Unit 1Festivals and Celebrations Discovering Useful Structures 教学设计

中小学教育资源及组卷应用平台
第三课时 课型 Discovering Useful Structures
教学目标 1.学生学会用动词-ing形式作定语和表语来描述节日活动；2.学生学会交流对不同节日的看法，以及学会用辩证的观点看待文化多样性。
教学内容分析 该板块的活动主题为“描述节日活动”（Describe festival activities)。无论是在口头表达还是书面表达中，人们对节日活动的描述都与亲历者的情绪交融在一起，而常用来表达人物情绪和感受的典型结构之一便是用作定语或表语的动词-ing形式，这也是本单元的核心语法结构。单元主题语境与语法结构契合能使学生充分感受和理解目标语法，并能自如地使用所学语法结构进行表达。
学情分析 在学习本单元动词-ing形式作定语和表语来描述节日活动前，本单元的阅读和听说部分已经让学生对部分节日活动有了一定的背景知识和了解，所以学生在学会了这一语法结构之后，能够灵活地运用所学的语法知识来谈论对节日活动的看法，也能让学生在观点碰撞中提高辩证思维的能力。
教学重难点 教学重点：引导学生结合真实语境识别出并理解动词-ing形式作定语和表语的功能和意义；指导他们正确运用语法结构描述不同的节日活动和个人感受。教学难点：如何让学生把动词-ing形式作定语和表语运用到真实的语境中来谈论节日活动和表达个人感受。
教学策略 本堂课主要采用PWP、设置情景教学法、归纳教学法、句型对比教学法的教学策略。
课时作业 本堂课的作业是完成workbook第62页的第二题，用动词-ing形式作定语或表语翻译下列句子。这次作业不仅巩固和检测了学生对该语法点的掌握情况，还可完成workbook的学习任务。
教学环节 教与学活动（师生活动） 设计意图
Step 1.Warming up Play a short video of festival activities. Students watch the video and pay attention to the sentences in the form of v-ing.The teacher presents the original lines and asks the students to find out the v-ing form in the sentence. The introduction of festival Related videos can not only increase students’ background cultural knowledge, but also stimulate students’ interest in learning.
Step 2.Pre-teaching Discover and analyze structural functions.Students work in pairs to find sentences in the form of v-ing from the reading homework (sentences in this unit).Teachers organize students to discuss the composition and meaning of v-ing form in sentences sentence by sentence.Teachers can present more sentences with verb ing form as attributive and predicative in the courseware. Please analyze their functions in the sentences together. Check the students' homework in the last class, help them find sentences in which the verb ing form is used as an attribute and a predicative, and let students further understand the function of the verb ing form as an attribute and a predicative in sentences.
Step 3.While-teaching Understand the semantic function of grammatical structure. Students read the three sentences in activity 1. The teacher organizes students to discuss the meaning and grammatical function of the verb ing form in italics. Summarize the usage of v-ing form as attributive and predicative.The first sentence: v-ing form as a predicative, usually after the copula, to explain the subject "what" or "how".The second sentence: the v-ing form is used as an attribute, which is usually used to modify, limit and explain the quality and characteristics of a noun or pronoun. What is used before a noun is called a prepositive attribute, and what is used after a noun is called a postpositive attribute.The third sentence: the v-ing form is used as a post attributive to modify the preceding noun.Understand the subject content of online follow-up. Students browse the online forum posts in activity 2. Teachers ask questions and guide students to pay attention to the theme, text characteristics and the core content of each post comment.eg: What are they discussing in the forum (Which festival is the best.)How are the messages are arranged (By time and date.)What festivals are mentioned in the discussion (Rio Carnival, the Spring Festival, Thanksgiving Day, and Christmas.)Identify the core structure and significance.Read the online post carefully, find out the v-ing form used as attributive or predicative, draw a line below, and then check with your partner.The teacher asks the students to read the content of each post and say whether the verb ing form is used as an attribute or a predicative. Other students can help or make comments. It can help students understand the semantic function of v-ing form as attributive and predicative and summarize their use rules.First, help students understand the topic content of the online post, so as to lay a foundation for the next analysis of the v-ing form in the sentence as an attributive or predicative.Students independently complete the v-ing form in the analysis sentence as an attributive or predicative, so that students have space for independent thinking. Then the teacher asks the students to read the post and analyze it, which not only exercises the students' courage, but also promotes the students to actively participate in classroom teaching.
Step 4.Post-teaching Understand the main idea of the passage.Look at the pictures, quickly browse the passage in activity 3 and understand the main idea of the passage. The teacher asks the following questions to inspire students to think:Where are those people What are they doing Teachers supplement students with relevant background knowledge of tomato war.For students, it is very difficult to fill in the blanks without giving the corresponding words. Therefore, the teacher gives the corresponding words and asks the students to choose the appropriate words and fill in the blanks with their correct forms. Students complete the passage in activity 3 independently, then discuss and check the answers in the class.The words given are: interest, take, excite, bore, amazeConsolidate grammar training. The teacher asks the students to complete the exercise of question 2 in the assessing your progress part. 1. First let the students have a general understanding of the content of this passage, so as to provide background knowledge for completing the passage.2. Help students learn more about the cultural knowledge of "tomato war" and promote students to fill in the blanks better.3. This not only reduces the difficulty of exercises, but also builds a ladder for students to learn; Ask students to use the v-ing form as the target grammar of attributive and predicative again.4. Further consolidate students' understanding of the core grammatical structure of this unit and test whether students master this target grammar again.
Homework 完成workbook第62页的第二题。用动词-ing形式翻译下列句子。
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