1、菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 教师用书独具演示Period Learning about Language教学目标(1)熟记学案中所列出的单词和短语。(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6(3)通过对语法的学习让学生能够理解并能够运用本单元的语法知识现在分词作状语，能够把状语从句与现在分词做状语进行互换。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 教学地位 语法是学生感到比较难以掌握
2、的内容。让学生正确理解和掌握语法知识是让学生学好英语的关键，所以应给学生创设一个语境，让学生理解该语法的应用，而不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 新课导入建议通过对学生作业的检查导入本堂新课。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 教学流程设计菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目
3、标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 演示结束菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 1uncomfortabl
4、e adj.不舒服的；感到难受的I felt rather uncomfortable and got a headache.(教材P37)我感到非常不舒服，并且头痛。This sofa is so uncomfortable.这张沙发太不舒服了。I was sitting in an extremely uncomfortable position in the car.在这车上我坐着的姿势难受极了。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 uncomfortably adv.令人不安地；显得不安(或尴尬)地comfortable adj.舒服的；舒适的 mak
5、e yourself comfortable 别客气 be comfortable to sit/lie/stand 坐/躺/站着舒服 feel comfortable 感到舒服 comfort v安慰；抚慰；宽慰 comforter n令人感到安慰(或慰藉)的人(或事物)comforting adj.令人安慰的菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 It is comfortable to sit on the chair.坐在这个椅子上很舒服。Please make yourself comfortable while I get some coffee.我
6、去冲咖啡，您别拘束。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 This bed was so_that I couldnt sleep for the whole night.Acomfortable BuncomfortableCunconsciousDuncertain【解析】comfortable 舒服的；uncomfortable 不舒适的；unconscious 不省人事的；uncertain 不确信的。句意：那床太不舒服了，我一夜都没睡着。【答案】B菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 Kate looked so s
7、ad at the news that she failed in the exam that I didnt know what to say to _her.AtreatBinterestCcomfortDannoy【解析】句意：听到考试不及格的消息，Kate 显得如此难过，以至于我不知道说什么来安慰她。comfort 意为“安慰”；treat 意为“对待，招待，治疗”；interest 意为“使感兴趣”；annoy 意为“使不悦，苦恼”。【答案】C菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 2I rushed downstairs only to see my
8、 hostess lying unconscious on the floor，surrounded by her guests.(教材 P37)我冲到楼下，却意外地发现我的女主人不省人事地躺在地板上，她的客人们围着她。(1)only to see.为动词不定式，在句中作结果状语；She ran to the station only to find that the train had left.她跑到火车站，却发现火车开走了。He arrived home only to find his house broken into.他到家结果发现有人闯入过他的房子。菜单教学目标分析教学方案设计当
9、堂双基达标课堂互动探究新课标 英语选修6【提示】动词不定式和现在分词作结果状语的不同用法：动词不定式作结果状语时，表示出乎意料的结果。现在分词作结果状语多表示顺其自然的结果，即主句和结果之间有一定的因果关系。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 Jack has made great progress，making his parents pleased.杰克取得了巨大进步，这让他的父母很高兴。The Chinese team won five gold medals，two silver medals and four bronze medals in th
10、e 2010 Winter Olympic Games，making the Chinese proud.中国队在 2010 年冬奥会上赢得 5 金 2 银 4 铜，这让中国人感到自豪。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6(2012山东高考)George returned after the war，only _ that his wife had left him.Ato be toldBtellingCbeing toldDtold菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6【解析】句意：战后乔治回到了家，结果被告知说他妻子已离他
11、而去。四个选项均为非谓语动词形式，且本题前半句是个完整的句子，故应考虑非谓语动词作状语的情况。动词不定式作结果状语时表意料之外的结果，前面常有标志词 only，而现在分词作结果状语时表自然而然的结果，由语境知应该选动词不定式，他是“被告知”妻子离他而去的，故选 A 项。【答案】A菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6(2012四川高考)Tom took a taxi to the airport，only _ his plane high up in the sky.AfindingBto findCbeing foundDto have found【解析】句意
12、：汤姆乘出租车去机场，却发现他要乘坐的飞机高高地飞在空中。由语境可知，此处指出乎意料地发现飞机起飞了。only to do 表示出乎意料的结果，故选 B项。【答案】B菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 翻译句子他匆忙来到车站，却被告知火车已经离开。_【答案】He hurried to the station only to be told the train had left.菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6(2)unconscious adj.失去知觉的；未觉察的After she hit her head she w
13、as unconscious for several minutes.她把头碰了一下后昏迷了几分钟。I was unconscious that our teacher was also seated at the back of the classroom.我不知道我们的老师也坐在教室的后面。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 be unconscious of sb./sth.未察觉；未意识到 unconsciously adv.无意识地；不知不觉地 unconsciousness n昏迷；无知觉 conscious adj.清醒的；有知觉的 consc
14、iousness n知觉；感觉；意识菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 He injured his head and was unconscious for one hour.他伤着了头部，一个小时没有知觉。They were so quiet that he was completely unconscious of their presence.他们非常安静，他完全不知道他们在场。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 完成句子这名伤员由于失血过多而昏迷不醒。This wounded soldier _from his
15、loss of blood.他伤得很重，但仍未失去知觉。He was badly hurt，but he still_【答案】was unconscious remained conscious菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 3shot vt.射中；射伤；射门；投篮 n.射击；枪炮声She was shot.(教材 P37)她被射中了。He shot two goals in the game.在比赛中，他进了两个球。Our attention was arrested by the sound of a shot.我们的注意力被一声枪响吸引住了。菜单教
16、学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 shoot at 朝开枪shoot down 击落；击毁 shoot for 设法达到 shoot off 迅速走开；突然离开 shoot through 离开；躲避 shoot up 猛增菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 shoot/shoot atshoot表示射中或射死某人或某物，强调射击的结果。shoot at 表示朝或对准某人或某物射击，只强调射击的动作，不强调射击的结果。They are shooting at bottles on a wall.他们在朝墙上的瓶子射击。菜单教学
17、目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6【巧学助记】He shot at a bird，but he didnt shoot it.他向一只鸟射击，但没有射中。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 选词填空：shoot，shoot atA man was _ in the leg.The hunter _ the bear but didnt _it.用 shoot 的适当形式填空The soldiers were _ at the enemies.The bird flew away and avoided _Two of her _
18、hit the centre of the target.【答 案】shot shot at；shoot shooting being shot shots菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 4anxious adj.忧虑的；不安的；渴望的I was so anxious and couldnt move at first.(教材 P38)我非常担心，一开始吓得动弹不得。They are anxious to know the result of the examination.他们急于知道考试结果。She was anxious for all of th
19、em to leave the room.她急于让他们全部离开房间。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 be anxious for about(be worried/concerned about)为担心/担忧be anxious for(be eager for/be keen on)渴望 be anxious(for sb.)to do sth.渴望(某人)做 be anxious that.渴望(从句谓语用 should do，should 可以省略)anxiety n担心；焦虑；渴望菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选
20、修6 anxious/eageranxious强调“担心”或“着急”，对结果感到不安eager强调“对成功的渴望”或“进取的热情”，含有积极向上的意思She is eager to go to college，but anxious about not passing the entrance examinations.她渴望上大学，但又担心不能通过入学考试。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 完成句子他非常担心儿子的健康。He _ his sons health.他急于知道出了什么事。He _ what had happened.【答案】is very a
21、nxious about was anxious to know菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 5panic vi.&vt.惊慌 n.惊慌；恐慌I felt very nervous and had to force myself not to panic.(教材 P38)我非常紧张，不得不强迫自己不要惊慌。The banks were panicked into selling dollars.银行正惊慌地抛售美元。The small boy looked round in panic.小男孩惊慌地四下张望。【提示】panic 的过去式和过去分词都是
22、panicked，现在分词是 panicking。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 panic over/at 因而恐慌；对感到惊慌失措panic sb.into doing sth.使某人惊慌地做某事 get into a panic 陷入恐慌(动作)in a panic 陷入恐慌(状态)in a state of panic 惊恐万分菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 The boy is in a state of panic.Try to help him cool down.这个男孩惊恐万分，努力帮他平静下来。
23、The animals panicked over the forest fire.动物们对森林大火感到恐慌。The banks were panicked into selling American dollars.银行因恐慌而抛售美元。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6【对接高考】(2011湖北高考)“Tommy，run！Be quick！The house is on fire！”the mother shouted，with _ clearly in her voice.AangerBrudenessCregretDpanic菜单教学目标分析教学方案
24、设计当堂双基达标课堂互动探究新课标 英语选修6【解析】考查名词词义辨析。句意：“汤米，快跑！快点儿！房屋失火了！”妈妈叫喊着，声音里明显带着恐慌。anger“怒火，怒气”；rudeness“粗鲁”；regret“懊悔；遗憾”；panic“恐慌”。D 项符合语意。【答案】D菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 句型转换The audience were thrown into a panic when the fire started.The audience _ when the fire started.菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新
25、课标 英语选修6 完成句子谣言使许多投资者感到恐慌而抛售股票。Rumors _ many investors _ their shares.她十分惊慌，以为自己把入场券丢了。She _ when she thought shed lost the tickets.【答案】got into a panic panicked；into selling got into a panic菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 观察下列从 Reading 中选取的句子，体会动词的ing形式在句中作状语的含义。1Sometimes working outdoors，some
26、times in an office，sometimes using scientific equipment and sometimes meetting local people and tourists，I am never bored.菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 2Having collected and evaluated the information，I help other scientists to predict where lava from the volcano will flow next and how fast.3Ha
27、vingworked hard all day，I went to bed early.4Havingexperienced quite a few earthquakes in Hawaii already，I didnt take much notice.菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 5Havingearliercollectedspecial clothes from the observatory，we put them on before we went any closer.6Havingstudied volcanoes now for
28、many years，I am still amazed at their beauty as well as their potential to cause great damage.菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 动词的-ing 形式在句中作状语动词的-ing 形式具有名词、动词、形容词和副词的特征，可以在句中作主语、宾语、定语、补足语、表语和状语。Fighting broke out between the South and the North.南方与北方开战了。(作主语)The squirrel was lucky that it just
29、missed being caught.这只松鼠很幸运没有被抓住。(作宾语)菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 The girl writing a letter is good at English.正在写信的那个女孩擅长英语。(作定语)I heard him crying in the corner.我听见他在拐角处哭泣。(作宾补)Her job is taking care of the children.她的工作是照顾孩子们。(表语)He sat at the table reading China Daily.他坐在桌子旁边看中国日报。(作状语)菜
30、单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 动词形式意义以do为例一般式doing主动式doing与句子主语构成逻辑上的主谓关系，与谓语动作同时发生，或基本上同时发生。被动式being done与句子主语构成逻辑上的动宾关系，且与谓语动作同时发生。完成式having done主动式having done与句子主语构成逻辑上的主谓关系，先于谓语动作发生。被动式having been done与句子主语构成逻辑上的动宾关系，且先于谓语动作发生。1动词的-ing 形式的时态语态及意义菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 2.动词的-ing
31、形式作状语时，可以表示时间、原因、结果、条件、让步、方式、伴随等；并可以转换成相应的状语从句或并列句。用法例句时间Hearing the news，they got excited.(When they heard the news，.)他们听到这个消息时，非常兴奋。Be careful while/when crossing the street.(.while/when you are crossing the street.)过马路时要小心。条件Turning to the left，you will find the place you want.(If you turn to the
32、 left，.)向左拐，你就会发现你要找的地方。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 让步Admitting what you said，I still think that you made a mistake.(Although I admitted what you said，.)尽管我认同你所说的话，我仍然觉得你犯了一个错误。Having been told many times，he still repeated the same mistake.(Though he had been told many times，.)尽管告诉他许多次了，他仍然犯
33、同样的错误。伴随/方式 I stood there，waiting for her.(.，and waited for her.)我站在那儿等她。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 原因Having been bitten by a snake，she was frightened at it.(Since she had been bitten by a snake，.)由于她曾经被蛇咬过，所以一直对此心存恐惧。Being so angry，he couldnt go to sleep.(As he was so angry，.)因为太生气了，他不能入睡。
34、结果It rained heavily，causing severe flooding in the area.(.，so that it caused severe flooding in the area.)这个地区雨下得如此大，以致于引发了洪灾。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 3.使用动词的-ing 形式作状语应注意的问题(1)动词的-ing 形式作状语，其否定形式是在它前面加not，never 等。Not knowing how to find the subway，I asked a policeman for help.因我不知道怎样找到地铁
35、，我就去找警察帮助。(2)动词的-ing 形式作状语，其逻辑主语要与句子主语保持一致，否则，要用独立主格结构。Riding a horse or driving a car，you should learn to control it.无论是骑马还是驾车，你都应该学会控制它。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6(3)动词的-ing 形式的动作和谓语的动作同时或几乎同时发生时，用一般式；如果动词的-ing 形式的动作发生在谓语动词之前时，要用其完成式。Walking in the park，I met an old friend of mine.在公园散步时，我
36、遇见一位老朋友。Having finished the work，he went out to meet his friends.完成工作后，他出去会朋友了。菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6.单项填空1 The news reporters hurried to the airport，only_the film stars had left.Ato tell Bto be toldCtellingDtold【解析】only to do 作结果状语时，表示“未预料的或不好的结果”，此题表示“未预料的结果”。句意：新闻记者匆忙赶到机场，结果却被告知影星已离开
37、了。【答案】B菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 2Can you _ that bird at the top of the tree?No，its out of _Ashoot；rangeBshot；reachCshot；controlDshoot at；distance【解析】句意：“你能射中树上的那只鸟吗？”“射不中，它在射程之外。”第一空表示“射中”，在 can 后用动词原形 shoot，第二空 out of range“在射程之外”。【答案】A菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 3My mother alway
38、s gets a bit_if we dont arrive when we say we will.AanxiousBeagerCashamedDpatient【解析】考查词义辨析。anxious 焦虑的；eager 渴望的；ashamed 羞愧的；patient 耐心的。句意：如果当我们说能而又不能按时到的时候，妈妈经常有点担心。【答案】A菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 4The girl got into a _ when she heard the news.AanxietyBworryCdisorderDpanic【解析】句意：当听到这个消息时
39、，这个小女孩陷入恐慌，get into a panic 陷入恐慌。是固定短语。【答案】D菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 5(2013北京高考)_the course very difficult,she decided to move to a lower level.AFindBFindingCTo findDFound【解析】考查非谓语动词。此处动词 find 与主语 she为主动关系且作原因状语，故用现在分词 finding。句意：(由于)她发现该课程很难，她就决定转到低一水平的(课程)。【答案】B菜单教学目标分析教学方案设计当堂双基达标课堂互动探
40、究新课标 英语选修6 6(2013四川高考)_ which university to attend,the girl asked her teacher for advice.ANot knowingBKnowing notCNot knownDKnown not【解析】考查非谓语动词。主语 the girl 与非谓语动词know 之间为主动关系，故用现在分词；且非谓语动词的否定式应在其前加否定词。据此可知答案为 A。此处分词 Not knowing 在句中作原因状语。【答案】A菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 7(2013山东高考)_at the ca
41、feteria before,Tina didnt want to eat there again.AHaving eatenBTo eatCEatDEating菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6【解析】考查非谓语动词。句意：因为以前曾经在自助餐厅吃过，Tina 再也不想在那儿吃了。动词 eat 与主语 Tina之间为主动关系，再根据句中 before 可知需强调 eat 这个动作发生在主动词之前，可知用现在分词完成体 Having eaten表主动完成，作原因状语。【答案】A菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 8 (20
42、12福建 高考)Pressed from his parents，and _ that he has wasted too much time，the boy is determined to stop playing video games.ArealizingBrealizedCto realizeDbeing realized菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6【解析】分析句子结构可判断，and 在句中连接了两个并列的表示原因的状语，即 Pressed from his parents 和_ that he has wasted too much tim
43、e，它们的逻辑主语都是句子的主语 the boy，而 the boy 和 realize 之间构成了逻辑上的主谓关系，故用 realize 的现在分词形式作状语，表示原因。B 项为被动形式；C 项为动词不定式，表示动作还未发生；D 项为现在分词的被动式，表示被动，均不符合句意。【答案】A菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 9(2012陕西高考)_ in a long queue，we waited for the store to open to buy a New iPad.AStandingBTo standCStoodDStand菜单教学目标分析教学方
44、案设计当堂双基达标课堂互动探究新课标 英语选修6【解析】句意：为了买新一代 iPad，我们站在长长的队伍里，等待着商店开门。两部分之间由逗号分隔，后一部分为句子，且前后没有连词连接，所以此处填非谓语形式；另外，句子主语 we 发出 stand 这一动作，即 we 与 stand 之间为逻辑上的主谓关系，且 stand 伴随谓语 waited 发生，所以用现在分词形式。【答案】A菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 10_ a good result，the professor decided to do the experiment once more.ANo
45、t gettingBGetting notCNot having gotDHaving not got【解析】考查分词作状语。句意：教授没得到好的结果，他决定再做一次试验。教授与“get”是主动关系，而且动作发生在句子谓语动词表示的动作之前。not 应位于 v.ing之前。【答案】C菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6.句型转换1When you are crossing the road，please be careful.When _，please be careful.2Because I dont know his address，I cant wri
46、te to him._，I cant write to him.3Although they knew all this，they made me pay for the damage._，they made me pay for the damage.4Work diligently，and youll certainly succeed._，youll certainly succeed.菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 5Because it hadnt been repaired for a long time，the machine gave o
47、ut a strange noise._ for a long time，the machine gave out a strange noise.6If you turn to the left，youll find the school._ to the left，youll find the school.7As she had been bitten by a snake，she was frightened at it._ by a snake，she was frightened at it.菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 8The chil
48、d slipped and fell，so that he hit his head against the door.The child slipped and fell，(thus)_ his head against the door.【答案】1.crossing the road 2.Not knowing his address3Knowing all this 4.Working diligently 5.Not having been repaired 6.Turning 7.Having been bitten8hitting菜单教学目标分析教学方案设计当堂双基达标课堂互动探究新课标 英语选修6 一、记住了多少词汇_ 二、背会了几个句型_三、语法的掌握程度较好()一般()较差()四、自己的不足_
