2019-2020年人教版高中英語(yǔ)選修6 Unit 5 The power of nature period 2 教案2.doc

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2019-2020年人教版高中英語(yǔ)選修6 Unit 5 The power of nature period 2 教案2 Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 重點(diǎn)詞匯和短語(yǔ) bore, bored, boring, impressive, impress, excite, excited, exciting, excitement, courage, encourage, encouragement, encouraging, panic, anxious, glance through, pare with, make one’s way to 2. Ability goals 能力目標(biāo) Enable the students to learn and use new vocabulary. Enable the students to use -ing form as adverbial in a sentence. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students to learn the way of grouping words together to learn new vocabulary. Help the students learn how to use the -ing form as adverbial. Teaching important points 教學(xué)重點(diǎn) The -ing form used as adverbial. Teaching difficult points 教學(xué)難點(diǎn) The -ing form used as adverbial. Teaching methods 教學(xué)方法 Practice and role play. Teaching aids 教具準(zhǔn)備 A puter. Teaching procedures & ways 教學(xué)過(guò)程與方式 Step Ⅰ Revision T: Good morning, boys and girls! Who would like to retell the text? A sample retelling: I have the greatest job in the world. I work inside as well as outside. What’s more, I can meet different interesting people and travel to unusual places. Though it’s dangerous I still enjoy it. My main job is to collect information about Mount Kilauea, which helps scientists predict where lava from the volcano will flow and how fast it will flow. By doing this, we can save many lives. I still remember my first sight of an eruption. I heard a strange noise and my bed was shaking, like a railway train passing outside my window. My bedroom became as bright as day. I rushed into the back garden, and saw red hot lava fountaining hundreds of metres into the air. The next day I was lucky enough to have a closer look at it. Two scientists and I were sent to collect some lava for later study. We were dropped as close as possible to the crater that had been formed during the eruption. To protect ourselves, we all had special clothes, which made us look like spacemen. It wasn’t very easy to walk in these clothes, and we slowly made our way to the edge of the crater and looked down into the red, boiling center. Though I was a little afraid, I wanted to climb down into the crater to collect some lava. But this being my first experience, I could only stayed at the top and watched the two scientists. It has been more than twenty years since I began to study volcanoes. I am just as enthusiastic about my job as the day I first started it. T: Well done! Have you finished the exercises in Discovering useful words and expressions? Ss: Yes. T: OK. I’ll ask some of you to give your answers. Check the answers with the class. Step Ⅱ Words and Expressions T: Please read the sentences on the screen. And pay attention to the words in bold. Is it a verb, a noun or an adjective? You can get the answer by reading these sentences. Or you can turn to your dictionaries. 1. The long novels bore me. 2. I am bored to death. 3. The long novels are boring. 4. The girl impressed her friends with her sense of humour. 5. His collection of painting is impressive. 6. The invention excites the doctors. 7. It’s an exciting discovery. 8. The excited children forgot to take the presents to the party. 9. The news caused great excitement. T: Any questions? S1: I can’t tell “exciting” from “excited”. T: “Exciting” means causing great interest and enthusiasm. “Excited ” means feeling or showing excitement. For example, “an excited girl” means the girl is very happy, while “an exciting story” means the story is very interesting or the story makes someone happy. T: Any other question? OK. Please turn to page 71, Exercise 1. After a moment, ask some students to give their answers. Please turn to page 40 and read the LEARNING TIP to learn two ways of remembering new vocabulary. Step Ⅲ Useful Structures In this part the students will learn the -ing form used as adverbial in a sentence to give information about time, reason and result. Then they will learn how to bine pairs of sentences using the present or the perfect -ing form. Finally, get them to make a dialogue by using the -ing form. T: Look at the two sentences on the screen. Can you see in what way they are similar and in what way they are different? Show the two examples on the screen. 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 much notice. T: In what way are they similar to each other? S1: “Looking carefully at the ground” and “Having experienced quite a few earthquakes in Hawaii already” are both used as adverbial to give information about time or reason. Their subjects are “I ” which is also the subject of the main clause. T: What’s the difference? S2: In the second sentence, the action “experience quite a few earthquakes” took place before the action “take much notice”. While in the first sentence, the two actions take place at the same time. T: Do you know what can also be used as adverbial to give information about time, reason and result? S3: Adverbial clauses introduced by when, after, as, because and so on. T: Quite right! Since they can play the same role, they can usually take the place of each other. Look at the sentences on the screen. Rewrite the sentences using the present or the perfect -ing form. The first one has been done for you. Show the following sentences on the screen. 1. When they heard about the volcano, they ran down the village. 2. As I was excited, I couldn’t go to sleep. 3. The sun shines brightly in the sky and give us light and heat. 4. If you lose your heart, you won’t find a way to overe the difficulty. 5. She finished her studies. Then she was anxious to find a job. Sample answers: 1. Hearing about the volcano, they ran down the village. 2. Being excited, I couldn’t go to sleep. 3. The sun shines brightly in the sky, giving us light and heat. 4. Losing your heart, you won’t find a way to overe the difficulty. 5. Having finished her studies, she was anxious to find a job.