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

1、学年度高中英语人教版选修六Unit 5 The power of nature reading教案 6Unit5 The power of nature教学设计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: expr

2、essing 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 anx

3、ious that I couldnt 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

4、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 ones way glance through vary from to 3. 语法：the ving form used as adverbial in a sentence Looking carefully at the ground ,

5、I made my way to the edge of the crater. Having experienced quite a few earthquakes in Hawaii already, I didnt 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

6、，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

7、 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

8、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-reading1. Warming upIn order to talk about what volcanoes are and how they are formed, stud

9、ents 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 sandst

10、orm 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 , unbelievable3) H

11、ave 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 volcanoesDiscuss with students where in the world active and extinct volcanoes occur.2. pre-reading 1) Can you tell me w

12、ho will climb into a live volcano in order to take the temperature of the boiling rock inside?volcanologistsdo 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 s

13、urvey 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.The second period Reading and comprehending1. First readingSkinning & skimming1) Ask students t

14、o read through the passage quickly to get a main idea ofthe whole passage. Give them a limited time to read the whole passagein 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 volcan

15、ologists 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

16、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 volcanologists job important?Volcanologists

17、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

18、 volcano usually dont 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

19、 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

20、became as bright as day an absolutely fantastic sight red hot lava was containing hundreds of metres into the air 2).What did the scientists do after the eruption ? answer: put on white protective suits, helmets, big bootsdropped as closed as possible to the craterslowly make our way to the edge of

21、the craterlooked down into the red boiling centerHomeworkSpend 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 actual events that happened in the past in china

22、 and/or the rest of the world how people helped the victims what is being done to prevent the disaster happening again or to lessen the damage.Language PointsExplain language points in the reading passage.1. have you ever considered how weak humans are compared with a volcano, hurricane or earthquak

23、e ? 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: 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 t

24、aking 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 dont 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, Im 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 cover

25、ed 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 s

26、chool 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 earths atmosphere. 火箭重入地球大气层时烧毁。 He put more wood in the

27、 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 ones 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 ones way 还表示“有出息” ：If you want t

28、o 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

29、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 th

30、e 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。The third period GrammarReview the usage of ving form:1. Write the f

31、ollowing pairs of sentences(or other similar ones)on the board.I was feeling tired. I went to bed earlyFeeling tired I went to bed earlyI worked hard all day. I went to bed earlyHaving 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 allday happened before he/she was tired.3. Examine the sentences below and discuss in what way the struct