高中英语人教版选修6Unit5Thepowerofnature教学设计正式版

1、Unit5 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 volcanologistspractise expressing fear and anxietylearn the ing form used as adverbial in a sentencewrite about an experience in a nature disasterII 目标语言1 功能句式: expressing fear and anxiety.I was so excited about what I h

2、ad done and where I was, I forgot my fear.I was very worried thatI was very relieved whenI 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 mysel

3、f not to panic.Then I got up the courage to.词汇四会词汇：volcano erupt eruption ash hurricane adventure bore excite evaluateunfortunate unfortunately fountain absolute absolutely fantastic crater potential impress precious novelist cancel effort relieve tremble sweat anxiety anxious panic courage typhoon

4、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. 语法： the v ing form used as adverbial in a sentenceLooking carefully at the ground , I made my way to the edge of the crater.Having experienced quite a

5、 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-read

6、ing 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

7、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

8、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-readingWarming upIn order to talk about whatvolcanoes are and how they are formed, students need to learn some new words: lava erupt/eruption crater active/d

9、ormant/extinct volcanoesShow some pictures of disasters .Ask student to name disasters as much as they know.Sample answer: cyclone typhoonHurricanetornadosnowstormlandslide volcanotsunamiearthquakefloodhailstormsandstormAsk them what they feel when they see the power of nature showing in the picture

10、s: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, unbelievableHave you ever seen a volcano?Ask Ss to complete exercise 1 in groups. Then check their answers o

11、rally 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.pre-readingCan you tell me who will climb into a livevolcano in order to take the temperatureof the boiling rock inside?volcanologi

12、sts do they take up a crazy job?Get the students to answer the six questions in pre-reading to find outwhether 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.After they have compl

13、eted 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 to read through the passage quickly to get a main idea of the whole passage. Give them a limited time to read the

14、 whole passage in order to encourage them to practice reading for general ideas and to discourage them from reading word by wordMain idea: This passagei s a first-person account of a volcanologist s experiences. The volcanologist described his exciting job and wrote down his first sight of an erupti

15、on.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.Seco

16、nd reading(intensive reading)Before reading, glance through Exercise 2 on Page35.Choose some to ask them and check their answers:. Why is a volcanologist s job important?Volcanologists study volcanoes so that they can warn people when the volcanois going to erupt and so save many lives. Why is the l

17、ava that flows on MountKilauea 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 livesthe crater. Why was it difficult for the writer to walk towar

18、ds the edge of the crater ?The author was wearing special protective clothing that made it difficult to walk. What does the writer find impressive about volcanoes even after studying them for20 years ?The author is impressed by the beauty of the eruption and also by its potential to cause great dest

19、ruction.3.Third reading (Read again to find more details).What made the author realize that an eruption occurred?answer: my bed began shakinga strange soundmy bedroom became as bright as dayan absolutely fantastic sightred hot lava was containing hundredsof metres into the air.What did the scientist

20、s do after the eruption ?answer: put on white protective suits, helmets, big bootsdropped as closed as possible to the crater slowly make our way to the edge of the crater looked down into the red boiling centerHomeworkSpend some time researching one disaster. You can use books, magazines,newspapers

21、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 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 d

22、amage.Language PointsExplain language points in the reading passage.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/v-ing 形式 :He is considering studying abroad他正在考虑出国留学。.Consider + wh-:We consider

23、ed 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。.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 donr a set awt ebaelt

24、. 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。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 grou

25、nd.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 :T

26、he 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。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 wa（向某地）走（去）y：She hesitated, but made her

27、 way forward.她犹豫了一下，但向前走去。She hastily left the room, and made herway to her bed.他迅速离开房间，朝她床边走去。短语比较：make one s wa还表示 y“有出息 ” ：If you want to make your way in the world, you must learn to work hardwhile 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

28、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。.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 cu

29、stomers.我们得到了顾客们的热情反应。She made an effort to be nice to her bos她努力对老板好些。s.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

30、 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 v ing form:Write the following 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 ea

31、rlyHaving worked hard all day, I went to bed early.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 ha

32、ppened before he/she was tired.Examine the sentences below and discuss in what way the structures similar to each other and in what way they are differentLooking carefully at the ground, I made my way to the edge of the crater.Having experienced quite a few earthquakes in Hawaii already, dI idn t ta

33、ke much notice.Having + past participle (the perfect v ingform) to refer to an action that took place before the time expressed by main verb.Read and discuss Exercise 1 in the SBSet Exercise 2. check answers and discuss structures.Set Exercise 3, 4 and 5. check answers after each exercise and discus

34、s reasons for the structures used.小结 v-ing 形式的用法用法例句时间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 .(= Thoug

35、h he knowswhere 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 wait我站在那儿ed for her.)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

36、 in the area在这个地方雨下.) 的如此大，以至引发了洪灾。1) v ing 形式作状语.)句 主 Having +p.p. 主语 ,+谓语型动(Having been)+p.p. 主语 , +谓 语用法v ing形式的完成式所表示的时间在谓语动词之前表示被动可直接用过却分词2） .使用v-ing 形式需注意的几个问题:.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

37、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 trainhaving gone,we had to wait another day（ . the train 逻辑主语+having gone 既为独立主格结构）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

38、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 understa.正nd: iHt e was toldmany times, but he still couldn t u.n或 derstand itt under.s tand itHaving been told many times， he still couldnt under.s tand it v-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 :Op

39、ening 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 h

40、is teeth,Mr. Brown came downstairs for breakfast可能指.“边刷牙，边下楼。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 childtouched 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 thesubway, I asked a policeman for help.我不知道怎样找到地铁，就去找警察帮忙。The fourth period ListeningListen to

41、 three volcanologists talking about frightening experience in their work life.The texts model ways to express feelings of anxiety and fear.First listeningSet 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 r

42、ecount.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.Second listeningThis time students will be listening for details. Stop the tape after each speaker and give students time to write their answers.

43、 Check answers before moving tothe next speaker.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. Wr

44、ite these on the board and suggest students use these in their recounts. E.g.: I was very worried thatI was trembling I was still terrified.I was so nervous thatI was so anxious that3.Third listeningThis time the students are listening for a different kind of detail. They must listenfor the expressi

45、ons listed in Exercise 3 in order to identify who said what. These sentences model ways of expressing fear and anxiety.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 inthe left-hand margin

46、beside the expressions.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.Ask students to check how many of their

47、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.Ex: speakingThink of a powerful natural force (such as an earthquake, flood, typhoon, storm) that you have experienced. You c

48、an 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 fifth period Using languageThis reading pass

49、age is written as though it is from a tour guide. It describes some of the tourist attractions in Changbaishan in Jilin province.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 aboutChangbaishan.R

50、ead 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.