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。

Unit5 Grammar名师教学设计Book6 Unit5: The Power of Nature Section 3语法课框架单1/ 112/ 11Section 3语法课教学设计3/ 114/ 11DEL C3 深度加工知识Step 3Application（运用）1．Change the following sentences into the －ing form. Put the verbs intothe correct forms.(1)When Rose woke up in the middle of the night，she saw her roomwas as bright as day.(2)After we had stopped the car，we found ourselves trapped in thickfog and couldn't see clearly ahead.(3)Because I had spent all night reading the documents，I was verytired the next day.(4)As the child had never seen a rainbow before，he was very excited.Suggested answers：(1)Waking up in the middle of the night，Rose saw her room was asbright as day.(2)Having stopped the car，we found ourselves trapped in thick fog andcouldn't see clearly ahead.(3)Having spent all night reading the documents，I was very tired thenext day.(4)Having never seen a rainbow before，the child was very excited.2．Do Exercise 4 in Discovering useful structures on Page 37.First ask students to do the exercises individually and then let themdiscuss and check their answers with their partners，and finally give themthe correct answers and deal with any problems they might meet.1.在具体语境中运用ing形式作状语1.学生是否能在具体语境中掌握ing形式的用法5/ 11Exercises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. Key:1. Living2. Not having grown3. Encouraged4. Knowing5. reading二、单项选择1．The great hall was crowded with many people, _____ many children _____on their parents’ laps.A. including; seatedB. including; seatingC. included; satD. included; sitting2. _____ for a long time, most of the crops in this area died from lacking water.A. Being no rainB. There was no rainC. To be no rainD. There being no rain3．His letter, _____ to the wrong number, reached me late.4．A. having been addressed B. to have addressed5．C. to have been addressed D. being addressed4．"You can't catch me" Janet shouted, ______away. (NMET2005全国卷3)A. runB. runningC. to runD. ran5．More and more people are signing up for Yoga classes nowadays, ______ advantage of the healthy and relaxation benefits. (NMET2005上海卷)6/ 11A. takingB. takenC. having takenD. having been taken6．______ in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (NMET2004北京卷)A. To waitB. Have waitedC. Having waitedD. To have waited答案1.A。

Unit5 words and phrases 导学案学习目标key words and phrases学习重点Learn key phrases学习难点How to use key words in the sentences学生活动自主研讨目标与导入1.我正准备离开，突然电话铃响了。

I was about to leave when the telephone rang.2.他总是把书放得整整齐齐He always keeps his books ingood order.3.我突然想起，我还没给父亲打电话It occurred to m e that I hadn’t called my father up.自学展示Write their difficult points to the blackboard .Show what t hey have previewed.合作互动精讲与点拨Suitsuit n.一套外衣；套装；。

suit sth.to sth.使某物适合于另一事物be suited for/to...适合……be suitable for sb./sth.适合于某人/某物be suitable to do sth.适合做某事fit,suit,match(1)fit多指衣服等尺寸、大小合身，合适。

(2)suit指衣服等颜色、款式、花样等适合。

(3)match意为“使相称，使相配，使匹配”，指事物在大小、色调、性质等方面的搭配burn to the groundburn down (火势)减弱burn sth.down (将某物)焚为平地；烧得精光burn sth.off烧掉某物burn (itself) out (指火)因燃料用尽而熄灭、烧尽burn sth.out（因过热或使用过多）出故障burn onesel f out精疲力竭；累垮burn sth.out把……烧成空架子appointappointappoint sb.to sth.任命某人某职位appoint sb.as...任命某人做……appoint sb.to do sth.指派某人做……appo int sth.(for sth.)（为某事）确定（日期、场所）anxiousbe anxious to do sth.急于做……be anxious for sb. to do sth.急于让某人做……be anxious that...急切希望……（that从句用虚拟语气should+v.，其中should可以省略）(2)anxiety n.忧虑；担心；渴望with anxiety焦虑地anxiously adv.焦虑地精讲与点拨make one’s way feel one’s way摸索着前行lose one’s way迷路work one’s way自始至终，从头至尾fight/push one’s way推/挤着前行wind one’s way蜿蜒向前force one’s way out挤出去；冲出去push one’s way in挤进去(1)看，很多孩子正往海滩走去。

石泉中学课时教案科目：教师：授课时间：第周星期年品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。

2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

5、幸福，是一种人生的感悟，一种个人的体验。

也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。

关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。

这样，你才能感受到幸福。

6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。

7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。

读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。

8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。

把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。

在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。

9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。

Unit5 The power of natureListening , Speaking and WritingTeaching goalsEnable the students to listen for details and catch the specific information as much as possible. Learning ability goalsEnable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials.Teaching important and difficult pointsHow to make sure the answers of listening material and help them to describe the disaster they have experienced.Teaching aidsA recorder and cassette tapes, a projector, and a computerTeaching proceduresStep 1 Pre-listeningCan you imagine the volcanologists’ work?They often face the dangerous situation.Can you guess what the following three volcanologists’ most frightening experiences are?Step 2 ListeningLook at the pictures of volcanologists at work on page 38. Then listen to them talking about their most frightening experience. Write their names under the picture.A. Frank GoreB. Jane SmallC. Sarah TangListen to the tape again, and answer the following questions.1. How long has she been a volcanologist?2. In what country was the volcano he/she talks about?3. Why did he/she forget to be frightened?Jane Small1.How long has she been a volcanologist?Five years.2. In what country was the volcano she talks about?Alaska3. Why did she forget to be frightened?She was excited about what she had done.Frank Gore1. How long has he been a volcanologist?Ten years.2. In what country was the volcano he talks about?Hawaii.3.Why did he forget to be frightened?The pilot had to fly low to get under the clouds.Sarah Tang1. How long has she been a volcanologist?Twenty years.2. In what country was the volcano she talks about?New Zealand.Why did she forget to be frightened?She felt the ground tremble.Listen to the tape once more. Write the name of the person beside the things they said.1. I was so excited about what I had done and where I was, I forgot my fear.( )2. I was very worried that the volcano might erupt while I was still inside it.( )3. I was very relieved when we finally reached our camp. ( )4. I was trembling almost as much as the ground under my feet. ( )5. I was still terrified. ( )6. I was so nervous that my whole body was damp with sweat. ( )7. I was so anxious that I couldn’t move for a long time. ( )8.I had to force myself not to panic. ( )。

Unit 5 The power of natureVocabulary and Useful ExpressionsTeaching materialNSEFC Book 6 —— Unit 5Teaching Aims1.To learn some new words and phrases.2.To learn some complicated sentence patterns.Teaching Important PointHow to help the students to master the usage of some useful words, expressions and sentences. Teaching Difficult PointHow to enable the students to grasp and remember the detailed information of the reading materi al.Teaching ProcedureStep1 Revision1. Check the answers to Ex. 1 on page 35.2. Check the answers to Ex. 2 on page 36.1．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quic k and so severe that the town was soon covered in _____ and ______. Many houses in the tow n were __________________. It was an ________ disaster for many people who could not get a way 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 th e _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.Keys: 1. bored; 2. volcano 3. made my way 4. compare with5. erupt6.impressive2．The eruption of Mount Vesuvius in 79AD took people in Pompeii by surprise. It was so quic k and so severe that the town was soon covered in _____ and ______. Many houses in the tow n were __________________. It was an ________ disaster for many people who could not get a way 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 th e _________ sight of Vesuvius eruption, stayed too long and failed to escape in time.Keys:ash;lava; burnt to the ground;absolute;eruptionFountain; Unfortunately; amazed; fantasticStep 2 Language Points1．volcano n.pl. volcanoesan active volcano 活火山an extinct volcano 死火山a dormant volcano休眠火山知识拓展火山学volcanology -logy: “…… 学/论。

Period 3Grammar—the －ing Form整体设计教学内容分析This teaching period mainly deals with the grammar：the －ing form.In the English language，the －ing form of a verb may be a present participle or a gerund.The form is identical and the difference is in the function，or the job it does in the sentence.The present participle is most commonly used：(1)After verbs of movement/position in the pattern.(2)After verbs of perception in the pattern.The gerund always has the same function as a noun(although it looks like a verb)．In this period we will focus on only part of the usages of the present participle，that is，the present participle used as the adverbial.三维目标设计Knowledge and skills1．To get the students to know the different forms and usages of the present participle.2．To enable the students to use the present participle as the adverbial correctly and properly.Process and methods1．To ask the students to pick out the sentences with the －ing form from the reading passage and translate them into Chinese.2．To ask the students to discover the form and usages of the －ing form by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 37 for students to master the －ing form.4．To ask the students to summarize the －ing form.5．To ask the students to do the exercises in Using Structures on Page 71 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重、难点1．To get the students to master the structure and usages of the －ing form.2．To enable the students to learn how to use the －ing form correctly.教学过程Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：(1)凯特早上看到了火山爆发，她兴奋得整夜不能入睡。