Book6Unit5Thepowerofnature教案

人教版英语选修六Unit5 the power of nature(第一课时)教学教案设计

The power of nature蚌埠二中王莹The analysis of text and studentsThis class is based on the topic of the power of nature. It aims at helping students realize the double sides of nature power, which means its positive effects and negative effects. As for its negative effects, they can not only be caused by nature but also human beings.The damage caused by nature can’t be prevented but reduced by taking measures. The bad effects caused by man can definitely be prevented by controlling human beings’activities. Students have already learnt something about earthquake in previous study, so this class focuses on making students consider how we should treat nature and what kind of attitudes and measures we should take when confronting disasters. The most important thing is that students can realize the importance of focusing on advantages and avoiding disadvantages.一．Teaching aims1.Introduce the topic of “The power of nature” to students2.Students know the different forms and effects of nature power3.students realize that we should draw on the advantages of natureand avoid its disadvantages二．Teaching important and difficult points1.How to help the students realize the importance of the power ofnature, including using energy as well as protecting human beings from damage2.How to enable the students to take full advantage of the naturepower and meanwhile protect the nature三．Teaching method sDiscussion, speaking and cooperative learning四．Teaching aidsMultimedia facilities, photos五．Teaching proceduresⅠ. GreetingsGreet the whole class as usual.Ⅱ.Warming upBrainstorming:The teacher asks one question: What does the power of nature mean? Can you give some names of nature power?The students may give various answers, such as wind, water, sun, earthquake……Ⅲ. PresentationStep one: Show students some picturesPresent picturesPresent the pictures of water, coal, wildlife one by one… and then ask students the question: what can we use them to do? What will happen if they are treated in this way?Students’ answers may vary.Teacher: From these pictures, can you tell me what kinds of effects can nature power make?the power of nature : positive effects & negative effectsTeacher asks students another question: The bad effects are caused by ____?Possible answers: They are caused by man. They are man-made disasters.Step two: Show the pictures of natural disasterTeacher: Can we stop the earthquake?S: No.T: Can we do something to reduce the damage caused by earthquake? Then what can we do?Students answer may vary.After that, let’s think about what we can do to deal with natural disaster, man-made disaster and how should we treat the positive power.Step three: Show a formShow the form of “Advice/ Measures”Then show students a picture of saving energy.Ⅳ. ConclusionAsk students to consider the question:The power of nature can bring us both benefits and damage, so we should draw on advantages and avoid _________ (disadvantages)Ⅴ. ConsolidationPlay a gameOne group of students act one kind of natural disaster, ask other students to guess what it is. And then give more than one piece of advice.After that, show the students a song “the earth song”.Ⅵ. HomeworkAsk students to work together to make a blackboard newspaper based on the topic of the power of nature.Ⅶ. Blackboard DesignThe power of naturebenefits Groupdamage: 1 2 3 4 5 man- made & natural disasterTeaching Reflection。

【原创】选修六Unit5 The power of nature 教案

Unit5 The power of natureTeaching Content: Unit5 ,Module6 Teaching Class: Class 2, Senior 2Teaching aims:Knowledge:1.Get the students to understand the text fully.2.Get the students to master the power of volcano .Abilities:1. To improve the students’ reading abilities2. To train the students’ abilities of study by themselves .Emotion:1. Enable the student to understand the importance of naturel.2. Put the moral education in the process of studyTeaching important points：1. learn to to get the main idea2. Learn to get the detailed information. Teaching difficult points ：How to help the students understand the text fully. Teaching method: cooperative learning, task-based teachingTeaching aids：A computer and a projectorⅤ. Teaching procedure:Step 1. GreetingStep2. Revision1. Review the words and phrases by listening to the tape and repeating.2.Review some natural disasters and get the hangs of volcanoStep3. Read the text carefully and finish reading tasksTask1: Read para1-2 carefully and get the answers1. Why does the writer say that he has the greatest job in the world?2. Why is a volcanologist’s job important?3. Where is Mount Kilauea?Task2: Read para3-4 carefully and answer the fowling questions4. Why is the lava that flows on Mount Kilauea more dangerous thanthe actual eruption?5. What caused the writer’s bedroom to become as bright as dayeven though it was night?6. Why did the scientists have to get close to the volcano after itbegan erupting?7. Why was it difficult for the writer to walk towards the edge of thecrater?Task3: Read para5 carefully and get the answerWhat does the writer find impressive about volcanoes even afterstudying them for many years?Task4:Get the main idea of the text.Step4.SummaryI have the ________ job in the world. I am never _____ with it. Although it is occasionally dangerous, I don’t mind because danger ______ me and makes me feel ____. I think my job is the most __________ because I can help _______ people from danger of volcanoes.I am a ___________ working for HVO. Our work has ______ many lives but unfortunately we can not save their _______. I have ___________ a volcano eruption in Hawaii. I was ____ asleep when my bed began _______ and I heard a _______ sound, like a _____ passing nearby. Then I found my bedroom was as ______ as day, and red lava was ___________ hundreds of meters into the air. The next day, three of us wanted to get close to the ______.We put on _________ suits, ________, big _______ and special ______, which made us look like __________. We slowly _____________ to the edge of the crater to collect some _____ for __________. After studying volcanoes for many years, I am just as ___________ about my job as before. Why? Because of their ________ and their _________ to cause great damage.Step6.Homework1.Finish the exercise on Page352.Try to retell the text。

人教版英语选修六Unit5thepowerofnature(第一课时)教学教案设计

The power of nature 蚌埠二中王莹
The analysis of text and students This class is based on the topic of the power of nature. It aims at helping students realize the double sides of nature power, which means its positive effects and negative effects. As for its negative effects, they can not only be caused by nature but also human beings. The damage caused by nature can’t be prevented but reduced by taking measures. The bad effects caused by man can definitely be prevented by controlling human beings’activities. Students have already learnt something about earthquake in previous study, so this class focuses on making students consider how we should treat nature and what kind of attitudes and measureswe should take when confronting disasters. The most important thing is that students can realize the importance of focusing on advantages and avoiding disadvantages.

高中英语人教版选修6Unit5thepowerofnaturereading教案(系列五)

Unit 5 The power of natureReading教案Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressiveb. 重点句式P341. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P342. I was about to go back to sleep when suddenly my bedroom became as bright as day. P343. 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. P342. Ability goals 能力目标Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist.3. Learning ability goals 学能目标Help the students learn how to analyze the way the writer describes his exciting job.Teaching important points 教学重点Read the text and answer the questions in Comprehending Exercise 2.Teaching difficult points 教学难点Retell the writer’s first sight of Mount Kilauea eruption.Teaching methods 教学方法Discussion, reading, speaking and cooperative learning.Teaching aids 教具准备A projector and some slides.Teaching procedures && ways 教学过程与方式Step ⅠWarming UpLead 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 forcesand discuss the ways human beings protect themselves from the natural forces.T: Listen to me carefully. I will tell you a story about a strange city. The strange city named Pompeii is a dead city. No one has lived there for nearly two thousand years, yet every year thousands of people travel from distant countries to visit it. It died suddenly in a terrible rain of fire and ash. Tons of hot ash fell on Pompeii, hiding it from sight. For three days the sun didn’t break through the clouds of ash in the sk y. Then the whole city shook and buildings fell down. When everything was calm, Pompeii was buried deep. A city disappeared and people there lost their lives too. Can you guess what had happened to the city?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 earthq uakes. 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 thelevel 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 ⅡPre-readingGet 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 que stions 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 ⅢWhile-readingScanningGet 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 do es 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 an d find out the answers to these questions Comprehending Exercise 1 on page 35 .Several minutes later.Check the answer..SkimmingIn 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.DiscussionT: 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 yourse lf 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 dang erous. 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 v olcano 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 characteristicsT: 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 “like 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 intere sting, 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 ⅤHomeworkT: No w 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.。

人教版高中英语选修六Unit+5+The+power+of+nature+教案.doc

Unit 5 The power of nature教学目标（一）知识技能目标：学生在原有非谓语动词的知识基础上，归纳总结现在分词完成式的语法规则及其在句中的功能，并能够通过“输出”环节运用目标语言表达相关主题。

（二）过程方法目标：学生积极参加课堂活动，体现以学生为中心的课堂教学目标。

通过学生个人探究和小组合作学习让学生更好地融入课堂教学。

（三）情感态度目标：结合故事情节和教师的引导，学生能更加清楚的认识到家的重要性，认识到家是我们奋斗路上获得不竭动力的源泉。

教材分析本节课为语法课，学习非谓语动词完成式各种形式及其用法；其中包括having done, having been done及其否定式not having done的具体使用规则和在句中作状语的用法。

教师结合本单元的语料内容，整合教材中working out the rules 部分复合学生认知逻辑的学习过程，结合最新流行电影<Coco>剧情，通过故事情节语篇内容的渗透，让学生在语篇中感受该语法项目的使用，随后学生小组讨论归纳语法规则，最后辅之以控制性练习，半控制性练习及开放式练习以使其加强巩固该语法项目的掌握。

学情分析（一）本节课授课对象为高二年级学生，他们在前期学习中已经初步掌握非谓语动词的一般式在句中作主语，宾语，表语，定语，状语，补语等各类成分的使用，并能比较正确的使用以上语法项目进行写作和口语的输出。

基于这种情况，学生能够比较好的本课中继续进行同知识领域的语法项目的继续建构。

（二）高二年级的学生有比较强的好奇心，选择<Coco>电影作为整节课的语言输入和输出语境，能够比较好的激发学生的兴趣，使其更好的融入语境，从而为语言学习做好准备。

（三）学生根据课堂设计环节应能比较顺利的完成语法归纳，但其在用英文表述语法项目时可能会有困难，故而教师会从以下两方面辅助学生总结：1. 尽可能教师在此环节的语言指令，并辅之以例子，使学生明确要求；2. 在学案中给出规则表格和术语提示，从而使学生能够顺利完成任务。

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。

人教版高中英语选修六：Unit+5+The+power+of+nature+教案(4).doc

Teaching PlanBook 6 Unit 5 The power of natureAN EXCIITNG JOBI. Teaching Aims1. Knowledge aims:Students will get some knowledge of volcanoes.Students will get some about the job as a volcanologist. 2. Ability aims:Students will practice their reading ability.Students will learn to get the useful information from the passage.3. Emotional aims:Students will review some natural disasters and try to understand the exciting job referred to in the passage and think about what they will do in the future.II. Teaching Important Points:Warming up & ReadingIII. Teaching Difficult Points:Try to practice the students’ reading ability.IV. Teaching Procedures:Step 1. GreetingsGreet the students as see them again after the SpringFestival.Step 2. Leading – inShow the students some pictures of natural disaster.Examine the following pictures about the natural disasters and then match them with the list names.A B CD E F1. Typhoon / Hurricane ___________2. Tornado ________________3. Sandstorm ______________4. Earthquake ______________5. Volcano ________________6. Snowstorm _______________Step 3: Fast ReadingThe students will read the passage quickly and try to give their answers.I. Read the text and then answer the following questions.1. Where is Mount Kilauea?2. What is the volcanologist wearing when getting close to the crater?II. Scan the text and then choose the best answer according to the text.1. The 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 is excited about dangers and feels aliveD. he thinks his job the most important2. What 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 scientistsclimbed down 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. Why does the author think his job is the greatest?A. It makes him feel excited and alive.B. It’s the most dangerous job in the world.C. It allows him to travel to many places.D. It allows him to see volcanoes erupt.4. What did the author do after he was appointed as a volcanologist?A. He collected information about Mount Kilauea on the spot.B. He analyzed the data and predicted where the lava would flow.C. He persuaded people to move their homes out of the path of the lava.D. He saved people who were covered with lava.5. Which of the following descriptions of an eruption is NOT correct?A. It causes great damage near the top of Mount Kilauea.B. The places where the lava flows are usually seriously damaged.C. It can be seen from a distance, even in a house garden.D. The lava can fountain hundreds of meters.Step 4: Careful ReadingThe students will read the passage aloud together and then read it sentence by sentence to get some detail information. Students can work in pairs to discuss the answers.I. Read the text and then answer the following questions.1. What shows that the author like his job in Paragraph 1 and the last paragraph?2. Why was it difficult for the writer to walk towards the edge of the crater?II. Read the text carefully and then match the main idea of each part.Part 1: Paragraphs (1~2)Part 2: Paragraphs (3~4)Part 3: Paragraphs (5)A. The reasons why the writer is enthusiastic about his job.B. What the writer’s job is and the importance of his job.C. The writer’s experience of watching the volcano eruption.After reading, let’s check the answers together.Step 5: ConsolidationThe students try to review the passage and fill in theblanks with books closed.Fill in the blanks according to the text.AN EXCITING JOBI’m a volcanologist. I travel to unusual places and meet interesting people from all over the world, but I’m never bored. Having collected and _____________ the information of volcanoes, I help other scientists to ______________ the information about volcanoes, but unfortunately, we cannot move people’s homes ______________, and many houses have been covered with lava or _______________.I’ll never forget my first sight of an eruption----red hot lava was __________ hundreds of meters into the air, which was an absolutely ______________ sight. We scientists wore special clothes and slowly ___________________ to the edge of the crater and looked down into the red, boiling centre.I am still __________ at volcanoes’ beauty as well as their ______________ to cause great _________________.Step 6: DiscussionAfter reading the passage again and again, what have you got from the passage? Please discuss the following questions with your group.Discuss the questions with your partner.1. Having learned a little more about the work of a volcanologist, do you think it is an occupation you would enjoy? Give your reasons.2. If you could meet the writer of the passage, what kind of questions would you ask?3. What skills do you think a volcanologist should have? Makea list.If time doesn’t permit, the students will finish the part of discussion as their homework.Step 7: HomeworkRead the passage again and again.Discuss the questions above.精美句子1、善思则能“从无字句处读书”。

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。

人教版高中英语选修六《Unit 5 The power of nature》教学设计

认识自己的职业兴趣。
.Summing-up
Ⅷ.Homework
Please find outmoreadvantages anddisadvantages of volcanoesfrombooks or the Internet and then write a composition:
The Power ofVolca.Listening and filling in the blanks
I was__________as a volcanologist. Myjob is collecting information for a ________aboutMountKilauea. Having collected and _______the information, I helped other scientists to predict where _______from the volcano will flow.The lavathat flows slowly like a ______ down the mountain causes moredamage. However, the _________ is exciting to watch. Red hot lava was ____________ into the air. It was an ____________fantastic sight. I’m amazed at the beauty as well as the ___________to cause damage.
一分为二地看待事物，提高书面表达能力。
____________________________________________________________________

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 nature Ⅰ. 单元教学目标技能目标 Skill Goals ▲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 natural disaster and hot pools at Changbaishan Ⅱ. 目标语言 Expressing fear and anxiety 功 I was so excited about what I had done and where I was, I forgot my fear. 能 I was very worried that ... 句 I was very relieved when ... 式 I was trembling almost as much as the ground under my feet. 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 ... 1．四会词汇 volcano, erupt, eruption, ash, hurricane, adventure, bore, excite, evaluate, unfortunate, unfortunately, fountain, absolute, absolutely, fantastic, crater, potential, impress, impressive, precious, novelist, cancel, effort, relieve, tremble, sweat, anxiety, anxious, 词 panic, courage, typhoon, heaven, diverse, diversity, unique, bathe, swallow, 汇 guarantee 2．认读词汇 volcanology, volcanologist, observatory, lava, Mount Kilauea, molten, crane, leopard, Siberian, spectacular, crystal, crystal clear, peak, persuasion, Manchu 3．词组 compare ... with, burn to the ground, make an effort, make one’s way, glance through, vary from ... to ... 4．重点词汇 volcano, ash, lava, adventure, erupt, excite, fountain, fantastic, impressive, relieve, anxiety, anxious, panic, courage 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 重 2. I was about to go back to sleep when suddenly my bedroom became as bright as 点 day. P34 句 3. However, the most important thing about my job is that I help protect ordinary 子 people from one of the most powerful natural forces on earth — the volcano. P34 4. It wasn’t very easy to walk in these suites, but we slowly made our way to the edge of the crater and looked down into the red, boiling centre. P35 5. 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. P39 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。

人教版高中英语选修6 Unit 5 The power of nature教学设计(精品)

Unit5 The power of nature教学设计Teaching aims：Knowledge goals:to check whether Ss have got the hang of some useful words and expressionsto let Ss learn some important language pointsAbility goals:to train Ss’ ability of speaking;to help Ss improve the ability of learning English through readingEmotion goals:to encourage Ss to show interest in the knowledge of volcano and the work of volcanologist Teaching procedures:Step1: Lead-inShow some pictures about natural disastersStep2: Fast readingAsk Ss to skim the reading and then finish the multiple-choices1.What’s the main idea of para.3 ?A.Boiling rock which erupts from the volcano and crashes back to earth causes less damage.B. The lava that flows slowly down the mountain causes far more damage.C. The eruption is much more exciting to watch.D. There had been an eruption in the side of the mountain.2. The 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 dangers and feels alive3. As a result of the glaciologist's work, _________.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 breaking out4.Why did the volcanologist's run out of the house into the back gardenA. Because his bed began shaking.B. Because his bedroom suddenly became as bright as day.C. Because he thought there was an earthquake in Hawaii.D. Because he wanted to collect information about the eruption.5. What does the word “alive” mean in the sentence “... danger excites me and makes me feel alive”?A. Living or not dead.B. Active or lively.C. Continuing.D. Healthy.6. Why did the writer put on special clothes to look at the crater?A. Because he wanted to take some special photos.B. Because he was concerned about his safety.C. Because the other two scientists asked him to.D. Because he wanted to climb down into the crater.Step3: Ask Ss to read the passage carefully and then do the following exercises.task1:After reading, answer the following questions1. Why is a Volcanologist's job important?2. Where is Mount Kilauea?3. Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption ?4. What caused the writer’s bedroom to become as bright as day even though it was night?5. Why did the scientists have to get close to the volcano after it began erupting?6. Why was it difficult for the writer to walk towards the edge of the crater?7. What does the writer find impressive about volcanoes even after studying them for many years? task2: Read the text and fill in the blanksStep4: 精讲点拨：This being my first experience, I stayed at the top and watched them.(1)该句中This being my first experience是独立主格结构。

(完整word版)高中英语人教版选修6Unit5thepowerofnaturereading教案(系列五)(word文档良心出品)

Unit 5 The power of natureReading教案Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressiveb. 重点句式P341. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P342. I was about to go back to sleep when suddenly my bedroom became as bright as day. P343. 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. P342. Ability goals 能力目标Enable the students to learn about the powerful natural force — volcano and the work of an volcanologist.3. Learning ability goals 学能目标Help the students learn how to analyze the way the writer describes his exciting job.Teaching important points 教学重点Read the text and answer the questions in Comprehending Exercise 2.Teaching difficult points 教学难点Retell the writer’s first sight of Mount Kilauea eruption.Teaching methods 教学方法Discussion, reading, speaking and cooperative learning.Teaching aids 教具准备A projector and some slides.Teaching procedures && ways 教学过程与方式Step ⅠWarming UpLead 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 forcesand discuss the ways human beings protect themselves from the natural forces.T: Listen to me carefully. I will tell you a story about a strange city. The strange city named Pompeii is a dead city. No one has lived there for nearly two thousand years, yet every year thousands of people travel from distant countries to visit it. It died suddenly in a terrible rain of fire and ash. Tons of hot ash fell on Pompeii, hiding it from sight. For three days the sun didn’t break through the clouds of ash in the sk y. Then the whole city shook and buildings fell down. When everything was calm, Pompeii was buried deep. A city disappeared and people there lost their lives too. Can you guess what had happened to the city?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 earthq uakes. 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 thelevel 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 ⅡPre-readingGet 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 que stions 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 ⅢWhile-readingScanningGet 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 do es 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 an d find out the answers to these questions Comprehending Exercise 1 on page 35 .Several minutes later.Check the answer..SkimmingIn 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.DiscussionT: 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 yourse lf 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 dang erous. 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 v olcano 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 characteristicsT: 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 “like 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 intere sting, 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 ⅤHomeworkT: No w 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.。

2018-2019学年度人教版选修六Unit 5 The power of nature- reading教案 (4)

人教版高中英语Book6 Unit 5 The Lake of Heaven warming up andspeaking 教学设计定安县城南中学王秀英Teaching aims:1. Know the basic information such as locations, sights of Tianchi and Changbaishan.2. Use some useful structures to describe a place.3. Develop students’reading abilities.Teaching key points:1. 1. Master the basic information such as locations, sights ofTianchi and Changbaishan.2. 2. Use some useful structures to describe a place.Teaching difficulties: Develop students’reading abilities.Teaching procedures:Step 1 : Lead in1. Have you enjoyed any natural wonders? Share your experience and feelings.2. Look at some pictures and guess what they are.Mount Hua Shan, Mount Tai Shan, Jiu Zhai Gou, Mount Changbaishan, Tianchi，The Lake of Heaven5)What is the connection between the Manchu people and Tianchi?2.Check the answers.Step 5 : ConsolidationJudge the following sentences true or false.1. Changbaishan is the second largest nature reserve in China.2. The peak of Changbaishan can reach as high as 2,000 meters.3. You can see a lot of black bears, leopards or cranes in Changbaishan.4. Tianchi is a lake in the crater of an extinct volcano.5. The ancestors of the Manchu people were believed to be good at language and persuasion.Step 6: Homework1. Surf the Internet to find more information about the Lake of Heaven.2. Preview Exercise 2 on page 40.Book6 Unit 5 The Lake of Heaven说课稿定安县城南中学王秀英一、教材分析(一)教材概述：本单元以“The power of nature(自然界的威力)”为中心话题，旨在通过本单元的学习，了解火山、飓风、地震和洪水，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。

高中英语6 Unit 5 The power of nature period 2 教案1

StepⅢUseful Structures
In this part the students will learn the -ing form used as adverbial in a sentence to give information about time， reason and result. Then they will learn how to combine pairs of sentences using the present or the perfect -ing form. Finally， get them to make a dialogue by using the —ing form.
课题
Book 6Unit 5 The power of nature
Grammar
第2教时
教学目标
▲Enable the students to learn the way of grouping words together to learn new vocabulary.
重、难点
▲The -ing form used as adverbial。
教学过程
修改意见
Step Ⅰ
Ask the students to retell the text。
StepⅡWords and Expressions
Ask the students to read the sentences on the screen。 And pay attention to the words in bold。
Sample answers：
1。 Hearing about the volcano, they ran down the village。