四子王旗第一中学 高二英语组
主备人：杨老师 备课时间 2014年 3月24日 I，
Analysis of Teaching Materials 单元话题分析
本单元以 The power of nature 为话题，旨在通过单元教学，学生能了解火山爆发、地震、台风、洪水等自然现象，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。
II，Analysis of the writher’s intention 作者写作意图分析
1.1 Warming Up通过对火山爆发示意图的讨论激活学生了解与本
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。
1.2 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。
1.3 Reading部分一位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。
1.4 Comprehending设计了两种题型：第一题要求学生在阅读后回
答相关问题；第二题检测学生对文章细节的理解。
1.5 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示时间、原因及结果。
1.6 Using Language以语言实践为目的，包括四个部分的内容。Listening and speaking 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。Writing 与Reading 属于同一话题，要求根据所给信息写一篇介绍Hot springs的作文。
1.7 SUMMING UP与LEARNING TIP有助于学生自我检测，便于及时复习。通过学习同根词、同类词，告诉学生在学习中要勤于总结。
1.8 Workbook 围绕中心内容从听、说、读、写四个方面对其做进一步的补充和深化。 II，
2.1将Discovering useful structures 与Using structures 整合在一起，上一节语法课。
2.2 Brainstorm 列出相关的单词将warming up与 有关的词汇整合在一起，上一节活动课。
2.3 将 Pre-reading, Reading 及Comprehending 组合在一起，上一节
Teaching recombination 教学重组
阅读课(1)。
2.4 将Learning about Language，LEARNING TIP 与 Workbook 中的Using words and expressions整合在一起上一节词汇复习运用课。 2.5 将Reading II 和Workbook中的Reading task结合起来，上一节阅读课（2）。
2.6 将Using Language Writing 与workbook中的Writing task 整合一起设计为一节写作课。
2.7将Workbook中的Talking, WRITING TASK 组合起来，上一节综合实践课（1）。
2.8 将Workbook 中的READING TASK, LISTENING TASK与PROJECT设计为一节综合实践课（2） III, Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语
volcano, erupt, compare with, hurricane, adventure, bored, excite, evaluate, unfortunately, burn to the ground, eruption, fountain, absolutely, fantastic, made one’s way, potential, impressive b. 重点句式 P34
1. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast. P34 2. I was about to go back to sleep when suddenly my bedroom became as bright as day. P34
3. However, the most important thing about my job is that I help protect ordinary people from one of the most powerful natural forces on earth — the volcano. P34 2. Ability goals 能力目标
1) students are able to learn and use new vocabulary.
2)Students are able to use -ing form as adverbial in a sentence.
3)Students are able to learn about the powerful natural force — volcano and the work of an volcanologist.
4) students are able to describe powerful natural forces that they have experienced and how they felt during and after the disaster.
3. Learning ability goals 学能目标
Students are able to learn how to analyze the way the writer describes his exciting job.
4,Emotion objectives 情感目标
Students are able to learn how to love nature and try their best to be ready to fight against natural disasters IV,Teaching important points 教学重点
1),students are able to master the usage of some useful words, expressions and sentences.
2), students are able to read the text and answer the questions in Comprehending Exercise 2.
3) ,Students should learn the usage :The -ing form used as adverbial.
V,Teaching difficult points 教学难点
1)Retell the writer’s first sight of Mount Kilauea eruption.
2)How to enable the students to grasp and remember the detailed information of the reading material. 3)The -ing form used as adverbial. VI,Teaching methods 教学方法
1)Discussion, reading, speaking and cooperative learning. 2)Practice and role play.
3)Study individually, practice and discussion. VII,Teaching aids 教具准备 A projector and some slides.
VIII,Teaching Plan 课型设计与课时分配 本单元用12课时 Period 1 Gramar
Period 2 Warming up (words and expressions) Period 3 -4 Reading Period 5 language points
Period 6-7 Revision (Learning about langue and using words and
expression) Period 8-9 ReadingII Period 10 Writing
Period 11-12 Exercise and workbook
Unit5 The power of nature
Grammar: the v-ing form used as an adverbial
备课人： 杨老师 课时：1课时 备课时间： 2014 3 24 Teaching material
NSEFC Book 6 —— Unit 5 Teaching aims 教学目标
students are able to master the v-ing form used as an adverbial Teaching important &difficult points 教学重点和难点
How to enable the students to know v-ing form used as an adverbial Teaching aids 教学用具 tape recorder, slides
Teaching procedures 教学过程 Step1 Lead in
教师活动：给学生几个状语从句，让他们变为同义句。 学生活动：做题并思考V-ing 的用法 Step2 Checkpoints
教师活动 Asking students to discuss the checkpoints in groups 学生活动 students are discussing the checkpoints in groups 设计意图 To make students learn how to learn in groups 教师活动 Ask individual students to report the answers 设计意图 To solve problems by ways of sharing ideas Step3 Checkpoints
教师活动：Examine the sentences below and tell the similarity and difference between these two sentences.
Looking carefully at the ground, I made my way to the edge of the crater. Having experienced quite a few earthquakes in Hawaii already, I didn’t take my notice.
学生活动：小组讨论得出结论：The –ing form can be used as an adverbial in a sentence to give information about time, reasons or results. We use the construction having+past participle to refer to an action that took place before the time expressed by the main verb. 设计意图：To make students learn how to learn in groups
Grammar–ing 形式作状语
一、ing形式作状语,可以表示时间、原因、结果、条件、让步、行为方式、伴随状况等。 用法 时间 例句 Crossing the road, he was ran over by a car. Having done their homework, the students played football. 原因 Not knowing English, he couldn't understand the film. Having lived in Shanghai, he knows the place very well. 条件 Working hard, you will do well in the exam. Turning to the left, you will see the post office. 让步 Working or reading, she always did her best. Not being a rich man himself, he helped the poor generously. 伴随 The children went into the classroom, talking and laughing. She sat there, staring at the ceiling. 结果 His parents died in the war, leaving him an orphan. The child fell, striking his head against the door and cutting it. 二、 –ing形式的完成式 句主型 动 被动 用法 -ing完成式所表示的动作发生在句中谓语动词所表示的动作之前，一般在句中作时间或原因状语用被动语态-ing完成式所表示的动作发生在谓语动词所表示的动作之前，在句中一般作状语用 例句 Having answered the letter, she went on to read an English novel. Having been shown the lab, we were taken to see the (Having been) +p.p…, 主语+谓语 Having +p.p. …, 主语+谓语 library. 三、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 they have 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。最后一例中having gone的逻辑主语是 the train。
三、 -ing形式的否定式。其基本结构是:not + -ing形式,无论在完成式还是被动式里,not必须置于-ing形式之前。如: Not having finished
his homework, the boy was still doing it in the classroom. 四、 -ing形式(短语)的功能有时相当于一个状语从句。
根据这个性质,我们在使用-ing形式作状语时,切记不要在前面或后面的句子前用连词连接。如:
Walking on the fallen leaves in autumn, so you’ll feel very comfortable.(×)
分析:如前所述,-ing形式短语相当于一个状语从句,所以后半句中的连词so的使用是错误的,应该去掉。原句应改为:
Walking on the fallen leaves in autumn, you’ll feel very comfortable. Step4 Application
教师活动 Show some Chinese sentence and ask students to translate them into English.
学生活动 Students are asked to finish the task..
设计意图 To encourage students to use the v-ing form used as an adverbial Step5 Homework
Unit5 Grammar: the v-ing form used as an adverbial
课题 现在分词 课型 复习 主备人 杨老师 时间 14 3 24 学习目标 1， 2， 3，
复习现在分词用法 明白现在分词的高考考点 在具体语境中应用现在分词。
Step1 Lead-in
请用括号里所给动词的适当形式填空:
1. _____ (live) in a southern city of China, I have never seen such a wonderful snow view.
2. _____ (not grow) up yet, you’re not allowed to enter the bars. 3. _____ (encourage) by the director, the actors performed wonderfully in the play.
4. _____ (Know) all this, they made me pay for the damage. 5. The students are sitting in the reading-room, _____ (read) all kinds of books. 二、单项选择 1．
The great hall was crowded with many people, _____ many
children _____on their parents’ laps. A. including; seated B. including; seating C. included; sat D. included; sitting
2. _____ for a long time, most of the crops in this area died from lacking water.
A. Being no rain B. There was no rain C. To be no rain D. There being no rain 3．
His letter, _____ to the wrong number, reached me late.
A. having been addressed B. to have addressed C. to have been addressed D. being addressed
4．\"You can't catch me\" Janet shouted, ______away. (NMET2005全国卷3)
A. run B. running C. to run D. ran
5．More and more people are signing up for Yoga classes nowadays, ______ advantage of the healthy and relaxation benefits. (NMET2005上海卷)
A. taking B. taken C. having taken D. having been taken
6．______ in the queue for half an hour , Tom suddenly realized that he had left his wallet at home. (NMET2004北京卷)
A. To wait B. Have waited C. Having waited D. To have waited Step2 Check points 考点1 现在分词作定语 考点2 现在分词作状语
考点3 现在分词一般式、完成式的应用及区别 考点4 现在分词一般式、完成式的被动
考点5 现在分词的独立主格结构 I.
每空填一词, 使该句与所给句子的
意思相同。
1. Because he was ill, he didn’t go to school. ______ ____, he didn’t go to school. 2. When she was walking along the street one day, she met an old friend of hers. ________ ______ the street one day, she met an old friend of hers.
3. If it is sunny, we’ll go for a picnic tomorrow. ___ _____ _____, we’ll go for a picnic tomorrow. 4. After she had finished her homework, the little girl began to watch TV.
______ ________ her homework, the little girl began to watch TV.
5. Because they had been warned by the teacher, they didn’t make such mistakes. ________ ______ ______ by the teacher, they didn’t make such mistakes.
6. As it was a holiday, all the shops were shut. ___ _____ ___ _______, all the shops were shut. 7. If I had been given a longer time, I could
have done it better than planned. _______ ______ ______ a longer time, I could have done it better than planned. 8. After I got home, I found my books missing. ______ ______ ______, I found my books missing.
9. When he was still a small boy, he went to France with his father.
______ ___ _____ ____, he went to France with his father. 10. When autumn comes, swallows go to the south. ________ ________, swallows go to the south.
Ⅱ. 将每组中的两个句子组合成一个拥有 动词-ing形式的句子。
1. Alice saw a volcano erupting in the morning. She felt excited and couldn’t fall asleep at night 2. I knew the sight is impressive on the top of the mountain.
I made an effort to climb onto it. 3. The new book of the famous novelist was very boring.
It didn’t become popular among young people.
4. Jim knew he had HIV.
He was absolutely anxious and frightened about it. 5. He glanced through the window.
He saw a swallow trembling on the ground with a broken leg.
6. After I got the news about the terrible typhoon, I called my father to see if everyone was OK.
讨论 1，现在分词一般式和完成式的区别 2，现在分词的被动 3，独立主格结构的应用 Step 3 Application
What was the most wonder experience of your life? Write some notes of what you saw and did, and how you felt.Remember to use the –ing form as the adverbial. Homework
教学反思 1， 优点 2， 不足
3，今后改进
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