Unit2-Discovering-Useful-Structures-名师教学设计

Unit2DiscoveringUsefulStructures名师教学设计课时内容Describepeople’sactions主题语境：人与自我主题群：做人与做事子主题：优秀的品行、正确的人生态度、公民义务与社会责任语篇类型：文本、练习文本分析：[What]本节课围绕主题语境分为三个部分第一部分讨论现在分词作状语和宾语补足语的功能和意义，并让学生找出更多例子。第二部分选词填空，让学生使用动词的适当形式填空。第三部分阅读白求恩的故事，用现在分词改写画线句子，学习在实际语境中使用现在分词。[Why]使用动词现在分词描述人们的日常活动，丰富主题的内容。[How]本课时分别以识别现在分词的特征、选词填空、改写句子的形式，体现对语法学习的情境化，练习现在分词作状语和宾语补足语的用法，通过描述人们日常活动，加深对主题意义的理解。课时目标1.通过描述人们的活动，在语境中学习现在分词作状语和宾语补足语的用法。2.获取更多关于本单元主题语境的信息，加深对主题意义的理解。重点难点重点：了解动词现在分词作状语和宾语补足语的意义和用法。难点：使用现在分词描述人们的活动。教学准备教师准备：现在分词的相关练习。学生准备：预习现在分词作状语和宾语补足语的用法。教学过程StepI学习理解活动一：识别语法（Thefunctionsandmeaningsof-ingform）【备注】语法知识点讲解详见第二教案“重点语法精讲”。1.Askstudentstoreadthesentencesbelowanddiscussthefunctionandmeaningofeach-ingform.（1）...herbrothercomplained，thinkingofthehightuitionfees.（作状语）（2）Thinkingofallthepeoplestillinneedofhelp，DrLinopenedaprivateclinic.（作状语）（3）ThenewPeople’sRepublicofChinasawDrLinQiaozhiplayingakeyrole.（作宾语补足语）2.Askstudentstofindmoresentencescontainingingformfromthetexton17，anddiscussthemajorfunctionsofthem.【设计意图】通过寻找和辨认含现在分词的句子，讨论其功能和意义，有利于学生在语境中初步认识和理解现在分词的用法。活动二：情境理解（Theusageof-ingform）Completethesentenceswiththecorrectformsoftheverbsinthebox.Suggestedanswers：1HearingthathiswifehadbeeninjuredinanaccidentMr.Johnsonhurriedtothehospital.2Duringtheoperation，shesatinthewaitingroomforoveranhourworryingabouthim.3Isawherwhisperingsomethingintohisear，obviouslynotwantingtobeheard.4Hesuddenlywokeupatmidnightwhenheheardsomeoneknockingathisdoor.5Facinghigherimportandexportcosts，thecompanyislookingforwaystosurvive.6ReturningfromtheNorthPole，thetravellerwroteabookabouthisexperienceandhaditpublishedthefollowingyear.7Thechildlayonhermother’slap，smilingsweetly.8Feelinghurtbytherejection，shebitherlipandquietlywalkedaway.【设计意图】在不同的语境中，选择适当的单词，并用其正确形式填空，增强了语法学习的情境性和实用性。StepⅡ应用实践活动三：实战操练（Grammarexercises）单项选择1.hathewasingreatdanger，Ericwalkeddeeperintotheforest.ANotrealisedBnottorealiseC.NotrealisingDNottohaverealised2.toreachthemonthephone,wesentanemailinstead.A.FailBFailedC.TofailD.Havingfailed3.InApril,2009,PresidentHuinspectedthewarshipsinQingdao,the60thanniversaryofthefoundingofthePlaNavy.A.markingB.markedChavingmarkedDbeingmarked4.Attheageof29,Davewasaworker,whattodoasmallapartmentnearBostonandabouthisfuture.A.living;wonderingB.lived;wonderingC.lived:wonderedD.living;wondered5.Onreceivingaphonecallfromhiswifeshehadafall,Mrgordonimmediatelyrushedhomefromoffice.A.saysB.saidC.sayingD.tosaySuggestedanswers:1-5CDAAC【设计意图】在对现在分词有了初步了解和认识之后，设计现在分词用法的练习，有助于学生加深理解现在分词的用法，提高对现在分词的运用能力。StepⅢ迁移创新活动四：情境练习（Rewrite）AskstudentstoreadthestoryonPage18andrewritetheunderlinedpartsusingthe-ingform.Suggestedanswers：HenryNormanBethunewasaCanadiandoctorwithaverycreativemindandadeterminationtohelppeopleasasmallboy，hebecameveryinterestedinmedicine，decidingtobecomeadoctor.Afterhegraduatedfrommedicacollegein1916，BethuneworkedasadoctorinEnglandtheUS，andCanada.Hereinventedorredesignedover10medicalinstrumentstomakethemmoreuseful.In1938,BethuneleftforChina，afterhearingthatmanypeopleweredyinginthewar.Despitethedifficultsituation，DrBethunedidwhateverhecouldtoassisttheChinesepeople.Helpingtoorganisehospitals，hetaughtdoctorsandnurses，andshowedpeoplehowtogivefirstaid.Sadly，DrBethunepassedawayinNovemberthefollowingyearandwasburiedinShijiazhuang.AfterDrBethune’sdeathChairmanMaoZedongwroteanarticleinmemoryofhim,praisingDrBethune