Unit 2 Morals and VirtuesDiscovering Useful Structures示范课教案【英语人教必修第三册】.docx

Unit 2 Morals and Virtues子主题1：优秀人物的美德与人生抉择Period 4 Discovering Useful Structures一、教学内容分析本节课是一节语法课。无论是谈论道德规范，还是人物的美德品质，或是讲述动人的爱心传递事件，往往 都需要通过故事来展现。因为只有对人物的言行进行生动而细致的描写，才能深入地刻画人物的性格、品 质和精神。本单元主要学习使用动词-加g形式作宾语补足语和状语的用法，用于描述人物的行为和经历。 二、语篇分析文本内容按照时间顺序介绍了白求恩的一生，重点讲述了白求恩医生在战时为中国提供的帮助，如医院建 设及医护人员培训等。他的一系列人生选择也体现了他英雄般的人物形象以及乐于助人的高尚品格。三、学情分析已有基础已有知识：在学习了上单元的语法之后，学生已经可以识别-加g形式作定语和表语的功能和形式。已有能力：学生可以使用-而g形式作定语和表语来描述一个事件的发生。存在问题对于使用-加g形式来描述人物行为和经历及其原因、目的、结果及伴随等不太熟悉。四、教学目标通过本课时学习，学生能够：1 .识别并理解动词-加g形式作宾语补足语和状语的功能和意义：2 .使用动词一加g形式作宾语补足语和状语来描写人物的行为和经历。五、教学重难点【重点】识别并理解动词形式作宾语补足语和状语的功能和意义。【难点】使用动词-加g形式作宾语补足语和状语来描写人物的行为和经历。六、教学活动设计环节一：复习前课所学，激活己知，导入本节课语法点。(4 mins)教师首先引导学生复习上一单元所学有关动词形式作定语和表语的用法，识别动词-加g形式在特定语 境中的功能和意义，再通过复现阅读课中的句子，引导学生对比动词-加g形式在句子中所做成分的不同。教学活动1. Students have a revision about Lin Qiaozhi's words and answer the question. What do you know from Lin Qiaozhi's words?2. Students look at (he sentences and identify (he functions of -Eg forms in these sentences.Lin Qiaozhi is amazing. These words give us a look into the heart of this amazing woman and what carried her through a life of hard choices.3. Students discuss in groups about the other functions of the -ing form except for working as predictive and attribute, and try to give some examples.活动层次学习理解之感知与注意效果评价学生能够正确识别动词形式作定 语和表语的用法,并能够通过讨论的方 式初步感知动词-加g形式的其它用法。环节设计意图：导入话题，激活学生关于动词-讥g形式在句子中作定语和表语的相关知识，为本节课的 语法知识学习做铺垫。环节二：观察句子，识别句子中动词一加g形式的意义和功能。(8 mins)教师带领学生一起仔细分析句子中动词切吆的意义和功能，并进行示例分析。学生了解了动词的语法 意义和功能后，再次浏览Reading and Thinking部分，找出更多动词-法形式作状语和宾语补足语的例句。教学活动4. Students read three sentences and choose the function of the -ing form from the following options:AttributePredicativeObject complementAdverbial5. Students change each sentence and think about the logic subject of the -ing form and the relationship between the -ing form and its logic subject.6. Students find more examples with -ing form as the adverbial or the object complement from the unit.活动层次学习理解之获取与梳理应用实践之分析与判断效果评价通过复现本单元课文内容，学生能 够在语境中识别、理解并分析-讥g 形式的意义与功能。环节设计意图：引导学生在文本语境中识别并理解动词力吆的形式与功能。环节三：巩固新知，完成练习，并深层理解动词-ing形式的语义功能。（12 mins）教师给学生布置练习任务，完成教材第18页的活动2,然后让学生按照动词-加g形式所作成分，将句子 分为作状语和宾语补足语两类，进一步分析动词-加g形式所描述的行为或状态与谓语所表示的动作之间的 逻辑关系。教学活动7. Students finish the exercise in Activity 2 and complete the sentences with the correct forms of the verbs in the box.8. Students divide the sentences into two groups based on the different functions of the -ing form and change these sentences by transferring the -ing form into a clause.9. Students try to make a summary about the -ing form used as the adverbial and the object complement.活动层次应用实践之内化与运用学习理解之概括与整合效果评价学生能够通过练习巩固新知，深入 理解如何运用动词喏形式来描述 行为或状态，并能够对-加g形式作 状语和宾语补足语的语用功能进 行总结。环节设计意图：通过练习进一步引导学生关注目标语言及分析其意义与功能。环节四：阅读小语篇，在语篇环境中练习使用动词-加g形式来描述人的行为。（16 mins）教师引导学生阅读关于白求恩的语篇，使用思维导图梳理白求恩的人生经历和选择原因，并使用动词-沅g 形式对文章部分内容进行改写。教学活动10. Students work in groups and talk about the following question. What do you know about Bethune?11. Students read the paragraph and analyse the main events in Henry Norman Bethune's life using a mind map.12. Students read the paragraph again and answer the following questions. Why did Dr Bethune come to China?How did he help the Chinese people during the war? What did Chairman Mao Zedong say about him?13. Students rewrite the underlined parts using the -ing form and compare the two versions of writing.活动层次学习理解之获取与梳理应用实践之内化与运用效果评价学生能够梳理白求恩的人生经历 并运用-。吆形式改写句子；学生能 够使用动词-加g形式作宾语补足 语和状语来描述一个人的行为和 经历。14. Students work in groups, think about a person and describe his or her experience briefly using the -ing form.环节设计意图：引导学生在语篇中进一步理解使用动词-加g来描述人们的行为和经历的意义和功能。作业与拓展学习设计Based on what you have discussed in groups, write a short paragraph (o describe (he actions and experience of a person you admire using the -ing form.WorksheetUnit 2 Discovering Useful StructuresActivity 1: Have a revisionRead and answer the following question.What do you know from Lin Qiaozhi's words?Activity 2: Identify and sayIdentify the functions of -in form in the following sentences.Activity 3: Think and discuss in groups(1) What are Che other functions of (he -ing form except fbr working as predicative and attribute?(2) Can you give some examples to show its functions?Activity 4: Analyse and identifyRead the following sentences and identify the function of -ing form in each sentence. You can choose from the four options.Activity 5: Change and thinkChange each sentence and (hen think about the logic subject of the -ing form and the relationship between the -ing form and its logic subject.Activity 6: Skim and findSkim the unit and find out more -ing forms as the adverbial or the object complement.Activity 7: Read and completeComplete the sentences with the correct forms of the verbs in the box.(教材 18 页活动 2)Activity 8: Divide and changeStep 1: Divide the sentences into two groups based on the different functions of the -ing form filled in the blanks.Step 2: Change the pari with -ing form into a sub-clause.Activity 9: Make a summary (-ing form)Activity 10: Discuss and answerWork in groups and talk about the following question.What do you know about Bethune?Activity 11: Read and analyseRead the passage and analyse the main events in Henry Norman Bethune's life using a mind map.Activity 12: Read and answerRead again and answer the following questions.(1) Why did Dr Bethune come to China?(2) How did he help the Chinese people during (he war?(3) What did Chairman Mao Zedong say about him?Activity 13: Rewrite the sentencesRewrite the underlined parts using the -ing form and compare.(教材 18 页活动 3)Activity 14: Discuss and shareWork in groups, think about a person you admire and describe his or her experience brieily using the -ing form.Use the following Evaluation Form to evaluate your classmates' presentations.Evaluation formItemPeer-evaluationTeacher-evaluationContent / Main idea Language accuracy:Pronunciation / Vocabulary / Grammar Use of -ing form as adverbial and object complementFluency Logic and coherence