Book6 Unit5The power of nature教案

Unit5 The power of nature

Warming up

I．单元教学目标 (技能目标)

 talk about volcanoes and the work of volcanologists

 practise expressing fear and anxiety

 learn the –ing form used as adverbial in a sentence

 write about an experience in a nature disaster

II．目标语言

1． 功能句式: expressing fear and anxiety.

 I was so excited about what I had done and where I was, I forgot my fear.

 I was very worried that…

 I was very relieved when…

 I was trembling almost as much as the ground under my feet.

1 / 13

 I was still terrified.

 I was so nervous that my whole body was damp with sweat.

 I was so anxious that I couldn’t move for a long time.

 I had to force myself not to panic.

 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.

2 / 13

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

3 / 13

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。

4 / 13

IV．分课时教案(多媒体教学)

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?)

5 / 13

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?

2) get the students to answer the six questions in pre-reading to find out whether they will

enjoy working as a volcanologist.

6 / 13

Students could do this activity as a survey by asking others in their class these questions

Or they could do it individually.

3) after they have completed the task, survey the class to find out how many might enjoy

the work of a volcanologist.

their guesses were.

The second period Reading and comprehending

1.First reading

Skinning & skimming

1)Ask students to read through the passage quickly to get a main idea of the whole passage. Give them a limited time to read the whole passage

in order to encourage them to practice reading for general ideas and to discourage them from reading word by word

main idea: This passage is a first-person account of a volcanologist’s experiences. The volcanologist described his exciting job and wrote down his first

7 / 13

sight of an eruption.

What does a volcanologist do ?( answer in the text )

Then let students do the multiple-choices (见课件)

2)Set Exercise 1 in “comprehending” either as a group or whole-class activity. Explain to students that the purpose of questions like these is to help them develop skills of evaluating a text.

2.Second reading (intensive reading)

Before reading, glance through Exercise 2 on Page35.

Choose some to ask them and check their answers:

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

8 / 13

one lives the crater.

3). Why was it difficult for the writer to walk towards the edge of the crater ?

The author was wearing special protective clothing that made it difficult to walk

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.

3.Third reading (Read again to find more details)

1).what made the author realize that an eruption occurred ?

answer: my bed began shaking

a strange sound

my bedroom became as bright as day

an abosolutely fantastic sight

red hot lava was fountaining hundreds of metres into the air

9 / 13

2).what did the scientists do after the eruption ?

answer: 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

Homework

Spend some time researching one disaster. You can use books, magazines, newspapers

or the Internet. Collect pictures and diagram and look for information about:

• what causes this kind of disaster

• actrual events that happened in the past in china and/or the rest of the world

• how people helped the victims

• what is being done to prevent the disarster happening again or to lessen the damage

10 / 13

Using language-reading

This reading passage is written as though it is from a tour guide. It describes some of the tourist attractions in Changbaishan in Jilin provinc.

1. Ask students to read the title of the passage and

then ask whether they have heard of this lake. Spend a few minutes eliciting students’ prior knowledge about Changbaishan.

2. Read the questions before reading passage and ask students to read through the passage as quickly as possible.

 in China. (F)

Changbaishan is the second largest nature reserve



2,000 meters. (T)

The peak of Changbaishan can reach as high as



cranes in Changbaishan. (F)

You can see a lot of black bears, leopards or

 (T)

Tianchi is a lake in the crater of an extinct volcano.

 The ancestors of the Manchu people were

believed to be good at language and persuasion. (F)

11 / 13

3. Read the questions that appear before the reading passage. As going through each question discuss which key words are and have students underline them. Point out that they do not need to understand every word in the passage in order to find the answers. Instead, they should scan the text quickly looking for underlined keywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer.

4. Check answers.

5. some explanations:

The height of the land varies from 700 metres above sea level to over 2,000 metres and is home to a great diversity of plants and animals.

这里的地面高度从海拔700米到2，000多米不等， 是各种各样的动植物的生长地。

vary v. 呈现不同 ；改变，变化:

My husband varies the vegetables he plants each year.我的丈夫每年都种不同的蔬菜。

vary from…to… 由…到…不等； 从…变为… :

These fish vary in price from £3 to £5.

这些鱼的价格从3镑到5镑不等。

12 / 13

Her mood varied from optimism to extreme depression.

她的情绪由乐观一变而极为消沉。

variety

(质量，种类或特征的)变化：

You need a lot of variety in your diet.

你的膳食要多样化

种类，品种：

different varieties of bananas

不同品种的香蕉

6. Assign writing task: on page40 in the SB

13 / 13