Unit 3 Faster, higher, stronger Using language2课时教学设计 外研版高中英语选择性必修第一册.docx

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1、课题Unit 3 Faster, higher, stronger ( Using language）2课时教材版本2019外研版 选修性必修一备课组教师主备人审核人教学目标1.To enable students to know -ing as subjet by analysing examples and summarizing the rules. 2. To help the students grasp the usages of -ing as subjects by doing individual work.3. To help students to use ing for

2、m to describe their attitude towards sports. 教学重点1. Help students summarize the rules of the present perfect passive and correctly use it in different situations.2. Improve students listening ability to understand invention stories.3. Enhance students speaking ability by telling the story behind an

3、invention.教学难点Let students apply Present perfect passive correctly in the real context.教学方法Communicative approach Task-based teaching method学情分析及学习方法Adopt task-based method, communicative approach and cooperation-study method to improve students language ability.素养水平Level 2 of learning ability and c

4、ritical thinking 信息技术应用PPT and other information techniques教学过程环节教学活动学生活动设计意图素养提升点问题情境导入1. Greeting2. Leading-inTeacher asks students to read sentences (a) and (b) and pay attention to the words in bold. Then asks students to answer Question 1. Students read sentences (a) and (b) and pay attention t

5、o the words in bold. Then answerQuestion 1.To encourage students to discover the grammar usage by themselves.Learning ability: The ability to capture and summarize information 教学过程Teacher asks students to read sentences (c) and (d) and answer Question 2. Then asks students to compare two groups of s

6、entences to find out similarities and differences.Teacher asks students to look for more sentences with the -ing form as subject in the reading passage, and helps students to summarize the functions and usages of the -ing form as subject.Teacher asks students to read the passage and rewrite the unde

7、rlined sentences with the -ing form as subject.Teacher invites some students to read out the rewritten sentences and checks the answers with the class.Students read sentences (c) and (d) and answer Question 2. Then compare two groups of sentences to find out similarities and differences.Students loo

8、k for more sentences with the -ing form as subject in the reading passage.Join the sentences using the to-infinitive form. The rules of the game are so simple. They make the game easy to play.Students read the passage and rewrite the underlined sentences with the -ing form as subject.Some students r

9、ead out the rewritten sentences and the whole class check the answers with the teacher.To further enhance students understanding of the functions and usages of the -ing form as subject.To get students to practice using the -ing form as subject.To get students to master the usages of different forms

10、of verbs.To help students develop thoughts and use the grammar structure in real language situations.Train the skills of getting the main idea in a quick wayLanguage ability: Language awareness and sense formed by listening. Quality of thinking: Creative divergent thinkingLearning ability: The abili

11、ty to capture and summarize information Quality of thinking: Ability to analyze structure and text language总结Help Ss summarize what they have learnt in this class. 板书设 计Unit 3 Using languageContentsKey point 1: -ing形式作主语的基本概念Key point 2: -ing形式作主语常用句型Key point 3: -ing形式作主语的逻辑主语Key point 4: -ing形式作主语和to do 作主语的区别Key point 5: -ing形式做主语的否定学科网（北京）股份有限公司