人教版高中英语选修6《Unit5Thepowerofnature》教案

人教版高中英语选修6《Unit5Thepowerofnature》教案教学准备

教学目标

1. Knowledge objectives

Know that the -ing form can be used as various kinds of adverbials

Understand the differences among “doing”, “having done”, “being done” and “having been done”

2. Ability objectives

Master the usage of the -ing form as adverbials and properly use it in writing

Polish one’s writing with the -ing form as adverbials 3. Emotional objectives

Cultivate teamwork and confidence

Feel 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 Take 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 e to the point.

Step 1: We Choose

Task 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 sueed. (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 been done”.

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 Change

Task 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 e 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 pound 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 him as 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 Chat

Task 1: Using the correct form of the given verbs, help me to plete the caption of my moment.

Last month, I led my students to join in the oral English petition.

(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 ing 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 petition, (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: Writing

o 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: Sharing

o Move around the classroom.

o Share your moment.

o Get “like” or “ment”.

(You may also leave your ment 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: Presenting

o How many“ likes” have you got?

o What about “ments”?

o Who would like to share with the whole class your moment or the ments you got?

This is for several volunteers to present their works and notice the mon mistakes when using the -ing form as adverbials. Step 4: Summary

Summarize what we have learnt today:

o 6 kinds of adverbials

o 4 forms of -ing

o 5 tips

This is to remind Ss of what they have learnt today.

课后习题

Homework

o 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 writing skills.

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。

2 通过合作探究，主动质疑，学会概括主旨，分析句子的方法。 3通过学习Sara的故事，培养学生在紧急情况下自救的意识和能力。

4以高度的热情投入学习，享受英语阅读的快乐,在原来基础上有所进步。

教学重难点

教学重点和难点

重点:

1. Let students read the passage and get the main idea and the structure of the passage.

2. Help the students get the detailed information.

2. Get students to discuss and learn how to protect ourselves from disasters.

难点:

1. Develop students’ reading and writing ability.

2. Enable students to learn to how to protect ourselves and keep away from danger.

教学过程：

课前环节：Check the answers.

学生活动：核对预习学案答案，自我检查学生预习情况。

【设计意图】核对预习学案答案，检查学生预习情况,把课文中会影响学生阅读理解的绊脚石扫除，为下文深层次的理解打好铺垫。

课堂环节:Lead-in.Enjoy a short video and let students know the danger of flood.

学生活动：关注问题What happened to the lady? 带着问题

去观赏。

【设计意图】利用观看网络视频，引起学生自我保护、远离洪

水的意识。用视频导入新课，能更好地激发学生学习英语的热情，也能让学生认识到洪水猛兽就在我们身边，加强自我保护意识非常必要，学习自我保护尝试非常重要。

Step1 Fast-reading ：Get main idea .

学生活动：快速整体阅读并找一人到黑板展示答案，每空1分。 The text is a story about______, the mother of James, who was_________ by the flood，although her husband, _______had called to remind her of the danger.

Step2 Get the structure of the text.

学生活动：一人到黑板展示答案，每空2分。Step1&2可以同

时进行。

Before the flood: Para1-----

During the flood: Para -----

【设计意图】第一次阅读，让学生快速略读，提高迅速获取信息的技能，从总体上把握文章的主旨大意和篇章结构。

Step3 Careful Reading.

学生活动：仔细阅读，规范书写，小组交流，共同探究。每题3分。

1.Who told Sara to go to her mother’s house and why?

2.Who was in the house with Sara?

3.Why did Sara climb onto the roof of her car?

【设计意图】这三个问题属于细节理解问题，需要学生细致深入地详读课文，这能逐步培养学生的获取具体信息和提取具体信息的能力。通过再次细读文章，想让学生独立思考，小组交流，然后老师指正。老师设疑，学生质疑，通过师生共同探究，达到释疑的目的，同时也锻炼的学生的书面表达和概括能力。

Step4 Enjoy the sentences.

学生活动：合作探究，仔细分析，注重理解，背诵记忆，学以致用。每题5分。

1. If she went to her mother’s house, Tony wouldn’t get his present for days.

解析：if引导的是一个含有 _______ 的 ____ 状语从句

翻译：

2. Sara dressed baby James in warm clothes and collected the things that she would need for hom over the next few days.

分析：Sara发出两个动作：________和________.that引导的

是一个______从句，先行词是

__________,在从句中作need的_______语。dress sb in…意

思是：__________________

翻译：

3. Using the car seat as a step, she climbed first onto the front of the car and then onto the roof.

“v-ing形式作状语”的情况在文章中(Para2、3、5、6)共出

现了六次，你都找到了吗?

[高考连接]:

_________(see)that she was going to sleep,I asked if she’d like that little doll on the bed. (08北京)

【设计意图】本环节通过欣赏句子让学生排除阅读当中所遇到

的障碍，让学生更好的去理解这篇文章。同时也为后面进行语法教学做好铺垫，扫除障碍。.

Step5 Discussion

学生活动：集体讨论，小组合作，组长记录，信息共享，主动

参与。20分。

1.Do you think Sara did the right thing? Is there anything wrong?

2. What should we do facing the flood?

【设计意图】本环节通过小组讨论合作学习，学生在加深对文中理解的同时，自己的语言表达能力也得到了很大的提升，而且学生相互学习，取长补短，对于加强自身的保护意识非常重要。

Step 6 Writing. 30分

学生活动：态度端正、认真打草、定好人称、选好时态、书写规范、卷面整洁、衔接连贯、过度自然、用好小词、句子通畅、高级句式适当运用、碰到难关学会迂回、认真书写、完美展现。

Use your imagination to invent an ending to the story.

1. 50---60 words.

2. Discuss with your teammates.

3. Write down your opinion.

4. Each group choose the best to show your writing.

【设计意图】本环节旨在通过写作，进一步巩固对文章的理解和运用，尤其是对文章中重点单词、短语和句式的针对训练，以此提高学生的写作能力和自我保护意识。

Step 7 评测练习.

学生活动：仔细审题、认真作答、人称时态、固定搭配、主谓一致。20分。

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river

was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was ing, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood ing. She put her baby on to her backpack. With the help of the car, she(8)________to the roof of the house.

【设计意图】本环节旨在考察学生对课文具体细节信息的理解和重点词汇的运用，同时有意识地向高考题型靠拢，让学生感受语法填空的出题思路和解题技巧。

课后习题

评测练习

短文填空：(20分)

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was ing, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood ing. She(8) her baby on to her backpack. (9) the help of the car, she(10)________to the roof of the house 评测结果：

通过核实答案，95%的学生得分在16分以上，取得了令人满意的成绩，但个别同学尚存问题。整体效果良好，目标达成度较高。

突出问题：时态问题.

(1)called误用成了call.

(3)rained 误用成了rain.

(4)rising误用成了rose.

(5)flooded误用成了flooding.

(7)reaching误用成了reached.

(10)climbed误用成了climb.

突破措施：

很显然，学生在做短文填空这个问题时，对于动词时态和语态的把握不准是导致出现失误的重要原因。所以我们在日常的教学活动中，要时刻引导学生关注动词的时态在具体语言环境中的运用，把时态和语态与短文填空、短文改错联系起来，甚至让学生相互出题，相互检测。我们教师也可选编部分针对时态和语态的问题，有针对性地进行练习。

内容仅供参考

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