学年度高中英语人教版选修六Unit 5 The power of nature reading教案 6.docx

学年度高中英语人教版选修六Unit 5 The power of nature reading教案 6.docx

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学年度高中英语人教版选修六Unit5Thepowerofnaturereading教案6

Unit5Thepowerofnature

教学设计

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：

thev–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）

ThefirstperiodWarmingupandpre-reading

1.Warmingup

Inordertotalkaboutwhatvolcanoesareandhowtheyareformed,studentsneedtolearnsomenewwords:

lavaerupt/eruptioncrateractive/dormant/extinctvolcanoes

1）Showsomepicturesofdisasters.Askstudenttonamedisastersasmuchastheyknow.

Sampleanswer:

cyclonetyphoonHurricanetornadosnowstormlandslide

volcanotsunamiearthquakefloodhailstormsandstorm

2）Askthemwhattheyfeelwhentheyseethepowerofnatureshowinginthepictures:

Haveyoueverexperiencedone?

Shareyouexperienceandfeelings?

（wereyoufrightenedandhowfrightenedwereyou?

）

Someexpressionstips:

scaredtodeath,frightened,worried,unforgettable,unbelievable

3）Haveyoueverseenavolcano?

AskSstocompleteexercise1ingroups.Thenchecktheiranswersorallyasawholeclass.

Askstudentstohelpyoumakealistofwordsconnectedwithvolcanoes

Discusswithstudentswhereintheworldactiveandextinctvolcanoesoccur.

2.pre-reading

1）Canyoutellmewhowillclimbintoalivevolcanoinordertotakethetemperatureoftheboilingrockinside?

volcanologists——dotheytakeupacrazyjob?

2）Getthestudentstoanswerthesixquestionsinpre-readingtofindoutwhethertheywillenjoyworkingasavolcanologist.

Studentscoulddothisactivityasasurveybyaskingothersintheirclassthesequestionsortheycoulddoitindividually.

3）Aftertheyhavecompletedthetask,surveytheclasstofindouthowmanymightenjoytheworkofavolcanologist.

ThesecondperiodReadingandcomprehending

1.Firstreading

Skinning&skimming

1）Askstudentstoreadthroughthepassagequicklytogetamainideaof

thewholepassage.Givethemalimitedtimetoreadthewholepassage

inordertoencouragethemtopracticereadingforgeneralideasandto

discouragethemfromreadingwordbyword

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?

Volcanologistsstudyvolcanoessothattheycanwarnpeoplewhenthevolcano

isgoingtoeruptandsosavemanylives.

2）.WhyisthelavathatflowsonMountKilaueamoredangerousthantheactual

eruption?

Thelavaflowsdownthemountainandcancoveruporburnvillagesinitspath.therocksthateruptfromthevolcanousuallydon’tdamageanythingbecausenoonelivesthecrater.

3）.Whywasitdifficultforthewritertowalktowardstheedgeofthecrater?

Theauthorwaswearingspecialprotectiveclothingthatmadeitdifficult

towalk.

4）.Whatdoesthewriterfindimpressiveaboutvolcanoesevenafterstudyingthemfor20years?

Theauthorisimpressedbythebeautyoftheeruptionandalsobyitspotentialtocausegreatdestruction.

3.Thirdreading（Readagaintofindmoredetails）

1）.Whatmadetheauthorrealizethataneruptionoccurred?

answer:

mybedbeganshaking

astrangesound

mybedroombecameasbrightasday

anabsolutelyfantasticsight

redhotlavawascontaininghundredsofmetresintotheair

2）.Whatdidthescientistsdoaftertheeruption?

answer:

putonwhiteprotectivesuits,helmets,bigboots

droppedasclosedaspossibletothecrater

slowlymakeourwaytotheedgeofthecrater

lookeddownintotheredboilingcenter

Homework

Spendsometimeresearchingonedisaster.Youcanusebooks,magazines,newspapers

ortheInternet.Collectpicturesanddiagramandlookforinformationabout:

•whatcausesthiskindofdisaster

•actualeventsthathappenedinthepastinchinaand/ortherestoftheworld

•howpeoplehelpedthevictims

•whatisbeingdonetopreventthedisasterhappeningagainortolessenthedamage.

LanguagePoints

Explainlanguagepointsinthereadingpassage.

1.haveyoueverconsideredhowweakhumansarecomparedwithavolcano,

hurricaneorearthquake?

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/v-ing形式:

Heisconsideringstudyingabroad.他正在考虑出国留学。

Consider+wh-:

Weconsideredhowweshouldhelpthem.我们仔细考虑应该如何帮助他们。

Consider+副词：

Considercarefullybeforeyoudecide.要慎重考虑后再作决定。

2.Doyouenjoytakingrisks?

riskn.风险，危险：

hewastakingariskbyovertakingonabend.他在转弯处超车是在冒险。

Thehouseisafirerisk.这房子有起火的危险

短语联想：

atrisk在危险中:

Youareatriskifyoudon’twearaseatbelt.不系安全带真的会有危险。

attheriskof冒……危险：

Attheriskofseemingrude,Imustrefusedyourrequest,I’mafraid.

尽管似乎无理，恐怕我还是必须拒绝你的要求。

3.Manyhouseshavebeencoveredwithlavaorburnttotheground.

许多房屋被熔岩覆盖或烧毁。

burntotheground指楼等被烧毁。

例如：

Hehasnoplacetoliveinbecausehishousehasbeenburnttotheground.他无处栖身因为他的房子被烧掉了。

短语联想：

burnaway烧掉：

Thewoodhadburntawaytonothing.木头已烧成灰烬。

burndown（建筑物）烧毁：

Thecinemaburntdownlastyear.电影院去年被烧毁了。

Theschoolwasburntdownbyvandals.学校被人纵火烧毁了。

Burnoff烧掉：

Hewasbadlyinjuredintheaccident,andhishairwasburntoff.

他在事故中严重受伤，头发也被烧掉了。

Burnout烧坏:

Theenginehadburntout.引擎给烧坏了。

Burnup烧毁，燃得更亮/旺：

Therocketburntupwhenitreenteredtheearth’satmosphere.

火箭重入地球大气层时烧毁。

Heputmorewoodinthefiretomakeitburnup.

他往火上加木材想让他烧的更旺。

4.Weslowlymadeourwaytotheedgeofthecrater.我们慢慢向走

火山口的边缘。

makeone’sway（向某地）走（去）：

Shehesitated,butmadeherwayforward.她犹豫了一下，但向前走去。

Shehastilylefttheroom,andmadeherwaytoherbed.

他迅速离开房间，朝她床边走去。

短语比较：

makeone’sway还表示“有出息”：

Ifyouwanttomakeyourwayintheworld,youmustlearntoworkhard

whileyouarestillyoung.你若想要有出息，趁年轻的时候要学会发奋。

makeway（for）让路，让位：

Allthetraffichastomakewayforafireengine.所有的车辆都得给救火车让道。

Ishallmakewayforayoungerman.我将把职位让给更年轻的人。

5.Today,IamjustasenthusiasticaboutmyjobasthedayIfirststarted.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：

Sheseemedenthusiasticabouttheidea.她好像对这个主意很感兴趣。

Wegotanenthusiasticresponsefromourcustomers.

我们得到了顾客们的热情反应。

6.Shemadeanefforttobenicetoherboss.她努力对老板好些。

effort可用做不可数名词，表“力气”：

Ittookalotefforttolifttheboxes.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”：

Itwasanefforttogetupthismorning.今天早晨起床很费劲。

Despiteallourefforts,wefailed.尽管我们尽了力，我们还是失败了。

makeanefforttodosth努力做某事：

Hemadeanefforttoarriveontime.他尽量准时到达。

ThethirdperiodGrammar

Reviewtheusageofv–ingform:

1.Writethefollowingpairsofsentences（orothersimilarones）ontheboard.

Iwasfeelingtired.Iwenttobedearly→

FeelingtiredIwenttobedearly

Iworkedhardallday.Iwenttobedearly→

Havingworkedhardallday,Iwenttobedearly.

2.Askstudenttoconsiderwhentheactionineachpairofsentenceshappenedand

Leadthemtounderstandthatinthefirstpairofsentences,thefeelingandthe

actionarehappeningatthesametime;whereasinthesecondpair,theworkingall

dayhappenedbeforehe/shewastired.

3.Examinethesentencesbelowanddiscussinwhatwaythestruct