高二英语选修6 Unit5 The power of nature全单元教学课件
feel; hear; see
What do I think of my first sight of the volcano eruption?
Exciting, fantastic
Work after the eruption
My first working experience Who Where How?
Post-reading Presentation
How long have I been a volcanologist? How do I like it till now? What does it require to be a volcanologist? Is it a job or occupation that suits you? Why? If not, what would you like to do?
I was about to go back to sleep when suddenly my bedroom became as bright as day. …be about to ….when(suddenly)…刚要…这时….. 翻译：我刚要锁门这时电话响了。 This being my first experience, I stayed at the top and watched them. 独立主格作状语：n. + -ing短语(主从句主语不一致) 翻译：雨停了我们继续赶路。 When the rain stopped, we continued to make our way.
Writing: My Ideal Job
1. What is your ideal job or occupation? 2. Why do you want to do it in the future? 3. Have you seen anyone doing this job? What do they do? 4. What special skills or knowledge does the job require? 5. Are you competent for the job? What is your advantage or disadvantage? 6. How would you improve to suit the requirements? 要求：60-80词左右
Reading Comprehension
Read paragraph 1-2 and answer: 1. What exciting job do I do? A volcanologist 2. Where do I work? What is the job about? Outdoors; offices
Two other scientists Close to the crater
Be driven up the mountain and dropped
Put on special clothes Made our way; looked down; What? Exciting, fantastic ; feel; hear; see Climbed down and collect
Ex.3, Page 35, who can be a volcanologist?
Retelling : An Exciting Job
Please retell “An Exciting Job” with your own words What is my job? what do I do? What do I think of my job? Why? What my first experience of a volcano eruption was like? How did I feel it? What did we do after the volcano eruption? How long have I been on this job? How do I like it?
Language Study
Alongside prep. 沿…旁边=next to, beside He crossed the street and walked alongside Central Park Occasionally n. 偶然的，有时候=sometimes I'll occasionally go to a local jazz evening with a friend. Evaluate vt. 评估，估价 evaluation n. They will first send officers to evaluate the needs of the individuals. The damage caused by typhoon is beyond evaluation.
In the way/out of the way 挡路妨碍 /远离不妨碍 He thought he was helping. On the contrary, he was in the way of our work. Please move out of my way. Wave n. 波浪 v. 挥舞，招呼 He waved the waiter to ask for the menu. We waved goodbye to each other. We watched the waving flag.
An Exciting Job
LOGO
Module 6 Unit 5 - Reading
Pre-reading Discussion
What can be an exciting job to you? Have you dreamt of doing anything exciting in the future? What does a job about science usually do? Are you interested in it? Why the work about science is important?
crater
Ash cloud lava
A Volcano Eruption
where is more dangerous when a volcano erupts? Near the crater or down the mountain? Why?
down the mountain：
How did I really feel it at that moment?
翻译句子练习
1. 我刚要过马路这时一个老人出现在我车前。 2. 请不要让你的衣箱挡住我。 3. 他看过画之后文思泉涌，在画旁边写了一首诗。 4. 作为一个药剂师，你要熟练操作科学仪器。 5. 我们约在周五一起看电影。 6. 被任命为销售经理后，他工作更努力了。 7. 有时候，我们穿着防护服去探测火山口。 8. 他有成为一个火山学家的潜质。这项工作适合他。 9. 聚会结束，我们挥手告别。（独立主格作状语） 10. 台风造成的损失无法估量。
Potential adj.潜在的，n.潜力 Parents should try to get rid of the potential danger at home for their children, for example the matches or the electrical wire. The potential market of baby products is large. This area has great potential of/in wind energy. Working hard helps you achieve your full potential and get success.
Collecting… evaluating… predicting… 3. What do I think of my job? Great, exciting, dangerous, important/vital
About volcano
What do you know about volcano and volcano eruption?
1. I was about to cross the road when an old man suddenly appeared in front of my bike. 2. Please move your suitcase out of my way. 3. Having seen the picture, he has fountaining ideas about what to write, so he set down a poem alongside the picture. 4. As a chemist, you should be able to operate the scientific equipment fluently. 5. We appointed this Friday to go to the movie/cinema together.
Fountain n. 喷泉，vi. 喷涌 He has a fountain of ideas about what to write. The fountaining lava brightened the night. Suit n. 套装，一套衣服 v. 适合，迎合满足… We went to the crater in protective suits. The job of a volcanologist suits those who are brave, strong and have interest in nature. They adjusted their menu to suit the changing taste/need of the customers.
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。
高中英语选修6：Unit+5+The+power+of+nature+教案(7)+
Unit 5 The power of natureReading and writingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语vary from ... to ..., diversity, unique, bathe, swallow, guaranteeb. 重点句式 P39The height of the land varies from 700 metres above sea level to over 2000 metres and is home to a great diversity of plants and animals.Many people come to Changbaishan to study the unique plants and animals. Others come to walk in the mountains, to see the spectacular waterfalls or to bathe in the hot water pools.2. Ablity goals 能力目标Enable the students to get information about the Lake of Heaven by fast reading.Enable the students to write about hot pools at Changbaishan using some notes given.3. Learning ability goals 学能目标Help the students learn how to describe a nature reserve using given information.Teaching important points 教学重点Teach the students how to make use of given information to describe a nature reserve.Teaching difficult points 教学难点Learn how to describe a nature reserve.Teaching methods 教学方法Study individually, practice and discussion.Teaching aids 教具准备A projector and some slides.Teaching procedures & ways 教学过程与方式Step ⅠRevisionGet the students to describe his / her dangerous experience. Step ⅡReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask them some detailed questions about the text. Check their answers in class, and explain some questions they ask.T: Have you ever been to Changbaishan and visited Tianchi? I guess most of you haven’t. In this period, we will learnsomething about Tianchi. By the way, what English name would you give to Tianchi?S: I will call it Lake of Heaven.T: Great. That’s how people call it in English. Now let’s read the questions on the top of the passage. Then read the text quickly and find out the answers to the questions.After the students read the text.T: Now who can tell me which province Changbaishan is located in?S1: Jilin Province, Northeast China.T: Good!What’s a nature reserve? Why is Changbaishan a famous nature reserve?S2: I think reserve is a place which is kept in its natural state.S3: A nature reserve is home to a great diversity of plants and animals. There must be many rare animals and unique plants. They are protected in a nature reserve.S4: Changbaishan is the largest nature reserve in China. Much of this beautiful, mountainous area is thick forest. The height of the land varies from 700 metres above sea level to over 2,000 metres. You will find a great diversity of plants and animals among which are cranes, black bears, leopards and Siberiantigers.S5: If you visit Changbaishan, you can study the unique plants and animals, walk in the mountains, see the spectacular waterfalls or to bathe in the hot water pools.S6: In my opinion, it’s a pity if you don’t visit Lake of Heaven — the most popular attraction in the reserve.T: I agree with you. How about Question 4?S7: I think the name of Tianchi comes from some fairy stories. Maybe people believe the lake is a gift of the heaven.S8: Long long ago, there wasn’t a lake on the top of the mountain, but one day the volcano erupted, people were frightened and didn’t know what had happened. One day, they found a lake appeared on the top of the mountain. Where did the lake come from? People couldn’t explain it, so it was named Tianchi. S9: I think the reason is that the lake is on the top of the mountain. It’s 2,194 metres above sea level. And the view is very beautiful, which makes you feel like in fairyland. So the lake is named Tianchi.S9: As we all know, it’s very cold in Northeast China. Changbaishan must be covered with thick snow in winter and there are boiling rocks under the crater of a dead volcano. The snow melted and gradually a lake formed in the crater.T: Excellent answers. You are really full of imagination. The last question. Any volunteer?S10: It’s said that Tianchi is the birthplace of Manchu people. The father of the Manchu people, who had a great gift for language and persuasion, was the son of a girl from heaven. Three girls from heaven were bathing in Tianchi when a bird flew above them and dropped a small fruit. The youngest girl became pregnant after she ate the fruit and gave birth to a boy —the father of Manchu people.T: All right! Read the passage again to see how the writer describes Lake of Heaven?S11: After reading the passage we know the lake is well worth visiting. At the beginning of the passage the writer introduces Changbaishan in which Lake of Heaven lies. By describing the mountain, the writer tells readers that Lake of Heaven lies in a beautiful nature reserve, you can enjoy many beautiful places besides Lake of Heaven. Then the writer introduces Lake of Heaven. At last, to further arouse readers’interest, the writer tells a fairy story about Lake of Heaven, which makes the lake mysterious.Step Ⅲ WritingAfter reading the text, the students will learn the way ofdescribing a place of interest. Get the students to read the notes first, and then let them discuss in which aspects they will introduce hot springs. And then let them write a paragraph about hot springs.T: The writer tells us we can bathe in hot water pools if we visit Changbaishan, but he didn’t introduce hot springs to us. Now turn to page 40, you will find some notes about hot springs. Let’s introduce hot springs to our readers by using these notes. The title should be — Hot Springs in Changbaishan. While writing, make use of the writing techniques of the text we read just now. Before writing, discuss with your partners in which aspects you will describe hot springs.S1: I will write a paragraph in three parts. First, I will describe Changbaishan, and then tell readers why the water is hot. In the last part, I will describe the benefits of bathing in hot springs.A sample version:Hot Springs in ChangbaishanChangbaishan is a famous nature reserve, most of which is covered with thick forest. It’s home to a great diversity of plants and animals. Among the rare animals are cranes, black bears, leopards and Siberian tigers. The most popularattraction in the reserve is Tianchi where you can enjoy the sight of the crystal clear waters and the view of the other sixteen mountain peaks that surround Tianchi.When you have finished your visit to Tianchi, don’t rush away. There are plenty of other things to see and do in Changbaishan. For example, you can relax in the nearby hot springs. There are many pools heated by hot water out of the ground. What’s more, you can find water is heated by boiling rocks in the ground. If you are hungry, put an egg into the water. After a few minutes, you can have a delicious egg. There are so many hot springs, 13 pools in 1,000 square metres area, that you can choose one you like best. Some pools are very hot (over 60℃), but others are very pleasant for bathing.Staying in the pools can not only help you refresh yourself but also be good for health. It’s a great enjoyment to bathe in hot springs and admire the beautiful scenery.Step Ⅳ HomeworkT: Describe a typhoon, a snowstorm or a hailstorm. Collect some information about them if you didn’t experience any of them.。
高中英语选修6：Unit+5+The+power+of+nature+教案(3)+
Unit 5 The power of nature教学目标Target language knowledge1. Students will be able to learn and master the structure, different conjunctions and the usages of the appositive clause.2. Students will be able to recognize the appositive clause in passages and use it properly.Language ability and strategies1. Students will be able to recognize the structure and usages of the appositive clause, which will increase their overall motivation to learn English.2. Students will be able to sum up the fundamental rules of the appositive clause.3. Students will be able to put the appositive clause into use in daily life.Emotion target1. Students will be able to boost their confidence in expressing some facts or their personal feelings accurately by using grammatical items2. Students will be able to cultivate the their love for travel, life and study and try their best to study hard to realize dreams 学情分析Students are in their senior grade one year. They are ready to interact with teachers and students. Since students have already learned the other three none clauses, they have gained some basic grammatical knowledge of none clause. They are not familiar with the appositive, so they may find it hard to understand the appositive clause. Some features of the appositive clause should be introduced and put into practice. 重点难点1. How to help students to use the correct structures of the appositive clause in different situations and the usages of different conjunctions.2. How to cooperate with other group members to finish an invitation letter.e should be introduced and put into practice.【导入】Lead in【讲授】summary【练习】Consolidation【活动】Writing task【讲授】Fill in blanks【活动】Purpose【作业】Homework。
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。
高中英语 Unit5 The power of nature教案 新人教选修6 教案
人教选修6 Unit 5 The power of natureUsing LanguageTeaching materialNSEFC Book 6 —— Unit 5Teaching aimsEnable the students to learn some information about The Lake of Heaven. Teaching important& difficult pointHow to help the students to get the information about the reading materials. Teaching aidstape recorder, slidesTeaching proceduresStep1Warming upT: Have you ever been to some natural sceneries? Now let’s look at some pictur es of some sceneries.The Lake of Heaven. MountTai jiuzhaigouMount Huang fuxianhu the west lake Step 2 Fast readingRead the text quickly and find out the key words(关键词） of each paragraph.Paragraph 1 ChangbaishanParagraph 2 TianchiParagraph 3 storiesParagraph 4 coinStep 3 Careful ReadingRead the passage carefully and finish the following tasks.Paragraph 1 ChangbaishanParagraph 2 TianchiParagraph 3 Fill in the blanks with some persons or animals to plete the chart. Three young womenbathingfrom heaven a birdflewThe ManchupeopledroppedfatherfruitA handsomegave birth toboyswallowedThe youngest girlpregnantParagraph 4coinYou and your ______ one drop a ____ into the clear, blue water to ________ your love will be as _____ and _______ as the lake.Keys: loved; coin; guarantee; deep; lastingStep 4 Detailed reading1. In what province is Changbaishan?In Jilin Province.2.What is a nature reserve? Why is Changbaishan a famous nature reserve?A place kept in its natural state for people to enjoy. The largest one in China.3.What is the most popular tourist attraction in the reserve?Tianchi, or the Lake of Heaven.4. What does Tianchi mean? How is Tianchi formed?The Lake of Heaven. In the crater of a dead volcano.5. What is the connection between the Manchu people and Tianchi?The story of the father of Manchu people.Step 5 DiscussionIf you were a tourist guide（导游）, how would you introduce the Lake of Heaven in Changbaishan to the tourists?ChangbaishanTianchistorycoinThe Lake of Heavenin its four seasonsSpringsummerautumnwinterStep 6 HomeworkSurf the Internet to find more information about the Lake of Heaven.。
高中英语 Unit5《The power of nature》教案(3) 新人教版选修6
英语：Unit5《The power of nature》教案（3）（新人教版选修6）教学设计—听力和写作Unit 5 The power of nature--Listening and Writing Teaching goalsEnable the students to listen for details and catch the specific information as much as possible.Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials. Teaching important and difficult pointsHow to make sure the answers of listening material and help them to describe the disaster they have experienced. Teaching aidsA recorder and cassette tapes, a projector, and a computer Teaching proceduresStep 1 Pre-listeningCan you imagine the volcanologists’ work?They often face the dangerous situation.Can you guess what the following three volcanologists’ most frightening experiences are?Step 2 ListeningLook at the pictures of volcanologists at work on page 38. Then listen to them talking about their most frightening experience. Write their names under the picture.A. Frank GoreB. Jane SmallC. Sarah TangListen to the tape again, and answer the following questions.1. How long has she been a volcanologist?2. In what country was the volcano he/she talks about?3. Why did he/she forget to be frightened?Jane Small1.How long has she been a volcanologist?Five years.2. In what country was the volcano she talks about?Alaska3. Why did she forget to be frightened?She was excited about what she had done.Frank Gore1. How long has he been a volcanologist?Ten years.2. In what country was the volcano he talks about?Hawaii.3.Why did he forget to be frightened?The pilot had to fly low to get under the clouds.Sarah Tang1. How long has she been a volcanologist?Twenty years.2. In what country was the volcano she talks about?New Zealand.Why did she forget to be frightened?She felt the ground tremble.ListeningListen to the tape once more. Write the name of the person beside the things they said.1. I was so excited about what I had done and where I was,I forgot my fear.( )2. I was very worried that the volcano might erupt while I was still inside it.( )3. I was very relived when we finally reached our camp. ( )4. I was trembling almost as much as the ground under my feet.( )5. I was still terrified. ( )6. I was so nervous that my whole body was damp with sweat.( )7. I was so anxious that I couldn’t move for a long time.( )8.I had to force myself not ton panic. ( )9.Then I got up the courage to bend over the boiling lava. ( )Step 3 SpeakingThink of a powerful natural disaster (such as an earthquake, food, 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.Writing1. Choose one of the natural disasters or any other disasteryou have experienced.2. Make a timeline to show the order in which the eventshappened. For example:10am left holiday house to walk in the mountains 12am saw dark clouds in the sky, started to go back12:30pm snowstorm started1:00pm we were completely lost… …3. Spend a few minutes on your own imagining your experiences and how you felt. Now imagine you are safely back home. Write a dairy entry about your experience.A possible version:Jane and I had been waking in the mountains when we noticed some dark clouds coming down the mountain. We decided to turn around and go home.As we walked the clouds got nearer and nearer and the day grew darker. Then all of a sudden it began to snow. It was soon snowing so hard we couldn’t see very far in front of us. H olding each others’ hands so we couldn’t get separated, we continued down the mountain. Butthe snow got deeper and deeper. Walking became harder and harder. We began to get very tired and very frightened.After a while the path became buried under the snow and we didn’t know which way to go. We were completely lost. We found some shelter behind a big rock. Hugging each other for warmth, we stayed like that until the storm was over. Luckily it only lasted an hour or two. Then the sun came out againand we could see our house in the distance. We were so relieved we both burst into tears.Step 4 HomeworkFinish your writing.。
高二英语人教版选修6教案+Unit5ThepowerofnaturePeriod1.doc
Unit 5The power of nature单元要览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 1Warming Up，Pre－reading，Readingand Comprehending整体设计教学内容分析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.Reading is a first－person account of a volcanologist's experiences.He loves his job very much because he can help protect ordinary people from one of the most powerful forces on earth.His job is collecting information for a database about Mount Kilauea and helping other scientists to predict where lava from the volcano will flow next and how fast.Once，he watched an eruption and then collected some lava for later study.After many years，he is still enthusiastic about his job.Reading contains a picture that is an absolutely fantastic sight.After a glance at the title of the text and the headlines within it we know that it is an account，in which there are many emotion expressions.Then we can understand the topic of the text and how the information is organized.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text，that is to say，to help the teacher to checkhow much the students have understood the text.三维目标设计Knowledge and skills1．To know the meanings of the following new words and phrases：diagram(示意图)，volcano(火山)，erupt(爆发)，eruption(火山爆发)，ash(灰末)，hurricane(飓风)，questionnaire(调查表)，alongside(在旁边；在……旁边)，equipment(装备)，appoint(委派)，database(数据库)，evaluate(评估)，wave(波浪)，fountain(泉水般地喷出或涌出；喷泉；源泉)，absolute(绝对的)，absolutely(绝对地)，suit(一套外衣)，helmet(头盔)，boot(靴子)，potential(潜在性；潜在的)，actual(实在的)，burn to the ground(全部焚毁)，make one's way(前往)．2．To learn about some disasters that are caused by natural forces，how people feel in dangerous situations and the ways in which humans protect themselves from natural disasters.3．To learn how the information is organized.4．To develop the students' reading ability by skimming and scanning the passage.5．To develop the students' speaking ability by talking about natural forces.Process and methods1．While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures of natural disasters and introducing some technical vocabulary concerning volcanoes to review and develop students' understanding of what a volcano is.To ask students to consider other natural disasters and the ways humans deal with them.2．During Pre－reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student－centered and arouse students' interest in working outside.The teacher should also ask the students some questions and try to let them have a general knowledge of volcanoes.3．While doing Reading and Comprehending，the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage carefully，students are encouraged to answer some questions and discuss the text structure.4．To consolidate the contents of the reading passage，the students should be required to retell the volcanologist's experiences in their own words at the end of the class.Emotion，attitude and value1．To stimulate students' love to nature.2．To develop students' sense of cooperative learning.教学重、难点1．To enable the students to learn about the power of nature and to develop their reading ability.2．To enable the students to talk about natural forces.教学过程Warming up1．Warming up by looking and talkingShow the following pictures to the students and let them know about the power of nature and talk about them.Sample expressions：What happened in the pictures above？Do you know any other natural disasters？Please work with your partners and make a list of natural disasters(such as earthquake，snowstorm，flood，drought)．Have you ever seen a volcano?(Some new words：lava erupt/eruption crater active/dormant/extinct volcanoes...)2．Warming up by reading the passage below.Some knowledge about volcanoesThere are thousands of volcanoes all over the world.What makes volcanoes？What happens?The inside of the earth is very hot.Because it is very，very hot，the rock has melted like ice.It has become liquid，like water.It is always boiling，like water in a kettle.If you have seen a kettle boiling，you know that the steam and boiling water try to get out.The very hot melted rock inside the earth also tries to get ually it cannot because the outside of the earth is too thick and strong.But in some places the outside of the earth is thin and weak.Sometimes a crack(a small opening)appears.The hot melted rock，which we call “lava”，pushes up through the crack and bursts through.Steam and gas shoot up into the air and the hot melted lava pours out.Big pieces of rock may be thrown high into the air.After a while the volcano becomes quiet again.The melted lava becomes ter the same thing happens again and again.Each time more hot lava pours out on top of the cold lava and then becomes hard.In this way a kind of mountain is built up，with a hole down the middle.Perhaps the volcano will then be quiet and no more lava will burst out.Perhaps it will start again hundreds of years later.Vesuvius is the name of a very famous volcano in Italy.It first came to life many，many years ago.It was quiet for hundreds of years.Then in the year 79 it suddenly burst.A great cloud of smoke shot up into the sky with great burning rocks，which fell all around.Hot lava poured down its sides.About 3000 people were killed.Pre－reading1.Can you imagine climbing into a live volcano in order to measure the temperature of the boiling rock inside？Now，read the following passage please.Why does Tazieff risk his life like this?Haroun Tazieff，the polish scientist，has spent his lifetime studying active volcanoes and deep caves in all parts of the world.In 1948，he went to Lake Kivu in the Congo to observe a new volcano which he later named Kituro.Tazieff was able to set up his camp very closed to the volcanoes while it was erupting violently.Though he managed to take a number of brilliant photographs，he could not stay near the volcanoes for very long.He noticed that a river of liquid rock was coming towards him.It threatened to surround him completely.But Tazieff managed to escape just in time，he waited until the volcanoes became quiet and he was able to return two days later.This time，he managed to climb into the mouth of Kituro so that he could take photographs and measure temperatures.Tazieff has often risked his life in this way.He has been able to tell us more about active volcanoes than any man alive.2．Encourage students to talk more about volcanoes by looking at the following pictures.Reading and comprehending1．Fast－reading：Ask students to skim the passage so as to get the key words and general idea of each paragraph and answer the question：What's the main idea of the text?2．Read the passage carefully and answer the following questions.(1)Why is a volcanologist's job important?(2)Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?(3)Why was it difficult for the writer to walk towards the edge of the crater?(4)What does the writer find impressive about volcanoes even after studying them for many years?(5)What did the author think it was when an eruption occurred?(6)Why did the scientists look like spacemen?Suggested answers：1．This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.2．(1)Volcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.(2)The lava flows down the mountain and can cover up or burn villages in its path.The rocks that erupt from the volcano usually don't damage anything because no one lives near the crater.(3)The author was wearing special protective clothing that made it difficult to walk.(4)The author finds their beauty and their potential to cause great damage very impressive.(5)He thought it was an earthquake.(6)Because they wore white protective suits that covered their whole body.3．Ask students to scan for detailed information and discuss the following question with their partners and be prepared to report to the class.Question：Having learned a little more about the work of a volcanologist，do you think it is an occupation you would enjoy？Give you reasons.Suggested answers:No，I probably wouldn't enjoy this job because I wouldn't have to live in other countries and I don't like being in dangerous situations，either.Above all，I'm not very good at science.ORYes，I'd love to do a job like this because I would enjoy working outside and I think I would enjoy the adventure.It would be exciting to meet people from different countries and I would feel good about helping people avoid danger.Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all theuseful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make one's way，a live volcano，be about to do，look down into，out of the way，be covered with，burn to the ground，attach...to...，compare...with...，run out ofStructure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.The first paragraph introduces the topic and the theme of the text.The rest of the text presents the information in chronological order.A feature of an account of a volcanologist's experiences is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.RetellingAsk students to talk about the volcanologist's experiences in their own words.Give them some key words and expressions.Then let them try to retell the passage.p 8Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find more pictures showing natural forces and talk about them.Reflection after teaching________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________Reading：An Exciting Job郑晓燕费县第一中学本教案获山东省临沂市高中英语优质课评选一等奖Ⅰ：Lead－inⅡ：Fast reading：Read the passage An Exciting Job as quickly as you can and try to get the main idea of the passage.What is the main idea of the passage?A．An eruption occurred in Hawaii.B．A volcanologist's job is exciting.C．A volcanologist's exciting job and his first sight of an eruption.D．A sight of an eruption is horrible.Ⅲ：Detailed reading1．Read the first and the second paragraphs and finish the following tasks.①Why is a volcanologist's job important?________________________________________________________________________②The 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 thinks his job the most importantD．he is excited about danger and feels alive③ As a result of the volcanologist's job，______.A．other scientists predict the progress of lava from the volcanoB．many people have been warned to leave their homesC．the eruption causes less damageD．the eruption may be prevented from breaking out2．Read the third and the fourth paragraphs and finish the following tasks.①What made the writer realize that an eruption occurred?②What 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 scientists climbed 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．Read the last paragraph and prepare 1－2 questions to ask your partners about it.Ⅳ：Searching reading1．Analyze the sentence.Having collected and evaluated the information，I helped other scientists to predict where the lava from the volcano will flow next and how fast.Having collected and evaluated the information是______，在句子中作______；predict后是由where和how引导的两个______。
高二英语选修6 Unit5 The power of nature全单元教学课件
Potential adj.潜在的，n.潜力 Parents should try to get rid of the potential danger at home for their children, for example the matches or the electrical wire. The potential market of baby products is large. This area has great potential of/in wind energy. Working hard helps you achieve your full potential and get success.
An Exciting Job
LOGO
Module 6 Unit 5 - Reading
Pre-reading Discussion
What can be an exciting job to you? Have you dreamt of doing anything exciting in the future? What does a job about science usually do? Are you interested in it? Why the work about science is important?
Collecting… evaluating… predicting… 3. What do I think of my job? Great, exciting, dangerous, important/vital
About volcano
What do you know about volcano and volcano eruption?
高中英语人教版高中选修6Unit5Thepowerofnature-教学设计
科目
英语
课时
1
课型
阅读
赛课课题
The Lake of Heaven
主题语境
人与自然
语篇类型
说明文
文本分析
本篇文章是介绍长白山和天池的说明文，共分为4个部分（长白山介绍；天池介绍；故事以及许愿），结构比较清晰。因此，第一个阅读任务就是要理清地方介绍类说明文的文本特征；其次，要利用其文本特征和语篇结构特征快速查找所需细节信息；另外，要充分挖掘文本，利用文本进行更深度的阅读活动。具体来说：第一部分对长白山的介绍采用了“Introduction---General statement--- Specific details”的语篇组织模式，这部分可设置利用语篇结构快速查找信息，语篇知识理解等教学活动；第二部分对天池的介绍，其中一些句子间有隐含的因果关系，这部分可设置利用“地方介绍的文本特征”快速查找信息，感知语用知识等教学活动；第三部分是个神话故事，可设置画思维导图并复述故事的教学活动，并且可引发学生思考“介绍一个地方为什么带上神话故事”；第四部分只有一句话，讲投币祈福的做法，这部分可引导学生讨论爱的真谛，我们不光要爱他人，爱自己，更要懂得爱大自然，珍惜大自然的馈赠，爱护大自然从每一个人开始。
对学生的活动进行评价，补充和帮助。
为每段找一个关键词，理清文章结构；（独立）
查找关于长白山和天池的相关细节，并提炼信息；（独立）
绘制思维导图并复述故事情节。
培养学生分析文章结构并根据结构快速查找细节信息的能力；
培养学会用思维导图来理清文段脉络。
深入语篇
应用实践
通过语篇分析，感悟“从一般到具体”的语篇组织模式并利用该模式优化优化阅读习惯；
引导学生理解爱的真谛，我们不光要爱他人，爱自己，更要懂得爱大自然，珍惜大自然的馈赠。
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。