2019-2020年高中英語 Unit 5 The power of nature教案 新人教版選修6.doc

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2019-2020年高中英語 Unit 5 The power of nature教案 新人教版選修6 Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲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 natural disaster and hot pools at Changbaishan Ⅱ. 目標(biāo)語言 功 能 句 式 Expressing 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 anxious that I couldn’t move for a long time. I had to force myself not to panic. Then I got up the courage to ... 詞 匯 1． 四會詞匯 volcano, erupt, eruption, ash, hurricane, adventure, bore, excite, evaluate, unfortunate, unfortunately, fountain, absolute, absolutely, fantastic, crater, potential, impress, impressive, precious, novelist, cancel, effort, relieve, tremble, sweat, anxiety, anxious, panic, courage, typhoon, heaven, diverse, diversity, unique, bathe, swallow, guarantee 2． 認(rèn)讀詞匯 volcanology, volcanologist, observatory, lava, Mount Kilauea, molten, crane, leopard, Siberian, spectacular, crystal, crystal clear, peak, persuasion, Manchu 3． 詞組 pare ... with, burn to the ground, make an effort, make one’s way, glance through, vary from ... to ... 4． 重點詞匯 volcano, ash, lava, adventure, erupt, excite, fountain, fantastic, impressive, relieve, anxiety, anxious, panic, courage 重 點 句 子 1. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P34 2. I was about to go back to sleep when suddenly my bedroom became as bright as day. P34 3. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful natural forces on earth — the volcano. P34 4. It wasn’t very easy to walk in these suites, but we slowly made our way to the edge of the crater and looked down into the red, boiling centre. P35 5. The height of the land varies from 700 metres above sea level to over 2,000 metres and is home to a great diversity of plants and animals. P39 Ⅲ. 教材分析與教材重組 1. 教材分析 本單元以The power of nature 為話題，旨在通過單元教學(xué)使學(xué)生了解火山爆發(fā)、地震、臺風(fēng)、洪水等自然現(xiàn)象，認(rèn)識到自然的偉大力量，并會用所學(xué)詞匯描述在經(jīng)歷自然災(zāi)害時的感受，思考人類應(yīng)對自然災(zāi)害的態(tài)度和方法，提高自我保護(hù)意識。 1.1 Warming Up通過對火山爆發(fā)示意圖的討論激活學(xué)生了解與本單元話題相關(guān)的背景知識，而后通過討論人類應(yīng)對自然災(zāi)害的措施引發(fā)學(xué)生對本單元話題的思考，激發(fā)學(xué)生的求知欲，為隨后進(jìn)行的聽、說、讀、寫打下基礎(chǔ)。 1.2 Pre-reading通過回答問題測試自己是否適合作火山學(xué)家，讓學(xué)生了解這一陌生職業(yè)，為閱讀做好準(zhǔn)備。 1.3 Reading部分一位火山學(xué)家以第一人稱的形式講述了自己的工作及第一次目睹火山爆發(fā)時的情景和心情，描寫了人與自然的斗爭與和諧相處的樂趣，使學(xué)生認(rèn)識到火山是美麗的，但同時極具破壞力，而火山學(xué)家的工作可以減少由火山引發(fā)的損失。 1.4 prehending設(shè)計了兩種題型：第一題要求學(xué)生在閱讀后回答相關(guān)問題；第二題檢測學(xué)生對文章細(xì)節(jié)的理解。 1.5 Learning about Language 分為詞匯和語法兩部分。詞匯部分著重從詞的意義用法和表達(dá)方面對學(xué)生學(xué)習(xí)詞匯給予指導(dǎo)；語法部分學(xué)習(xí)ing 形式在句子中作狀語表示時間、原因及結(jié)果。 1.6 Using Language以語言實踐為目的，包括四個部分的內(nèi)容。Listening and speaking 三位火山學(xué)家講述了他們各自最驚險的一次經(jīng)歷。學(xué)生在練習(xí)聽力的同時學(xué)會描述害怕和緊張的詞匯。Speaking 是Listening的延續(xù)。要求學(xué)生講述自己類似的經(jīng)歷，同時在運用中鞏固單詞。Reading 介紹了旅游勝地 The Lake of Heaven, 培養(yǎng)學(xué)生快速獲取信息的能力。Writing 與Reading 屬于同一話題，要求根據(jù)所給信息寫一篇介紹Hot springs的作文。 1.7 SUMMING UP與LEARNING TIP有助于學(xué)生自我檢測，便于及時復(fù)習(xí)。通過學(xué)習(xí)同根詞、同類詞，告訴學(xué)生在學(xué)習(xí)中要勤于總結(jié)。 1.8 Workbook 圍繞中心內(nèi)容從聽、說、讀、寫四個方面對其做進(jìn)一步的補(bǔ)充和深化。 2. 教材重組 2.1將Warming Up, Pre-reading, Reading 及prehending 組合在一起，上一節(jié)閱讀課。 2.2將Learning about Language，LEARNING TIP 與 Workbook 中的USING WORDS AND EXPRESSIONS, USING STRUCTURES 整合在一起，上一節(jié)語法課。 2.3 將Using Language 中的Listening 與Speaking設(shè)計為一節(jié)聽說課。 2.4 將Using Language 中的Reading與Writing 設(shè)計為一節(jié)寫作課。 2.5 將Workbook中的TALKING, LISTENING, SPEAKING TASK, WRITING TASK 組合起來，上一節(jié)綜合實踐課（1）。 2.6 將Workbook 中的READING TASK, LISTENING TASK與PROJECT設(shè)計為一節(jié)綜合實踐課（2）。 3. 課型設(shè)計與課時分配 1st Period Reading 2nd Period Language Study 3rd Period Listening and Speaking 4th Period Writing 5th Period Integrating Skills (1) 6th Period Integrating Skills (2) Ⅳ. 分課時教案 The First Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯和短語 volcano, erupt, pare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressive b. 重點句式 P34 1. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P34 2. I was about to go back to sleep when suddenly my bedroom became as bright as day. P34 3. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful natural forces on earth — the volcano. P34 2. Ability goals 能力目標(biāo) Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to analyze the way the writer describes his exciting job. Teaching important points 教學(xué)重點 Read the text and answer the questions in prehending Exercise 2. Teaching difficult points 教學(xué)難點 Retell the writer’s first sight of Mount Kilauea eruption. Teaching methods 教學(xué)方法 Discussion, reading, speaking and cooperative learning. Teaching aids 教具準(zhǔn)備 A projector and some slides. Teaching procedures && ways 教學(xué)過程與方式 Step ⅠWarming Up Lead the students to the topic by telling them a story. Then get the students to describe a volcano eruption according to the diagram. After they are familiar with the topic, let them list some other powerful natural forces and discuss the ways human beings protect themselves from the natural forces. T: Listen to me carefully. I will tell you a story about a strange city. The strange city named Pompeii is a dead city. No one has lived there for nearly two thousand years, yet every year thousands of people travel from distant countries to visit it. It died suddenly in a terrible rain of fire and ash. Tons of hot ash fell on Pompeii, hiding it from sight. For three days the sun didn’t break through the clouds of ash in the sky. Then the whole city shook and buildings fell down. When everything was calm, Pompeii was buried deep. A city disappeared and people there lost their lives too. Can you guess what had happened to the city? S1: There must have been a terrible earthquake. After the terrible quake, everything was destroyed. T: Yes. It’s one kind of the causes. Any different ideas? S2: Maybe a volcano erupted and a terrible rain of fire and ash fell on the city. T: You got it! Mount Vesuvius, which had slept quietly for centuries, erupted suddenly. It destroyed the city Pompeii. How terrible! Have you ever seen a volcano erupting? Please turn to page 33. Look at the diagram. Describe a volcano erupting using the diagram and the given words. S3: When boiling rock erupts from the volcano, the red hot lava rushes hundreds of metres into the air and a cloud of ash goes straight up into the air. Ash cloud forms. Rocks, fire, ash fall onto the ground. The lava flows slowly down the mountain. It buries everything in its path under the molten rock. S4: Sometimes, volcano erupting can cause some other disasters like earthquakes, fire and ground sea. T: How powerful the nature is! The lava can buries everything in its path. A volcano erupting can damage a city. A flood can carry everything in its path, while a fire will damage everything it meets. It seems that we human beings are powerless in front of these natural forces. What can we do to protect ourselves from powerful natural forces? Please work in groups of four to list some other natural forces and discuss the ways that human beings protect ourselves. A few minutes later. T: Who would like to share your opinion with the class? S5: I’d like to talk about volcano. Sometimes, the volcano gives warnings in the form of many small earthquakes. And scientists can provide warnings of possible volcano explosions with the help of equipment. So the government can help people who live near the volcano leave their homes before erupting. S6: We are more familiar with fire. In fact, it can be avoided most of the time, if we are careful in our daily life. I know a way of controlling the fire. Firefighters burn the trees which are in the path of the fire, so there is nothing to burn when the fire arrives. S7: Flood always happens in the south of our country. Predication is very important. Scientist keep observing the level of the water during the summer. People strengthen the bank and move to higher land. S8: We have learned more about earthquakes. People have learned many ways to protect themselves. For example, earthquake happens, if you are in bed, stay where you are and protect your head with a pillow. If you are outdoors, find a clear spot away from buildings, trees and streetlights. S9: I think the best way is to move to a safer place where fire, earthquake, flood and hurricane will never happen. Step Ⅱ Pre-reading Get the students to answer the six questions on page 33 to find out whether they will enjoy working as a volcanologist. And then get them to talk about the occupation according to the questions. T: I see. Prediction is very important. We can say scientists play an important part in protecting people from natural forces. Would you like to study volcanoes? And do you want to be a volcanologist? Ss: Yes. T: Let’s test whether you are suitable for this job or not. Answer “yes” or “no” to these questions on page 33. The students answer the questions to see if they are suitable to be a volcanologist. T: Are you suitable for the job? Who can tell us what kind of person can be a volcanologist? S1: First he must be brave enough because he must climb into a live volcano to take the temperature of the boiling rock inside. S2: I think interest is the most important. He should show great interest in studying rocks and volcanoes. S3: He should be interested in travelling to unusual places and like adventure in his life. S4: If you want to be a volcanologist, you should enjoy working outside because a lot of work need to be done outdoors. Step Ⅲ While-reading Scanning Get the students to read the passage quickly and accurately. Give them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some detailed questions about the text. T: What does a volcanologist do? Is the work interesting? Let’s read a passage written by a volcanologist. The volcanologist enjoys his job very much. He described his exciting job. And he wrote down his first sight of an eruption. Now let’s read the text quickly and find out the answers to these questions prehending Exercise 1 on page 35 . Several minutes later. Check the answer.. Skimming In this part, the students will read the text quickly to get the general idea of the passage. Check the answers with the whole class, then explain some sentences or words that the students may find hard to understand. T: Now please read the text again and try to get the main idea of the passage in groups of four. Three or four minutes later. T: Have you got the general idea of the text? It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. At that time I determined to be a volcanologist forever. Discussion T: In the writer’s opinion, his job is the greatest one. Do you like this occupation? Why or why not? Discuss in groups of four. S2: I would not like to be a volcanologist. I prefer to work in an office to do some research work. It’s a waste of time and energy to spend so much time traveling. S3: I hope to be a vocanologist. You’ll be proud of yourself when people escape before volcano erupting because of your work. Also, I am interested in the rocks and other things that make up the surface of the earth. I want to know the secret of the earth. S4: It is not my ideal occupation. I like traveling to unusual places, studying different cultures, talking with interesting people and collecting interesting things. But I’m not brave enough to climb into a live volcano to take the temperature of the boiling rock inside. S5: I don’t like this job. It’s too dangerous. If the volcano erupts suddenly when you are collecting the lava, maybe you will lose your life. T: Well, if you meet the writer, what kind of questions would you ask him? S6: Aren’t you afraid when you walk towards the volcano? It’s so hot and the volcano may erupt again. S7: What should you do if you get lost on your way to the volcano? S8: When did you begin to be interested in volcanoes? S9: How will you escape if the volcano erupts suddenly? S10: Are there any living things in volcanoes? S11: Why do people live near the volcanoes since they may lose their homes or even lives? Writing characteristics T: Good! If you are interested in this occupation, you can get more information on the Internet. Now who can summarize the writing style and techniques of this text? The teacher can ask the students to have a discussion in pairs or groups, and then ask some of them to show their ideas. Sample answers: This passage was written by a volcanologist. He uses the first person to describe his exciting job and his experience and express his true love for his job. The words are vivid and the description is natural, which makes the readers feel as if they were watching the volcano eruption and begin to like the occupation. For example, he uses “l(fā)ike a railway train passing outside my window”, “suddenly my bedroom became as bright as day” and “red hot lava was fountaining hundreds of metres into the sky” to describe the big noise and fantastic sight of volcano eruption. To tell readers that his job is interesting, the writer uses several “sometimes”, which makes the readers feel the job is extremely interesting and want to be a vocanologist. The writer talks about the volcano objectively. He points out the damages of volcano but he praises its fantastic sight at the same time. T: What can we learn from the text? S: The key word of the text is “exciting”, which is the focus of the passage. By telling the readers his everyday work, the importance of his job, his first sight of volcano eruption and his sincere love for his job, the author proves it’s his chief enjoyment to be a volcanologist. And I appreciate the writer’s attitude towards nature. We should love nature and we can do something to minimize the damage caused by natural forces. Step Ⅴ Homework T: Now it’s time for homework. Today you have two tasks to finish after class. The first task is to finish exercises in Discovering useful words and expressions on page 35. These exercises will help you practice the words and expressions we’ve just learned. The second one is to retell the text. That’s all for today. See you tomorrow. The Second Period Language Study Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 重點詞匯和短語 bore, bored, boring, impressive, impress, excite, excited, exciting, excitement, courage, encourage, encouragement, encouraging, panic, anxious, glance through, pare with, make one’s way to 2. Ability goals 能力目標(biāo) Enable the students to learn and use new vocabulary. Enable the students to use -ing form as adverbial in a sentence. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to learn the way of grouping words together to learn new vocabulary. Help the students learn how to use the -ing form as adverbial. Teaching important points 教學(xué)重點 The -ing form used as adverbial. Teaching difficult points 教學(xué)難點 The -ing form used as adverbial. Teaching methods 教學(xué)方法 Practice and role play. Teaching aids 教具準(zhǔn)備 A puter. Teaching procedures & ways 教學(xué)過程與方式 Step Ⅰ Revision T: Good morning, boys and girls! Who would like to retell the text? A sample retelling: I have the greatest job in the world. I work inside as well as outside. What’s more, I can meet different interesting people and travel to unusual places. Though it’s dangerous I still enjoy it. My main job is to collect information about Mount Kilauea, which helps scientists predict where lava from the volcano will flow and how fast it will flow. By doing this, we can save many lives. I still remember my first sight of an eruption. I heard a strange noise and my bed was shaking, like a railway train passing outside my window. My bedroom became as bright as day. I rushed into the back garden, and saw red hot lava fountaining hundreds of metres into the air. The next day I was lucky enough to have a closer look at it. Two scientists and I were sent to collect some lava for later study. We were dropped as close as possible to the crater that had been formed during the eruption. To protect ourselves, we all had special clothes, which made us look like spacemen. It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. It has been more than twenty years since I began to study volcanoes. I am just as enthusiastic about my job as the day I first started it. T: Well done! Have you finished the exercises in Discovering useful words and expressions? Ss: Yes. T: OK. I’ll ask some of you to give your answers. Check the answers with the class. Step Ⅱ Words and Expressions T: Please read the sentences on the screen. And pay attention to the words in bold. Is it a verb, a noun or an adjective? You can get the answer by reading these sentences. Or you can turn to your dictionaries. 1. The long novels bore me. 2. I am bored to death. 3. The long novels are boring. 4. The girl impressed her friends with her sense of humour. 5. His collection of painting is impressive. 6. The invention excites the doctors. 7. It’s an exciting discovery. 8. The excited children forgot to take the presents to the party. 9. The news caused great excitement. T: Any questions? S1: I can’t tell “exciting” from “excited”. T: “Exciting” means causing great interest and enthusiasm. “Excited ” means feeling or showing excitement. For example, “an excited girl” means the girl is very happy, while “an exciting story” means the story is very interesting or the story makes someone happy. T: Any other question? OK. Please turn to page 71, Exercise 1. After a moment, ask some students to give their answers. Please turn to page 40 and read the LEARNING TIP to learn two ways of remembering new vocabulary. Step Ⅲ Useful Structures In this part the students will learn the -ing form used as adverbial in a sentence to give information about time, reason and result. Then they will learn how to bine pairs of sentences using the present or the perfect -ing form. Finally, get them to make a dialogue by using the -ing form. T: Look at the two sentences on the screen. Can you see in what way they are similar and in what way they are different? Show the two examples on the screen. Looking carefully at the ground, I made my way to the edge of the crater. Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice. T: In what way are they similar to each other? S1: “Looking carefully at the ground” and “Having experienced quite a few earthquakes in Hawaii already” are both used as adverbial to give information about time or reason. Their subjects are “I ” which is also the subject of the main clause. T: What’s the difference? S2: In the second sentence, the action “experience quite a few earthquakes” took place before the action “take much notice”. While in the first sentence, the two actions take place at the same time. T: Do you know what can also be used as adverbial to give in