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. 时间状语从句）

在街上走的时候，我遇到了玛丽。

② 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.

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 . 让步状语从句）

尽管他知道我的住处，但从不来看我。

2）–ing形式的完成式 …, 主语+谓语

…, 主语+谓语

–ing形式的完成式所表示的时间在谓语动词之前 表示被动可直接用过去分词

⑤ Having finished my work, I went home.

。

工作做完只后，我就回家了。

⑥ (Having been) written in haste, the book has some faults. 这本书因仓促写成，所以有些缺憾。

3）使用- ing形式需注意的几个问题。

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。

My wife had a long talk with Sally, explaining why she didn’t want the children to play together.

我妻子与莎莉谈了很长时间, 解释她为什么不想让孩子们在一起玩。

(现在分词explaining是句子主语my wife做的动作,它们之间是主动关系, 即explaining的逻辑主语，就是句子的主语my wife 。) The train having gone, we had to wait another day.（the train逻辑主语 + having gone 即为独立主格结构）

分词短语做状语时，前面可以加上连词或介词，但是分词短语和句子之间不能用并列连词(如but，and)，因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分，分词和主句之间可用逗号。

例如:

误: Having been told many times, but he still couldn’t understand it. 正: He was told many times, but he still couldn’t understand it. 或Having been told many times, he still couldn’t understand it.

-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。

例如:

⑦ Opening the drawer，he took out his wallet. 他打开抽屉，拿出钱包。

⑧ Coming into the room, he put down his bag.

=He came into the room and put down his bag.

他走进房间，放下提包。

⑨ Having brushed his teeth, Mr. Brown came downstairs for breakfast.

=Brushing his teeth, Mr. Brown came downstairs for breakfast.

分词的否定形式是在分词短语前面加上 not, never等否定词构成。 Not fearing the fire, the child touched and got a finger burnt. 小孩儿不知道 怕火，用手去摸，把手指烫了。

Not knowing how to find the subway, I asked a policeman for help. 我不知怎样找到地铁，就去找警察帮忙。

练习学案

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.

Being ill, he didn’t go to school.

2. When she was walking along the street one day, she met an old friend of hers.

Walking along the street one day, she met an old friend of hers.

3. If it is sunny, we’ll go for a picnic tomorrow.

Its being sunny, we’ll go for a picnic tomorrow.

4. After she had finished her homework, the little girl began to watch TV.

Having finished her homework, the little girl began to watch TV.

5. Because they had been warned by the teacher, they didn’t make such mistakes.

Having been warned by the teacher, they didn’t make such mistakes.

6. As it was a holiday, all the shops were shut.

It being a holiday, all the shops

were shut.

7. If I had been given a longer time, I could have done it better than planned.

Having been given a longer time, I could have done it better than planned.

8. After I got home, I found my books missing.

Getting home, I found my books missing.

9. When he was still a small boy, he went to France with his father. Being ill, he went to France with his father.

10. When autumn comes, swallows go to the south.

Autumn coming, swallows go to the south.

第二篇：选修8 Unit5 Meeting your ancestors优秀教案

一．Aims:

Teaching aims 1．Learning goals Help the students learn how to give opinion and describe objects 2．Ability goals Enable the students to talk about the archaeological evidence and knowledge and learn to describe people and practice giving opinions.

3. Emotional aims:

Enable the students to realize the development and the difficulties of human beings. Unit 5 Meeting your ancestors The First Period Warming up

二．Contents

Lead in by talking about the ancient civilization. 1. Ask them the four Great Ancient Civilizations. 2. Ask them to give some account of each great civilization, for example, speaking China, they can talk about China’s brilliant civilization, like four great inventions (papermaking, printing, gunpowder, compass) 3. Ask Ss to identify each picture in this part. 3. Ask them to have a discussion to complete the task listed in Activity 2 ( to complete the table), 4. What is it made of? What’s its use? And today’s alternatives? 5. Then make a summary of this and show the PPT of the table list on the screen.

Ask the students to find some information about Zhoukoudian.

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Teaching reflecting:

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一．Aims:

Teaching aims

1. Target language

archaeology, tentative, accuracy, excavate, interrupt, ornament, assume, regardless, sharpen, cut up, scrape, ample, primitive, preserve, bead, botany, botanical, analysis, specific, seashell, specifically

2. Ability aims

Enable the Ss to tell the differences between modern people and Peking man and learn how Peking man lived their lives.

Content:

Step I Revision

Check the homework.

The Ss will how their information about Zhoukoudian Caves in the following steps.

Step II Lead in

1. Ask the Ss to identify the picture in the pre-reading part. (skullcap)

2. Ask Ss to assume what Peking man might have done and use thousands of years ago.

1. Play the tape once, and ask the Ss what they have learned about Zhoukoudian Caves

2. Skimming (What is the text about? And three stages of the archaeologist’s part of the dialogue: An archeologist is showing a group of students from England around the Zhoukoudian Caves and telling them something bout the caves.)

3. Scanning (Ask them to write down the three ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the questions.

Homes: Peking man lived in Zhoukoudian Caves of rocks and trees.

Tools: They used needle that was made of bone sharpened stone tools and scraper made by stones.

Dress: They wore clothes form animal skins and they also wore necklace made from seashells or animal teeth.

4. Careful reading

Step IV Post-reading

Ask Ss to fill in the chart on the life and habits of Peking man on page 37 and compare it with the list they made in the pre-reading. What differences are there?

And then to clarify Ss’ difficult points in the text.

Step V Homework

Write a brief introduction to the Zhoukoudian Cave.

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Teaching reflecting:

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一．Aims: The Third Period Language Points Teaching aims

1.Ability aims

Enable the students to use the Present Perfect Continuous tense.

2.Learning ability aims

Help the students lean how to use the Present Perfect Continuous tense. Content 教学内容

1. identify vt. 确认，识别，鉴别

（1）~ sb. /sth. as sb./ sth.确认，证明某人/某物系某人/某物 e.g. She identified the man as her attacker.

（2）~ sth. with sth.认为某事物与另一事物等同

e.g. One can’t ~ happiness with wealth.

扩展：identification n. identification card 身份证

2. alternative adj. 供选择的，其他的

e.g. The way was blocked ,so we had to go by ~ road.

这条路阻塞，我们只能走其他路。

3. interrupt vt. 1) 打断，中断，阻碍

The war ~ed the trade between the 2 countries. e.g.

战争打断了两国间的贸易。

②Sorry to interrupt you, but I have something

to say. 打断某人的话

~ sb. /sth. with sth.

用……打扰/打断……

e.g.他用一个问题打断了他的老师。

He interrupted his teacher with a question.

(2) interrupt sb. 打扰某人

e.g. ①Don’t interrupt me. I am very busy. 打扰某人

4. assume vt. 假定，设想；担任，承担

(1)assume后多跟 1) 名词，2)宾语+ to be + n. / adj.,

3) that 从句

e.g. 1. The scientist ~ that there no animals on the moon.

科学家设想月球上没有动物．

2. I ~d the responsibility. 我来承担责任。

3. He assumed a great man. 他假装是伟人．

(2) assuming放在句首，表一种猜测。

e.g. Assuming it rains tomorrow, what shall we do?

扩展： assumption n. make an assumption

５. regardless of 不管；不顾；不注意

e.g. He went ~ the risk. 他不顾危险地去了。

He is ~ his appearance. 他不注意自己的外表。

6. preserve vt.(1) 保存；保护；收藏

e.g. You can ~ meat or fish in salt.

你可以用盐来保存肉或鱼。

(2) 保持；维持

e.g. It is one of the duties of the police to ~ public order

7.sharpen. vt /vi 使变锐利 锋利 、磨快刀

sharpen a pencil with a knife.

Sharpen a knife.

Sharpene stone tools.

n. sharpener 磨快的用具

adj. Sharp 锐利的、陡峭的、激烈的、凛冽的

8．Preserve vt 保存、保护 、保管

The city should take steps to preserve the old temple.

Preserve… from..保护使免于

Oil preserves metal from rust.

Vt.保存 、储藏 , 维持、保护

Preserve fruit in sugar cans.

Preserve one’s strength.

9．I’m sorry to interrupt you, but how could they live here?

I’m sorry, but ……

Excuse me , but….

10.We have been excavating layers of ash almost six meters thick, which suggest that they might have kept the fire burning all winter.

six meters thick

six years old

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Teaching reflecting:

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Teaching goals

1. Target language

look ahead, accelerate, arrest, dizzy, relief, eyebrow, cheekbone, arrowhead, axe, division, affection, affectionate, patient, skillful, exhausting

2. Ability goals

Enable the Ss to describe the life of early people

Task-based method, reading and discussion

Content

Step I Revision and Lead-in

1． heck the homework.

2．Ask the Ss to recite some useful words and expressions.

Step II Lead-in

Ask the Ss to turn to page 43 and look at the picture, then try to describe what are these early people are doing. And imagine what their life was like.

Step III Language Points

Play the tape for the Ss to listen. At the same time, the students are asked to find the answers to the following questions.

1. Which jobs did Dahu do? ( to make tools, catch fish, cut up meat, scraper the fish and welcome

guests)

2. Which jobs did Lala do?(to collect nuts and fruit, to prepare the meat over the fire)

3. Who works cooperatively and who does tasks alone? (Both men and women work cooperatively.

For example, Lala’s mother and aunts were preparing the meat of deer and pig over the fire. Men do tasks alone)

4. Who does the most dangerous tasks?( men do the most dangerous tasks)

5. Where does the danger come from? ( The danger comes from the wild animals)

Step IV Post Reading

1. In groups discuss what the possible work division was between men and women at that time.

Mens’ tasks: making tools, fishing, making fire, protecting the family form wild animals, cutting up meat.

Women’s tasks: collecting nuts and fruits, making and sewing clothes, looking after baby, preparing food, doing housework.

2. Then ask them to look at the above item and try to use adjective best describe each of them.

Adjectives best describe the women:

caring, affectionate, safe, co-operative

Step Ⅴ Homework

Practicing using two or more adjectives to describe the Saxingdui Ruins objects on page44.

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The Forth period Learning about language and using language