高二英语人教课标选修6 unit 5 grammar教案

Unit 5 The power of nature1.教材分析本单元以The power of nature 为话题，旨在通过单元教学使学生了解火山爆发、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。

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。

教学过程 1.occupation n.工作；职业；消遣；侵占，占领； vt. 占用（时间，空间，面积等） sb be occupied with sth/in doing sth 某人忙于做某事 occupy oneself in doing sth 使忙于做某事 2. involve vt. 1. 包括，需要 involve doing sth 2. (使)参加 involve sb in doing sth 使某人参加某项活动3. 牵涉rm vt.通知； 告知 (1)inform sb.of sth. 告诉某人某事；通知某人某事inform sb.that/when/how... 通知某人……keep sb. informed 随时向某人报告情况(2)information n . [U]通知， 消息， 情报， 信息We regret to inform you that your application has been rejected.The newspapers keep us informed of what is going on around us atany time.[基础练习]——单句语法填空(1)Had I informed him of the exact time for the meeting earlier, hewouldn’t have been late yesterday.(2)(2016·江苏高考)From the earliest ages, they desire to help others, toshare information(inform) and to participate in achieving common goals.[能力提升]——单句改错(3)We were very afraid to keep the staff inform of what we were doing.Inform →informed(4)All of these people gave me lots of informations I had never heard of.Informations →information4.case n．情况；病例(1)in case (that)假使；以防万一in case of 假如发生；万一发生in no case 决不(放在句首时，用部分倒装)in this/that case 假使这样/那样的话(2)as is often the case 这是常有的事Enough space should be given to the kids; in that case, they will get more life experiences.[基础练习]——用case的相关短语填空(1)You’d better take an umbrella in case of the rain.(2)Mr. Chen is very strict. Anybody should in no case be allowed to be late for his class.(3)It is said that we’ll have to do extra work on Sunday. In that case,_we can’t go to a movie.[能力提升]——句式升级(4)You’d better take an umbrella in_case_it_rains．[用in case改写练习(1)](5)Mr.Chen is very strict.In_no_case_should_anybody_be_allowed to be late for his class.[用倒装句改写练习(2)](6)It’s said that we’ll have to do extra work on Sunday, in_which_case we can’t go to a movie.[用定语从句改写练习(3)]5. demand n．要求；需求vt.强烈要求(1)be in (great) demand(迫切)需求meet/satisfy one’s demands 满足某人的需求(2)demand to do sth. 要求做某事demand that...(should) do sth. 要求……做某事(3)sth.demand(s) to be done＝sth.demand(s) doing某事需要被做除demand之外，后接宾语从句中用虚拟语气的其他动词还有哪些？advise，suggest，desire，command，recommend，urge，order，require，prefer等。

Unit5 The Power of NatureGrammar and Useful StructuresReview the usage of –ing form:1.Write the following pairs of sentences(or other similar ones)on the board.I was feeling tired. I went to bed early→feeling tired I went to bed earlyI worked hard all day. I went to bed early→Having worked hard all day, I went to bed early.2.Ask student to consider when the action in each pair of sentences happened andLead them to understand that in the first pair of sentences, the feeling and theaction are happening at the same time; whereas in the second pair, the working allday happened before he/she was tired3.Examine the sentences below and discuss in what way the structures similar to each other and in what way they are differentLooking 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.Having + past participle (the perfect –ing form) to refer to an action that took place before the time expressed by main verb.4. Read and discuss Exercise 1 in the SB5. Set Exercise 2. check answers and discuss structures.6. Set Exercise 3,4 and 5. check answers after each exercise and discuss reasons forthe structures used.7. 小结-ing 形式的用法1)–ing 形式作状语2) –ing 形式的完成式3）. 使用-ing 形式需注意的几个问题:.①分词(短语)作状语时，其逻辑主语必须与句子的主语一致。

教案 4 人教选修6 Unit5 The power of natureGrammarTeaching materialNSEFC Book 6 —— Unit 5Teaching aimsEnable the students to master the v-ing form used as an adverbialTeaching important &difficult pointsHow to enable the students to know v-ing form used as an adverbialTeaching aidstape recorder, slidesTeaching proceduresStep1 Lead inExamine 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.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 expres sed by the main verb.Grammar–ing 形式作状语一、与过去分词作状语的区别。

作业布置教学反思l.occupation n.工作;职业；消遣；侵占，占领； vt.占用（时间，空间，面积等） sb be occupied with sth/in doing sth 某人忙于做某事 occupy oneself in doing sth 使忙于做某事 2. involve vt. 1. 包括，需要 involve doing sth 2. （使）参加involve sb in doing sth 使某人参加某项活动 3. 牵涉 rm vt 通知；告知 (1)inform sb.of sth. inform sb.that/when/how … keep sb. informed (2)information n. We regret to inform you that your application has been rejected. C The newspapers keep us informed of what is going on around us at any time. 电 ［基础练习］——单句语法填空 (1)Had I informed him of the exact time for the meeting earlier, he wouldn ' t have been late yesterday. (2)(2016 江苏高考)From the earliest ages, they desire to help others, tc share information(inform) and to participate in achieving common goals. ［能力提升］——单句改错 (3)We were very afraid to keep the staff inform of what we were doing. Inform 一一 informed (4)All of these people gave me lots of informations I had never heard of. Informations finformation 班级高二()班教师 时间 周 第节 Unit Four Making the news Period 2: words and expressions 教学目标Get students to have a good command of the words and expressions in this unit 重点The proper usage of words and expressions 难点How to memorize words and expressions efficiently 教具Multimedia 教学过程告诉某人某事；通知某人某事 通知某人…… 随时向某人报告情况 [U]通知，消息，情报，信息4. case n.情况； 病例 (1)in case (that)in case ofin no case in this/that case (2)as is often the case 这是常有的事Enough space should be given to the kids; in that case, they will get more life experiences.［基础练习］——用case 的相关短语填空(1)You'd better take an umbrella in case of the rain.(2)Mr. Chen is very strict. Anybody should in no case be allowed to be late for his class. (3)It is said that we'll have to do extra work on Sunday. In that case, we can't go to a movie.［能力提升］ -- 句式升级(4)You'd better take an umbrella in case it rains ［用 in case 改写练习(1)］ (5)Mr.Chen is very strict.In no case should anybody be allowed to be late for hisclass.［用倒装句改写练习(2)］ (6)It s said that we 'll have to do extra work on Sunday, in which case we can't go to a movie.［用定语从句改写练习(3)］5. demand n.要求；需求 vt.强烈要求(1)be in (great) demand meet/satisfyone s demands (2)demand to do sth.demand that...(should) do sth.(3)sth.demand(s) to be donesth.demand(s) doingR 事需要被做 Q 联想发散除demand 之外，后接宾语从句中用虚拟语气的其他动词还有哪advise 、suggest 、desire 、command 、recommend 、urge 、order 、 require ： prefer 等。

高二选修6 Unit 5 Grammar教案预习学案1. Review the usage of –ing form below. Examine the sentences and discuss in what way the structures similar to each other and in what way they are different.1)Looking carefully at the ground, I made my way to the edge of the crater.2)Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.区别：探究学案-ing 形式的用法1)–ing 形式作状语1　Walking along the street, I met Mary.= While I was walking along the street, I met Mary.(时间状语从句）在街上走的时候，我遇到了玛丽。

2　Being tired, I stopped to take a rest.=Because I was tired, I stopped to take a rest. (原因状语从句）因为疲倦，我停下来休息。

3　Turning to the left, you will find the school.= If you turn to the left, you will find the school.(条件状语从句)向左走，你就会找到那个学校。

4　Knowing where I live, he never come to see me .= Though he knows where I live, he never comes to see me. (让步状语从句）尽管他知道我的住处，但从不来看我。

选修六unit5教案【篇一：人教新课标选修6unit5reading 教案】【篇二：选修六第五单元教案】module 6unit5 the power of natureperiod 1 warming up and pre-readingteaching goals：1． to have the students get a general idea of natural disasters. 2． to help the students develop speaking ability.step1 warming up1. show an episode of the film “the day after tomorrow” and introduce the film to the students.it is a science fiction. it describes that the temperature in the earth falls at a great speed and the earth begins to enter the ice age, which caused a great disaster to the people in the world. in fact this disaster is caused by people’s destruction to the nature.in the film we can feel the power of nature. natural disasters are dangerous and can cause great damage to us. can you think of other natural disasters?2. ask students to list other natural disasters, such as hurricane,earthquakes, volcano, etc. show the pictures of these natural disasters.3. discuss about the measures that we should take to avoid natural disasters.we can find how powerful nature is and how weak humans are compared with a volcano, hurricane, earthquake or other natural disasters. but we are not completely powerless. we can take measures to protect ourselves from powerful natural forces. what measures should we take?4. find something about volcano.volcano is one of these natural disasters. we should also do something to avoid its eruption or reduce its damage to us.what do you know about volcanoes?how is a volcano formed?how does a volcano erupt?5. if we can predict the eruption of volcanoes, we can reduce its damage to us. so we need volcanologists to study volcanoes.do you want to be a volcanologist? why?if you are a volcanologist, what kind of work should you do and what kind of danger will you meet? step2 pre-readingmake a questionnaire as on page33 and help them know whether they are interested in volcanology. homework:1. find more information about natural disasters, especially volcanoes.2. read articles about some famous volcanoes eruption.period 2 reading and comprehendingteaching goals：1. to improve the students’ reading abilities.2. to help the students to know how to summarize a text or a paragraph.step 1 lead-in1. free-talkask some students to describe some famous volcano eruption according to theirafter-class reading.2. show the video of volcano eruption.we can enjoy the exciting sight of volcano eruption. but volcano eruption can also bring us a lot of damage. so we need volcanologists to study volcano and reduce its damageto us. let’s learn something aboutvolcanologists in the text.step 2 skimming1. read through the passage quickly and find out the answers to the questions.1) what kind of things should a volcanologist do?2) what is the volcanologist wearing when getting close to the crater?2. divide the passage into several parts and find out the main idea of each part.step 3 scanningscan the passage .read the passage carefully and answer the following questions.1. why is a volcanologist’s job important?2. where is mount kilauea?3. why is the lava that flows on mount kilauea more dangerous than the actual eruption?4. what caused the writer’s bedroom to become as bright as day even though it was night?5. why did the scientists have to get close to the volcano after it began erupting?6. why was it difficult for the writer to walk towards the edge of the crater?7. what does the writer find impressive about volcanoes even after studying them for 20 years?step 4 discussiondo you think it is an occupation you would enjoy? discuss your reasons with your classmates.step 5 interviewmake up an interview. four students as a group. one student acts as the writer of the passage. the other three students act as the journalists from three different tv stations.homework:spend some time researching one disaster. you can use books, magazines, newspapersor the internet. collect pictures and diagram and look for information about:what causes this kind of disasteractual events that happened in the past in china and/or the rest of the worldhow people helped the victimswhat is being done to prevent the disaster happening again or to lessen the damageperiod 3 learning about languageteaching goals：1. to help the students to learn how to use words and expressions.2. to review the v-ing form and learn the perfect v-ing form.step 1 discover useful words and expressions1. show the video of an episode of vesuvius eruption and ask students to fill in the text with proper words.the eruption of mount vesuvius in 79ad took people in pompeii by surprise. it was so quick and so severe that the town was soon covered in ________ and ________. many houses in the town were ________. it was an ________ disaster for manypeople who could not get away in time. a writer named pliny, who was there during the _______, described how lava was thrown into the air like a ________. ________ many of the townspeople, ________ at the ________ sight of vesuvius eruption, stayed too long and failed to escape in time.2. find suitable words or expressions from the texts in the unit to fill in the blanks on page35.step2 grammar1. show a flash to review the differences between v-ing and the past participle.a. 现在分词表示主动，过去分词表示被动。