Book6Unit5Thepowerofnature教案.docx

Book6Unit5Thepowerofnature教案.docx

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Book6Unit5Thepowerofnature教案

Unit5Thepowerofnature

Warmingup

I．单元教学目标（技能目标）

◆talkaboutvolcanoesandtheworkofvolcanologists

◆practiseexpressingfearandanxiety

◆learnthe–ingformusedasadverbialinasentence

◆writeaboutanexperienceinanaturedisaster

II．目标语言

1．功能句式:

expressingfearandanxiety.

◆IwassoexcitedaboutwhatIhaddoneandwhereIwas,Iforgotmyfear.

◆Iwasveryworriedthat…

◆Iwasveryrelievedwhen…

◆Iwastremblingalmostasmuchasthegroundundermyfeet.

◆Iwasstillterrified.

◆Iwassonervousthatmywholebodywasdampwithsweat.

◆IwassoanxiousthatIcouldn’tmoveforalongtime.

◆Ihadtoforcemyselfnottopanic.

◆ThenIgotupthecourageto…

2.词汇

四会词汇：

volcanoerupteruptionashhurricaneadventureboreexciteevaluateunfortunateunfortunatelyfountainabsoluteabsolutelyfantasticcraterpotentialimpresspreciousnovelistcanceleffortrelievetremblesweatanxietyanxiouspaniccouragetyphoonheavendiversediversityuniquebatheswallowguarantee

词组：

compare…withburntothegroundmakeaneffortmakeone’sway

glancethroughvaryfrom…to

3.语法：

the–ingformusedasadverbialinasentence

lookingcarefullyattheground,Imademywaytotheedgeofthecrater.

HavingexperiencedquiteafewearthquakesinHawaiialready,Ididn’ttakemuchnotice.

III．教材分析

本单元以thepowerofnature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。

Warmingup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。

Learningaboutlanguage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。

Usinglanguage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thelakeofheaven，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hotsprings的作文。

Sunningup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。

learningtip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）

1.Warmingup

Inordertotalkaboutwhatvolcanoesareandhowtheyareformed,studentsneedtolearn

Somenewwords:

lavaerupt/eruptioncrateractive/dormant/extinctvolcanoes

1）Showsomepicturesofdisasters

Askstudenttonamedisastersasmuchastheyknow.

Sampleanswer:

CyclonetyphoonHurricanetornadosnowstormlandslide

Volcanotsunamiearthquakefloodhailstormsandstorm

2）askthemWhattheyfeelwhentheyseethepowerofnatureshowinginthepictures:

Haveyoueverexperiencedone?

Shareyouexperienceandfeelings?

（wereyoufrightenedandhowfrightenedwereyou?

）

Someexpressionstips:

scaredtodeathfrightenedworried

unforgettableunbelievable

3）Haveyoueverseenavolcano?

AskSstocompleteexercise1ingroups.Thenchecktheiranswersorallyasawholeclass.

Askstudentstohelpyoumakealistofwordsconnectedwithvolcanoes

Discusswithstudentswhereintheworldactiveandextinctvolcanoesoccur.

2.pre-reading

1）Canyoutellmewhowillclimbintoalivevolcanoinordertotakethetemperature

oftheboilingrockinside?

volcanologists——dotheytakeupacrazyjob?

2）getthestudentstoanswerthesixquestionsinpre-readingtofindoutwhethertheywill

enjoyworkingasavolcanologist.

Studentscoulddothisactivityasasurveybyaskingothersintheirclassthesequestions

Ortheycoulddoitindividually.

3）aftertheyhavecompletedthetask,surveytheclasstofindouthowmanymightenjoy

theworkofavolcanologist.

theirguesseswere.

ThesecondperiodReadingandcomprehending

1.Firstreading

Skinning&skimming

1）Askstudentstoreadthroughthepassagequicklytogetamainideaofthewholepassage.Givethemalimitedtimetoreadthewholepassage

inordertoencouragethemtopracticereadingforgeneralideasandtodiscouragethemfromreadingwordbyword

mainidea:

Thispassageisafirst-personaccountofavolcanologist’sexperiences.Thevolcanologistdescribedhisexcitingjobandwrotedownhisfirstsightofaneruption.

Whatdoesavolcanologistdo?

（answerinthetext）

Thenletstudentsdothemultiple-choices（见课件）

2）SetExercise1in“comprehending”eitherasagrouporwhole-classactivity.Explaintostudentsthatthepurposeofquestionsliketheseistohelpthemdevelopskillsofevaluatingatext.

2.Secondreading（intensivereading）

Beforereading,glancethroughExercise2onPage35.

Choosesometoaskthemandchecktheiranswers:

1）.Whyisavolcanologist’sjobimportant?

Volcanologistsstudyvolcanoessothattheycanwarnpeoplewhenthevolcanoisgoingtoeruptandsosavemanylives.

2）.WhyisthelavathatflowsonMountKilaueamoredangerousthantheactualeruption?

Thelavaflowsdownthemountainandcancoveruporburnvillagesinitspath.therocksthateruptfromthevolcanousuallydon’tdamageanythingbecausenoonelivesthecrater.

3）.Whywasitdifficultforthewritertowalktowardstheedgeofthecrater?

Theauthorwaswearingspecialprotectiveclothingthatmadeitdifficulttowalk

4）.Whatdoesthewriterfindimpressiveaboutvolcanoesevenafterstudyingthemfor20years?

Theauthorisimpressedbythebeautyoftheeruptionandalsobyitspotentialtocausegreatdestruction.

3.Thirdreading（Readagaintofindmoredetails）

1）.whatmadetheauthorrealizethataneruptionoccurred?

answer:

mybedbeganshaking

astrangesound

mybedroombecameasbrightasday

anabosolutelyfantasticsight

redhotlavawasfountaininghundredsofmetresintotheair

2）.whatdidthescientistsdoaftertheeruption?

answer:

putonwhiteprotectivesuits,helmets,bigboots

droppedasclosedaspossibletothecrater

slowlymakeourwaytotheedgeofthecrater

lookeddownintotheredboilingcenter

Homework

Spendsometimeresearchingonedisaster.Youcanusebooks,magazines,newspapers

ortheInternet.Collectpicturesanddiagramandlookforinformationabout:

•whatcausesthiskindofdisaster

•actrualeventsthathappenedinthepastinchinaand/ortherestoftheworld

•howpeoplehelpedthevictims

•whatisbeingdonetopreventthedisarsterhappeningagainortolessenthedamage

Usinglanguage-reading

Thisreadingpassageiswrittenasthoughitisfromatourguide.ItdescribessomeofthetouristattractionsinChangbaishaninJilinprovinc.

1.Askstudentstoreadthetitleofthepassageandthenaskwhethertheyhaveheardofthislake.Spendafewminuteselicitingstudents’priorknowledgeaboutChangbaishan.

2.Readthequestionsbeforereadingpassageandaskstudentstoreadthroughthepassageasquicklyaspossible.

◆ChangbaishanisthesecondlargestnaturereserveinChina.（F）

◆ThepeakofChangbaishancanreachashighas2,000meters.（T）

◆Youcanseealotofblackbears,leopardsorcranesinChangbaishan.（F）

◆Tianchiisalakeinthecraterofanextinctvolcano.（T）

◆TheancestorsoftheManchupeoplewerebelievedtobegoodatlanguageandpersuasion.（F）

3.Readthequestionsthatappearbeforethereadingpassage.Asgoingthrougheachquestiondiscusswhichkeywordsareandhavestudentsunderlinethem.Pointoutthattheydonotneedtounderstandeverywordinthepassageinordertofindtheanswers.Instead,theyshouldscanthetextquicklylookingforunderlinedkeywordsinthequestions.Oncetheyfindasentencecontainingakeyword,theycanreadmoreslowlytoseeifthatsentencecontainstheanswer.

4.Checkanswers.

5.someexplanations:

Theheightofthelandvariesfrom700metresabovesealeveltoover2,000metresandishometoagreatdiversityofplantsandanimals.

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。

varyv.呈现不同；改变，变化:

Myhusbandvariesthevegetablesheplantseachyear.我的丈夫每年都种不同的蔬菜。

varyfrom…to…由…到…不等；从…变为…:

Thesefishvaryinpricefrom£3to£5.

这些鱼的价格从3镑到5镑不等。

Hermoodvariedfromoptimismtoextremedepression.

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：

Youneedalotofvarietyinyourdiet.

你的膳食要多样化

种类，品种：

differentvarietiesofbananas

不同品种的香蕉

6.Assignwritingtask:

onpage40intheSB