英语教学设计 Uni Thepowerofnature教学设计

Unit5Thepowerofnature教学设计第1课时Period1WarmingUp，Pre－reading，ReadingandComprehending教学内容分析Thisisthefirstteachingperiodofthisunit.ThecentralpartofthisperiodisthereadingpassagewiththenameofAnExcitingJobshowingthestudentsthepowerofnature.WarmingUpgivestwotopicsforstudentstodiscuss，lettingstudentsgetsomemoreknowledgeaboutthepowerofnature.Pre－readingprovidessomequestionsandaquestionnairetohelpstudentsfocusonthetopicofthereadingpassageandleadthestudentstothinkaboutanypersonalexperiencesofworkingoutside，suchasthingsaboutclimbingintoalivevolcano，doingdangerouswork，travelling，takingrisks，adventure，studyingrocksandsoon.Readingisafirst－personaccountofavolcanologist'sexperiences.Heloveshisjobverymuchbecausehecanhelpprotectordinarypeoplefromoneofthemostpowerfulforcesonearth.HisjobiscollectinginformationforadatabaseaboutMountKilaueaandhelpingotherscientiststopredictwherelavafromthevolcanowillflownextandhowfast.Once，hewatchedaneruptionandthencollectedsomelavaforlaterstudy.Aftermanyyears，heisstillenthusiasticabouthisjob.Readingcontainsapicturethatisanabsolutelyfantasticsight.Afteraglanceatthetitleofthetextandtheheadlineswithinitweknowthatitisanaccount，inwhichtherearemanyemotionexpressions.Thenwecanunderstandthetopicofthetextandhowtheinformationisorganized.Comprehendingconsistsofthreewrittenororalexercisesforthestudentstodosoastohelpthestudentstogetabetterunderstandingofthetext，thatistosay，tohelptheteachertocheckhowmuchthestudentshaveunderstoodthetext.三维目标设计Knowledgeandskills1．Toknowthemeaningsofthefollowingnewwordsandphrases：diagram(示意图)，volcano(火山)，erupt(爆发)，eruption(火山爆发)，ash(灰末)，hurricane(飓风)，questionnaire(调查表)，alongside(在旁边；在……旁边)，equipment(装备)，appoint(委派)，database(数据库)，evaluate(评估)，wave(波浪)，fountain(泉水般地喷出或涌出；喷泉；源泉)，absolute(绝对的)，absolutely(绝对地)，suit(一套外衣)，helmet(头盔)，boot(靴子)，potential(潜在性；潜在的)，actual(实在的)，burntotheground(全部焚毁)，makeone'sway(前往)．2．Tolearnaboutsomedisastersthatarecausedbynaturalforces，howpeoplefeelindangeroussituationsandthewaysinwhichhumansprotectthemselvesfromnaturaldisasters.3．Tolearnhowtheinformationisorganized.4．Todevelopthestudents'readingabilitybyskimmingandscanningthepassage.5．Todevelopthestudents'speakingabilitybytalkingaboutnaturalforces.Processandmethods1．WhiledoingWarmingUptheteachercanleadinthetopicofthisunitbyshowingstudentssomepicturesofnaturaldisastersandintroducingsometechnicalvocabularyconcerningvolcanoestoreviewanddevelopstudents'understandingofwhatavolcanois.Toaskstudentstoconsiderothernaturaldisastersandthewayshumansdealwiththem.2．DuringPre－readingtheteachercangoaroundtheclassroomanddiscussthequestionswithseveralstudents.Thisdiscussionshouldbestudent－centeredandarousestudents'interestinworkingoutside.Theteachershouldalsoaskthestudentssomequestionsandtrytoletthemhaveageneralknowledgeofvolcanoes.3．WhiledoingReadingandComprehending，theteachermayfirstaskthestudentstoreadthetextquicklytogetthegeneralideaofeachparagraph.Afterreadingthepassagecarefully，studentsareencouragedtoanswersomequestionsanddiscussthetextstructure.4．Toconsolidatethecontentsofthereadingpassage，thestudentsshouldberequiredtoretellthevolcanologist'sexperiencesintheirownwordsattheendoftheclass.Emotion，attitudeandvalue1．Tostimulatestudents'lovetonature.2．Todevelopstudents'senseofcooperativelearning.教学重、难点1．Toenablethestudentstolearnaboutthepowerofnatureandtodeveloptheirreadingability.2．Toenablethestudentstotalkaboutnaturalforces.eq\o(\s\up7(),\s\do5(教学过程))Step1Warmingup1．WarmingupbylookingandtalkingShowthefollowingpicturestothestudentsandletthemknowaboutthepowerofnatureandtalkaboutthem.Sampleexpressions：Whathappenedinthepicturesabove？Doyouknowanyothernaturaldisasters？Pleaseworkwithyourpartnersandmakealistofnaturaldisasters(suchasearthquake，snowstorm，flood，drought)．Haveyoueverseenavolcano?(Somenewwords：lavaerupt/eruptioncrateractive/dormant/extinctvolcanoes...)2．Warmingupbyreadingthepassagebelow.SomeknowledgeaboutvolcanoesTherearethousandsofvolcanoesallovertheworld.Whatmakesvolcanoes？Whathappens?Theinsideoftheearthisveryhot.Becauseitisvery，veryhot，therockhasmeltedlikeice.Ithasbecomeliquid，likewater.Itisalwaysboiling，likewaterinakettle.Ifyouhaveseenakettleboiling，youknowthatthesteamandboilingwatertrytogetout.Theveryhotmeltedrockinsidetheearthalsotriestogetout.Usuallyitcannotbecausetheoutsideoftheearthistoothickandstrong.Butinsomeplacestheoutsideoftheearthisthinandweak.Sometimesacrack(asmallopening)appears.Thehotmeltedrock，whichwecall“lava”，pushesupthroughthecrackandburststhrough.Steamandgasshootupintotheairandthehotmeltedlavapoursout.Bigpiecesofrockmaybethrownhighintotheair.Afterawhilethevolcanobecomesquietagain.Themeltedlavabecomeshard.Laterthesamethinghappensagainandagain.Eachtimemorehotlavapoursoutontopofthecoldlavaandthenbecomeshard.Inthiswayakindofmountainisbuiltup，withaholedownthemiddle.Perhapsthevolcanowillthenbequietandnomorelavawillburstout.Perhapsitwillstartagainhundredsofyearslater.VesuviusisthenameofaveryfamousvolcanoinItaly.Itfirstcametolifemany，manyyearsago.Itwasquietforhundredsofyears.Thenintheyear79itsuddenlyburst.Agreatcloudofsmokeshotupintotheskywithgreatburningrocks，whichfellallaround.Hotlavapoureddownitssides.About3000peoplewerekilled.Step2Pre－reading1.Canyouimagineclimbingintoalivevolcanoinordertomeasurethetemperatureoftheboilingrockinside？Now，readthefollowingpassageplease.WhydoesTazieffriskhislifelikethis?HarounTazieff，thepolishscientist，hasspenthislifetimestudyingactivevolcanoesanddeepcavesinallpartsoftheworld.In1948，hewenttoLakeKivuintheCongotoobserveanewvolcanowhichhelaternamedKituro.Tazieffwasabletosetuphiscampveryclosedtothevolcanoeswhileitwaseruptingviolently.Thoughhemanagedtotakeanumberofbrilliantphotographs，hecouldnotstaynearthevolcanoesforverylong.Henoticedthatariverofliquidrockwascomingtowardshim.Itthreatenedtosurroundhimcompletely.ButTazieffmanagedtoescapejustintime，hewaiteduntilthevolcanoesbecamequietandhewasabletoreturntwodayslater.Thistime，hemanagedtoclimbintothemouthofKiturosothathecouldtakephotographsandmeasuretemperatures.Tazieffhasoftenriskedhislifeinthisway.Hehasbeenabletotellusmoreaboutactivevolcanoesthananymanalive.2．Encouragestudentstotalkmoreaboutvolcanoesbylookingatthefollowingpictures.Step3Readingandcomprehending1．Fast－reading：Askstudentstoskimthepassagesoastogetthekeywordsandgeneralideaofeachparagraphandanswerthequestion：What'sthemainideaofthetext?2．Readthepassagecarefullyandanswerthefollowingquestions.(1)Whyisavolcanologist'sjobimportant?(2)WhyisthelavathatflowsonMountKilaueamoredangerousthantheactualeruption?(3)Whywasitdifficultforthewritertowalktowardstheedgeofthecrater?(4)Whatdoesthewriterfindimpressiveaboutvolcanoesevenafterstudyingthemformanyyears?(5)Whatdidtheauthorthinkitwaswhenaneruptionoccurred?(6)Whydidthescientistslooklikespacemen?Suggestedanswers：1．Thispassageisafirst－personaccountofavolcanologist'sexperiences.Thevolcanologistdescribedhisexcitingjobandwrotedownhisfirstsightofaneruption.2．(1)Volcanologistsstudyvolcanoessothattheycanwarnpeoplewhenthevolcanoisgoingtoeruptandsosavemanylives.(2)Thelavaflowsdownthemountainandcancoveruporburnvillagesinitspath.Therocksthateruptfromthevolcanousuallydon'tdamageanythingbecausenoonelivesnearthecrater.(3)Theauthorwaswearingspecialprotectiveclothingthatmadeitdifficulttowalk.(4)Theauthorfindstheirbeautyandtheirpotentialtocausegreatdamageveryimpressive.(5)Hethoughtitwasanearthquake.(6)Becausetheyworewhiteprotectivesuitsthatcoveredtheirwholebody.3．Askstudentstoscanfordetailedinformationanddiscussthefollowingquestionwiththeirpartnersandbepreparedtoreporttotheclass.Question：Havinglearnedalittlemoreabouttheworkofavolcanologist，doyouthinkitisanoccupationyouwouldenjoy？Giveyoureasons.Suggestedanswers:No，Iprobablywouldn'tenjoythisjobbecauseIwouldn'thavetoliveinothercountriesandIdon'tlikebeingindangeroussituations，either.Aboveall，I'mnotverygoodatscience.ORYes，I'dlovetodoajoblikethisbecauseIwouldenjoyworkingoutsideandIthinkIwouldenjoytheadventure.ItwouldbeexcitingtomeetpeoplefromdifferentcountriesandIwouldfeelgoodabouthelpingpeopleavoiddanger.Step4LanguagestudyDealingwithanylanguageproblemifany(wordsorsentencesstudentsmightnotunderstand)tohelpthestudentstohaveabetterunderstandingofthetext.Step5Listening，readingaloudandunderliningAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Collocations：makeone'sway，alivevolcano，beabouttodo，lookdowninto，outoftheway，becoveredwith，burntotheground，attach...to...，compare...with...，runoutofStep6StructureanalyzingAfterreading，askstudentstodiscussthetextstructure.Keysforreferenc