人教版（2019）必修第三册Unit 2 Morals and Virtues Section B Discovering Useful Structures 教案
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| 名称 | 人教版（2019）必修第三册Unit 2 Morals and Virtues Section B Discovering Useful Structures 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 23.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-08 13:57:46 | ||
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Unit 2 Morals and Virtues
Section B Discover Useful Structures教学设计
科目：英语 课题：Discover Useful Structures 课时：1课时
Teaching Objects:
(1) Knowledge Objects:
a) Students will learn some words and phrases
b) Students will master the usage of the -ing form as the object complement and the adverbial through self-study and practice
(2)Ability Objective:
Students can use the -ing form as the object complement and the adverbial to express their ideas.
(3)Emotional Objectives:
Students can foster the interest and desire of learning English grammar.
Key and difficult points:
Key point: Help students identify the usage of the -ing form as the object complement and the adverbial.
Difficult points: How to use the the -ing form as the object complement and the adverbial in real situation
Major steps:
Step 1 Presentation
（1）Read and observe the five sentences. Discuss the function and meaning of each -ing form.
1....her brother complained,thinking of the high tuition fees.
2.Thinking of all the people still in need of help,Dr Lin opened a private clinic.
3.The new People's Republic of China saw Dr Lin Qiaozhi playing a key role.
4.Mr Bissell skillfully organises historical insights and cultural references,making his tale a well-rounded picture of Uzbekistan,seen from Western eyes.(2020·全国新高考卷Ⅰ)
5.Now,I see my children taking their children to the library and I love that the excitement of going to the library lives on from generation to generation.(2020·全国卷Ⅱ)
（2）Teacher help to conclude the grammar- the -ing form as the object complement and the adverbial and introduce the usage of the grammar
一、动词-ing形式作宾语补足语
1、动词-ing形式作宾语补足语常放在宾语后面，表示一个正在进行的主动性的动作，强调一个过程或一种状态。
When we returned, we found a stranger (stand) in front of the house.
2、能用-ing形式作宾语补足语的几类动词:
1) 表示感觉和心理状态的感官动词，（常见的有see, hear, feel, smell, find, notice, observe, look at, listen to + sb.+ doing sth.（doing作宾补）
2) 表示指使意义的动词使役动词，（常见的有have, set, keep, get, catch, leave +sb./ sth. + doing sth. (doing作宾补）使某人做某事
3、see, hear, feel, watch等动词之后用-ing形式和动词不定式作宾语补足语的区别：
We heard the telephone ringing.
We heard the telephone ring.
前者表示动作正在进行，后者表示（或强调）动作的全过程。
二、动词-ing形式作状语
动词的-ing形式可以作状语，修饰动词，在句中表示时间、原因、结果、条件、让步、行为方式或伴随情况等。-ing形式作时间、原因、条件、让步状语时多位于句首；作结果、伴随情况状语时常位于句末。
1．表示时间，相当于一个时间状语从句。
Having made full preparations, we are ready for the examination. 我们已经作好了充分准备，现在可以应考了。（= After we have made full preparation...）
2．表示原因，相当于一个原因状语从句。
Being ill, he didn't go to school yesterday. 由于生病，他昨天没有上学。（= Since he was ill...）
3．表示结果，相当于一个并列谓语。
She was so angry that she threw the toy on the ground, breaking it into pieces. 她非常生气，把玩具扔在地上，摔成了碎片。（= ... and broke it into pieces...）
4．表示条件，相当于一个条件状语从句。
Working hard at your lessons, you will succeed. 如果你努力学习，就一定能成功。（= If you work hard at your lessons...）
5．表示让步，相当于一个让步状语从句。
Working hard as he did, he was still unable to earn enough money to buy a car. 他虽然努力地干，但仍然挣不够买车的钱。（= Though he worked hard as he did...）
6．表示行为方式、伴随情况或补充说明，相当于一个并列结构。
He lay on the grass, staring at the sky for a long time. 他躺在草地上，长时间地望着天空。（= ...and stared at the sky for a long time）
注意：非谓语动词作状语时，如提供的动词不能与句子中的主语保持一致，动词-ing形式必须拥有自己的逻辑主语，通常由名词或代词来担任，这就是独立主格结构。
例如：Weather permitting, the football match will be played on Friday.
天气允许的话，足球赛将在周五举行。（permitting 的逻辑主语是weather，而不是the football match）
（Justification: In this way, teachers introduces the situation in which the grammar can be used. Students will have a better understanding of the grammar and learn it easily.）
Step 2 Practice
Activity 1: Students finish the exercise on PPT. Teacher will ask them to check the right answer on PPT.
Activity 2: Pair work. Students read the dialogue with their partners and then change roles. Teacher will point out some mistakes and explain them carefully.
（Justification: Through this part, students can practice the dialogue in pairs and consolidate the grammar.）
Step 3 Production
Group task: Students will be divided in to several groups. Read through the short passage about Dr Bethune in Activity 3 on page 18 and answer the questions.
1.Why did Dr Bethune come to China
2.How did he help the Chinese people during the war
3.What did Chairman Mao Zedong say about him
4.What kind of person do you think Dr Bethune was
Then share the results with whole class. Students are encouraged to use the grammar when talking.
（Justification: Students will learn to use the grammar in a proper way through those activities.）
Step 4 Summary and homework
1. Summary
Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students.
(Justification: Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits)
2. Homework
Finish the exercise in PPT.
(Justification: Retelling can help students sort out the course content, and the exercise can help students master the grammar better.)
2
Section B Discover Useful Structures教学设计
科目：英语 课题：Discover Useful Structures 课时：1课时
Teaching Objects:
(1) Knowledge Objects:
a) Students will learn some words and phrases
b) Students will master the usage of the -ing form as the object complement and the adverbial through self-study and practice
(2)Ability Objective:
Students can use the -ing form as the object complement and the adverbial to express their ideas.
(3)Emotional Objectives:
Students can foster the interest and desire of learning English grammar.
Key and difficult points:
Key point: Help students identify the usage of the -ing form as the object complement and the adverbial.
Difficult points: How to use the the -ing form as the object complement and the adverbial in real situation
Major steps:
Step 1 Presentation
（1）Read and observe the five sentences. Discuss the function and meaning of each -ing form.
1....her brother complained,thinking of the high tuition fees.
2.Thinking of all the people still in need of help,Dr Lin opened a private clinic.
3.The new People's Republic of China saw Dr Lin Qiaozhi playing a key role.
4.Mr Bissell skillfully organises historical insights and cultural references,making his tale a well-rounded picture of Uzbekistan,seen from Western eyes.(2020·全国新高考卷Ⅰ)
5.Now,I see my children taking their children to the library and I love that the excitement of going to the library lives on from generation to generation.(2020·全国卷Ⅱ)
（2）Teacher help to conclude the grammar- the -ing form as the object complement and the adverbial and introduce the usage of the grammar
一、动词-ing形式作宾语补足语
1、动词-ing形式作宾语补足语常放在宾语后面，表示一个正在进行的主动性的动作，强调一个过程或一种状态。
When we returned, we found a stranger (stand) in front of the house.
2、能用-ing形式作宾语补足语的几类动词:
1) 表示感觉和心理状态的感官动词，（常见的有see, hear, feel, smell, find, notice, observe, look at, listen to + sb.+ doing sth.（doing作宾补）
2) 表示指使意义的动词使役动词，（常见的有have, set, keep, get, catch, leave +sb./ sth. + doing sth. (doing作宾补）使某人做某事
3、see, hear, feel, watch等动词之后用-ing形式和动词不定式作宾语补足语的区别：
We heard the telephone ringing.
We heard the telephone ring.
前者表示动作正在进行，后者表示（或强调）动作的全过程。
二、动词-ing形式作状语
动词的-ing形式可以作状语，修饰动词，在句中表示时间、原因、结果、条件、让步、行为方式或伴随情况等。-ing形式作时间、原因、条件、让步状语时多位于句首；作结果、伴随情况状语时常位于句末。
1．表示时间，相当于一个时间状语从句。
Having made full preparations, we are ready for the examination. 我们已经作好了充分准备，现在可以应考了。（= After we have made full preparation...）
2．表示原因，相当于一个原因状语从句。
Being ill, he didn't go to school yesterday. 由于生病，他昨天没有上学。（= Since he was ill...）
3．表示结果，相当于一个并列谓语。
She was so angry that she threw the toy on the ground, breaking it into pieces. 她非常生气，把玩具扔在地上，摔成了碎片。（= ... and broke it into pieces...）
4．表示条件，相当于一个条件状语从句。
Working hard at your lessons, you will succeed. 如果你努力学习，就一定能成功。（= If you work hard at your lessons...）
5．表示让步，相当于一个让步状语从句。
Working hard as he did, he was still unable to earn enough money to buy a car. 他虽然努力地干，但仍然挣不够买车的钱。（= Though he worked hard as he did...）
6．表示行为方式、伴随情况或补充说明，相当于一个并列结构。
He lay on the grass, staring at the sky for a long time. 他躺在草地上，长时间地望着天空。（= ...and stared at the sky for a long time）
注意：非谓语动词作状语时，如提供的动词不能与句子中的主语保持一致，动词-ing形式必须拥有自己的逻辑主语，通常由名词或代词来担任，这就是独立主格结构。
例如：Weather permitting, the football match will be played on Friday.
天气允许的话，足球赛将在周五举行。（permitting 的逻辑主语是weather，而不是the football match）
（Justification: In this way, teachers introduces the situation in which the grammar can be used. Students will have a better understanding of the grammar and learn it easily.）
Step 2 Practice
Activity 1: Students finish the exercise on PPT. Teacher will ask them to check the right answer on PPT.
Activity 2: Pair work. Students read the dialogue with their partners and then change roles. Teacher will point out some mistakes and explain them carefully.
（Justification: Through this part, students can practice the dialogue in pairs and consolidate the grammar.）
Step 3 Production
Group task: Students will be divided in to several groups. Read through the short passage about Dr Bethune in Activity 3 on page 18 and answer the questions.
1.Why did Dr Bethune come to China
2.How did he help the Chinese people during the war
3.What did Chairman Mao Zedong say about him
4.What kind of person do you think Dr Bethune was
Then share the results with whole class. Students are encouraged to use the grammar when talking.
（Justification: Students will learn to use the grammar in a proper way through those activities.）
Step 4 Summary and homework
1. Summary
Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students.
(Justification: Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits)
2. Homework
Finish the exercise in PPT.
(Justification: Retelling can help students sort out the course content, and the exercise can help students master the grammar better.)
2