选修六五单元第5课时学案

Unit 5 The power of nature 导学案Period 1 Reading【学习目标]l. To en courage students to think and talk about disasters and the power of nature.2.Develop students' reading ability and let them learn different reading skills. 【学习重难点]Get students to know about disasters that are caused by natural forces・【学法指导】To read .copy , recite and discuss【学习过程】Step 1. Lead in1・ Have you ever seen a volcano? How is/does a volcano formed/work?2Where is most possible for volcanoes to erupt?3.Can you imagine climbing into an active volcano to take thetemperature of the boiling rock inside ?4・ To be a volcanologist, what qualities are needed ?5 ・ What kind of work do you think a volcanologist do?Step2. ReadingL Skim the text and answer1 ・ What made the author realize that an eruption occurred ?2.When did he first see an eruption? How did it look like?3・ What was he wearing when getting close to the crater? And what was the result?IL Read the text again an answer the following questions.1.Why is a volcanologists job important?2.Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?3・ What caused the writer's bedroom to become as bright as day even though it was night?4.Why did the scientists have to get close to the volcano after it began erupting?5.Read the text carefully and Finish the tablethe general description of myjob ♦I Travels to (1) places and work with people from all over the world.♦Mv iob is (2) dangerous.♦Mv iob is to collect information for a(an) (3) about Mount Kilauea to help predict where lava from the volcano will flow next and how fast.♦Our work has (4) manv lives because people in the bathof lava can be warned to leave their houses・the damage of volcaniceruption ♦The lava that flows (5) the mountain causes great damage because it buried everything in its (6) under the molten rock.my first experience of the volcanic eruption ♦I was fast asleep when suddenly mv bed began (7)♦I heard a strange sound like a(an) (8) passing mv window.♦Then my bedroom became as bright as(9) ・♦There had been a(n) (10) from the side of Mount Kilaueas and red hot lava was (11) hundreds of metres into the air.my first experience of the volcanic eruption ♦It was an absolutely fantastic 仃2)♦The next day two other scientists and I were driven up the mountain for a closer (13) at it.♦We put on special clothes and slowly (14) to the edge of the crater・♦I stayed at the top and watched them while the other two scientists (15) into the crater to collect some lava for later study.Step3 Extensive readingL Reading and writing : The lake of heavenRead the passage and fill in the tableChangbaishan Position In Jilin Province.Height 1from 700 metres above sea level to over2Changbaishan Attraction ▲Manv people come to study the 3 plants andanimals.▲Others come to walk in the mountains, to see thespectacular 4 or to 5 in the hotwater pools.Attraction6 ▲It has formed in the crater of a dead volcano on7 of Changbaishan.▲It's 2,194 metres above sea level and more than 200 metres 8 ・▲Views are the 9 waters and sixteen mountain peaks that 10 it.II.Reading the text again and tell the statements are 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 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. Step4.理解下列长难句1.Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast.句子结构分析：having collected and evaluated是动词・ing形式的_______ 式，说明它表示的动作在主要谓语表示的动作之—发生。

高中英语选修六Unit5The power of nature导学案课题：Unit5 Reading学习目标：略一、复习指导：复习本单元单词及自然灾害的表达二、课中探究单：完成以下阅读任务Task1: Read para1-2 carefully and answer the fowling questions1. 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 than theactual eruption?5. What caused the writer’s bedroom to become as bright as day eventhough it was night?6. Why did the scientists have to get close to the volcano after it beganerupting?7. Why was it difficult for the writer to walk towards the edge of the crater?Task3: Read para5 carefully and answer the questionWhat does the writer find impressive about volcanoes even after studyingthem for many years?Task4: Skim the text and get the main idea of the text.The writer expressed his _____ for his job as a ____________ and told us one of his unusual ___________in Mount Kilauea, Hawaii.Task5（summary）: I 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.。

Unit5 The power of natureIII．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。

Unit5 (第5课时)【学习目标】掌握现在分词做状语的用法【重点难点】学生进行发现式学习，体验并归纳现在分词的类型以及在实际生活情景中的运用。

【学情分析】让每位学生利用自主学习或小组讨论掌握所学知识。

【导学流程】自主学习内容一、回顾旧知：1、be anxious to do sth. be anxious for/about sb./sth.be anxious for sb.to do sth.be anxious that...(that从句用虚拟语气，即谓语动词用“should＋动词原形”，其中should可以省略)2、n．忧虑，担心；渴望焦虑地二．基础知识感知：Having answered the letter, she went on to read an English novel.Having been shown the lab, we were taken to see the library.三、探究问题:.动词-ing形式的时态、语态及意义学习-ing形式作状语的用法时,需要注意以下四点:一、与过去分词作状语的区别。

一般来说,-ing形式表示主动、进行;过去分词表示被动、完成。

试比较:The enemy fled in a panic, leaving behind a lot of dead bodies and weapons.Defeated and frightened, the enemy fled in a panic.分析:前一例中的-ing形式短语在句子中作伴随状语,它与其逻辑主语the enemy之间为主动关系;后一句中的过去分词defeated和frightened表原因,它与其逻辑主语the enemy之间为被动关系。

二、分词(短语)作状语时，其逻辑主语必须与句子的主语一致。

如果不一致，必须用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。

1. Comparing all the great people with each other, you’ll find that theyhave much in common.2. Finding her car stolen, she hurried to a policeman for help.3. The train having gone, we had to wait another day.分析:前两例中,-ing形式的逻辑主语均为主句的主语。

Unit 5The power of naturePeriod 1Warming Up，Pre－reading，Readingand ComprehendingAims:1．To learn about some disasters that are caused by natural forces，how people feel in dangerous situations and the ways in which humans protect themselves from natural disasters.2．To learn how the information is organized.教学过程Step 1Warming up1．Warming up by looking and talkingShow the following pictures to the students and let them know about the power of nature and talk about them.Sample expressions：What happened in the pictures above？Do you know any other natural disasters？Please work with your partners and make a list of natural disasters(such as earthquake，snowstorm，flood，drought)．Have you ever seen a volcano?(Some new words：lava erupt/eruption crater active/dormant/extinct volcanoes...)2．Warming up by reading the passage below.Step 2Pre－reading1.Can you imagine climbing into a live volcano in order to measure the temperature of the boiling rock inside？2．Encourage students to talk more about volcanoes by looking at the following pictures.Step 3Reading and comprehending1．Fast－reading：Ask students to skim the passage so as to get the key words and general idea of each paragraph and answer the question：What's the main idea of the text?2．Read the passage carefully and answer the following questions.(1)Why is a volcanologist's job important?(2)Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?(3)Why was it difficult for the writer to walk towards the edge of the crater?(4)What does the writer find impressive about volcanoes even after studying them for many years?(5)What did the author think it was when an eruption occurred?(6)Why did the scientists look like spacemen?Suggested answers：1．This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.2．(1)V olcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.(2)The lava flows down the mountain and can cover up or burn villages in its path.The rocksthat erupt from the volcano usually don't damage anything because no one lives near the crater.(3)The author was wearing special protective clothing that made it difficult to walk.(4)The author finds their beauty and their potential to cause great damage very impressive.(5)He thought it was an earthquake.(6)Because they wore white protective suits that covered their whole body.3．Ask students to scan for detailed information and discuss the following question with their partners and be prepared to report to the class.Question：Having learned a little more about the work of a volcanologist，do you think it is an occupation you would enjoy？Give you reasons.Suggested answers:No，I probably wouldn't enjoy this job because I wouldn't have to live in other countries and I don't like being in dangerous situations，either.Above all，I'm not very good at science.ORY es，I'd love to do a job like this because I would enjoy working outside and I think I would enjoy the adventure.It would be exciting to meet people from different countries and I would feel good about helping people avoid danger.Step 4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make one's way，a live volcano，be about to do，look down into，out of the way，be covered with，burn to the ground，attach...to...，compare...with...，run out of Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.The first paragraph introduces the topic and the theme of the text.The rest of the text presents the information in chronological order.A feature of an account of a volcanologist's experiences is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.Step 7RetellingAsk students to talk about the volcanologist's experiences in their own words.Give them some key words and expressions.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find more pictures showing natural forces and talk about them.Step 9Reflection after teachingPeriod 2Language Study (1)Aims:To get the students to learn to use the following important new words and phrases freely：absolutely，make one's way，alongside，appoint，wave，suit，potential，actual.教学过程Step 1Revision1．Check the homework exercises.2．Ask some students to say something about the power of nature.Step 2Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1．Turn to Page 36.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary study1．alongside(P34)【原句再现】I travel to unusual places and work alongside people from all over the world.我跑的地方是稀罕奇特的地方，和我一道工作的人来自世界各地。

高二英语导学案Unit 5 The Power of Nature课标要求：1. 话题：volcanoes and the work of volcanologists1. 词汇，词组，句型2. 功能：情感：喜悦，恐惧，焦虑，惊奇3. 语法：复习-ing形式。

内容概述：本单元的中心话题是火山，飓风，地震和洪水等自然灾害。

本单元引导学生讨论这些问题，目的在于让他们了解自然的威力，认识到人类只有保护自然，才能有效地预防自然灾害并改造和利用自然。

教学重点：1．了解火山，飓风，地震和洪水等自然灾害，并认识到人类只有保护自然，才能有效地预防自然灾害。

2．学习有关火山，飓风，地震和洪水等自然灾害的词汇。

3．学会表达喜悦，恐惧，焦虑和惊奇等情感的日常交际用语。

4．进一步巩固动词ING形式作状语的用法。

5．学习描述一种自然灾害。

课时安排：Periods needed: 7Period 1 Warming up, Pre-readingPeriod 2 Reading and ComprehendingPeriod 3 Language StudyPeriod 4 GrammarPeriod 5 Using languagePeriod 6 WritingPeriod 7 Summing upPeriod 1 Warming up, Pre-reading课型：热身，预读知识要点：1.重点单词和短语：diagram, volcano, erupt, eruption, ash, hurricane, questionnaire,equipment, appoint, evaluate, wave, fountain, absolutely, suit; compared with, erupt into/in, burn to the ground, make one’s way to2.To learn about some facts and views about volcano erupting.Step 1 Warming up:Look at the diagram on the right on Page 33. It shows a volcano erupting.(a list of natural disasters: such as earthquake, snowstorm, flood, drought)(Some new words: volcano, volcanology, volcanologist, erupt, eruption, ash, crater, lava. hurricane, Magma chamber, dormant, extinct volcanoes, ……)Step 2 Pre-readingCan you imagine climbing into a live volcano in order to measure the temperature of the boiling rock inside? Can you imagine doing such dangerous work as part of your job? (Questionnaire on Page 33)Step 3 Reading and comprehending1. Fast reading:Ask students to skim the passage so as to get the key words and general idea of each paragraph and answer the question: What’s the main idea of the text?2. Read the passage carefully and answer the following questions.(1) What is the writer?(2) When did he first see an eruption? How did it look like?(3) What was he wearing when getting close to the crater? And what was the result?Step 4 Language Study重点单词：重点短语：重点句式：railway train passing my window.2. The other two climbed down into the crater to collect some lava for later study, but thisStep 5 Homework: Page 35 exercise 1Period 2 Reading and Comprehending课型：阅读课学习目的： 1 训练阅读技巧，培养快速阅读，猜词，找中心句的能力。

高二英语导学案Unit 5 The Power of Nature课标要求：1。

话题:volcanoes and the work of volcanologists1. 词汇，词组，句型2。

功能：情感：喜悦，恐惧，焦虑，惊奇3。

语法：复习-ing形式。

内容概述：本单元的中心话题是火山，飓风,地震和洪水等自然灾害。

本单元引导学生讨论这些问题，目的在于让他们了解自然的威力，认识到人类只有保护自然，才能有效地预防自然灾害并改造和利用自然。

教学重点：1．了解火山,飓风，地震和洪水等自然灾害，并认识到人类只有保护自然,才能有效地预防自然灾害.2．学习有关火山，飓风，地震和洪水等自然灾害的词汇。

3．学会表达喜悦，恐惧，焦虑和惊奇等情感的日常交际用语.4．进一步巩固动词ING形式作状语的用法。

5．学习描述一种自然灾害。

课时安排:Periods needed：7Period 1 Warming up，Pre-readingPeriod 2 Reading and ComprehendingPeriod 3 Language StudyPeriod 4 GrammarPeriod 5 Using languagePeriod 6 WritingPeriod 7 Summing upPeriod 1 Warming up，Pre-reading课型：热身，预读知识要点:1.重点单词和短语：diagram，volcano, erupt, eruption, ash, hurricane, questionnaire,equipment，appoint，evaluate，wave，fountain，absolutely, suit；compared with, erupt into/in，burn to the ground, make one’s way to2.To learn about some facts and views about volcano erupting。

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。

Unit5 The power of nature(Part 5 : Writing 说明文的写法导学案)Name _____________ Class______________【学习目标】①Enable the students to know the way of writing descriptive writing②Try to write a descriptive writing【写作指导】一、说明文的含义说明文是用来说明事物、阐述事理的一种文体。

二、说明文写作的要素1.抓住事物的特征，安排好说明顺序，可以按时间顺序、空间顺序或逻辑顺序，让读者一目了然2.说明文写作时要做到条理清晰、层次分明、语言简练、用词准确。

3.文章只是客观地介绍、解释事物，不带任何感情色彩，不需要生动的例证和解释细节。

4.文章的时态通常是一般现在时，用于强调客观事实，被动语态也比较常见。

5.篇章结构方面，开头一般对事物进行简要介绍；主体部分按一定顺序进行说明，注意语言要客观而简洁；结尾用一两句收尾，表示说明到此为止。

三、说明文中常用词和短语1）表示顺序、动作过程: first, firstly, first of all, secondly, at last, next等；2）表示转折：but, yet, however, otherwise, in spite of等；3）表示强调：above all, surely, of course, at most, at least 等；4）表示解释和说明：that is to say, for example, and so on, such as, according to this 等；5）表示比较、对比：just like that, more or less, on the contrary, on the other hand, in the same way 等；6）表示总结：finally, in conclusion, in a word, generally speaking, in short, in the end 等。