选修六 Unit5 The power of nature教案
选修六Unit5 The power of nature四子王旗第一中学高二英语组主备人：杨老师备课时间2014年3月24日I，Analysis of Teaching Materials 单元话题分析本单元以The power of nature 为话题，旨在通过单元教学，学生能了解火山爆发、地震、台风、洪水等自然现象，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。
II，Analysis of the writher’s intention 作者写作意图分析1.1 Warming Up通过对火山爆发示意图的讨论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。
1.2 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。
1.3 Reading部分一位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。
1.4 Comprehending设计了两种题型：第一题要求学生在阅读后回答相关问题；第二题检测学生对文章细节的理解。
1.5 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 形式在句子中作状语表示时间、原因及结果。
1.6 Using Language以语言实践为目的，包括四个部分的内容。
Listening and speaking 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。
Writing 与Reading 属于同一话题，要求根据所给信息写一篇介绍Hot springs的作文。
1.7 SUMMING UP与LEARNING TIP有助于学生自我检测，便于及时复习。
通过学习同根词、同类词，告诉学生在学习中要勤于总结。
1.8 Workbook 围绕中心内容从听、说、读、写四个方面对其做进一步的补充和深化。
II，Teaching recombination教学重组2.1将Discovering useful structures 与Using structures 整合在一起，上一节语法课。
2.2 Brainstorm 列出相关的单词将warming up与有关的词汇整合在一起，上一节活动课。
2.3 将Pre-reading, Reading 及Comprehending 组合在一起，上一节阅读课(1)。
2.4 将Learning about Language，LEARNING TIP 与Workbook 中的Using words and expressions整合在一起上一节词汇复习运用课。
2.5 将Reading II 和Workbook中的Reading task结合起来，上一节阅读课（2）。
2.6 将Using Language Writing 与workbook中的Writing task 整合一起设计为一节写作课。
2.7将Workbook中的Talking, WRITING TASK 组合起来，上一节综合实践课（1）。
2.8 将Workbook 中的READING TASK, LISTENING TASK与PROJECT设计为一节综合实践课（2）III, Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressiveb. 重点句式P341. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P342. I was about to go back to sleep when suddenly my bedroom became as bright as day. P343. 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. P342. Ability goals 能力目标1) students are able to learn and use new vocabulary.2)Students are able to use -ing form as adverbial in a sentence.3)Students are able to learn about the powerful natural force — volcano and the work of an volcanologist.4) students are able to describe powerful natural forces that they have experienced and how they felt during and after the disaster.3. Learning ability goals 学能目标Students are able to learn how to analyze the way the writer describes his exciting job.4,Emotion objectives 情感目标Students are able to learn how to love nature and try their best to be ready to fight against natural disastersIV,Teaching important points 教学重点1),students are able to master the usage of some useful words, expressions and sentences.2), students are able to read the text and answer the questions in Comprehending Exercise 2.3) ,Students should learn the usage :The -ing form used as adverbial.V,Teaching difficult points 教学难点1)Retell the writer’s first sight of Mount Kilauea eruption.2)How to enable the students to grasp and remember the detailed information of the reading material.3)The -ing form used as adverbial.VI,Teaching methods 教学方法1)Discussion, reading, speaking and cooperative learning.2)Practice and role play.3)Study individually, practice and discussion.VII,Teaching aids 教具准备A projector and some slides.VIII,Teaching Plan 课型设计与课时分配本单元用12课时Period 1 GramarPeriod 2 Warming up (words and expressions)Period 3 -4 ReadingPeriod 5 language pointsPeriod 6-7 Revision (Learning about langue and using words andexpression)Period 8-9 ReadingIIPeriod 10 WritingPeriod 11-12 Exercise and workbookUnit5 The power of nature Grammar: the v-ing form used as an adverbial备课人：杨老师课时：1课时备课时间：2014 3 24 Teaching materialNSEFC Book 6 —— Unit 5Teaching aims 教学目标students are able to master the v-ing form used as an adverbial Teaching important &difficult points 教学重点和难点How to enable the students to know v-ing form used as an adverbial Teaching aids 教学用具tape recorder, slidesTeaching procedures 教学过程Step1 Lead in教师活动：给学生几个状语从句，让他们变为同义句。
学生活动：做题并思考V-ing 的用法Step2 Checkpoints教师活动Asking students to discuss the checkpoints in groups学生活动students are discussing the checkpoints in groups设计意图To make students learn how to learn in groups教师活动Ask individual students to report the answers设计意图To solve problems by ways of sharing ideasStep3 Checkpoints教师活动：Examine the sentences below and tell the similarity and difference between these two sentences.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 my notice.学生活动：小组讨论得出结论：The –ing form can be used as an adverbial in a sentence to give information about time, reasons or results. We use the construction having+past participle to refer to an action that took place before the time expressed by the main verb.设计意图：To make students learn how to learn in groupsGrammar–ing 形式作状语一、ing形式作状语,可以表示时间、原因、结果、条件、让步、行为方式、伴随状况等。
【原创】选修六Unit5 The power of nature 教案
Unit5 The power of natureTeaching Content: Unit5 ,Module6 Teaching Class: Class 2, Senior 2Teaching aims:Knowledge:1.Get the students to understand the text fully.2.Get the students to master the power of volcano .Abilities:1. To improve the students’ reading abilities2. To train the students’ abilities of study by themselves .Emotion:1. Enable the student to understand the importance of naturel.2. Put the moral education in the process of studyTeaching important points：1. learn to to get the main idea2. Learn to get the detailed information. Teaching difficult points ：How to help the students understand the text fully. Teaching method: cooperative learning, task-based teachingTeaching aids：A computer and a projectorⅤ. Teaching procedure:Step 1. GreetingStep2. Revision1. Review the words and phrases by listening to the tape and repeating.2.Review some natural disasters and get the hangs of volcanoStep3. Read the text carefully and finish reading tasksTask1: Read para1-2 carefully and get the answers1. Why does the writer say that he has the greatest job in the world?2. Why is a volcanologist’s job important?3. Where is Mount Kilauea?Task2: Read para3-4 carefully and answer the fowling questions4. Why is the lava that flows on Mount Kilauea more dangerous thanthe actual eruption?5. What caused the writer’s bedroom to become as bright as dayeven though it was night?6. Why did the scientists have to get close to the volcano after itbegan erupting?7. Why was it difficult for the writer to walk towards the edge of thecrater?Task3: Read para5 carefully and get the answerWhat does the writer find impressive about volcanoes even afterstudying them for many years?Task4:Get the main idea of the text.Step4.SummaryI have the ________ job in the world. I am never _____ with it. Although it is occasionally dangerous, I don’t mind because danger ______ me and makes me feel ____. I think my job is the most __________ because I can help _______ people from danger of volcanoes.I am a ___________ working for HVO. Our work has ______ many lives but unfortunately we can not save their _______. I have ___________ a volcano eruption in Hawaii. I was ____ asleep when my bed began _______ and I heard a _______ sound, like a _____ passing nearby. Then I found my bedroom was as ______ as day, and red lava was ___________ hundreds of meters into the air. The next day, three of us wanted to get close to the ______.We put on _________ suits, ________, big _______ and special ______, which made us look like __________. We slowly _____________ to the edge of the crater to collect some _____ for __________. After studying volcanoes for many years, I am just as ___________ about my job as before. Why? Because of their ________ and their _________ to cause great damage.Step6.Homework1.Finish the exercise on Page352.Try to retell the text。
人教版英语选修六Unit5thepowerofnature(第一课时)教学教案设计
The analysis of text and students This class is based on the topic of the power of nature. It aims at helping students realize the double sides of nature power, which means its positive effects and negative effects. As for its negative effects, they can not only be caused by nature but also human beings. The damage caused by nature can’t be prevented but reduced by taking measures. The bad effects caused by man can definitely be prevented by controlling human beings’activities. Students have already learnt something about earthquake in previous study, so this class focuses on making students consider how we should treat nature and what kind of attitudes and measureswe should take when confronting disasters. The most important thing is that students can realize the importance of focusing on advantages and avoiding disadvantages.
高中英语人教版选修6Unit5thepowerofnaturereading教案(系列五)
Unit 5 The power of natureReading教案Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressiveb. 重点句式P341. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P342. I was about to go back to sleep when suddenly my bedroom became as bright as day. P343. 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. P342. Ability goals 能力目标Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist.3. Learning ability goals 学能目标Help the students learn how to analyze the way the writer describes his exciting job.Teaching important points 教学重点Read the text and answer the questions in Comprehending Exercise 2.Teaching difficult points 教学难点Retell the writer’s first sight of Mount Kilauea eruption.Teaching methods 教学方法Discussion, reading, speaking and cooperative learning.Teaching aids 教具准备A projector and some slides.Teaching procedures && ways 教学过程与方式Step ⅠWarming UpLead 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 forcesand 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 sk y. 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 earthq uakes. 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 thelevel 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 ⅡPre-readingGet 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 que stions 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 ⅢWhile-readingScanningGet 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 do es 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 an d find out the answers to these questions Comprehending Exercise 1 on page 35 .Several minutes later.Check the answer..SkimmingIn 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.DiscussionT: 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 yourse lf 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 dang erous. 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 v olcano 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 characteristicsT: 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 “like 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 intere sting, 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 ⅤHomeworkT: No w 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.。
人教版高中英语选修六Unit+5+The+power+of+nature+教案.doc
Unit 5 The power of nature教学目标（一）知识技能目标：学生在原有非谓语动词的知识基础上，归纳总结现在分词完成式的语法规则及其在句中的功能，并能够通过“输出”环节运用目标语言表达相关主题。
（二）过程方法目标：学生积极参加课堂活动，体现以学生为中心的课堂教学目标。
通过学生个人探究和小组合作学习让学生更好地融入课堂教学。
（三）情感态度目标：结合故事情节和教师的引导，学生能更加清楚的认识到家的重要性，认识到家是我们奋斗路上获得不竭动力的源泉。
教材分析本节课为语法课，学习非谓语动词完成式各种形式及其用法；其中包括having done, having been done及其否定式not having done的具体使用规则和在句中作状语的用法。
教师结合本单元的语料内容，整合教材中working out the rules 部分复合学生认知逻辑的学习过程，结合最新流行电影<Coco>剧情，通过故事情节语篇内容的渗透，让学生在语篇中感受该语法项目的使用，随后学生小组讨论归纳语法规则，最后辅之以控制性练习，半控制性练习及开放式练习以使其加强巩固该语法项目的掌握。
学情分析（一）本节课授课对象为高二年级学生，他们在前期学习中已经初步掌握非谓语动词的一般式在句中作主语，宾语，表语，定语，状语，补语等各类成分的使用，并能比较正确的使用以上语法项目进行写作和口语的输出。
基于这种情况，学生能够比较好的本课中继续进行同知识领域的语法项目的继续建构。
（二）高二年级的学生有比较强的好奇心，选择<Coco>电影作为整节课的语言输入和输出语境，能够比较好的激发学生的兴趣，使其更好的融入语境，从而为语言学习做好准备。
（三）学生根据课堂设计环节应能比较顺利的完成语法归纳，但其在用英文表述语法项目时可能会有困难，故而教师会从以下两方面辅助学生总结：1. 尽可能教师在此环节的语言指令，并辅之以例子，使学生明确要求；2. 在学案中给出规则表格和术语提示，从而使学生能够顺利完成任务。
选修六Unit5Thepowerofnature教学设计
选修六Unit5Thepowerofnature教学设计Unit 5 The power of nature知识与能力：1、大部分学生在学习本单元后，能够识别并理解遇到的新词汇：及新表达2、通过自我合作探究及教师讲解，能够了解全文大意3、对本单元的语法点：现在分词作状语能有更深层次的认识，做到在改错题或语法填空中，准确识别并能做出正确答案过程与方法：1、学生自我合作探究2、教师讲解3、通过练习加深理解，以达到巩固目的情感态度与价值观：以宽松的课堂气氛，鼓舞学生培养自己的认读分析能力，承担忍受面对生词难句分析过程中产生复杂思维挣扎。
教学重难点：重点：四会生词:alongside, equipment, appoint, evaluate, absolute, suit, potential, actual, threat, precious, fog, document, rainbow, uncomfortable, unconscious, shoot, tremble, anxious, panic, diverse, spectacular, bathe, arouse, appreciation, guarantee 等短语:burn to the ground, make one’s way, glance through, vary from … to …，be home to…等语法：现在分词作状语，及在句中充当的成分难点：语法现在分词作状语与现在分词完成式作状语的区别过去分词作状语与现在分词完成式被动语态的区别教学整合：warming-up 与reading(an exciting job) 整合在一起教学过程：The first period:学生自主合作探究，通过阅读，把握全文大意（第一课时）学生活动：学生自主合作探究，通过查看词汇表，查字典，查书后注释，靠自我或小组内成员合作，尽最大力量把握文章大意。
人教版选修六Unit5《Thepowerofnature》word教案2
英语：Unit5《The power of nature》教案（7）（新人教版选修6）The fifth period ListeningListen to three volcanologists talking about frightening experience in their work life. The texts model ways to express feelings of anxiety and fear.1. First listening1)Set Exercise 1. Remind students that they are required only to listen to namesof the three scientists and to try to understand the gist of each recount.2)check answers. Ask students to recall what happened to each speaker, ingeneral terms only, they are not expected to remember details at this stage.2.Second listening1)This time students will be listening for details. Stop the tape after each speakerand give students time to write their answers. Check answers before moving tothe next speaker.2)At this point, you could ask students work in groups of three, each taking the role of one ofthe volcanologists and recounting the story to others in the group. Beforethey start, ask them for some useful expressions to talk about fear and anxiety. Write these on the board and suggest students use these in their recounts.Eg: I was very worried that…I was trembling …I was still terrified.I was so nervous that …I was so anxious that…3.Third listeningThis time the students are listening for a different kind of detail. They must listenfor the expressions listed in Exercise 3 in order to identify who said what. Thesesentences model ways of expressing fear and anxiety.1)Having individual students read the sentences aloud to the class. Ask them to try to recallwho said each one. Ask them to write their guesses in their books inthe left-hand margin beside the expressions.2)Play the tape for students to identify the expressions and record the name of thespeaker in the SB. It may be necessary to play the tape more than once. Checkanswers by playing the tape and stopping when one of the expression is heard.1.Ask students to check how many of their guesses were correct. The aim of this is to buildstudents confidence by showing them how much they had understood even before they consciously listened for these expressions.4. Ex: speakingThink of a powerful natural force (such as an earthquake, flood, typhoon, storm) that you have experienced. You can 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 sixth period Using languageThis reading passage is written as though it is from a tour guide. It describes some ofthe tourist attractions in Changbaishan in Jilin provinc.1.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.2. Read 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. (T)◆The ancestors of the Manchu people were believed to be good at language and persuasion.(F)3. Read the questions that appear before the reading passage. As going through eachquestion discuss which key words are and have students underline them. Point outthat they do not need to understand every word in the passage in order to find theanswers. Instead, they should scan the text quickly looking for underlined keywords in thequestions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer.4. Check answers.5. some explanations:The height of the land varies from 700 metres above sea level to over 2,000 metresand is home to a great diversity of plants and animals.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。
人教版高中英语选修六Unit+5+The+power+of+nature+(2)教案.doc
Unit 5 The power of nature教学目标1). Knowledge aim:Make students learn a little more information about volcanoes.2). Ability aim:①Offer students a thorough understanding of the text..②Train students’ abilities of skimming, scanning and detailed reading.3). Emotional aim:Make students learn about what it will take to take up an occupation..教学重点1)本单元的生词和短语。
2) 现在分词作状语的各种形式。
3)了解自然灾害的有关情况以及怎样预防等。
学时难点1)了解火山爆发的原因。
2)学会表述恐惧、担忧和惊奇等情感的日常交际用语。
3)学习描述一种自然灾害，进行写作训练。
教学活动活动1 【讲授】I. Warming-upWord bank:Use pictures and word meanings to learn the following new words:1. Use a picture to learn new words: volcano, eruption, lava, crater2. Write new words according to the definitions:① feeling tired and uninterested (bored)② value of (sb/sth); assess (evaluate)③ outbreak of a volcano (eruption)④ throw something like water into the air (fountain)⑤ qualities that exist and can be developed inside sb. or sth. (potential)3. Watch a video clip (录像片段), and tell us what you think of the volcano eruption.II. SkimmingToday we will learn a new passage “A exciting job”.Task 1: (Now I give you only 3 minutes to) Skim the passage and then answer the following question:What’s the main idea of the passage?The writer expressed his _____ for his job as a __________ and told us his first sight of an ________ in Mount Kilauea. Key: love/enthusiasm, volcanologist, eruption.Task 2: How many parts can we divide the passage into? Then match the main idea of each part.Part one (Para. 1--2) His love for his job and volcanoes Part two (Para. 3--4) Description of his first sight of an eruptionPart one (Para. 5) Description of his job as a volcanologist III. ScanningTask 1: Scan Part 1, and fill in the column:Scan Part 2, and fill in the column:Task 2: Retell the writer’s experience during the eruption in the third person (第三人称).IV. Careful reading1: Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow and how fast it will flow.What does the word “it” refer to? (Para. 2)A. The informationB. The volcanoC. The lava2: Why is the lava more dangerous than the eruption itself? (Para. 3)___________________________________________________________ ___________________________________________________________ 3: Which sentence in Para. 3 is the closest in meaning to the following one?I didn’t care about the strange sound because of too many earthquakes in Hawaii.___________________________________________________________ ___________________________________________________________ __4: Translate the following sentence in Para. 4 into Chinese. Having earlier collected special clothes from the observatory, we put them on before we went any closer.___________________________________________________________ ___________________________________________________________ 5: Paraphrase (改述) the following sentence with the help of “not only…but also…”:I am still amazed at their beauty as well as their potential to cause great damage.___________________________________________________________ ___________________________________________________________ V. HomeworkNow that the volcano can cause so much damage and influence our life, what can we do to prevent it? After class write an article, state your measures to solve it.课堂小结：Get Ss to compare life at present and life in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good.自我评价：作为老师，能组织好一节阅读课，让学生做到跟上老师的问题，回答老师提出的指令，让学生对课文有深刻的印象。
人教版高中英语选修六：Unit+5+The+power+of+nature+教案(4).doc
Teaching PlanBook 6 Unit 5 The power of natureAN EXCIITNG JOBI. Teaching Aims1. Knowledge aims:Students will get some knowledge of volcanoes.Students will get some about the job as a volcanologist. 2. Ability aims:Students will practice their reading ability.Students will learn to get the useful information from the passage.3. Emotional aims:Students will review some natural disasters and try to understand the exciting job referred to in the passage and think about what they will do in the future.II. Teaching Important Points:Warming up & ReadingIII. Teaching Difficult Points:Try to practice the students’ reading ability.IV. Teaching Procedures:Step 1. GreetingsGreet the students as see them again after the SpringFestival.Step 2. Leading – inShow the students some pictures of natural disaster.Examine the following pictures about the natural disasters and then match them with the list names.A B CD E F1. Typhoon / Hurricane ___________2. Tornado ________________3. Sandstorm ______________4. Earthquake ______________5. Volcano ________________6. Snowstorm _______________Step 3: Fast ReadingThe students will read the passage quickly and try to give their answers.I. Read the text and then answer the following questions.1. Where is Mount Kilauea?2. What is the volcanologist wearing when getting close to the crater?II. Scan the text and then choose the best answer according to the text.1. The writer doesn’t mind the occasional danger of his job because _________.A. he travels to unusual places and meets interesting people from all over the worldB. he likes the different ways of workingC. he is excited about dangers and feels aliveD. he thinks his job the most important2. What does the writer mean by using “lucky” in the sentence“I was lucky enough to have a much closer look at it”?A. He felt much safer on the top while the other two scientistsclimbed down into the crater.B. It was his first sight of an eruption.C. It was the first time for him to watch the crater.D. Both B and C.3. Why does the author think his job is the greatest?A. It makes him feel excited and alive.B. It’s the most dangerous job in the world.C. It allows him to travel to many places.D. It allows him to see volcanoes erupt.4. What did the author do after he was appointed as a volcanologist?A. He collected information about Mount Kilauea on the spot.B. He analyzed the data and predicted where the lava would flow.C. He persuaded people to move their homes out of the path of the lava.D. He saved people who were covered with lava.5. Which of the following descriptions of an eruption is NOT correct?A. It causes great damage near the top of Mount Kilauea.B. The places where the lava flows are usually seriously damaged.C. It can be seen from a distance, even in a house garden.D. The lava can fountain hundreds of meters.Step 4: Careful ReadingThe students will read the passage aloud together and then read it sentence by sentence to get some detail information. Students can work in pairs to discuss the answers.I. Read the text and then answer the following questions.1. What shows that the author like his job in Paragraph 1 and the last paragraph?2. Why was it difficult for the writer to walk towards the edge of the crater?II. Read the text carefully and then match the main idea of each part.Part 1: Paragraphs (1~2)Part 2: Paragraphs (3~4)Part 3: Paragraphs (5)A. The reasons why the writer is enthusiastic about his job.B. What the writer’s job is and the importance of his job.C. The writer’s experience of watching the volcano eruption.After reading, let’s check the answers together.Step 5: ConsolidationThe students try to review the passage and fill in theblanks with books closed.Fill in the blanks according to the text.AN EXCITING JOBI’m a volcanologist. I travel to unusual places and meet interesting people from all over the world, but I’m never bored. Having collected and _____________ the information of volcanoes, I help other scientists to ______________ the information about volcanoes, but unfortunately, we cannot move people’s homes ______________, and many houses have been covered with lava or _______________.I’ll never forget my first sight of an eruption----red hot lava was __________ hundreds of meters into the air, which was an absolutely ______________ sight. We scientists wore special clothes and slowly ___________________ to the edge of the crater and looked down into the red, boiling centre.I am still __________ at volcanoes’ beauty as well as their ______________ to cause great _________________.Step 6: DiscussionAfter reading the passage again and again, what have you got from the passage? Please discuss the following questions with your group.Discuss the questions with your partner.1. Having learned a little more about the work of a volcanologist, do you think it is an occupation you would enjoy? Give your reasons.2. If you could meet the writer of the passage, what kind of questions would you ask?3. What skills do you think a volcanologist should have? Makea list.If time doesn’t permit, the students will finish the part of discussion as their homework.Step 7: HomeworkRead the passage again and again.Discuss the questions above.精美句子1、善思则能“从无字句处读书”。
人教版高中英语选修6教案Unit5Thepowerofnature
人教版高中英语选修6教案Unit Theper f natureUnitTheperfnature一、语言要点I单元要点预览（旨在让同窗整体了解本单元要点）辞汇部份词语辨析1living/alive/live2fre/per/strength词形转变1vlann火山vlaniad火山的vlanlgn火山学vlanlgistn火山学家2eruptv暴发eruptinn（火山，战争）暴发3abslutead绝对的，完全的absluteladv绝对地4anxiusad忧虑的anxietn担忧，焦虑bathev洗澡，游泳bathn洗澡6frtv≈n安慰；使缓和frtablead舒适的unfrtablead不舒畅的；不舒适的重点单词1equipentn装备,设备2appintvt约定;录用,委任3evaluatevt评估，评判，估量4preiusad珍贵的，宝贵的paniv惶恐n惶恐，恐慌6diversead多种多样的，不同的7guaranteevt保证，担保重点词组pare……ith与……比较burntthegrund全数烧毁aene’sa前去spareneffrt 不遗余力，尽力ipresssbithsth使某人铭刻某事重点句子1Iasabuttgbatsleephensuddenlbedrbeaeasbrightasda 2Itissaidthatthisb,hhadagreatgiftfrlanguagesandpersu asin,isthefatherftheanhupeple重点语法动词形式ing作状语II词语辨析1)living/alive/livead活的【说明】living可作定语又可作表语；可用于指人也可用于指物，指人时可表示“健在”现在指和”死”相对的活着。
alive可作表语，后置定语或补语。
多用于指人，往往指虽有死的可能，但目前仍是活着的，强调“活着的”本身。
live要紧用于指物，表示“活的、有生命的”，还能够表示“实况转播的”。
人教版高中英语选修6《Unit5Thepowerofnature》教案
人教版高中英语选修6《Unit5Thepowerofnature》教案人教版高中英语选修6《Unit 5 The power of nature》教案【一】教学准备教学目标1. Knowledge objectivesKnow that the -ing form can be used as various kinds of adverbialsUnderstand the differences among “doing”, “having done”, “being done” and “having been done”2. Ability objectivesMaster the usage of the -ing form as adverbials and properly use it in writingPolish one’s writing with the -ing form as adverbials3. Emotional objectivesCultivate teamwork and confidenceFeel free to use English grammar in daily life教学重难点教学重点 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials 教学难点 Master the usage of the -ing form as adverbials and properly use it in writing教学过程Lead-in: Song appreciation(1) Play the song T ake me to your heart before class.(2) Start the class with a clip of the song sung by the teacher.(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.Step 1: We ChooseTask 1: Observe the -ing form in each sentence and decide what it refers to.(reason, result, concession, time, manner, condition)1. Being very rich, he spends as much money as he likes. (reason)2. Working hard, you’ll surely succeed. (condition)3. They sat there, waiting for the beginning of the sports meeting. (manner)4. Walking on the street, he came across a long-lost friend. (time)5. The polar bear was not careful enough, falling on the icy ground. (result)6. Not understanding what you are talking about, I still admire you. (concession)It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)Laughing and jumping, he left school.Having finished his homework, he left school.Being talked about at that time, he left school.Having been punished, he left school.First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having beendone”.Task 3: Read the sentences aloud and recall the tips.When the reading is finished, ask Ss how to use the -ing form as adverbials.It is intended as a transition from “what” to “how” and the second step is naturally introduced.Step 2: We ChangeTask 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.1. I had a wonderful childhood, travel around the world.2. When crossed the road, you should be careful.3. Having not finished his homework, he was punished by his parents.4. Working hard, your dream will come true.It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.(Notice that only the clause part will be changed: predicate→non-predicate)Having been informed of Mr. Li’s birthday, we hurried to……1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.2. When we danced together, we felt very excited.3. Although we had not met him before, we still treated himas an old friend.4. If you think it over, you will have a good idea.5. She stood on the stage and played with her hair.6. He was so humorous that he made us burst into laughter.It is designed for Ss to put into practice the tips mentioned in the previous task.Step 3: We ChatTask 1: Using the correct form of the given verbs, help me to complete the caption of my moment.Last month, I led my students to join in the oral English competition.(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.Task 2: Writingo Choose a picture to post.o Write the caption for it.o Try to use the -ing form as adverbials. (3 minutes)Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.Task 3: Sharingo Move around the classroom.o Share your moment.o Get “like” or “comment”.(You may also leave your comment when discovering any grammatical mistake.)An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.Task 4: Presentingo How many“ likes” have you got?o What about “comments”?o Who would like to share with the whole class your moment or the comments you got?This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.Step 4: SummarySummarize what we have learnt today:o 6 kinds of adverbialso 4 forms of -ingo 5 tipsThis is to remind Ss of what they have learnt today.课后习题Homeworko Review the usage of the –ing form as adverbials.(You may refer to a mini-lecture. )o Polish your caption and share it with your friends.o Finish exercise 3 - 5 on Page 64 of your exercise book.The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writingskills.人教版高中英语选修6《Unit 5 The power of nature》教案【二】教学准备教学目标教学目标：1 深入理解课文，分析文章长难句，培养快速阅读、整体理解和写作的能力。