review something about typhoon and say:
Maybe you have experienced typhoons on land, but have you ever experienced a typhoon when you are at sea?
Step 2 reading
1. Brainstorming: show 2 pictures and ask:
Q: what’s the weather will like at sea?
How about waves when a typhoon happens?
What happens to the ship?
What will you do?
What will the captain do in your opinion?
2. Skimming
If you don’t know, lets read a passage “typhoon”, and find the answers
captain ship disaster place
Mac Whirr Nanshan typhoon From the south to Fuzhou
3. Scanning
1) Find out some words and expressions to describe the bad weather
2) What should the captain do in such bad weather?(explain the very eye of the wind and the barometric pressure of it using a picture)
3) What does the captain mean by saying “Another one like this, and that’s the last of her”
A. that will be the last storm that the ship meets
B. the ship will be destroyed by that storm
C. that will be no other storm
D. that will be the last waterfall
Answer: B
Step3 Discussion and writing
1. Discuss in groups, when a second storm hit fell on the storm, what happened to the ship? How did the captain do to live through it?
2. Write a passage to end the story using your imagination, you can think in three ways: bad weather, ship, action of the captain
3. If your class is not good enough, first read a passage “a person with great determination ”before writing, this may help you.
Sample writing:
Before the captain could finish his words, a mountain of wave rushed to the ship. How big it was! It’s hard to see its top! The captain and the engineer were so frightened that they both closed their eyes. It came so violently with a crash. After that, they were all wet. The captain could not find his cap and the engineer couldn’t find his glasses. The Nanshan was full of water and began to sink.” Pumps! All at pumps!”
The captain cried out. All the passengers joined in them. They used all that could be used to get rid of the water. Some minutes later, there suddenly came the engineer’s voice, “The barometre!” The captain hurried to the bridge. There, they saw clearly that the barometre rose steadily,” My God!” The captain hugged the engineer, crying with tears dropping from their eyes!
ASSESSMENT
1 小組活動記錄表（A 積極 B 尚積極 C 一般 D 不參與）
記錄員： 組長_________
日 期 組 別
組 員 等 級 回答次數(shù) 形式(individual/pair/group)
2 大組積分表（以自然組四大組為單位）
記錄員：課代表________
第________周
組別 日積分 日積分 日積分 日積分 日積分 日積分 周積分
一大組
二大組
三大組
四大組