人教版高中英語選修6《Unit 5 The power of nature》教案【一】
教學(xué)準備
教學(xué)目標
1. Knowledge objectives
Know that the -ing form can be used as various kinds of adverbials
Understand the differences among “doing”, “having done”, “being done” and “having been done”
2. Ability objectives
Master the usage of the -ing form as adverbials and properly use it in writing
Polish one’s writing with the -ing form as adverbials
3. Emotional objectives
Cultivate teamwork and confidence
Feel free to use English grammar in daily life
教學(xué)重難點
教學(xué)重點 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials
教學(xué)難點 Master the usage of the -ing form as adverbials and properly use it in writing
教學(xué)過程
Lead-in: Song appreciation
(1) Play the song Take me to your heart before class.
(2) Start the class with a clip of the song sung by the teacher.
(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.
This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.
Step 1: We Choose
Task 1: Observe the -ing form in each sentence and decide what it refers to.
(reason, result, concession, time, manner, condition)
1. Being very rich, he spends as much money as he likes. (reason)
2. Working hard, you’ll surely succeed. (condition)
3. They sat there, waiting for the beginning of the sports meeting. (manner)
4. Walking on the street, he came across a long-lost friend. (time)
5. The polar bear was not careful enough, falling on the icy ground. (result)
6. Not understanding what you are talking about, I still admire you. (concession)
It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.
Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)
Laughing and jumping, he left school.
Having finished his homework, he left school.
Being talked about at that time, he left school.
Having been punished, he left school.
First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having been done”.
Task 3: Read the sentences aloud and recall the tips.
When the reading is finished, ask Ss how to use the -ing form as adverbials.
It is intended as a transition from “what” to “how” and the second step is naturally introduced.
Step 2: We Change
Task 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.
1. I had a wonderful childhood, travel around the world.
2. When crossed the road, you should be careful.
3. Having not finished his homework, he was punished by his parents.
4. Working hard, your dream will come true.
It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.
Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.
e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.
(Notice that only the clause part will be changed: predicate→non-predicate)
Having been informed of Mr. Li’s birthday, we hurried to……
1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.
2. When we danced together, we felt very excited.
3. Although we had not met him before, we still treated him as an old friend.
4. If you think it over, you will have a good idea.
5. She stood on the stage and played with her hair.
6. He was so humorous that he made us burst into laughter.
It is designed for Ss to put into practice the tips mentioned in the previous task.
Step 3: We Chat
Task 1: Using the correct form of the given verbs, help me to complete the caption of my moment.
Last month, I led my students to join in the oral English competition.
(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.
(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.
It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.
Task 2: Writing
o Choose a picture to post.
o Write the caption for it.
o Try to use the -ing form as adverbials. (3 minutes)
Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.
Task 3: Sharing
o Move around the classroom.
o Share your moment.
o Get “like” or “comment”.
(You may also leave your comment when discovering any grammatical mistake.)
An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.
Task 4: Presenting
o How many“ likes” have you got?
o What about “comments”?
o Who would like to share with the whole class your moment or the comments you got?
This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.
Step 4: Summary
Summarize what we have learnt today:
o 6 kinds of adverbials
o 4 forms of -ing
o 5 tips
This is to remind Ss of what they have learnt today.
課后習(xí)題
Homework
o Review the usage of the –ing form as adverbials.
(You may refer to a mini-lecture. )
o Polish your caption and share it with your friends.
o Finish exercise 3 - 5 on Page 64 of your exercise book.
The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writing skills.
人教版高中英語選修6《Unit 5 The power of nature》教案【二】
教學(xué)準備
教學(xué)目標
教學(xué)目標：
1 深入理解課文，分析文章長難句，培養(yǎng)快速閱讀、整體理解和寫作的能力。
2 通過合作探究，主動質(zhì)疑，學(xué)會概括主旨，分析句子的方法。
3通過學(xué)習(xí)Sara的故事，培養(yǎng)學(xué)生在緊急情況下自救的意識和能力。
4以高度的熱情投入學(xué)習(xí)，享受英語閱讀的快樂,在原來基礎(chǔ)上有所進步。
教學(xué)重難點
教學(xué)重點和難點
重點:
1. Let students read the passage and get the main idea and the structure of the passage.
2. Help the students get the detailed information.
2. Get students to discuss and learn how to protect ourselves from disasters.
難點:
1. Develop students’ reading and writing ability.
2. Enable students to learn to how to protect ourselves and keep away from danger.
教學(xué)過程
教學(xué)過程：
課前環(huán)節(jié)：Check the answers.
學(xué)生活動：核對預(yù)習(xí)學(xué)案答案，自我檢查學(xué)生預(yù)習(xí)情況。
【設(shè)計意圖】核對預(yù)習(xí)學(xué)案答案，檢查學(xué)生預(yù)習(xí)情況,把課文中會影響學(xué)生閱讀理解的絆腳石掃除，為下文深層次的理解打好鋪墊。
課堂環(huán)節(jié):Lead-in.Enjoy a short video and let students know the danger of flood.
學(xué)生活動：關(guān)注問題What happened to the lady? 帶著問題去觀賞。
【設(shè)計意圖】利用觀看網(wǎng)絡(luò)視頻，引起學(xué)生自我保護、遠離洪水的意識。用視頻導(dǎo)入新課，能更好地激發(fā)學(xué)生學(xué)習(xí)英語的熱情，也能讓學(xué)生認識到洪水猛獸就在我們身邊，加強自我保護意識非常必要，學(xué)習(xí)自我保護嘗試非常重要。
Step1 Fast-reading ：Get main idea .
學(xué)生活動：快速整體閱讀并找一人到黑板展示答案，每空1分。
The text is a story about______, the mother of James, who was_________ by the flood，although her husband, _______had called to remind her of the danger.
Step2 Get the structure of the text.
學(xué)生活動：一人到黑板展示答案，每空2分。Step1&2可以同時進行。
Before the flood: Para1-----
During the flood: Para -----
【設(shè)計意圖】第一次閱讀，讓學(xué)生快速略讀，提高迅速獲取信息的技能，從總體上把握文章的主旨大意和篇章結(jié)構(gòu)。
Step3 Careful Reading.
學(xué)生活動：仔細閱讀，規(guī)范書寫，小組交流，共同探究。每題3分。
1.Who told Sara to go to her mother’s house and why?
2.Who was in the house with Sara?
3.Why did Sara climb onto the roof of her car?
【設(shè)計意圖】這三個問題屬于細節(jié)理解問題，需要學(xué)生細致深入地詳讀課文，這能逐步培養(yǎng)學(xué)生的獲取具體信息和提取具體信息的能力。通過再次細讀文章，想讓學(xué)生獨立思考，小組交流，然后老師指正。老師設(shè)疑，學(xué)生質(zhì)疑，通過師生共同探究，達到釋疑的目的，同時也鍛煉的學(xué)生的書面表達和概括能力。
Step4 Enjoy the sentences.
學(xué)生活動：合作探究，仔細分析，注重理解，背誦記憶，學(xué)以致用。每題5分。
1. If she went to her mother’s house, Tony wouldn’t get his present for days.
解析：if引導(dǎo)的是一個含有 _______ 的 ____ 狀語從句
翻譯：
2. Sara dressed baby James in warm clothes and collected the things that she would need for hom over the next few days.
分析：Sara發(fā)出兩個動作：________和________.that引導(dǎo)的是一個______從句，先行詞是
__________,在從句中作need的_______語。dress sb in…意思是：__________________
翻譯：
3. Using the car seat as a step, she climbed first onto the front of the car and then onto the roof.
“v-ing形式作狀語”的情況在文章中(Para2、3、5、6)共出現(xiàn)了六次，你都找到了嗎?
[高考連接]:
_________(see)that she was going to sleep,I asked if she’d like that little doll on the bed. (08北京)
【設(shè)計意圖】本環(huán)節(jié)通過欣賞句子讓學(xué)生排除閱讀當(dāng)中所遇到的障礙，讓學(xué)生更好的去理解這篇文章。同時也為后面進行語法教學(xué)做好鋪墊，掃除障礙。liuxue86.com
Step5 Discussion
學(xué)生活動：集體討論，小組合作，組長記錄，信息共享，主動參與。20分。
1.Do you think Sara did the right thing? Is there anything wrong?
2. What should we do facing the flood?
【設(shè)計意圖】本環(huán)節(jié)通過小組討論合作學(xué)習(xí)，學(xué)生在加深對文中理解的同時，自己的語言表達能力也得到了很大的提升，而且學(xué)生相互學(xué)習(xí)，取長補短，對于加強自身的保護意識非常重要。
Step 6 Writing. 30分
學(xué)生活動：態(tài)度端正、認真打草、定好人稱、選好時態(tài)、書寫規(guī)范、卷面整潔、銜接連貫、過度自然、用好小詞、句子通暢、高級句式適當(dāng)運用、碰到難關(guān)學(xué)會迂回、認真書寫、完美展現(xiàn)。
Use your imagination to invent an ending to the story.
1. 50---60 words.
2. Discuss with your teammates.
3. Write down your opinion.
4. Each group choose the best to show your writing.
【設(shè)計意圖】本環(huán)節(jié)旨在通過寫作，進一步鞏固對文章的理解和運用，尤其是對文章中重點單詞、短語和句式的針對訓(xùn)練，以此提高學(xué)生的寫作能力和自我保護意識。
Step 7 評測練習(xí).
學(xué)生活動：仔細審題、認真作答、人稱時態(tài)、固定搭配、主謂一致。20分。
Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.
Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She put her baby on to her backpack. With the help of the car, she(8)________to the roof of the house.
【設(shè)計意圖】本環(huán)節(jié)旨在考察學(xué)生對課文具體細節(jié)信息的理解和重點詞匯的運用，同時有意識地向高考題型靠攏，讓學(xué)生感受語法填空的出題思路和解題技巧。
課后習(xí)題
評測練習(xí)
短文填空：(20分)
Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.
Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She(8) her baby on to her backpack. (9) the help of the car, she(10)________to the roof of the house
評測結(jié)果：
通過核實答案，95%的學(xué)生得分在16分以上，取得了令人滿意的成績，但個別同學(xué)尚存問題。整體效果良好，目標達成度較高。
突出問題：時態(tài)問題.
(1)called誤用成了call.
(3)rained 誤用成了rain.
(4)rising誤用成了rose.
(5)flooded誤用成了flooding.
(7)reaching誤用成了reached.
(10)climbed誤用成了climb.
突破措施：
很顯然，學(xué)生在做短文填空這個問題時，對于動詞時態(tài)和語態(tài)的把握不準是導(dǎo)致出現(xiàn)失誤的重要原因。所以我們在日常的教學(xué)活動中，要時刻引導(dǎo)學(xué)生關(guān)注動詞的時態(tài)在具體語言環(huán)境中的運用，把時態(tài)和語態(tài)與短文填空、短文改錯聯(lián)系起來，甚至讓學(xué)生相互出題，相互檢測。我們教師也可選編部分針對時態(tài)和語態(tài)的問題，有針對性地進行練習(xí)。
教案設(shè)計頻道小編推薦：高中英語教案 | 高三英語教案 | 高三英語教學(xué)計劃
教案設(shè)計頻道小編推薦：高中英語教案 | 高三英語教案 | 高三英語教學(xué)計劃
教學(xué)準備
教學(xué)目標
1. Knowledge objectives
Know that the -ing form can be used as various kinds of adverbials
Understand the differences among “doing”, “having done”, “being done” and “having been done”
2. Ability objectives
Master the usage of the -ing form as adverbials and properly use it in writing
Polish one’s writing with the -ing form as adverbials
3. Emotional objectives
Cultivate teamwork and confidence
Feel free to use English grammar in daily life
教學(xué)重難點
教學(xué)重點 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials
教學(xué)難點 Master the usage of the -ing form as adverbials and properly use it in writing
教學(xué)過程
Lead-in: Song appreciation
(1) Play the song Take me to your heart before class.
(2) Start the class with a clip of the song sung by the teacher.
(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.
This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.
Step 1: We Choose
Task 1: Observe the -ing form in each sentence and decide what it refers to.
(reason, result, concession, time, manner, condition)
1. Being very rich, he spends as much money as he likes. (reason)
2. Working hard, you’ll surely succeed. (condition)
3. They sat there, waiting for the beginning of the sports meeting. (manner)
4. Walking on the street, he came across a long-lost friend. (time)
5. The polar bear was not careful enough, falling on the icy ground. (result)
6. Not understanding what you are talking about, I still admire you. (concession)
It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.
Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)
Laughing and jumping, he left school.
Having finished his homework, he left school.
Being talked about at that time, he left school.
Having been punished, he left school.
First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having been done”.
Task 3: Read the sentences aloud and recall the tips.
When the reading is finished, ask Ss how to use the -ing form as adverbials.
It is intended as a transition from “what” to “how” and the second step is naturally introduced.
Step 2: We Change
Task 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.
1. I had a wonderful childhood, travel around the world.
2. When crossed the road, you should be careful.
3. Having not finished his homework, he was punished by his parents.
4. Working hard, your dream will come true.
It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.
Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.
e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.
(Notice that only the clause part will be changed: predicate→non-predicate)
Having been informed of Mr. Li’s birthday, we hurried to……
1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.
2. When we danced together, we felt very excited.
3. Although we had not met him before, we still treated him as an old friend.
4. If you think it over, you will have a good idea.
5. She stood on the stage and played with her hair.
6. He was so humorous that he made us burst into laughter.
It is designed for Ss to put into practice the tips mentioned in the previous task.
Step 3: We Chat
Task 1: Using the correct form of the given verbs, help me to complete the caption of my moment.
Last month, I led my students to join in the oral English competition.
(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.
(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.
It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.
Task 2: Writing
o Choose a picture to post.
o Write the caption for it.
o Try to use the -ing form as adverbials. (3 minutes)
Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.
Task 3: Sharing
o Move around the classroom.
o Share your moment.
o Get “like” or “comment”.
(You may also leave your comment when discovering any grammatical mistake.)
An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.
Task 4: Presenting
o How many“ likes” have you got?
o What about “comments”?
o Who would like to share with the whole class your moment or the comments you got?
This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.
Step 4: Summary
Summarize what we have learnt today:
o 6 kinds of adverbials
o 4 forms of -ing
o 5 tips
This is to remind Ss of what they have learnt today.
課后習(xí)題
Homework
o Review the usage of the –ing form as adverbials.
(You may refer to a mini-lecture. )
o Polish your caption and share it with your friends.
o Finish exercise 3 - 5 on Page 64 of your exercise book.
The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writing skills.
人教版高中英語選修6《Unit 5 The power of nature》教案【二】
教學(xué)準備
教學(xué)目標
教學(xué)目標：
1 深入理解課文，分析文章長難句，培養(yǎng)快速閱讀、整體理解和寫作的能力。
2 通過合作探究，主動質(zhì)疑，學(xué)會概括主旨，分析句子的方法。
3通過學(xué)習(xí)Sara的故事，培養(yǎng)學(xué)生在緊急情況下自救的意識和能力。
4以高度的熱情投入學(xué)習(xí)，享受英語閱讀的快樂,在原來基礎(chǔ)上有所進步。
教學(xué)重難點
教學(xué)重點和難點
重點:
1. Let students read the passage and get the main idea and the structure of the passage.
2. Help the students get the detailed information.
2. Get students to discuss and learn how to protect ourselves from disasters.
難點:
1. Develop students’ reading and writing ability.
2. Enable students to learn to how to protect ourselves and keep away from danger.
教學(xué)過程
教學(xué)過程：
課前環(huán)節(jié)：Check the answers.
學(xué)生活動：核對預(yù)習(xí)學(xué)案答案，自我檢查學(xué)生預(yù)習(xí)情況。
【設(shè)計意圖】核對預(yù)習(xí)學(xué)案答案，檢查學(xué)生預(yù)習(xí)情況,把課文中會影響學(xué)生閱讀理解的絆腳石掃除，為下文深層次的理解打好鋪墊。
課堂環(huán)節(jié):Lead-in.Enjoy a short video and let students know the danger of flood.
學(xué)生活動：關(guān)注問題What happened to the lady? 帶著問題去觀賞。
【設(shè)計意圖】利用觀看網(wǎng)絡(luò)視頻，引起學(xué)生自我保護、遠離洪水的意識。用視頻導(dǎo)入新課，能更好地激發(fā)學(xué)生學(xué)習(xí)英語的熱情，也能讓學(xué)生認識到洪水猛獸就在我們身邊，加強自我保護意識非常必要，學(xué)習(xí)自我保護嘗試非常重要。
Step1 Fast-reading ：Get main idea .
學(xué)生活動：快速整體閱讀并找一人到黑板展示答案，每空1分。
The text is a story about______, the mother of James, who was_________ by the flood，although her husband, _______had called to remind her of the danger.
Step2 Get the structure of the text.
學(xué)生活動：一人到黑板展示答案，每空2分。Step1&2可以同時進行。
Before the flood: Para1-----
During the flood: Para -----
【設(shè)計意圖】第一次閱讀，讓學(xué)生快速略讀，提高迅速獲取信息的技能，從總體上把握文章的主旨大意和篇章結(jié)構(gòu)。
Step3 Careful Reading.
學(xué)生活動：仔細閱讀，規(guī)范書寫，小組交流，共同探究。每題3分。
1.Who told Sara to go to her mother’s house and why?
2.Who was in the house with Sara?
3.Why did Sara climb onto the roof of her car?
【設(shè)計意圖】這三個問題屬于細節(jié)理解問題，需要學(xué)生細致深入地詳讀課文，這能逐步培養(yǎng)學(xué)生的獲取具體信息和提取具體信息的能力。通過再次細讀文章，想讓學(xué)生獨立思考，小組交流，然后老師指正。老師設(shè)疑，學(xué)生質(zhì)疑，通過師生共同探究，達到釋疑的目的，同時也鍛煉的學(xué)生的書面表達和概括能力。
Step4 Enjoy the sentences.
學(xué)生活動：合作探究，仔細分析，注重理解，背誦記憶，學(xué)以致用。每題5分。
1. If she went to her mother’s house, Tony wouldn’t get his present for days.
解析：if引導(dǎo)的是一個含有 _______ 的 ____ 狀語從句
翻譯：
2. Sara dressed baby James in warm clothes and collected the things that she would need for hom over the next few days.
分析：Sara發(fā)出兩個動作：________和________.that引導(dǎo)的是一個______從句，先行詞是
__________,在從句中作need的_______語。dress sb in…意思是：__________________
翻譯：
3. Using the car seat as a step, she climbed first onto the front of the car and then onto the roof.
“v-ing形式作狀語”的情況在文章中(Para2、3、5、6)共出現(xiàn)了六次，你都找到了嗎?
[高考連接]:
_________(see)that she was going to sleep,I asked if she’d like that little doll on the bed. (08北京)
【設(shè)計意圖】本環(huán)節(jié)通過欣賞句子讓學(xué)生排除閱讀當(dāng)中所遇到的障礙，讓學(xué)生更好的去理解這篇文章。同時也為后面進行語法教學(xué)做好鋪墊，掃除障礙。liuxue86.com
Step5 Discussion
學(xué)生活動：集體討論，小組合作，組長記錄，信息共享，主動參與。20分。
1.Do you think Sara did the right thing? Is there anything wrong?
2. What should we do facing the flood?
【設(shè)計意圖】本環(huán)節(jié)通過小組討論合作學(xué)習(xí)，學(xué)生在加深對文中理解的同時，自己的語言表達能力也得到了很大的提升，而且學(xué)生相互學(xué)習(xí)，取長補短，對于加強自身的保護意識非常重要。
Step 6 Writing. 30分
學(xué)生活動：態(tài)度端正、認真打草、定好人稱、選好時態(tài)、書寫規(guī)范、卷面整潔、銜接連貫、過度自然、用好小詞、句子通暢、高級句式適當(dāng)運用、碰到難關(guān)學(xué)會迂回、認真書寫、完美展現(xiàn)。
Use your imagination to invent an ending to the story.
1. 50---60 words.
2. Discuss with your teammates.
3. Write down your opinion.
4. Each group choose the best to show your writing.
【設(shè)計意圖】本環(huán)節(jié)旨在通過寫作，進一步鞏固對文章的理解和運用，尤其是對文章中重點單詞、短語和句式的針對訓(xùn)練，以此提高學(xué)生的寫作能力和自我保護意識。
Step 7 評測練習(xí).
學(xué)生活動：仔細審題、認真作答、人稱時態(tài)、固定搭配、主謂一致。20分。
Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.
Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She put her baby on to her backpack. With the help of the car, she(8)________to the roof of the house.
【設(shè)計意圖】本環(huán)節(jié)旨在考察學(xué)生對課文具體細節(jié)信息的理解和重點詞匯的運用，同時有意識地向高考題型靠攏，讓學(xué)生感受語法填空的出題思路和解題技巧。
課后習(xí)題
評測練習(xí)
短文填空：(20分)
Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.
Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She(8) her baby on to her backpack. (9) the help of the car, she(10)________to the roof of the house
評測結(jié)果：
通過核實答案，95%的學(xué)生得分在16分以上，取得了令人滿意的成績，但個別同學(xué)尚存問題。整體效果良好，目標達成度較高。
突出問題：時態(tài)問題.
(1)called誤用成了call.
(3)rained 誤用成了rain.
(4)rising誤用成了rose.
(5)flooded誤用成了flooding.
(7)reaching誤用成了reached.
(10)climbed誤用成了climb.
突破措施：
很顯然，學(xué)生在做短文填空這個問題時，對于動詞時態(tài)和語態(tài)的把握不準是導(dǎo)致出現(xiàn)失誤的重要原因。所以我們在日常的教學(xué)活動中，要時刻引導(dǎo)學(xué)生關(guān)注動詞的時態(tài)在具體語言環(huán)境中的運用，把時態(tài)和語態(tài)與短文填空、短文改錯聯(lián)系起來，甚至讓學(xué)生相互出題，相互檢測。我們教師也可選編部分針對時態(tài)和語態(tài)的問題，有針對性地進行練習(xí)。
教案設(shè)計頻道小編推薦：高中英語教案 | 高三英語教案 | 高三英語教學(xué)計劃
教案設(shè)計頻道小編推薦：高中英語教案 | 高三英語教案 | 高三英語教學(xué)計劃