高中英语：系列教学设计2（第1课时）：The power of nature.docx

Unit 5 The power of nature 教学设计第1课时Period 1 Warming Up, Pre-reading, Readingand Comprehending一、教学内容分析This is the first teaching period of this unit.The central part of this period is the reading passage with the name of An Exciting Job showing the students the power of nature.Warming Up gives two topics for students to discuss, letting students get some more knowledge about the power of nature.Pre-reading provides some questions and a questionnaire to help students focus on the topic of the reading passage and lead the students to think about any personal experiences of working outside, such as things about climbing into a live volcano, doing dangerous work, travelling, taking risks, adventure, studying rocks and so on.Reading is a first-person account of a volcanologist's experiences. He loves his job very much because he can help protect ordinary people from one of the most powerful forces on earth. His job is collecting information for a database about Mount Kilauea and helping other scientists to predict where lava from the volcano will flow next and how fast. Once, he watched an eruption and then collected some lava for later study. After many years, he is still enthusiastic about his job. Reading contains a picture that is an absolutely fantastic sight. After a glance at the title of the text and the headlines within it we know that it is an account, in which there are many emotion expressions. Then we can understand the topic of the text and how the information is organized.Comprehending consists of three written or oral exercises for the students to do so as to help the students to get a better understanding of the text, that is to say, to help the teacher to check how much the students have understood the text.二、三维目标设计Knowledge and skills1. To know the meanings of the following new words and phrases: 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），burn to the ground（全部焚毁）,make one's way（前往）.2. 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.3. To learn how the information is organized.4. To develop the students* reading ability by skimming and scanning the passage.5. To develop the students1 speaking ability by talking about natural forces.Process and methods1. While doing Warming Up the teacher can lead in the topic of this unit by showing students some pictures of natural disasters and introducing some technical vocabulary concerning volcanoes to review and develop students1 understanding of what a volcano is.To ask students to consider other natural disasters and the ways humans deal with them.2. During Pre-reading the teacher can go around the classroom and discuss the questions with several students.This discussion should be student-centered and arouse students* interest in working outside.The teacher should also ask the students some questions and try to let them have a general knowledge of volcanoes.3. While doing Reading and Comprehending, the teacher may first ask the students to read the text quickly to get the general idea of each paragraph.After reading the passage carefully, students are encouraged to answer some questions and discuss the text structure.4. To consolidate the contents of the reading passage, the students should be required to retell the volcanologist *s experiences in their own words at the end of the class.Emotion, attitude and value1. To stimulate students* love to nature.2. To develop students* sense of cooperative learning. 三、教学重、难点1. To enable the students to learn about the power of nature and to develop their reading ability.2. To enable the students to talk about natural forces. 四、教学过程Step 1 Warming 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.Some knowledge about volcanoesThere are thousands of volcanoes all over the world.What makes volcanoes? What happens?The inside of the earth is very hot.Because it is very, very hot, the rock has melted like ice.lt has become liquid, like water.lt is always boiling, like water in a kettle.If you have seen a kettle boiling, you know that the steam and boiling water try to get out.The very hot melted rock inside the earth also tries to get out.Usually it cannot because the outside of the earth is too thick and strong.But in some places the outside of the earth is thin and weak.Sometimes a crack (a small opening) appears.The hot melted rock, which we call “lava”, pushes up through the crack and bursts through.Steam and gas shoot up into the air and the hot melted lava pours out.Big pieces of rock may be thrown high into the air.After a while the volcano becomes quiet again.The melted lava becomes hard.Later the same thing happens again and again.Each time more hot lava pours out on top of the cold lava and then becomes hard.In this way a kind of mountain is built up, with a hole down the middle.Perhaps the volcano will then be quiet and no more lava will burst out.Perhaps it will start again hundreds of years later.Vesuvius is the name of a very famous volcano in Italy.lt first came to life many, many years ago.It was quiet for hundreds of years.Then in the year 79 it suddenly burst.A great cloud of smoke shot up into the sky with great burning rocks, which fell all around.Hot lava poured down its sides.About 3000 people were killed.Step 2 Pre-reading1 .Can you imagine climbing into a live volcano in order to measure the temperature of the boiling rock inside? Now, read the following passage please.Why does Tazieff risk his life like this?Haroun Tazieff, the polish scientist, has spent his lifetime studying active volcanoes and deep caves in all parts of the world. In 1948, he went to Lake Kivu in the Congo to observe a new volcano which he later named Kituro. Tazieff was able to set up his camp very closed to the volcanoes while it was erupting violently. Though he managed to take a number of brilliant photographs, he could not stay near the volcanoes for very long. He noticed that a river of liquid rock was coming towards him.It threatened to surround him completely. But Tazieff managed to escape just in time, he waited until the volcanoes became quiet and he was able to return two days later. This time, he managed to climb into the mouth of Kituro so that he could take photographs and measure temperatures. Tazieff has often risked his life in this way.He has been able to tell us more about active volcanoes than any man alive.2 . Encourage students to talk more about volcanoes by looking at the following pictures.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)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. (l)Volcanologists 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 rocks that 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.ORYes, rd love to do a job like this because I would enjoy working outside and I think I would enjoy the adventure.lt would be exciting to meet people from different countries and I would feel good about helping people avoid danger.Step 4 Language 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 5 Listening, 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 ofStep 6 Structure 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 7 RetellingAsk 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 8 Homework1. 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 9 Reflection after teaching