【英语】2018届人教版选修六一轮复习：Unit5Thepowerofnature单元教案设计（17页）

【英语】2018届人教版选修六一轮复习：Unit5Thepowerofnature单元教案设计（17页）

‎2018届人教版选修六一轮复习：Unit 5The power of nature单元教案设计 Period 1Warming Up, Pre-reading and Reading I．单元教学目标 (技能目标)‎ u talk about volcanoes and the work of volcanologists u practise expressing fear and anxiety ‎ u learn the –ing form used as adverbial in a sentence ‎ u write about an experience in a nature disaster ‎ II．目标语言 1． 功能句式: expressing fear and anxiety.‎ u I was so excited about what I had done and where I was, I forgot my fear.‎ u I was very worried that…‎ u I was very relieved when…‎ u I was trembling almost as much as the ground under my feet. ‎ u I was still terrified.‎ u I was so nervous that my whole body was damp with sweat.‎ u I was so anxious that I couldn’t move for a long time.‎ u I had to force myself not to panic.‎ u Then I got up the courage to …‎ ‎2.词汇 ‎ 四会词汇：volcano erupt eruption ash hurricane adventure bore excite evaluate ‎ unfortunate unfortunately fountain absolute absolutely fantastic crater potential impress precious novelist cancel effort relieve tremble sweat anxiety anxious panic courage typhoon heaven diverse diversity unique bathe swallow guarantee 词组：compare …with burn to the ground make an effort make one’s way ‎ glance through vary from … to ‎ ‎3. 语法：the –ing form used as adverbial in a sentence ‎ looking carefully at the ground , I made my way to the edge of the crater.‎ ‎ Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.‎ III．教材分析 本单元以the power of nature 为话题，旨在通过本单元教学使学生了解火山爆发，地震，台风，洪水，海啸等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。‎ Warming up 通过对火山爆发示意图的探讨激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听说读写打下基础。‎ Pre-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。‎ Reading 部分一味火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，‎ 但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。‎ ‎ Comprehending ‎ 设计了两种题型：第一题要求学生在阅读后发表对火山学家这一职业的看法；第二题检测学生对文章细节的理解。‎ ‎ Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方 面对学生学习词汇给予指导；语法部分学习-ing形式在句子中作状语表原因，时间及结果。‎ ‎ Using language 以语言实践为目的，包括四个部分的内容。Listening 三位火山学家 讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。‎ Speaking 是listening 的延续。要求学生讲述自己类似的经历，同时在运用中巩固单词。‎ Reading 介绍了旅游胜地the lake of heaven， 培养学生快速获取信息的能力。Reading ‎ 与writing 属于同一话题，要求根据所给信息写一篇介绍hot springs 的作文。‎ ‎ Sunning up部分要求学生就火山，火山学家，天池，本单元词语，-ing形式和表达情感的日常交际用语等方面进行自我评价，判定呢感学习情况。 ‎ learning tip 部分介绍单词记忆方法：利用构词法或话题分类记忆单词；利用图表，图片等记忆单词；随身携带生词本；多 说多写。‎ ‎ ‎ IV．分课时教案(多媒体教学)‎ The first period Warming up and pre-reading 1. Warming up In order to talk about what volcanoes are and how they are formed, students need to learn ‎ Some new words: lava erupt/eruption crater active/dormant/extinct volcanoes ‎ 1) Show some pictures of disasters Ask student to name disasters as much as they know.‎ Sample answer: cyclone typhoon Hurricane tornado snowstorm landslide ‎ Volcano tsunami earthquake flood hailstorm sandstorm ‎ 2) ask them What they feel when they see the power of nature showing in the pictures:‎ ‎ Have you ever experienced one ?‎ ‎ Share you experience and feelings ? (were you frightened and how frightened were you?)‎ ‎ Some expressions tips: scared to death frightened worried ‎ ‎ unforgettable unbelievable 3) Have you ever seen a volcano ?‎ Ask Ss to complete exercise 1 in groups. Then check their answers orally as a whole class.‎ ‎ Ask students to help you make a list of words connected with volcanoes Discuss with students where in the world active and extinct volcanoes occur.‎ ‎2. pre-reading ‎ ‎1) Can you tell me who will climb into a live volcano in order to take the temperature ‎ of the boiling rock inside ?‎ volcanologists——do they take up a crazy job?‎ 1) get the students to answer the six questions in pre-reading to find out whether they will ‎ enjoy working as a volcanologist.‎ Students could do this activity as a survey by asking others in their class these questions ‎ Or they could do it individually. ‎ 2) after they have completed the task, survey the class to find out how many might enjoy ‎ the work of a volcanologist.‎ their guesses were.‎ Period Two Reading Teaching Aims 1. Enable the students to grasp and remember the detailed information of the reading material.‎ 2. Let students understand the general idea of the passage.‎ Teaching Important & Difficult Points How to help the students to grasp and remember the detailed information of the ‎ reading material.‎ Teaching aids: ‎ a tape recorder, a projector, slides and pictures Teaching method:‎ Grop or pair disscussion, individual task.‎ Teaching Procedure Step1 Pre-reading ‎1.Can you imagine climbing into an active volcano to take the temperature of the boiling rock inside?‎ ‎2. To be a volcanologist, what qualities are needed?‎ Step 2 Quiz Are you suitable for being a volcanologist?‎ Questions ‎ Yes ‎ No ‎ ‎1 Do you like working outside as well as inside?‎ ‎ ‎ ‎ ‎ ‎2 Do you enjoy travelling to unusual places?‎ ‎ ‎ ‎ ‎ ‎3 Do you enjoy taking risks?‎ ‎ ‎ ‎ ‎ ‎4 Do you dislike doing the same thing every day?‎ ‎ ‎ ‎ ‎ ‎5 Do you like adventure in your life?‎ ‎ ‎ ‎ ‎ ‎6 Are you interested in studying rocks and other things that make up the surface of the earth?‎ ‎ ‎ ‎ ‎ What kind of work do you think a volcanologist do?‎ Step 3 Skimming ‎ Skim the text and answer the following questions.‎ ‎1.What is the writer?‎ He is a volcanologist working for the Hawaiian Volcano Observatory. He mainly collects information about Mount Kilauea.‎ ‎2．When did he first see an eruption? How did it look like?‎ It was in the second week after he arrived in Hawaii. It was very bright although it was night. Red lava fountained hundreds of meters into the air and it was a fantastic sight.‎ ‎3. What was he wearing when getting close to the crater? And what was the result?‎ He was wearing white protective suits that covered his whole body, helmets, big boots and special gloves, just like a spaceman. As a result, it made him difficult to walk.‎ Step 4 Scanning ‎ Scan the text and answer the following questions.‎ ‎1. Why is a volcanologist’s job important?‎ Volcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.‎ ‎2. Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?‎ The lava flows down the mountain and can cover up or burn villages in its path. The rocks that erupt from the volcano usually don’t damage anything because no one lives near the crater.‎ ‎3. Why did the scientists have to get close to the volcano after it began erupting?‎ The scientists needed to get samples of the lava so they could study them.‎ ‎4. What does the writer find impressive about volcanoes even after studying them for 20 years?‎ The author is impressed by the beauty of the eruption and also by its potential to cause great destruction.‎ Step 5 Detailed reading Read the text more carefully and answer the following questions.‎ ‎1. What made the author realize that an eruption occurred?‎ my bed began shaking a strange sound My bedroom became as bright as day an absolutely fantastic sight red hot lava was fountaining hundreds of meters into the air ‎ ‎2. What did the scientists do after the eruption?‎ put on white protective suits, helmets, big boots dropped as closed as possible to the crater slowly make our way to the edge of the crater looked down into the red boiling center Step 6 Homework ‎1．Find out words, expressions and sentences which you think are useful, important or difficult to understand.‎ ‎2．Finish exercises in Learning about Language. (Ex. 1, 2)‎ Period2 Vocabulary and Useful Expressions Teaching material ‎ NSEFC Book 6 —— Unit 5‎ Teaching Aims 1. To learn some new words and phrases.‎ 2. To learn some complicated sentence patterns.‎ Teaching Important Point How to help the students to master the usage of some useful words, expressions and sentences.‎ Teaching Difficult Point How to enable the students to grasp and remember the detailed information of the reading material.‎ Teaching Procedure Step1 Revision ‎1. Check the answers to Ex. 1 on page 35.‎ ‎2. Check the answers to Ex. 2 on page 36.‎ ‎1．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.‎ Keys: 1. bored; 2. volcano 3. made my way 4. compare with ‎ ‎5. erupt 6.impressive ‎2．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.‎ Keys: ash; lava; burnt to the ground; absolute; eruption Fountain; Unfortunately; amazed; fantastic Step 2 Language Points ‎1．volcano n.‎ pl. volcanoes ‎ an active volcano 活火山 an extinct volcano 死火山 a dormant volcano休眠火山 知识拓展 火山学 volcanology -logy: “…… 学/论。”‎ ‎ oceanology climatology 火山学家 volcanologist -ist “……学家 ”‎ ‎ pianist physicist ‎2. Have you ever considered how weak humans are compared with a volcano, hurricane or earthquake? ‎ consider大致有两种含义。含义不同，用法有别。‎ 知识拓展 ‎①consider作“考虑”解，常用于以下句型：‎ consider+名词/代词/动名词 consider+从句或“疑问词+不定式”。‎ You’d better__________________________. ‎ 你最好考虑我的建议。‎ I’m _________________abroad some day.‎ 我一直考虑有一天出国。‎ Have you considered_________________?‎ 你们考虑他的建议了吗？‎ We must consider________________.‎ 我们必须考虑下一步要做什么。‎ Keys:‎ consider my suggestion considering going what he suggested; what to do next ‎②consider作“认为”解时，常用于以下句型：‎ consider sb. /sth+ (as) +形容词/名词 其中，as可以省略。‎ consider +sb./sth.+不定式 其中，不定式通常是to be (可以省略) 或其他动词的完成式。‎ consider +it+形容词/名词+不定式短语 consider+宾语从句 At first they considered me___________________.‎ 起初他们认为我是医生。‎ We consider this matter________________________________.我们认为这件事很重要。‎ We all consider him _______________the bike.我们都认为他偷了自行车。‎ We________________________________________.‎ 我们认为学好英语很难。‎ I consider____________________________________________. 我认为帮助你学习英语是我的职责。‎ We________________________________________________. 我们这首音乐很值得一听。 ‎ Keys:‎ ‎(as) a doctor (to be) very important to have stolen consider it hard to learn English well it my duty to help you with your studies consider that the music is well worth listening to ‎3. Sometimes working indoors…, I’m never bored.‎ bore vt 使(人)厌烦 ‎---I am sorry I spoke for so long ‎---I hope I didn’t bore you.‎ bored adj. (人) 厌烦的 boring adj. （物）令人厌烦的 Are you getting bored of doing the same thing every day? The movie was so boring that I fell asleep ‎ The life is more and more boring, so many people become more and more bored. 生活越来越无聊,所以很多人也变得越来越无聊 ‎ ‎4. Many houses have been covered with lava or burnt to the ground. ‎ burn to the ground (楼房等)完全烧毁 他无处栖身因为他的房子被烧掉了.‎ He has no place to live in because his house has been burnt to the ground. ‎ 知识拓展 burn up 烧完; 烧尽; 烧光;烧旺起来 ‎ burn down烧成平地(烧毁,烧光) burn off烧掉 burn out烧掉 Don't leave the gas on you might burn the house down.‎ 别忘了关煤气炉--不然会把房子烧掉的.‎ The house burnt down in half an hour.‎ 那所房子在半小时之内就被焚为平地.‎ All the wood has been burnt up.‎ 木柴全部烧光了。‎ burn off 烧掉 Burn the old paint off before re-painting the door.‎ 先把门上的旧漆烧掉再上新漆.‎ burn out 烧掉 The hotel was completely burnt out.‎ 该旅馆毁於大火.‎ If he doesn't stop working so hard, he'll burn himself out.‎ 他继续这样拚命地工作，就会累垮的。‎ ‎5. We slowly made our way to the edge of the crater. ‎ make one’s way （向某地）走（去）‎ make one's way in life 事业有所成就 ‎ make way (for) 让路，让位 He made his way through the crowd to greet us.‎ 他穿过人群向我们打招呼。‎ All the traffic has to make way for a fire engine. 所有的车辆都得给救火车让道。‎ If you want to make your way in the world, you must learn to work hard ‎ while you are still young. 你若想要有 出息，趁年轻的时候要学会发奋。‎ 知识拓展 feel one’ way摸索前进 push one’s way挤过 find one’s way找到路，设法到达 go one’s way走自己的路，我行我素 fight one’s way奋勇前进 wind one’s /its way蜿蜒前进 lose one’s way迷路 ‎6. Today, I am just as enthusiastic about my job as the day I first started. ‎ be enthusiastic (about) 感兴趣的，热心的 He is enthusiastic about helping others .他热心助人。 I'm really very enthusiastic about it.我对此真的非常热心。‎ Despite all our efforts we still lost the game.‎ ‎7. She made an effort to be nice to her boss.‎ effort n. 努力; 力气; 努力的成果 make an effort to do sth 努力做某事：‎ It took a lot effort to lift the boxes. ‎ 抬起那些箱子要花很大的力气。‎ Despite all our efforts we still lost the game.‎ 尽管我们尽了全力，我们还是输掉了比赛。‎ Put more effort into your work.‎ 你要更加努力地工作。‎ Your success lies upon your effort.‎ 你成功与否取决于你的努力。‎ He made an effort to arrive on time 他尽量准时到达。‎ ‎8. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast it will flow.‎ 本句为–ing形式的完成式作状语。如果分词表示的动作在谓语动词表示的动作之前发生，该分词用完成式。 例如：　　　　　　 ‎ Not having met the man before, I couldn't recognize him at first. Having finished my homework, I went to play football. ‎ ‎______ the programme, they have to stay there for another two weeks. (C)‎ A. Not completing B. Not completed ‎ C. Not having completed D. Having not completed Step 3 Homework ‎1. Master and go over the use of the words and phrases above.‎ ‎2. Pre-view the usage of –ing form.‎ Period3 Grammar and Useful Structures Review the usage of –ing form:‎ ‎1.Write the following pairs of sentences(or other similar ones)on the board.‎ I was feeling tired. I went to bed early→‎ feeling tired I went to bed early I worked hard all day. I went to bed early→‎ Having worked hard all day, I went to bed early.‎ ‎2.Ask student to consider when the action in each pair of sentences happened and ‎ Lead them to understand that in the first pair of sentences, the feeling and the ‎ action are happening at the same time; whereas in the second pair, the working all day happened before he/she was tired ‎3.Examine the sentences below and discuss in what way the structures similar to each other and in what way they are different Looking carefully at the ground, I made my way to the edge of the crater.‎ Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.‎ Having + past participle (the perfect –ing form) to refer to an action that took place before the time expressed by main verb.‎ ‎4. Read and discuss Exercise 1 in the SB ‎5. Set Exercise 2. check answers and discuss structures.‎ ‎6. Set Exercise 3,4 and 5. check answers after each exercise and discuss reasons for ‎ the structures used.‎ ‎7. 小结-ing 形式的用法 1) ‎–ing 形式作状语 用法 例句 时间 Walking along the street, I met Mary. (= While I was walking along the street….)在街上走的时候，我遇到了玛丽。‎ 条件 Turning to the left, you will find the school. (= If you turn to the left, ….)向左走，你就会找到那个学校 让步 Knowing where I live, he never come to see me .(= Though he knows where I live, ….)尽管他知道我的住处，但从不来看我。‎ 伴随 I stood there, waiting for her. (= …, and waited for her.)我站在那儿等她 原因 Being tired , I stopped to take a rest. (= Because I was tired, ….)因为疲倦，我停下来休息。‎ 结果 It rained heavily, causing severe flooding in the area.(= It rained heavily so that it caused severe flooding in the area.)在这个地方雨下的如此大，以至引发了洪灾。‎ ‎2) –ing形式的完成式 ‎ ‎ ‎3）. 使用-ing形式需注意的几个问题:‎ ‎.①分词(短语)作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须 用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。 ‎ My wife had a long talk with Sally, explaining why she didn’t want the ‎ ‎ children to play together我妻子与莎莉谈了很长时间，解释她为什么不想让 孩子们在一起玩。(现在分词explaining是句子主语my wife做的动作，它 们之间是主动关系,即explaining的逻辑主语，就是句子的主语my wife 。) The train having gone, we had to wait another day.（the train逻辑主语 + ‎ having gone 既为独立主格结构） ‎ ‎②分词短语做状语时，前面可以加上连词或 介词，但是分词短语和句子之间不能用并列连词(如but，and)，因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。 ‎ 例如: 误: Having been told many times，but he still couldn’t understand it. 正: He was told many times, but he still couldn’t understand it.或 Having been told many times， he still couldn’t understand it.‎ ‎③-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。‎ 例如:‎ Opening the drawer，he took out his wallet. (=He opened the drawer and took ‎ out his wallet.)他打开抽屉，拿出钱包。‎ Coming into the room，he put down his bag. (=he came into the room and put ‎ down his bag.)他走进房间，放下提包。‎ Having brushed his teeth，Mr. Brown came downstairs for breakfast.‎ 布朗先生刷过牙，就下楼来吃早饭。 (此句如写成:Brushing his teeth, ‎ Mr. Brown came downstairs for breakfast.可能指“边刷牙，边下楼’。‎ ‎④分词的否定形式是在分词短语前面加上 not, never等否定词构成。‎ 例如: Not fearing the fire, the child touched and got a finger burnt. ‎ 小孩儿不知道怕火，用手去摸，把手指烫了。 Not knowing how to find the subway, I asked a policeman for help. 我不知道怎 ‎ 样找到地铁，就去找警察帮忙。 ‎ Period4Listening , Speaking and Writing Teaching goals Enable the students to listen for details and catch the specific information as much as possible.‎ Learning ability goals ‎ Enable 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 points How to make sure the answers of listening material and help them to describe the disaster they have experienced. ‎ Teaching aids A recorder and cassette tapes, a projector, and a computer ‎ Teaching procedures ‎ Step 1 Pre-listening Can 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 Listening Look 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 Gore ‎ B. Jane Small C. Sarah Tang Listen 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 Small ‎1.How long has she been a volcanologist?‎ ‎ Five years.‎ ‎2. In what country was the volcano she talks about?‎ ‎ Alaska ‎3. Why did she forget to be frightened?‎ ‎ She was excited about what she had done.‎ Frank Gore ‎1. 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 Tang ‎1. 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.‎ Listen 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 relieved 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 to panic. ( )‎ ‎9.Then I got up the courage to bend over the boiling lava. ( )‎ Step 3 Speaking Think 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. ‎ Step 4 Writing ‎1. Choose one of the natural disasters or any other disaster you have experienced. 2. Make a timeline to show the order in which the events happened. For example:‎ ‎10am left holiday house to walk in the mountains ‎12am saw dark clouds in the sky, started to go back ‎12:30pm snowstorm started ‎1:00pm 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. Holding 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 again and we could see our house in the distance. We were so relieved we both burst into tears.‎ Step 5 Homework ‎ Finish your writing.‎