高中英语人教版（新课程标准）选修6【全单元教案】Unit 5 The power of nature

Unit 5 The power of nature
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。
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。21教育名师原创作品
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。
1.7 SUMMING UP与LEARNING TIP有助于学生自我检测，便于及时复习。通过学习同根词、同类词，告诉学生在学习中要勤于总结。
1.8 Workbook 围绕中心内容从听、说、读、写四个方面对其做进一步的补充和深化。
2. 教材重组
2.1将Warming Up, Pre-reading, Reading 及Comprehending 组合在一起，上一节阅读课。
2.2将Learning about Language，LEARNING TIP 与 Workbook 中的USING WORDS AND EXPRESSIONS, USING STRUCTURES 整合在一起，上一节语法课。
2.3 将Using Language 中的Listening 与Speaking设计为一节听说课。
2.4 将Using Language 中的Reading与Writing 设计为一节写作课。
2.5 将Workbook中的TALKING, LISTENING, SPEAKING TASK, WRITING TASK 组合起来，上一节综合实践课（1）。
2.6 将Workbook 中的READING TASK, LISTENING TASK与PROJECT设计为一节综合实践课（2）。
3. 课型设计与课时分配
1st Period Reading
2nd Period Language Study
3rd Period Listening and Speaking
4th Period Writing
5th Period Integrating Skills (1)
6th Period Integrating Skills (2)
Ⅰ.技能目标Skill Goals
▲Talk about volcanoes and the work of volcanologists21世纪教育网版权所有
▲Practise expressing fear and anxiety
▲Learn the -ing form used as adverbial in a sentence【来源：21·世纪·教育·网】
▲Write about an experience in a natural disaster and hot pools at Changbaishan
Ⅱ. 目标语言
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.
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 ...
词 汇
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, panic, courage, typhoon, heaven, diverse, diversity, unique, bathe, swallow, guarantee2-1-c-n-j-y
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 ...【出处：21教育名师】
4． 重点词汇
volcano, ash, lava, adventure, erupt, excite, fountain, fantastic, impressive, relieve, anxiety, anxious, panic, courage
重点句子
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
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
【教学重点】
Read the text and answer the questions in Comprehending Exercise 2.
The -ing form used as adverbial.
Ways of expressing fear and anxiety.
Teach the students how to make use of given information to describe a nature reserve.【来源：21cnj*y.co*m】
Get the students to learn to plan a play and act it out, using expressions listed under each scene.21*cnjy*com
【教学难点】　
Retell the writer’s first sight of Mount Kilauea eruption.
Enable the students to describe powerful natural forces that they have experienced and how they felt during and after the disaster.
Make a display about disasters using information collected.
Multimedia, a projector and some slides.
The First Period Reading
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.
Please turn to page 33. Look at the diagram. Describe a volcano erupting using the diagram and the given words.
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.
Sometimes, volcano erupting can cause some other disasters like earthquakes, fire and ground sea.
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.
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.
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.
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.
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.
Prediction is very important. We can say scientists play an important part in protecting people from natural forces. www.21-cn-jy.com
Let’s test whether you are suitable for this job or not. Answer 搚es?or 搉o?to these questions on page 33. 33.
The students answer the questions to see if they are suitable to be a volcanologist.
1. First he must be brave enough because he must climb into a live volcano to take the temperature of the boiling rock inside.www-2-1-cnjy-com
2. I think interest is the most important. He should show great interest in studying rocks and volcanoes.
3.He should be interested in travelling to unusual places and like adventure in his life.
4.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.
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 Comprehending Exercise 1 on page 35.
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.
Now please read the text again and try to get the main idea of the passage in groups of four.
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 stay at the top and watched the two scientists. At that time I determined to be a volcanologist forever.
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 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.
What can we learn from the text?
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 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.【版权所有：21教育】
Step Ⅳ. Careful reading
1.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?
(Show them on the screen.)
Step Ⅴ Homework
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.
The Second Period Language Study
Step Ⅰ Revision
Who would like to retell the text?
Check the answers with the class.
Step Ⅱ Words and Expressions
Please read the sentences on the screen. And pay attention to the words in bold. Is it a verb, a noun or an adjective? You can get the answer by reading these sentences. Or you can turn to your dictionaries.
1. The long novels bore me.
2. I am bored to death.
3. The long novels are boring.
4. The girl impressed her friends with her sense of humour.
5. His collection of painting is impressive.
6. The invention excites the doctors.
7. It’s an exciting discovery.
8. The excited children forgot to take the presents to the party.
9. The news caused great excitement.
Please turn to page 71, Exercise 1.
After a moment, ask some students to give their answers.
Please turn to page 40 and read the LEARNING TIP to learn two ways of remembering new vocabulary.
Step Ⅲ Useful 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.
Look at the two sentences on the screen. Can you see in what way they are similar and in what way they are different?
Show the two examples on the screen.
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.
In what way are they similar to each other?
Do you know what can also be used as adverbial to give information about time, reason and result?
Look at the sentences on the screen. Rewrite the sentences using the present or the perfect -ing form. The first one has been done for you.
Show the following sentences on the screen.
1. When they heard about the volcano, they ran down the village.
2. As I was excited, I couldn’t go to sleep.
3. The sun shines brightly in the sky and gives us light and heat.
4. If you lose your heart, you won’t find a way to overcome the difficulty.
5. She finished her studies. Then she was anxious to find a job.
Sample answers:
1. Hearing about the volcano, they ran down the village.
2. Being excited, I couldn’t go to sleep.
3. The sun shines brightly in the sky, giving us light and heat.
4. Losing your heart, you won’t find a way to overcome the difficulty.
5. Having finished her studies, she was anxious to find a job.
Step Ⅳ Homework
Today we mainly practiced the -ing used as adverbial. After class, please finish Exercises 1 and 2 on page 72. See you tomorrow.
The Third Period Listening and Speaking
Step I Listening
The students will listen to the volcanologists talk about their most frightening experience. First get the students to describe the three pictures to help them recall the words or expressions they’ve learned about the occupation ? volcanologist. Then listen and write their names under the pictures.
Please turn to page 38. Describe the three pictures with your partners. We’ll ask some of you to describe the pictures in class.
The students work in pairs to describe the pictures. They can turn to the text if they have some difficulty.21cnjy.com
Picture 1:A helicopter is flying to the volcano, when suddenly the volcano erupts. The ash and boiling rocks rush into the air hundreds of metres high. Luckily, the helicopter is not near the volcano, or it will be melt.
Picture 2: The volcano is erupting. The lava is flowing slowly down the mountain. A volcanologist is collecting lava with a special tool. He wears special clothes. It seems very dangerous to work there.21*cnjy*com
Picture 3: After an eruption, a crater formed. A woman volcanologist is making records and collecting information. She also wears special clothes to protect herself.
These pictures are about the most frightening experience of three vocanologists. Please listen and write their names under the pictures.
Get the students to listen to the tape for the first time and finish Exercise 1. Then check the answers with he whole class.
Ask the students to read the questions in Exercise 2 before listening. Then play the tape, stop the tape after each person has spoken. Listen to the tape again if the students cannot write down the answers.
Play the tape for the third time. Make sure the students understand the sentences in Exercise 3 and know what they are asked to do.
The students listen and write down their answers.
Step Ⅲ Speaking
First, get the students to think of ways to express fear and anxiety.
Second, ask the students to think of powerful natural forces that they have experienced. If they didn’t experience any such things, they can imagine according to the text and what they heard just now. Then they are required to tell their similar experience and how they felt using expressions from Exercise 5 in Listening.
The speakers describe their fear or anxiety. We can find these sentences in Exercise 3. How do you express fear or anxiety? Read these sentences aloud and then think of other ways.
There are many ways to show fear. For example, I was so terrified that I ran as fast as possible till I found I was in my office.
Think of a powerful natural force such as an earthquake, flood that you have experienced. If you didn’t experience such thing, your imagination will help you. Tell your partners your experiences and how you feel. Try to use expressions from Exercise 3.
The students talk in pairs. After a few minutes, ask some students to tell their stories in class.
Step Ⅳ Homework
Form a group with another pair and tell them about your dangerous experience.
The Fourth Period Reading and writing
Step ⅠRevision
Get the students to describe his / her dangerous experience.
Step ⅡReading
1.Get 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.
2.Have you ever been to Changbaishan and visited Tianchi? I guess most of you haven’t. In this period, we will learn something about Tianchi. By the way, what English name would you give to Tianchi?
Lake of Heaven.
3.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. Show them on the screen.
Can tell me which province Changbaishan is located in?
Jilin Province, Northeast China.
What’s a nature reserve? Why is Changbaishan a famous nature reserve?
Reserve is a place which is kept in its natural state.
Language points
1. The height of the land varies from 700 meters above sea level to over 2, 000 meters and is home to a great diversity of plants and animals.
2. It is said that this boy, who had a great gift for languages and persuasion, is the
father of the Manchu people.
3. …, don’t forget to drop a coin into the clear blue water to guarantee your love will be as deep and lasting as the lake itself.
Step Ⅲ Writing
After reading the text, the students will learn the way of describing 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.
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.
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.
Step Ⅳ Homework
Describe a typhoon, a snowstorm or a hailstorm. Collect some information about them if you didn’t experience any of them.
The Fifth Period Integrating Skills (1)
Step Ⅰ Talking (P69)
Look at the picture on page 69, Talking. What happened to the house? Can you guess?
The house was damaged by a cyclone. Have you experienced a cyclone before?
How about typhoon, snowstorm or hailstorm? What are they like? You can choose one and describe it to your partners.
Hurricane
One Friday, a hurricane struck the southeast of England. Between the midnight and 6:00 am the hurricane crossed the southeast corner of England with winds of up to 160 kph. It had been raining heavily for two days and the ground was very wet. Besides, it was autumn and the trees still had their leaves on. So the strong winds pushed over the trees easily. Fifteen million trees had been blown down by the strong wind. Power lines were brought down by fallen trees or branches. Electric and telephone services in some areas were cut down.
Snowstorm
One night there was a heavy snowstorm, and in the morning people find their gardens were covered with thick snow. It’s very difficult to walk in the street. Dustman had to clean the snow with forklift. Meanwhile, the early arrival of snow caused extensive damage to the trees. With the majority of trees yet to shed their leaves, the burden of the snow proved too heavy for many, and by Friday morning, the streets were littered with broken branches.
Hailstorm
It was rare to see such a heavy hailstorm. A heavy downpour and table tennis-ball-sized hailstones attacked our town at 7:50 pm on Wednesday. On the street some big trees fell down in the hailstorm. Mr Wang stopped his car at the roadside to take shelter from the hailstorm, but the hailstorm almost broke the windows of his car. Farmers suffered a lot. Their corns and apple trees were destroyed completely.
T: Excellent description. Look at the picture again. We know the house was destroyed by a fierce cyclone. It happened in Darwin, a city in the far north of Australia. Suppose we live in Darwin.
Step Ⅱ Listening (P69)
In this part, the students will listen to Christine talking about a cyclone she experienced. First get the students to read the seven sentences quickly and write 1-7 beside the events to show the order in which they happened. Then listen to check their answers. Listen to the tape for a second time to finish Exercise 2 on page 70.
Now let’s listen to Christine’s description of a cyclone and see how she felt during and after the cyclone. The events have been listed but they are disordered. Read them quickly and write 1-7 beside the events to show the order in which they happened according to your own experience. Then we will listen to the tape and check your answers. Show them on the screen.21教育网
The students listen to check their answers. Then the teacher shows the correct answers.
Where were the family members during the storm? Look at the floor plan on page 69. Write the names of the family members in the correct place on the floor plan. You can use a letter to stand for a family member when listening. Then rewrite their names after listening. Let’s begin. Are you ready?
After listening, check their answers in class.
Step Ⅲ Writing (P74)
Turn to page 74. We are going to practice writing a diary entry. Choose one of the natural disasters on the list or any other disaster you know about. Then imagine you were caught in this terrible natural disaster but you are safe now. Write a diary entry to explain how you felt during and after the disaster. First, make a timeline to show the order in which the events happen. You can follow the example. Now please choose a disaster and make a timeline.
Ask the students to show their timelines before they write the dairy.
A sample timeline: A hurricane
4:00 pm
Left home to go for a walk in the hills
5: 00 pm
Started to go back home, found the bridge had been washed away by the floods, had to find another way back
5: 30 pm
Started to wind
6:00 pm
Completely lost, had a rest to see where we were
6:30 pm
Winds started to get strong, rained heavily
7:00pm
Found a cave, stayed in it till the rain stopped
8:00 pm
Returned to normal
8:30 pm
Went over the rocks and muddy road
9: 30 pm
Went home safely
Write a diary entry about your experience and how you felt during it according to your timeline.21·cn·jy·com
A Hurricane
I am still terrified and a little excited. This afternoon my brother and I went to the hills to have a walk. It’s too hot at home. We were walking and talking happily, when we feel cool wind blowing. “It’s going to rain. Let’s go home.” Jim said. “But we cannot get across the river.” I said, pointing to the river. The bridge had been washed away by the floods. So we had to find another way back. We walked along the river, trying to find another way home. At that time, it started to wind. “Where are we? We are lost.” I asked my brother anxiously. “Don’t worry. Be calm. Sit there to have a rest and I will climb up to the rock to see where we are.” Jim comforted me. Then he climbed up to the rock. “I see the way.” he shouted happily. Unluckily, it began to rain and wind heavily. “We have to take shelter from the rain now.” Jim said, “After the rain stop we can leave here. There is a cave over there. I remember I have been there.” We ran into the cave and collected some sticks to make a fire. It’s for about an hour that we stayed in the cave. Everything returned to normal. We began to make our way home. The path was muddy and rocks were slippery. It took us a long time to go over the rocks and go home. My parents were about to look for us when we arrived home. They were anxious about us and believed we were lost. What exciting and adventurous experience!2·1·c·n·j·y
Step Ⅴ Homework
Please turn to page 75. In next period, we will make a classroom display about natural disasters. Read the instructions and do some preparations after class. Collect pictures and diagrams and look for information about:
● what causes this kind of disaster;
● actual events that happened in the past in China or the rest of the world;
● how people helped the victims;
● what is being done to prevent the disaster happening again or to lessen the damage.
The Sixth Period Integrating Skills (2)
Step Ⅰ Reading (P72)
The passage tells us a story about the experience of a woman who was trapped in the flood. After the students read the story, get them to retell the story and invent an ending to the story.
Look at the two pictures on page 73. What is happening?
A woman was trying to escape from a flood. She was climbing up to the roof with her baby on her back. She also took her cat and dog along. It’s still raining heavily. The water level had risen to the window. Sitting on the roof, she put on the raincoat and waited for rescue.
Now let’s read the text and find what happened to the woman.
The story still needs an ending. Suppose you are Sara and imagine what happened at last. Then retell the story to your partners.
Step Ⅱ Listening (P73)
Get the students to listen to the material and make a timeline of Sara’s story.
We are going to listen to Sara telling her mother about her experience. Is the ending the same as the ending that you invented? Listen and make notes about the main events in the story. Then make a timeline according to your notes.
The students listen and make notes. After they complete their timeline, check their answers in class.
Step Ⅲ Project
Share your information, pictures and diagrams with others and get into a group with those who are interested in the same kind of disaster. Then decide how to make your display and who is going to do what.
After the students finish, ask two groups to present their work in class.
Step Ⅳ Homework
Do SUMMING UP and CHECKING YOURSELF to check how well you have mastered this unit. So much for this unit. See you next time.21·世纪*教育网

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