Unit 5 Section B Learning about Language 教案--人教版(2019)选择性必修第二册.docx

Unit 5Learning about Language教学设计科目：英语 课题：Learning about Language 课时：1课时教学目标与核心素养：知识目标：掌握动词-ing形式的用法。能力目标：培养学生语法运用的能力。情感目标：激发学生对语法学习的兴趣并使其喜欢语法学习，更好地运用动词-ing形式。教学重难点教学重点：让学生更好地理解动词-ing形式的用法。教学难点：使学生掌握动词-ing形式的用法并可以进行造句练习。课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：教师展示活动1中句子的汉语，让学生试着翻译，然后呈现英语原句，学生通过原句讨论不同译法的差别。学生活动：学生说出5个句子中动词-ing形式充当的句子成分，体会动词-ing形式在表意方面的功能和优势。活动目的：通过翻译练习，学会能更好地理解动词-ing形式的用法。二、 While-class教师活动：介绍动词-ing形式的相关知识，同时根据具体情况举例说明动词-ing形式的用法。动词-ing形式的用法1. 作主语Seeing is believing. 眼见为实。注意：通常为了避免句子主语过于冗长，用it作形式主语。Its nice talking with you. 和你谈话很高兴。2. 作宾语Jim dislikes eating chocolate. 吉姆不喜欢吃巧克力。注意：后面须接动词-ing形式作宾语的动词（词组）：避免 错过 少延期 avoid miss put off/postpone 建议 完成 多练习 suggest finish practice喜欢 想象 禁不住 enjoy imagine cant help承认 否定 不喜欢 admit deny dislike逃避 冒险 莫原谅 escape risk excuse忍受 保持 不介意stand keep mind3. 作表语Their job is cleaning the window.他们的工作是擦窗户。4. 作定语（1）动词-ing形式可以单独作定语。a smiling face笑脸a leading figure领导人物（2）当-ing分词短语作后置定语时，可以转换为定语从句。She went on board the train leaving for Beijing.=She went on board the train which was leaving for Beijing.她坐上了去北京的列车。5. 作宾语补足语I found the parade quite interesting to watch.我觉得观看游行很有趣6. 作状语-ing分词作状语表示在进行一个动作的同时所进行的另一个动作，它对谓语动词起修饰和陪衬的作用。-ing分词作状语可以表示时间、原因、条件、让步、结果、方式或伴随情况。Having cleaned the rooms we began to weed the garden.（时间）打扫完房间，我们开始在花园里除草。Having no interest in the topic, he didnt go to the lecture.（原因）由于对这个话题没有兴趣，他没去听讲座。It will take you half an hour to get to the station, allowing for traffic delays.（条件）如果把路上的耽搁算进去，你要花半小时才能到车站。Granting the achievements to be great, there is still something to be desired.（让步）（尽管）认可成就是伟大的，（但）仍有一些要改进的地方。My car was caught in a traffic jam, thus causing the delay.（结果）我的车遇到了交通堵塞，因此延误了。Travelling by train, we visited a number of cities.（方式）我们坐火车游览了很多城市。Mary sat by the window of the classroom, reading a book.（伴随）玛丽坐在教室的窗户旁，正在读一本书。动词-ing形式用法的注意事项1. 形式变化主动被动一般式doingbeing done完成式having donehaving been doneThe question being discussed is very important.正在被讨论的那个问题十分重要。Having been praised by the teacher，he studies even harder.被老师表扬之后，他学习更加努力了。注意：动词-ing形式的否定式是在前面加not。Not having studied his lessons very hard，he failed his test.由于没有努力学习功课，他没有通过考试。2. 动词-ing形式前面有时可加名词所有格、物主代词或人称代词宾格。Sophias having seen them did not surprise us.索菲娅看见他们并不使我们感到惊奇。I hope you dont mind my saying that.我希望你不介意我那么说。He said nothing about us losing the game.他对我们输掉比赛只字未提。3. 动词-ing形式用作状语时，其逻辑主语应与句子的主语保持一致。Turning to the right, youll find the post office there.向右转，你会发现邮局在那里。4. 由before，after，when，while，since等引导的状语从句常常可以转换为对应的动词-ing短语。When he got out of the bathtub, he slipped and fell on the floor.When getting out of the bathtub, he slipped and fell on the floor.当他从浴缸里出来时，他滑倒在了地板上。After she had been bitten by mosquitoes, she applied some medicine to her skin.After having been bitten by mosquitoes, she applied some medicine to her skin.被蚊子叮咬后，她在皮肤上涂了一些药。A minute ago, she fell down while she was trying to open the window. A minute ago, she fell down while trying to open the window.一分钟前，她在试图打开窗户时摔倒了。5. 动词-ing形式作定语置于名词前时有两种情况。一种表示被修饰的名词正在进行的状态或动作，如：a swimming girl（正在游泳的女孩），另一种表示被修饰的名词的性能、用途，如：a swimming pool（游泳池）。三、After-class总结课堂所学知识。教师活动：让学生结对完成活动3并完成语篇填空，完成后，选一个学生朗读整篇短文，师生一起核对正确答案。同时，教师可通过提问引导学生反思。What is the function of each -ing form you used? (作定语、状语、宾语等） Among all the structures filled in, which is different from the others? Why? (第五空，此处为谓语动词）Can you find more -ing forms in the passage? What are their functions in the sentences?（cleaning, attempting, telling; 分别作补语、状语、状语）How many different structures did you use in the passage? What are they? (doing, not doing, having been done)Did you find any structure like "when/after + doing"? (while lying, while attempting, after arriving)活动目的：通过这些问题，教师引导学生区别谓语动词和非谓语动词，进一步理解动词-ing形式的语法功能，并巩固动词-ing形式作不同成分的用法。四、Summary 老师总结课堂语法的要点。作业布置：完成课后练习。