Unit-5--The-Power-of-Nature-(单元)教案--(人教版选修6)

Unit5ThePowerofNature（单元）教案（人教版选修6）Period1WarmingupandreadingTeachinggoals：1．Tohavethestudentsgetageneralideaofnaturaldisasters.2．Tohelpthestudentsdevelopspeakingability.3．Toimprovethestudents’readingabilities.4．Tohelpthestudentstoknowhowtosummarizeatextoraparagraph.Step1Warmingup1.Askstudentstolistothernaturaldisasters,suchashurricane,earthquakes,volcano,etc.Showthepicturesofthesenaturaldisasters.2.IntroductiontovolcanoVolcanoisoneofthesenaturaldisasters.Weshouldalsodosomethingtoavoiditseruptionorreduceitsdamagetous.Whatdoyouknowaboutvolcanoes?Howisavolcanoformed?Howdoesavolcanoerupt?3.Discussaboutthemeasuresthatweshouldtaketoavoidnaturaldisasters.Wecanfindhowpowerfulnatureisandhowweakhumansarecomparedwithavolcano,hurricane,earthquakeorothernaturaldisasters.Butwearenotcompletelypowerless.Wecantakemeasurestoprotectourselvesfrompowerfulnaturalforces.Whatmeasuresshouldwetake?Step2Pre-readingIfwecanpredicttheeruptionofvolcanoes,wecanreduceitsdamagetous.Soweneedvolcanologiststostudyvolcanoes.Doyouwanttobeavolcanologist?Why?Ifyouareavolcanologist,whatkindofdangerwillyoumeet?（whatkindofworkshouldyoudo）Let’slearnsomethingaboutvolcanologistsinthetext.Step3Skimming1.Readthroughthepassagequicklyandfindouttheanswerstothequestions.Whatkindofthingsshouldavolcanologistdo?Whatisthevolcanologistwearingwhengettingclosetothecrater?2.Dividethepassageintoseveralpartsandfindoutthemainideaofeachpart.Step4ScanningScanthepassage.Readthepassagecarefullyandanswerthefollowingquestions.1.Whyisavolcanologist’sjobimportant?2.WhereisMountKilauea?3.WhyisthelavathatflowsonMountKilaueamoredangerousthantheactualeruption?4.Whatcausedthewriter’sbedroomtobecomeasbrightasdayeventhoughitwasnight?5.Whydidthescientistshavetogetclosetothevolcanoafteritbeganerupting?6.Whywasitdifficultforthewritertowalktowardstheedgeofthecrater?7.Whatdoesthewriterfindimpressiveaboutvolcanoesevenafterstudyingthemfor20years?Step5DiscussionT1Doyouthinkitisanoccupationyouwouldenjoy?Discussyourreasonswithyourclassmates.T2InterviewMakeupaninterview.Fourstudentsasagroup.Onestudentactsasthewriterofthepassage.TheotherthreestudentsactasthejournalistsfromthreedifferentTVstations.Step6Homework:Spendsometimeresearchingonedisaster.Youcanusebooks,magazines,newspapersortheInternet.Collectpicturesanddiagramandlookforinformationabout:•whatcausesthiskindofdisaster•actualeventsthathappenedinthepastinchinaand/ortherestoftheworld•howpeoplehelpedthevictims•whatisbeingdonetopreventthedisasterhappeningagainortolessenthedamagePeriod2LearningaboutLanguageTeachinggoals：1.Tohelpthestudentstolearnhowtousewordsandexpressions.2.ToreviewtheV-ingformandlearntheperfectV-ingform.Step1Discoverusefulwordsandexpressions1.ShowthevideoofanepisodeofVesuviuseruptionandaskstudentstofillinthetextwithproperwords.TheeruptionofMountVesuviusin79ADtookpeopleinPompeiibysurprise.Itwassoquickandsoseverethatthetownwassooncoveredin________and________.Manyhousesinthetownwere________.Itwasan________disasterformanypeoplewhocouldnotgetawayintime.AwriternamedPliny,whowasthereduringthe_______,describedhowlavawasthrownintotheairlikea________.________manyofthetownspeople,________atthe________sightofVesuviuseruption,stayedtoolongandfailedtoescapeintime.2.Findsuitablewordsorexpressionsfromthetextsintheunittofillintheblanksonpage35.Step2Grammar1.ShowaflashtoreviewthedifferencesbetweenV-ingandthepastparticiple.a.现在分词表示主动，过去分词表示被动。b.现在分词表示进行中的动作，过去分词表示动作已完成。2.ShowaflashtoreviewtheV-ingformastheadverbial.a.分词的逻辑主语必须与主句的主语一致.b.分词的动作不是主句的主语发出时,分词前面必须加上它的逻辑主语,这种分词短语叫做独立主格结构.c.当独立主格结构的逻辑主语泛指一般人,如we,you,one时,逻辑主语可以省略.3.Showthefollowingpairofsentencesonthescreen.Iwasfeelingtired.Iwenttobedearly.→Feelingtired,Iwenttobedearly.相当于AsIfelttired,Iwenttobedearly.Iworkedhardallday.Iwenttobedearly.→Havingworkedhardallday,Iwenttobedearly.相当于AfterIworkedhardallday,Iwenttobedearly.可以看出:a.分词的一般式说明分词的动作与主句谓语动词的动作是同时发生的.b.分词的完成式说明分词的动作发生在主句谓语动词的动作之前.巩固练习:现在分词的完成式和一般式进行互换.a.Studyingvolcanoes,Iamamazedattheirbeautyaswellastheirpotentialtocausegreatdamage.→Havingstudiedvolcanoesfortwentyyears,Iamstillamazedattheirbeautyaswellastheirpotentialtocausegreatdamage.b.Havingstoodforseveralminutes,Isawsomeofmyfriendschattingatatable.→Arrivingthere,Isawsomeofmyfriendschattingatatable.c.Writingtheletter,heleftoutsomethingimportant.→Havingwrittentheletter,hereaditcarefully.4.用分词的一般式改写句子:AsIdidn’tknowhowtofindthesubway,Icalledapolicemanforhelp.→Notknowinghowtofindthesubway,Icalledapolicemanforhelp.可以看出:分词的否定式是在分词短语前面加上not,never等否定词.5.小结-ing形式的用法a.–ing形式作状语用法例句时间Seeingthosepictures,sherememberedherchildhood.(=Whenshesawthosepictures….)条件Standingatthefootofahighmountain，youwillfindyourselfverysmall.(=Ifyoustandatthefootofahighmountain,….)让步KnowingwhereIlive,henevercomestoseeme.(=ThoughheknowswhereIlive,….)伴随Theystoodthereforhalfanhourwatchingthestarsinthesky.(=Theystoodthereforhalfanhourandwatchedthestarsinthesky.)原因Beingtired,Istoppedtotakearest.(=BecauseIwastired,…)结果Shewassoangrythatshethrewthetoyontheground,breakingitintopieces.(=Shewassoangrythatshethrewthetoyonthegr