上外版 高二年级 选择性必修二 第四单元 学案（学生版）
Learning Tasks
Task 1: Fill in the blanks with correct -ing forms, using the words given in brackets.
Every summer, there is a lot of news about hurricanes, typhoons, tornadoes, and other forces of
nature (kill) people, (destroy) homes, and (ruin) entire towns or cities all
over the world.
Lives can be turned upside down by natural disaster, from earthquakes and fires to hurricanes and
floods. Experts believe that the main reason for panic during natural disasters is (not know)
what to do. Therefore, our best defense is emergency preparedness--- (make) a family
emergency plan, (learn) evacuation routes and (build) an emergency kit so that we
and our family will be ready if a disaster strikes.
The heavy rain (accompany) hurricanes can cause flooding, which may result in large
numbers of people (lose) their homes, crops (ruin) or rivers (break) their
banks.
(go) through dramatic changes in the past decade, technology can now be effectively
employed in the prediction of some natural disasters. For example, off-shore cameras are famous for
(use) in hurricane-prone areas to recognize strong winds and waves.
Task 2: Rewrite the sentences with -ing forms.
1.
2.
3.
4.
5.
Task 3 : Help Chen Yan and Leo translate their suggestions with proper –ing forms.
1
Chen Yan’s suggestions：
1.我们要避免接触污染过的水和食物。
2.鉴于我做志愿者这么多年，我意识到建立临时安置点是首要任务。
Leo’s suggestions： 1.做记录有助于确保采购及分配物资有序进行。
2.无论多难，请你记住，你们永不言败的精神才能让城市焕发新生。
(expose)
(priority)
(distribute)
(bring life to)
Assignment:
Finish Grammar in Use in the workbook on P53-55.(共19张PPT)
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第四单元
Dis aster Surviv al
授课教师：
课时
授课内容
1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1.5
Listening, Viewing and Speaking
1
Reading B
0.5
Critical Thinking
1
Writing
1
Further Exploration/ Self-assessment
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第四单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1. 能在语境中识别-ing复杂形式，判断其表意功能，并能恰当运用;
identify the complex -ing forms in the context and figure out their functions;
2. 能根据表达的需要灵活运用-ing的完成时、否定式、被动式，以及
doer( ’s) doing。
use the complex -ing forms properly to express your views.
Chen Yan’s Personal Story II Chen Yan’s Speech Leo’s Disaster Story
Their
suggestions
Getting Started
the concomitant adverbial
the attributive
the subject
caused him to become a volunteer himself. Having volunteered for
years, he realized that his helping the victims would change their life.
Though not expecting to be rewarded, he still tried to help people
within his capabilities.
Chen Yan’s Personal Story I I Chen Yan’s Speech Leo’s Disaster Story
Their
suggestions
To stress the action “volunteer” happens before the action
“realize ”.
Learning
To indicate it was Che n Yan’s helping that changed the victims’ life.
Being pulled out from ruins by volunteers when he was young
To notice Chen Yan never thought ofbeing rewarded.
To show Chen Yan was saved by others.
Grammar Highlights
Chen Yan’s Personal Story I Chen Yan’s Personal Story II p Leo’s Disaster Story
Their
suggestions
Practising
Lives can be turned upside down by natural disaster, from earthquakes
and fires to hurricanes and floods. Experts believe that the main reason for panic during natural disasters is not knowing ( not know) what to do . Therefore, our best defense is emergency preparedness — making (make) a family emergency plan , learning ( learn) evacuation routes and building (build) an emergency kit so that we and our family will be ready if a disaster strikes. appositive
Every summer, there is a lot of news about hurricanes , typhoons ,
tornadoes , and other forces of nature killing (kill) people , destroying (destroy) homes , and ruinin (ruin) entire towns or cities all over the world.
Chen Yan’s Personal Story I Chen Yan’s Personal Story II p Leo’s Disaster Story
Their
suggestions
Practising
predicative
object
The heavy rain accompanying (accompany) hurricanes can cause
flooding, which may result in large numbers of people losing (lose) their homes, crops being ruined (ruin) or rivers breaking (break ) their banks.
Having gone (go) through dramatic changes in the past decade,
technology can now be effectively employed in the prediction of some natural disasters . For example , off-shore cameras are famous for bein used (use) in hurricane-prone areas to recognize strong winds and waves.
Chen Yan’s Personal Story I Chen Yan’s Personal Story II p Leo’s Disaster Story
Their
suggestions
Practising
adverbial
attributive
object
Years ago , Leo ’s grandpa had rebuilt this shining city; he handed over the duty to Leo.
The mayor believed the main reason why the city could be rebuilt was that people didn’t give up.
Leo felt confused when the earthquake happened, for he didn ’t realize the earthquake had come.
Leo was pulled out by his friends and survived the earthquake.
Shopkeepers arranged their stores , getting ready for the day.
Two huge pieces of earth were pushing past e a c h o th e r , w hi c h caused the earthquake.
Before the earthquake During the earthquake After the earthquake
Chen Yan’s Personal Story I Chen Yan’s Personal Story II Chen Yan’s Speech Disaster Sto
Their
suggestions
Reviewing
Rewrite the sentence with -ing forms.
Shopkeepers arranged their stores, getting ready for the day.
Two huge pieces of earth were pushing past each other, which caused the earthquake.
Two huge pieces of earth were pushing past each other, causing the earthquake.
Before the earthquake
s
Leo felt confused when the earthquake happened, for he didn ’t realize the earthquake had come.
Leo was pulled out by his friends and survived the earthquake.
Being pulled out by his friends led to Leo ’s surviving the earthquake.
Not realizing the earthquake had come,
Leo felt confused when the earthquake happened.
During the earthquake
Rewrite the sentences
with -ing forms.
Years ago, Leo ’s grandpa had rebuilt this shining city; he handed over the duty to Leo.
The mayor believed the main reason why the city could be rebuilt was that people didn’t give up.
The mayor believed that the main reason why the city would be rebuilt was people’s not giving up.
Having rebuilt this shining city years ago, Leo ’s grandpa handed over the duty to Leo.
After the earthquake
Rewrite the sentences
with -ing forms.
Chen Yan’s suggestions：
1.我们要避免接触污染过的水和食物。
(expose) 2.鉴于我做志愿者这么多年，我意识到建立临时安置点是首要任务。
(priority)
Leo’s suggestions：
1.做记录有助于确保采购及分配物资有序进行。
(distribute) 2.无论多难，请你记住，你们永不言败的精神才能让城市焕发新生。
(bring life to)
Chen Yan’s Personal Story I Chen Yan’s Personal Story II Chen Yan’s Speech Leo’s Disaster Story
Practising
use -ing forms properly
Chen Yan’s suggestions：
1. We should avoid being exposed to polluted water and food.
2. Having volunteered for years, I realized the building of temporary shelters was the top priority.
Leo’s suggestions：
1. Keeping a record can be a great help to make sure buying and distributing supplies are well underway.
2. However difficult it is, please bear in mind that it is your never giving up that brings new life to the city.
Chen Yan’s Personal Story I Chen Yan’s Personal Story II Chen Yan’s Speech Leo’s Disaster Story
Practising
use -ing forms properly
Finish Grammar in Use in the workbook on P53-55.
Assignment
Have a discussion with your classmates on more suggestions related to post-earthquake recovery by using –ing forms properly.
Interactive Activity
T h a n k y o u ！《高中英语（上外版）》选择性必修第二册 Unit 4 Disaster Survival
课时：
教学内容：Complex -ing Forms
课型：语法课
一、教学设计与说明
1. 教学目标
本课为本单元 Disaster Survival 的第三课时，核心目标为能在语境中识别-ing 复杂形式， 判断其表意功能，并能恰当运用；能根据表达的需要灵活运用-ing 的完成时、否定式、被 动式，以及 doer (’s) doing。
2. 设计思路
本节课为语法课。在前几个单元中，学生已掌握了-ing 的简单形式充当主语、宾语、 表语、定语、状语、补语。本课要学习-ing 的复杂形式，即完成时、否定式、被动式，以 及 doer (’s) doing 。总体设计思路为“识别感知—应用实践—迁移巩固 ”，让学生在语境中 识别、感知、应用。
首先，通过陈岩自述其志愿者经历，复习-ing 的简单形式及其功能，并引入-ing 的复 杂形式， 旨在引导学生感知并推测-ing 复杂形式的类型及其表意功能。之后，教师通过 Grammar Highlights 对-ing 复杂形式的类型及其表意功能展开讲述，证实学生猜测。其次， 以陈岩介绍自然灾害为情境，让学生用-ing 的简单形式与复杂形式进行语篇填空，在实践 运用中体会与掌握。此外，教师按照地震发生的时间顺序重温 Reading A 内容并要求学生 用 having done/being done/not doing/ doer (’s) doing 将 Reading A 部分内容改写，在加深学 生掌握的同时，将第一课时主题意义与第三课时相挂钩，引发学生对灾后重建的思考。最 后，教师要求学生迁移应用-ing 的恰当形式，帮助陈岩与 Leo 将灾后重建小贴士翻成英文。
3. 教学重点及难点
理解-ing 的复杂形式（having done/being done/not doing/ sb(’s) doing）的表意功能；用 适当的-ing 形式表达个人观点。
1
Lesson Plan
By the end of this period, students are expected to:
1. identify the complex -ing forms in the context and figure out their functions.
2. use the complex -ing forms properly to express personal views.
Procedures:
I. Interactive activity 1: Reviewing -ing simple forms by reading the first part of Chen
Yan’s personal story
*T: Present Chen Yan’s personal story. *Ss: Read the story, underline -ing simple forms and review their functions. Purpose: To arouse Ss’ interest in the topic and review -ing simple forms.
Guided questions:
1. What was Chen Yan
2. How did he make his way to become a volunteer What is the function of “donating, searching, taking care of, never expecting”
3. What was Chen Yan’s belief What is the function of “helping” and “rewarding”
II. Interactive activity 2: Identifying -ing complex forms by reading the second part of
Chen Yan’s personal story
*T: Show Ss the second part of Chen Yan’s personal story. *Ss: Read the story, underline -ing complex forms and try to guess the functions. Purpose: To introduce -ing complex forms.
Guided questions:
1. Why did Chen Yan start to do volunteer work What is the function of “being pulled out”
2. Can we replace “having volunteered” with “volunteering”
3. Why did the author emphasize “his helping” What will happen if “his” is omitted here
4. How did the author express Chen Yan’s unwillingness to accept reward
III. Independent activity 3: Reading the speech of Chen Yan on how to prepare for a
disaster
*T: Ask Ss to complete the speech of Chen Yan by using both simple -ing forms and complex
2
-ing forms. *Ss: Complete the speech. Purpose: To guide students to apply what they have learned.
Guided questions:
1. What is the main idea of the speech
2. What is your answer And why
IV. Interactive activity 4: Reviewing Reading A by answering questions
*T: Raise questions based on the timeline of the earthquake and show students how to combine two sentences by complex -ing forms. *Ss: Answer the questions and revise the answers by using complex -ing forms. Purpose: To help students further understand complex -ing forms.
Guided question:
Can you rewrite the sentence with complex -ing forms
V. Independent activity 5: Translating some suggestions put forward by Chen Yan and
Leo
*T: Ask Ss to translate the suggestions by using -ing forms properly. *Ss: Apply proper -ing forms to translate the suggestions and share their answers in the group. Purpose: To guide students to consolidate the grammar they have learned and provoke their thinking of suggestions on post-earthquake recovery.
Guided question:
Can you translate the sentences with -ing forms
VI. Interactive activity 5: Discussing with your classmates to offer more suggestions on
post-earthquake recovery by using -ing forms properly.
*T: Ask Ss to discuss with their classmates about suggestions on post-earthquake recovery. *Ss: Brainstorm and share their suggestions in the group. Purpose: To guide students to think deeply about post-earthquake recovery.
Guided question:
3
Can you list some useful suggestions on post-earthquake recovery
VII. Assignment
1. Finish Grammar in Use on the workbook (P53-55).
4上外版 高二年级 选择性必修二 第四单元 学案（教师版）
Learning Tasks
Task 1: Fill in the blanks with correct -ing forms, using the words given in brackets.
Every summer, there is a lot of news about hurricanes, typhoons, tornadoes, and other forces of
nature (kill) people, (destroy) homes, and (ruin) entire towns or cities all
over the world.
Lives can be turned upside down by natural disaster, from earthquakes and fires to hurricanes and
floods. Experts believe that the main reason for panic during natural disasters is (not know)
what to do. Therefore, our best defense is emergency preparedness--- (make) a family
emergency plan, (learn) evacuation routes and (build) an emergency kit so that we
and our family will be ready if a disaster strikes.
The heavy rain (accompany) hurricanes can cause flooding, which may result in large
numbers of people (lose) their homes, crops (ruin) or rivers (break) their
banks.
(go) through dramatic changes in the past decade, technology can now be effectively
employed in the prediction of some natural disasters. For example, off-shore cameras are famous for
(use) in hurricane-prone areas to recognize strong winds and waves.
keys：
1. killing; destroying; ruining
2. not knowing; making; learning; building
3. accompanying; losing; being ruined; breaking
4. Having gone; being used
Task 2: Rewrite the sentences with -ing forms.
1. Two huge pieces of earth were pushing past each other, causing the earthquake.
2. Not realizing the earthquake had come, Leo felt confused when the earthquake happened.
3. Being pulled out by his friends led to Leo’s surviving the earthquake.
4. Having rebuilt this shining city years ago, Leo’s grandpa handed over the duty to Leo.
5. The mayor believed that the main reason why the city would be rebuilt was people’s not giving up.
Task 3 : Help Chen Yan and Leo translate their suggestions with proper –ing forms.
Chen Yan’s suggestions：
1.我们要避免接触污染过的水和食物。
We should avoid being exposed to polluted water and food.
2.鉴于我做志愿者这么多年，我意识到建立临时安置点是首要任务。
Having volunteered for years, I realized the building of temporary shelters was the top priority.
Leo’s suggestions：
1.做记录有助于确保采购及分配物资有序进行。
Keeping a record can be a great help to make sure buying and distributing supplies are well underway.
2.无论多难，请你记住，你们永不言败的精神才能让城市焕发新生。
However difficult it is, please bear in mind that it is your never giving up that brings new life to the city.
1
Assignment:
Finish Grammar in Use in the workbook on P53-55.
2
