《2019-2020年人教版高中英語(yǔ)選修6 Unit 5 The power of nature period 1 教案2.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年人教版高中英語(yǔ)選修6 Unit 5 The power of nature period 1 教案2.doc（6頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年人教版高中英語(yǔ)選修6 Unit 5 The power of nature period 1 教案2 Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) volcano, erupt, pare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressive b. 重點(diǎn)句式 P34 1. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P34 2. I was about to go back to sleep when suddenly my bedroom became as bright as day. P34 3. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful natural forces on earth — the volcano. P34 2. Ability goals 能力目標(biāo) Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to analyze the way the writer describes his exciting job. Teaching important points 教學(xué)重點(diǎn) Read the text and answer the questions in prehending Exercise 2. Teaching difficult points 教學(xué)難點(diǎn) Retell the writer’s first sight of Mount Kilauea eruption. Teaching methods 教學(xué)方法 Discussion, reading, speaking and cooperative learning. Teaching aids 教具準(zhǔn)備 A projector and some slides. Teaching procedures && ways 教學(xué)過(guò)程與方式 Step ⅠWarming Up Lead the students to the topic by telling them a story. Then get the students to describe a volcano eruption according to the diagram. After they are familiar with the topic, let them list some other powerful natural forces and discuss the ways human beings protect themselves from the natural forces. S1: There must have been a terrible earthquake. After the terrible quake, everything was destroyed. T: Yes. It’s one kind of the causes. Any different ideas? S2: Maybe a volcano erupted and a terrible rain of fire and ash fell on the city. T: You got it! Mount Vesuvius, which had slept quietly for centuries, erupted suddenly. It destroyed the city Pompeii. How terrible! Have you ever seen a volcano erupting? Please turn to page 33. Look at the diagram. Describe a volcano erupting using the diagram and the given words. S3: When boiling rock erupts from the volcano, the red hot lava rushes hundreds of metres into the air and a cloud of ash goes straight up into the air. Ash cloud forms. Rocks, fire, ash fall onto the ground. The lava flows slowly down the mountain. It buries everything in its path under the molten rock. S4: Sometimes, volcano erupting can cause some other disasters like earthquakes, fire and ground sea. T: How powerful the nature is! The lava can buries everything in its path. A volcano erupting can damage a city. A flood can carry everything in its path, while a fire will damage everything it meets. It seems that we human beings are powerless in front of these natural forces. What can we do to protect ourselves from powerful natural forces? Please work in groups of four to list some other natural forces and discuss the ways that human beings protect ourselves. A few minutes later. T: Who would like to share your opinion with the class? S5: I’d like to talk about volcano. Sometimes, the volcano gives warnings in the form of many small earthquakes. And scientists can provide warnings of possible volcano explosions with the help of equipment. So the government can help people who live near the volcano leave their homes before erupting. S6: We are more familiar with fire. In fact, it can be avoided most of the time, if we are careful in our daily life. I know a way of controlling the fire. Firefighters burn the trees which are in the path of the fire, so there is nothing to burn when the fire arrives. S7: Flood always happens in the south of our country. Predication is very important. Scientist keep observing the level of the water during the summer. People strengthen the bank and move to higher land. S8: We have learned more about earthquakes. People have learned many ways to protect themselves. For example, earthquake happens, if you are in bed, stay where you are and protect your head with a pillow. If you are outdoors, find a clear spot away from buildings, trees and streetlights. S9: I think the best way is to move to a safer place where fire, earthquake, flood and hurricane will never happen. Step Ⅱ Pre-reading Get the students to answer the six questions on page 33 to find out whether they will enjoy working as a volcanologist. And then get them to talk about the occupation according to the questions. T: I see. Prediction is very important. We can say scientists play an important part in protecting people from natural forces. Would you like to study volcanoes? And do you want to be a volcanologist? Ss: Yes. T: Let’s test whether you are suitable for this job or not. Answer “yes” or “no” to these questions on page 33. The students answer the questions to see if they are suitable to be a volcanologist. T: Are you suitable for the job? Who can tell us what kind of person can be a volcanologist? S1: First he must be brave enough because he must climb into a live volcano to take the temperature of the boiling rock inside. S2: I think interest is the most important. He should show great interest in studying rocks and volcanoes. S3: He should be interested in travelling to unusual places and like adventure in his life. S4: If you want to be a volcanologist, you should enjoy working outside because a lot of work need to be done outdoors. Step Ⅲ While-reading Scanning Get the students to read the passage quickly and accurately. Give them a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask them some detailed questions about the text. T: What does a volcanologist do? Is the work interesting? Let’s read a passage written by a volcanologist. The volcanologist enjoys his job very much. He described his exciting job. And he wrote down his first sight of an eruption. Now let’s read the text quickly and find out the answers to these questions prehending Exercise 1 on page 35 . Several minutes later. Check the answer. Skimming In this part, the students will read the text quickly to get the general idea of the passage. Check the answers with the whole class, then explain some sentences or words that the students may find hard to understand. T: Now please read the text again and try to get the main idea of the passage in groups of four. Three or four minutes later. T: Have you got the general idea of the text? It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. At that time I determined to be a volcanologist forever. Discussion T: In the writer’s opinion, his job is the greatest one. Do you like this occupation? Why or why not? Discuss in groups of four. S2: I would not like to be a volcanologist. I prefer to work in an office to do some research work. It’s a waste of time and energy to spend so much time traveling. S3: I hope to be a vocanologist. You’ll be proud of yourself when people escape before volcano erupting because of your work. Also, I am interested in the rocks and other things that make up the surface of the earth. I want to know the secret of the earth. S4: It is not my ideal occupation. I like traveling to unusual places, studying different cultures, talking with interesting people and collecting interesting things. But I’m not brave enough to climb into a live volcano to take the temperature of the boiling rock inside. S5: I don’t like this job. It’s too dangerous. If the volcano erupts suddenly when you are collecting the lava, maybe you will lose your life. T: Well, if you meet the writer, what kind of questions would you ask him? S6: Aren’t you afraid when you walk towards the volcano? It’s so hot and the volcano may erupt again. S7: What should you do if you get lost on your way to the volcano? S8: When did you begin to be interested in volcanoes? S9: How will you escape if the volcano erupts suddenly? S10: Are there any living things in volcanoes? S11: Why do people live near the volcanoes since they may lose their homes or even lives? Writing characteristics T: Good! If you are interested in this occupation, you can get more information on the Internet. Now who can summarize the writing style and techniques of this text? The teacher can ask the students to have a discussion in pairs or groups, and then ask some of them to show their ideas. Sample answers: This passage was written by a volcanologist. He uses the first person to describe his exciting job and his experience and express his true love for his job. The words are vivid and the description is natural, which makes the readers feel as if they were watching the volcano eruption and begin to like the occupation. For example, he uses “l(fā)ike a railway train passing outside my window”, “suddenly my bedroom became as bright as day” and “red hot lava was fountaining hundreds of metres into the sky” to describe the big noise and fantastic sight of volcano eruption. To tell readers that his job is interesting, the writer uses several “sometimes”, which makes the readers feel the job is extremely interesting and want to be a vocanologist. The writer talks about the volcano objectively. He points out the damages of volcano but he praises its fantastic sight at the same time. T: What can we learn from the text? S: The key word of the text is “exciting”, which is the focus of the passage. By telling the readers his everyday work, the importance of his job, his first sight of volcano eruption and his sincere love for his job, the author proves it’s his chief enjoyment to be a volcanologist. And I appreciate the writer’s attitude towards nature. We should love nature and we can do something to minimize the damage caused by natural forces. Step Ⅴ Homework T: Now it’s time for homework. Today you have two tasks to finish after class. The first task is to finish exercises in Discovering useful words and expressions on page 35. These exercises will help you practice the words and expressions we’ve just learned. The second one is to retell the text. That’s all for today. See you tomorrow.