Unit5 The Power of Nature 说课稿
新人教版英语高二上Module 6《Unit 5 The power of nature》word教案
Unit 5 The power of nature Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 教材分析与教材重组1.教材分析本单元以The power of nature 为话题，旨在通过单元教学使学生了解火山爆发、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。
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。
Unit5Thepowerofnature(第六课时)教案(新人教选修六).doc
The Sixth Perio d Integiating Skills (2)Teaching goals 教学目标1.Target language 目标语言a.重点词汇和短语surprise, overflow, dress, pick up, up to, attach tob.重点句式P72Being on higher land, it would be safe from the floods.It had been raining heavily for almost two weeks and the river near Sara and Tony's house was rising higher and higher all the time.2.Ability goals 能力目标Enable the students to retell the story "Trapped by the Flood" and invent an ending to the story.Enable the students to make a display about disasters using information collected.3.Learning ability goals 学能目标Help the students learn how to make a display using information collected.Teaching important points 教学重点Retell the story "Trapped by the Flood” and invent an ending to the story.Teaching difficult points 教学难点Make a display about disasters using information collected.Teaching methods 教学方法Discussing, cooperative learning and reading.Teaching aids教具准备A projector, some slides and pictures.Teaching procedures & ways 教学过程与方式Step I Reading (P72)The passage tells us a story about the experience of a woman who was trapped i n the flood. After the students read the story, get them to retell the story and invent an endingto the story.T: Look at the two pictures on .page 73. What is happening?SI: A woman was trying to escape from a flood. She was climbing up to the roof with her baby on her back. She also took her cat and dog along. It/s still raining heavily. The water level had risen to the window. Sitting on the roof, she put on the raincoat and waited for rescue.T: Now let's read the text and find what happened to the woman.After reading.T: Was Sara rescued? The story still needs an ending. Suppose you are Sara and imagine what happened at last. Then retell the story to your partners.A sample version:Trapped by the FloodYou cannot imagine the terrible day. It had been raining for two weeks. The river near our house was rising higher and higher all the time. Tony, my husband, and others from the village had spent the last two days putting sandbags along the side of the river to stop it overflowing. Finally they feared that their hard work had been useless and soon the whole village would flood. He rang me immediately and asked me to go to my mother^ place, which was on higher place and would be safe from the flood・ I was preparing for a nice dinner. The next day was my husbands birthday. I wanted to cook him a nice meal and surprise him with the new mountain bike Fd bought for him I was a little disappointed, but I followed his advice. I dressed baby James in warm clothes and collected the things I would need over the next few days. I put the lead on the dog, Rosie, went to search for the cat, Monty. It took me a long time to look for it. At last, I found him under the covers on my bed. As I was reaching for the car keys, I heard a sound. I looked at the back door and saw the water flowing in underneath. Attaching baby to my back, I ran to the front of the house and out into the front garden with Rosie and Monty. It seemed that the water would soon be much deeper, I ran to the car, climbed first onto the front of the car and then onto the roof. Sitting on the roof, I found the water rushing past the car, was already half way up the doors and still rising. I put on the raincoat to protect my baby from the rain. Luckily, I found my mobile phone inmy pocket. I dialed my mother, but I couldn^t get through. Telephone poles must have been brought down by fallen trees. u What should I do?" Waiting on the roof anxiously, I looked around, hoping to find a boat to save us. Suddenly, I heard someone calling me. " Where are you?” I shouted. u Here. In the tree." I looked towards the trees. Mr White was in the tree. The water was rushing under him.“Catch the tree tightly.” I shouted. u Don't worry! They will come to save us.” We encouraged each othe匚Half an hour past, the rain stopped. The baby cried hungrily. Rosie and Monty lay silently. "Why don^t they come to save us? What happened? They will find us soon/' 1 had to force myself not to panic. Just then I heard my husband calling me. “We are here, on the roof.v I waved happily. We were saved at las 匸I was relieved when we finally reached a safe place.Step II Listening (P73Get the students to listen to the material and make a timeline of Sara's story.T: We are going to listen to Sara telling her mother about her experience. Is the ending the same as the ending that you invented? Listen and make notes about the main events in the story. Then make a timeline according to your notes.The students listen and make notes. After they complete their timeline, check their answers in class.Step III ProjectT: Share your information, pictures and diagramswith others and get into a group with those who are interested in the same kind of disaste匚Then decide how to make your display and who is going to do what.After the students finish, ask two groups to present their work in class.A sample version:Mud-rock FlowFirst, I will show what causes mud-rock flow. Take Yuyang, a county in Yunnan, for example.The old Yuyang County is located in an ancient landslide 223.7 km from the dam site, which has been divided into eastern and western parts. The eastern town slide is less than 190 meters in height and the volume is 400x104x3. The western town slide is lessthan 350 meters in height and has a volume of 2500x104x3. The slide mass consists of silty clay with calcareous nodules, silty clay intermingled with rock detritus and disintegrated rocks, with depth of 44m. The silty clay intermingled with rock detritus and the disintegrated rocks formed the sliding surface with a depth of 0.63-6.6m> The front of the slide is near the river.Many deformations occurred in different places since 1982 and surface drainage and consolidation measures were applied by local government. On the morning of January 17 in 2001, the collapse and landslide occurred, with a total volume of over 5x104x3. Rock masses with soil sided along the slope, cumulating over the slope 500m high. A small quantity of large rock masses broke its way into the town and caused harm to the residential areas. A hazardous rock mass of 2-3 X 104X3 remained on the top of the slope. The collapse masses and hazardous rock mass are in an unstable state. On April 19, part of the collapse masses fell off. On July 12 and 1& triggered by the rainfall, the collapse masses slide twice and intruded the town area in the form of mud-rock flow, endangering the residents and the buildings.Sometimes, the mud-rock flow was caused by continuous, heavy rainfall from Typhoon. The following is an actual event that happened in China.At least 11 people have been killed and 34 are missing in a rare mud-rock flow brought by floods in two counties of southwest China^s Yunnan Province. Six people were seriously injured and 360 more people were stranded in the flood and mud-rock flow, with 2,100 houses toppled and over 1,000 heads of cattle killed.The government and peopl e help them immediately.The Yunnan Provincial Civil Affairs Department has quickly transported quilts and clothes to the two counties, and over 3,900 people have been removed from the disaster-hit areas.The Yueqing municipal government has al located 30 million yuan (US$3.6 million) of relief fund and aroused more than 300 people to search for the missing villagers and restore infrastructure.Each victim^ family received an 20,000 yuan (US$2,400) allowance from the government, said Mayor Huang Zhengqiang.The government also allocated rice, pork, salt, vegetables and mineral water to the villagers, as the catastrophe cut off water and food supplies.The government has taken some measures to lessen the damage.The municipal government plans to relocate several of the villages to safer locations before February 2005・ Meanwhile, the government has solicited donations from local enterprises and asked the villagers to help themselves and resume production at an earlier date.Step IV HomeworkT: Do SUMMING UP and CHECKING YOURSELF to check how well you have mastered this unit. So much for this unit. See you next time.附件FLOODS AND DAMSLife Givers, Life TakersThey bring both death and the promise of renewed life, often on the same rushing tide. Floods can cause untold misery. More than 3,000 people were killed and 14 million were homeless in China during the summer of 1998. The cause: the heaviest flooding of China's Yangtze and other rivers since 1954. In 1931 almost four million died along China^s Huanghe, or Yellow River, when it surged over its banks. Heavy summer rains in the U.S. Midwest swelled the Mississippi, Missouri, and several other rivers in 1993, destroying entire towns and covering millions of acres of farmland.But when rivers overflow their banks due to melting snow or torrential rains, floods enrich surrounding land, leaving behind organic material and minerals in the sand, silt, and debris. Ancient Egyptians planned their planting and their lives around the summer flooding of the Nile, which leaves a thin, even coating of black mud along either side when it recedes, leaving the soil so enriched that fertilizer is unnecessary. Flash floods, which rise and fall rapidly with little or no warning, and tsunamis-seismic waves caused by undersea earthquakes and volcanoes 一also drown people and livestock and destroy their habitations, as does flooding due to rains associated with hurricanes.EARTHQUAKESSunday SuipriseMany were caught inside churches that fair Sunday morning. What began as a gentle trembling of the ground quickly grew strong enough to shake buildings. One witness likened the sound coming from the Earth to the rumble of faraway thunder.It was just a foreshock. In the next moment the Reverend Charles Davy was "instantly stunned with a most hoirid crash, as if every edifice in the city had tumbled down at once/' Davy said another survivor recalled seeing "the whole city waving backwards and forwards, like the sea when the wind first begins to rise. ” In all there were three major earthquakes, several tsunamis, and a conflagration that consumed most of the Portuguese city of Lisbon on November 1, 1755-AII Saints5Day. Some estimates put the death toll at over 60,000.Over the millennia earthquakes have killed countless people and tossed their structures about like toys. About 35 earthquakes are observed around the globe every day, and about 18 major ones per yearThey can happen anywhere. A series of quakes near the town of New Madrid, Missouri, during the winter of 1811・ 1812 was felt as far north as Canada, as far south as the Gulf of Mexico, and rattled chinaware in Washington, D.C. Because the U.S. Midwest was so sparsely populated, the death toll was light. Today New Madrid lies within 150 miles (240 kilometers) of two major metropolises: St. Louis, Missouri, and Memphis, Tennessee; and 325 miles (520 kilometers) from Kansas City, Missouri.When a Midwest earthquake happens again, as experts say it surely will, the toll in human life and property destruction is expected to be ghastly.。
高中英语优秀教案：Unit5 The power of nature Period 1(选修6)
Unit 5The power of nature错误!本单元的中心话题是火山、飓风、地震和洪水等自然灾害，听说读写等语言知识和语言技能主要围绕“自然灾害”及如何预防和利用自然灾害这一主题进行。
本单元引导学生讨论这些问题，目的在于帮助学生掌握与“自然灾害”这一主题有关的词汇知识,让他们了解自然界的威力，认识到人类只有保护自然，才能有效地预防自然灾害并改造和利用自然，同时也培养了他们热爱大自然的情操。
本单元的主要教学内容如下表所示：Period 1 Warming Up，Pre－reading，Readingand Comprehending错误!教学内容分析This is the first teaching period of this unit。
The central part of this period is the reading passage with the name of An Exciting Job showing the students the power of nature。
Warming Up gives two topics for students to discuss，letting students get some more knowledge about the power of nature.Pre－reading provides some questions and a questionnaire to help students focus on the topic of the reading passage and lead the students to think about any personal experiences of working outside，such as things about climbing into a live volcano，doing dangerous work，travelling，taking risks,adventure，studying rocks and so on。
Unit-5--The-Power-of-Nature-(单元)教案--(人教版选修6)
Unit 5 The Power of Nature （单元）教案（人教版选修6）Period 1 Warming up and readingTeaching goals：1．To have the students get a general idea of natural disasters.2．To help the students develop speaking ability.3．To improve the students’ reading abilities.4．To help the students to know how to summarize a text or a paragraph.Step1 Warming up1. Ask students to list other natural disasters, such as hurricane,earthquakes, volcano, etc. Show the pictures of these natural disasters.2. Introduction to volcanoVolcano is one of these natural disasters. We should also do something to avoid its eruption or reduce its damage to us.What do you know about volcanoesHow is a volcano formedHow does a volcano erupt3. Discuss about the measures that we should take to avoid natural disasters.We can find how powerful nature is and how weak humans are compared with a volcano, hurricane, earthquake or other natural disasters. But we are not completely powerless. We can take measures to protect ourselves from powerful natural forces. What measures should we takeStep2 Pre-readingIf we can predict the eruption of volcanoes, we can reduce its damage to us. So we need volcanologists to study volcanoes.Do you want to be a volcanologist WhyIf you are a volcanologist, what kind of danger will you meet （what kind of work should you do）Let’s learn something about volcanologists in the text.Step 3 Skimming1. Read through the passage quickly and find out the answers to the questions. What kind of things should a volcanologist doWhat is the volcanologist wearing when getting close to the crater2. Divide the passage into several parts and find out the main idea of each part. Step 4 ScanningScan the passage .Read the passage carefully and answer the following questions.1.Why is a volcanologist’s job important2.Where is Mount Kilauea3.Why is the lava that flows on Mount Kilauea more dangerous than the actualeruption4.What caused the writer’s bedroom to become as bright as day even though it wasnight5.Why did the scientists have to get close to the volcano after it began erupting6.Why was it difficult for the writer to walk towards the edge of the crater7.What does the writer find impressive about volcanoes even after studying themfor 20 yearsStep 5 DiscussionT1 Do you think it is an occupation you would enjoy Discuss your reasons with your classmates.T2 InterviewMake up an interview. Four students as a group. One student acts as the writer of the passage. The other three students act as the journalists from three different TV stations.Step 6 Homework:Spend some time researching one disaster. You can use books, magazines, newspapersor the Internet. Collect pictures and diagram and look for information about:• what causes this kind of disaster• actual events that h appened 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 damagePeriod 2 Learning about LanguageTeaching goals：1.To help the students to learn how to use words and expressions.2.To review the V-ing form and learn the perfect V-ing form.Step 1 Discover useful words and expressions1.Show the video of an episode of Vesuvius eruption and ask students to fill in thetext with proper words.The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quick and so severe that the town was soon covered in ________ and ________. Many houses in the town were ________. It was an ________ disaster for many people who could not get away in time. A writer named Pliny, who was there during the _______, described how lava was thrown into the air like a ________. ________ many of the townspeople, ________ at the ________ sight of Vesuvius eruption, stayed too long and failed to escape in time.2.Find suitable words or expressions from the texts in the unit to fill in the blankson page35.Step2 Grammar1.Show a flash to review the differences between V-ing and the past participle.a.现在分词表示主动，过去分词表示被动。
“Unit 5 The Power of Nature” 教学设计
高中英语课堂教学活动设计高二人教新课标版选修六“Unit 5 The Power of Nature”Reading: An exciting job河北省滦州市第一中学薛春芳一、Text Analysis教学内容分析本单元以The power of nature为中心话题，听说读写等语言知识和语言技能主要围绕“自然灾害”及如何预防和利用自然灾害这一主题设计的。
本单元引导学生讨论大自然的危害等问题，目的在于让他们了解大自然的威力，认识到大自然的伟大力量，认识到只有保护大自然，才能有效地预防自然灾害并改造和利用大自然。
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。
Reading部分是一位火山学家的自述。
作者首先介绍了他的工作性质，说明他热爱该项工作的主要原因是能帮助人们免遭火山袭击。
作者的主要工作是收集基拉韦厄火山的资料，并和其他科学家一起分析和预测火山岩浆的流速和方向。
火山爆发不会造成很大的损失，因为山顶附近没有居民。
但是，从山上流下的熔岩会烧毁和埋没周围的城镇。
然而，观看火山爆发是非常令人兴奋的，红色的熔岩喷向高空，高达数百米，甚是壮观。
有一次火山爆发后，作者和另外二位科学家一道来到火山口。
他们身穿白色的防护服，艰难地走近火山口，观察沸腾的火山口中央，并采集了部分岩浆以作研究。
最后，作者表述了他对自己工作的热情。
在从事这项工作20年后，火山对他的吸引力依然不减。
这部分教学内容在整个单元都起着重要的桥梁和纽带作用，不仅是对“热身”部分有效的延伸和扩展，让学生对火山学家有了更深层次的了解，而且对于下节课的写作是个很好的铺垫。
二、教学对象分析高二学生已经对自己的未来取向有了一定的定位，在此基础上阅读一篇火山学家工作的文章，尤其是利用各种现代化教学手段帮助他们进行理解感悟，可以对他们以后的学习或工作有所帮助。
但由于文章生词量的原因，阅读时会影响一定的速度并且在深层理解上会有一定的困难。
人教版高二英语选修6_Unit_5_The_power_of_nature_全单元教案
Unit 5 The power of nature1.教材分析本单元以The power of nature 为话题，旨在通过单元教学使学生了解火山爆发、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。
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。
Unit 5 The power of nature教案
Unit 5The power of nature教案Unit The per f nature教案单元要览本单元的中心话题是火、飓风、地震和洪水等自然灾害，听说读写等语言知识和语言技能主要围绕“自然灾害”及如何预防和利用自然灾害这一主题进行。
本单元引导学生讨论这些问题，目的在于帮助学生掌握与“自然灾害”这一主题有关的词汇知识，让他们了解自然界的威力，认识到人类只有保护自然，才能有效地预防自然灾害并改造和利用自然，同时也培养了他们热爱大自然的情操。
本单元的主要教学内容如下表所示：类别程标准要求掌握的内容话题vlanes；rater laes；lnes；flds词汇appintv任命；委派ashn灰；灰末avevi波动；挥手n．波涛hurrianen飓风；风暴suitv适合；使适宜n．套装questinnairen问卷；调查表shtv射中；射伤equipentn设备；装备paniv惊慌n．恐慌databasen数据库；资料库guaranteev保证；担保heletn头盔ptentialn潜在性；潜能ad可能的btn靴子anxietn担心；焦虑；渴望andidaten候选人；候补者abslutead绝对的；完全的bungaln平房；小屋atualad实在的；实际的tphnn台风anxiusad焦虑的；不安的thunderstrn雷暴alngsideadv在旁边；沿着边prep在……旁边；沿着……的边nvelistn 小说家absluteladv绝对地；完全地fgn雾eruptvi(指火)爆发；突然发生duentn；证evaluatev评估；评价；估计rainbn彩虹funtainv 泉水般地喷出或涌出n．喷泉；泉balnn阳台treblevi摇晃；摇动；颤抖shtn射击；枪炮声seatvi出汗n．汗appreiatinn欣赏；感激；感谢bathevi洗澡；游泳preiusad贵重的；珍贵的diagran图解；图表；示意图unfrtablead不舒服的；不舒适的vlann火unnsiusad失去知觉的；未察觉的eruptinn火爆发；(战争等)爆发diversead 多种多样的；不同的ae ne’s a 前往burn t the grund全部焚毁glane thrugh 匆匆看一遍attaht把……附在……上var frt由……到……不等pareith把……和……做比较a live vlan 一座活火be abut t d 即将；马上；正要做part f 部分run ut f 跑出去；用光；耗尽ut f the a不挡道；不碍事；躲开l dn int向下看be vered ith被……所覆盖，遮掩taeb surprise使……吃惊a great diversit f 多种多样的be he t 是……的栖息地；原产地in the distane 在远处；在远方pi up 拾起；捡起n earth 在地球上；究竟；到底；根本prtet sb/sthagainst/fr sth保护……不受……的伤害句型1Having_lleted_and_evaluated_the_infratin，I help ther sientists t predit here lava fr the vlan ill fl next and h fast(the －ing fr)2I as_abut_t g ba t sleep hen suddenl bedr beae as bright as da(sbbe abut t d sthhen)3The ther t libed dn int the rater t llet se lava fr later stud，but this_being__first_experiene，I staed at the tp and athed the(the －ing fr) 4Having_studied_vlanes_n_fr_an_ears，I a still aazed at their beaut as ell as their ptential t ause great daage(the －ing fr)b is lleting_infratin_fr_a_database_abut_unt_ilauea(the －ing fr)6I as appinted as a vlanlgist ring_fr_the_Haaiian_Vlan_bservatr(HV)_tent_ears_ag(the －ing fr)功能情感：喜悦、恐惧、焦虑、惊奇(Etins：，fear，anxiet，surprise)I beae s exited that I’ ling frard tPerfet! u did a gd bI’ frightened I as treblingI as s anxius I felt ver nervush，gdness h，n!I had never felt s happ as Desn’t that l lvel?I an’t ait I as never s frightenedhat’s happening? hat’s happened?hat’s that nise? here’s the？语法复习－ing形式(Revise the －ing fr)I as appinted as a vlanlgist ring fr the Haaiian Vlan bservatr(HV) tent ears agb is lleting_infratin_fr_a_database_abut_unt_ilaueaHaving_red_hard_all_da，I ent t bed earlHaving_experiened_quite_a_fe_earthquaes_in_Haaii_alread，I didn’t tae uh ntie教学重点1Get students t n abut disasters that are aused b natural fres2．Have students learn se useful ne rds and expressins abut natural disasters and let the learn effetive as t aster the3．Enable students t express their etins suh as ，fear，anxiet and surprise 4．Let students get a better understanding f the graar ite：the －ing fr ．Develp students’ listening，speaing，reading and riting abilit教学难点1Enable students t aster the usages f the －ing fr2．Let students learn t rite a letter expressing etins3．Develp students’ integrative sills时安排Perids needed：6Perid 1aring Up，Pre－reading，Reading and prehendingPerid 2Language StudPerid 3Graar—the －ing FrPerid 4Listening and SpeaingPerid Reading and ritingPerid 6Suing Up，Learning Tip and AssessentPerid 1aring Up，Pre－reading，Readingand prehending整体设计教学内容分析This is the first teahing perid f this unitThe entral part f this perid is the reading passage ith the nae f An Exiting b shing the stude nts the per f naturearing Up gives t tpis fr students t disuss，letting students get se re nledgeabut the per f naturePre－reading prvides se questins and a questinnaire t help students fus n the tpi f the reading passage and lead the students t thin abut an persnal experienes f ring utside，suh as things abut libing int a live vlan，ding dangerus r，travelling，taing riss，adventure，studing rs and s n Reading is a first－persn aunt f a vlanlgist’s experienesHe lves his b ver uh beause he an help prtet rdinar peple fr ne f the st perful fres n earthHis b is lleting infratin fr a database abut unt ilauea and helping ther sientists t predit here lava fr the vlan ill fl next and h fastne，he athed an eruptin and then lleted se lava fr later studAfter an ears，he is still enthusiasti abut his bReading ntains a piture that is an abslutel fantasti sightAfter a glane at the title f the text and the headlines ithin it e n that it is an aunt，in hih there are an etin expressinsThen e an understand the tpi f the text and h the infratin is rganizedprehending nsists f three ritten r ral exerises fr the students t d s as t help the students t get a better understanding f the text，that is t sa，t help the teaher t he h uh the students have understd the text三维目标设计nledge and sills1．T n the eanings f the flling ne rds and phrases：diagra(示意图)，vlan(火)，erupt(爆发)，eruptin(火爆发)，ash(灰末)，hurriane(飓风)，questinnaire(调查表)，alngside(在旁边；在……旁边)，equipent(装备)，appint(委派)，database(数据库)，evaluate(评估)，ave(波浪)，funtain(泉水般地喷出或涌出；喷泉；泉)，abslute(绝对的)，abslutel(绝对地)，suit(一套外衣)，helet(头盔)，bt(靴子)，ptential(潜在性；潜在的)，atual(实在的)，burn t the grund(全部焚毁)，ae ne’s a(前往)．2．T learn abut se disasters that are aused b natural fres，h peple feel in dangerus situatins and the as in hih huans prtet theselves fr natural disasters3．T learn h the infratin is rganized4．T develp the students’ reading abilit b siing and sanning the passage ．T develp the students’ speaing abilit b taling abut natural fresPress and ethds1．hile ding aring Up the teaher an lead in the tpi f this unit b shing students se pitures f natural disasters and intrduing se tehnial vabular nerning vlanes t revie and deve lp students’ understanding f hat a vlan isT as students t nsider ther natural disasters and the as huans deal ith the 2．During Pre－reading the teaher an g arund the lassr and dis uss the questins ith several studentsThis disussin shuld be student－entered and aruse students’ interest in ring utsideThe teaher shuld als as the students se questins and tr t let the have a general nledge f vlanes3．hile ding Reading and prehending，the teaher a first as the students t read the text quil t get the general idea f eah paragraphAfter reading the passage arefull，students are enuraged t anser se questins and disuss thetext struture4．T nslidate the ntents f the reading passage，the students shuld be required t retell the vlanlgist’s experienes in their n rds at the end f the lassEtin，attitude and value1．T stiulate students’ lve t nature2．T develp students’ sense f perative learning教学重、难点1．T enable the students t learn abut the per f nature and t develp their reading abilit2．T enable the students t tal abut natural fres教学过程aring up1．aring up b ling and talingSh the flling pitures t the students and let the n abut the per f nature and tal abut theSaple expressins：hat happened in the pitures abve？D u n an ther natural disasters？Please r ith ur partners and ae a list f natural disasters(suh as earthquae，snstr，fld，drught)．Have u ever seen a vlan?(Se ne rds：lava erupt/eruptin rater ative/drant/extint vlanes) 2．aring up b reading the passage belSe nledge abut vlanesThere are thusands f vlanes all ver the rldhat aes vlanes？hat happens? The inside f the earth is ver htBeause it is ver，ver ht，the r has elted lie ieIt has bee liquid，lie aterIt is alas biling，lie ater in a ettleIf u have seen a ettle biling，u n that the stea and biling ater tr t get utThe ver ht elted r inside t he earth als tries t get utUsuall it annt beause the utside f the earth is t thi and strngBut in se plaes the utside f the earth is thin and eaSeties a ra(a sall pening)appearsThe ht elted r，hih e all “lava”，pushes up thrugh the ra and bursts thrughStea and gas sht up int the air and the ht elted lava purs utBig piees f r a be thrn high int the airAfter a hile the vlan bees quiet againThe elted lava bees hardLater the sae thing happens again and againEah tie re ht lava purs ut n tp f the ld lava and then bees hardIn this a a ind f untain is built up，ith a hle dn the iddlePerhaps the vlan ill then be quiet and n re lava ill burst utPerhaps it ill start again hundreds f ears laterVesuvius is the nae f a ver faus vlan in ItalIt first ae t life an，an ears agIt as quiet fr hundreds f earsThen in the ear 79 it suddenl burstA great lud f se sht up int the s ith great burning rs，hih fell all arundHt lava pured dn its sidesAbut 3000 peple ere illedPre－reading1an u iagine libing int a live vlan in rder t easure the teperature f the biling r inside？N，read the flling passage pleaseh des Tazieff ris his life lie this?Harun Tazieff，the plish sientist，has spent his lifetie studing ative vlanes and deep aves in all parts f the rldIn 1948，he ent t Lae ivu in the ng t bserve a ne vlan hih he later naed iturTazieff as able t set up his ap ver lsed t the vlanes hile it as erupting vilentlThugh he anaged t tae a nuber f b rilliant phtgraphs，he uld nt sta near the vlanes fr ver lngHe ntied that a river f liquid r as ing tards hiIt threatened t surrund hi pletelBut Tazieff anaged t esape ust in tie，he aited until t he vlanes beae quiet and he as able t return t das laterThis tie，he anaged t lib int the uth f itur s that he uld tae phtgraphs and easure teperaturesTazieff has ften rised his life in this aHe has been able t tell us re abut at ive vlanes than an an alive 2．Enurage students t tal re abut vReading and prehending1．Fast－reading：As students t si the passage s as t get the e rds and general idea f eah paragraph and anser the questin：hat’s the ain idea f the text?2．Read the passage arefull and anser the flling questins(1)h is a vlanlgist’s b iprtant?(2)h is the lava that fls n unt ilauea re dangerus than the atual eruptin?(3)h as it diffiult fr the riter t al tards the edge f the rater?(4)hat des the riter find ipressive abut vlanes even after studing the fr an ears?()hat did the authr thin it as hen an eruptin urred?(6)h did the sientists l lie spaeen?Suggested ansers：1．This passage is a first－persn aunt f a vlanlgist’s experienesThe vlanlgist desribed his exiting b and rte dn his first sight f an eruptin 2．(1)Vlanlgists stud vlanes s that the an arn peple hen the vlan is ging t erupt and s save an lives(2)The lava fls dn the untain and an ver up r burn villages in its pathThe rs that erupt fr the vlan usuall dn’t daage anthing beause n ne lives near the rater(3)The authr as earing speial prtetive lthing that ade it diffiult t al(4)The authr finds their be aut and their ptential t ause great daage ver ipressive()He thught it as an earthquae(6)Beause the re hite prtetive suits that vered their hle bd3．As students t san fr detailed infratin and disuss the flling questin ith their partners and be prepared t reprt t the lassQuestin：Having learned a little re abut the r f a v lanlgist，d u thin it is an upatin u uld en？Give u reasnsSuggested ansers:N，I prbabl uldn’t en this b beause I uldn’t have t live in ther untries and I dn’t lie being in dangerus situatins，eitherAbve all，I’ nt ver gd at sieneRes，I’d lve t d a b lie this beause I uld en ring utside and I thin I uld en the adventureIt uld be exiting t eet peple fr different untries and I uld feel gd abut helping peple avid dangerLanguage studDealing ith an language prble if an(rds r sentenes students ight nt understand)t help the students t have a better understanding f the text Listening，reading alud and underliningAs students t read the passage alud t the tape and let the pa attentin t the prnuniatin f eah rd and the pauses ithin eah senteneTell the t pi ut all the useful expressins r llatins fr the passage hile reading and p the t the nteb after lass as herllatins：ae ne’s a，a live vlan，be abut t d，l dn int，ut f the a，be vered ith，burn t the grund，attaht，pareith，run ut fStruture analzingAfter reading，as students t disuss the text struturees fr referene：This passage is a first－persn aunt f a vlanlgist’s experienesThe vlanlgist desribed his exiting b and rte dn his first sight f an eruptinThe first paragraph intrdues the tpi and the thee f the textThe rest f the text presents the inf ratin in hrnlgial rderA feature f an aunt f a vlanlgist’s experienes is the abundane f tie expressinsThe last sentene f the reprtfuntins as a nlusinIn additin，eah setin begins ith a tpi senteneRetellingAs students t tal abut the vlanlgist’s ex perienes in their n rdsGive the se e rds and expressinsThen let the tr t retell the passageHer1．Learn the useful ne rds and expressins in this part b heart2．Tr t find re pitures shing natural fres and tal abut theRefletin after teahing___________________________________________________________ ________________________________________________________________________ __________Reading：An Exiting bⅠ：Lead－inⅡ：Fast reading：Read the passage An Exiting b as quil as u an and tr t get the ain idea f the passagehat is the ain idea f the passage?A．An eruptin urred in HaaiiB．A vlanlgist’s b is exiting．A vlanlgist’s exiting b and his first sight f an eruptinD．A sight f an eruptin is hrribleⅢ：Detailed reading1．Read the first and the send paragraphs and finish the flling tass①h is a vlanlgist’s b iprtant?___________________________________________________________ _____________②The riter desn’t ind the asinal danger f his b beause______A．he travels t unusual plaes and eets interesting peple fr all ver the rld B．he lies the different as f ring．he thins his b the st iprtantD．he is exited abut danger and feels alive③As a result f the vlanlgist’s b，______A．ther sientists predit the prgress f lava fr the vlanB．an peple have been arned t leave their hes．the eruptin auses less daageD．the eruptin a be prevented fr breaing ut2．Read the third and the furth paragraphs and finish the flling tass①hat ade the riter realize that an eruptin urred?②hat des the riter ean b using “lu” in the sentene “I as lu enugh t have a uh lser l at it”？A．He felt uh safer n the tp hile the ther t sientists libed int the rater B．It as his first sight f an eruptin．It as the first tie fr hi t ath the raterD．Bth B and3．Read the last paragraph and prepare 1－2 questins t as ur partners abut itⅣ：Searhing reading1．Analze the senteneHaving lleted and evaluated the infratin，I helped ther sientists t predit here the lava fr the vlan ill fl next and h fastHaving lleted and evaluated the infratin是______，在句子中作______；predit后是由here和h引导的两个______。
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。
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Unit5 The Power of Nature 说课稿Reading An Exciting JobPart 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. It tells us the wr iter’s exciting job as a volcanologist. From studying the passage, students can know the basic knowledge of volcano, and enjoy the occupation as a volcanologist. So here are my teaching goals:1. Ability goal:Enable the students to learn about the powerful natural force-volcano and the work as a volcanologist.2. Learning ability goal:Help the students learn how to analyze the way the writer describes his exciting job.3. Emotional goal: Make the Students love the nature and love their jobs.Learn how to express fear and anxietyTeaching important points: sentence structures1. I was about to go back to sleep when suddenly my bedroom became as bright as day.2. Having studied volcanoes now for more than twenty years, I am still amazed at their beauty as well as their potential to cause great damage.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the natural disasters and their love to future jobs.Something about the S tudents:1. The Students have known something about vol cano but they don’t know the detailed information.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Students are not active in the class because they are afraid of making mistakes.So I will help them to learn these knowledge and overcome the difficulties during my class. Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching methods:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. multimedia3. the blackboardPart 3. Teaching proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and pre-reading, skimming, scanning, Intensive reading, Consolidation, Discussion, HomeworkHere are some main steps:L ead-inQ: In May, 2008, what happened to China? (Wenchuan earthquake)Do you know any other natural disasters? (typhoon, hurricane, storm, flood, drought)（powerpoint: pictures）What kind of things might a volcanologist do?Purpose: to let students know some basic information about volcano and the j-ob of vo lcanologist, make them eager to know more about the nature.SkimmingSkim the text and answer the following questions.1. What is the writer?2. When did he first see an eruption? How did it look like?3. What was he wearing when getting close to the crater? And what was the result? Purpose: to let students grasp the main idea of the passage. And find out some important information as quickly as possible.Scanning1. Read again and try to find out main ideas of each part.Part 1 (Para 1-2) The writer’s job and its importancePart2 (Para 3-4) The writer’s experience of watching the volcanic eruptionPart 3 (Para 5) The reasons for the writer’s enthusiasm about his job2. T or F questions.3. Explain some important sentences.（1）I was about to go back to sleep when suddenly my bedroom became as bright as day. （2）Having studied volcanoes now for more than twenty years, I am still amazed at their beauty as well as their potential to cause great damage.4. Consolidation: Retell (fill in the blanks according to the text).Purpose: to let students know the details of the passage. They will know the main idea of each part by doing ex.1, then through ex.2 they can correct some false information. And ex3 need my help, I can explain the difficult points and some sentence structures.Students can learn the passage as a whole from ex4.Discussion:1. Your experience of facing a natural disaster and your feelings about it.2. If you have a chance to choose your job, what will it be? Please tell us the reasons. Purpose: from this step, students can learn how to use the knowledge they have learned and show their love to their future jobs. What’s more, this can improve their speaking abilities. Part 4. Blackboard designleading the students to master the text easily. In this text, the design is not easy to write. I divide the blackboard into 3 parts. The left part is the main idea of each part, which can help students grasp the main idea. I write the important sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty. I write down some students’ good ideas to let them learn because they may be useful in their writings.Ok, this is my design and it is the first time for me to this kind of job. I want to make the design logical, instructive and artistic. I would appreciate it if you can give me some advice after class. Thank you for your attention, thank you.。