人教版（2019）必修第三册Unit 2 Morals and Virtues-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-Discovering Useful Structures教案 |  | |
| 格式 | docx | ||
| 文件大小 | 567.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-08 16:43:43 | ||
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文档简介
Unit 2 Morals and Virtues
教学设计
科目：英语 课题：Discovering Useful Structures 课时：1课时
教学目标与核心素养：
知识目标：Learn the structure, form and features of v-ing as object complement and adverb.
能力目标：Learn understand the functions and meaning of v-ing as object complement and adverb in a real context.
情感目标：Learn to describe someone's behaviors and its causes, purposes, results and accompaniment.
教学重难点
教学重点：Learn to understand the functions and meaning v-ing as object complement and adverb in a real context.
教学难点：Learn to describe someone's behaviors and its causes, purposes, results and accompaniment
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
学生活动：小组观察与讨论。学生阅读并观察活动1的三个句子，小组讨论动词-ing形式在三句话中的语法功能。教师可提供几个选项让学生选择，如：
As the attribute
As the adverbial
As the object complement
As the predicative
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.
活动目的：让学生讨论阅读篇章中出现的三个句子，理解动词-ing形式在句中的意义及语用功能，然后从单元中发现更多类似的句子。
While-class
1. 教师活动：通过板书、幻灯片或课件呈现一些v-ing形式作宾语补足语和状语的句子，让学生进行分析讨论，最后教师按照功能进行分类，给予补充解释。
（1）Just then, the king saw a young girl coming along.
（2）The new People's Republic of China saw Dr. Lin Qiaozhi playing a key role.
（3）To a person nothing is more precious than their life, and if they entrust me with that life, how could I refuse that trust, saying I'm cold, hungry, or tired
（4）After working for a few years, she was sent to study in Europe and then, in 1939, in the US.
（5）Thinking of all the people still in need of help, Dr. Lin opened a private clinic.
（6）He crashed into the stone, spilling the milk everywhere.
① coming along作宾语补足语
② playing a key role作宾语补足语。
③ saying I'm cold, hungry, or tired作状语，表伴随。
④ After working for a few years作状语，表时间。
⑤ Thinking of all the people still in need of help作状语，表原因。
⑥ spilling the milk everywhere作状语，表结果。
2. 学生活动：完成活动2，两人一组讨论所填内容，然后师生核对答案。核对答案时，学生应读出完整的句子，并解释所填的词在句中的语用功能。教师还可要求学生翻译句子，提醒他们注意动词-ing形式所描述的行为或状态与谓语表示的动作之间的逻辑关系。
feel want face smile return worry hear knock
1 that his wife had been injured in an accident, Mr Johnson hurried to the hospital.
2 During the operation, she sat in the waiting room for over an hour about him.
3 I saw her whispering something into his ear, obviously not to be heard.
4 He suddenly woke up at midnight when he heard someone at his door.
5 higher import and export costs, the company is looking for ways to survive
6 from the North Pole, the traveller wrote a book about his experience and had it published the following year.
7 The child lay on her mother's lap, sweetly.
8 hurt by the rejection, she bit her lip and quietly walked away.
三、After-class
3. 学生活动：阅读活动3的小语篇，要求学生完成活动3，尝试使用动词-ing形式改写部分句子，然后师生核对答案。核对答案时，教师可请不同学生读出改写的句子，并及时给予点评。
示例：
（1）deciding to become a doctor
（2）after hearing that many people were dying in the war
（3）He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid
（4）praising Dr Bethune as a hero to be remembered in China
活动目的：活动3提供了一个相对完整的小语篇，让学生在理解的基础上运用动词-ing形式改写部分句子，培养学生运用动词-ing形式进行表达的能力。动词-ing形式作状语的用法常见于书面表达，使用动词-ing形式作状语可以让行文更加简练，表达更有层次，语言更加丰富。此外，此处的小语篇简单介绍了白求恩大夫的故事，通过阅读该语篇学生能感受到白求恩大夫高尚的人道主义精神、对工作的热忱和责任心，以及他的牺牲精神。因此，这一活动还渗透了人文精神和道德品质的培养。
四、Summary
总结课上所学.
作业布置：复习本课所学知识。
教学设计
科目：英语 课题：Discovering Useful Structures 课时：1课时
教学目标与核心素养：
知识目标：Learn the structure, form and features of v-ing as object complement and adverb.
能力目标：Learn understand the functions and meaning of v-ing as object complement and adverb in a real context.
情感目标：Learn to describe someone's behaviors and its causes, purposes, results and accompaniment.
教学重难点
教学重点：Learn to understand the functions and meaning v-ing as object complement and adverb in a real context.
教学难点：Learn to describe someone's behaviors and its causes, purposes, results and accompaniment
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
学生活动：小组观察与讨论。学生阅读并观察活动1的三个句子，小组讨论动词-ing形式在三句话中的语法功能。教师可提供几个选项让学生选择，如：
As the attribute
As the adverbial
As the object complement
As the predicative
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.
活动目的：让学生讨论阅读篇章中出现的三个句子，理解动词-ing形式在句中的意义及语用功能，然后从单元中发现更多类似的句子。
While-class
1. 教师活动：通过板书、幻灯片或课件呈现一些v-ing形式作宾语补足语和状语的句子，让学生进行分析讨论，最后教师按照功能进行分类，给予补充解释。
（1）Just then, the king saw a young girl coming along.
（2）The new People's Republic of China saw Dr. Lin Qiaozhi playing a key role.
（3）To a person nothing is more precious than their life, and if they entrust me with that life, how could I refuse that trust, saying I'm cold, hungry, or tired
（4）After working for a few years, she was sent to study in Europe and then, in 1939, in the US.
（5）Thinking of all the people still in need of help, Dr. Lin opened a private clinic.
（6）He crashed into the stone, spilling the milk everywhere.
① coming along作宾语补足语
② playing a key role作宾语补足语。
③ saying I'm cold, hungry, or tired作状语，表伴随。
④ After working for a few years作状语，表时间。
⑤ Thinking of all the people still in need of help作状语，表原因。
⑥ spilling the milk everywhere作状语，表结果。
2. 学生活动：完成活动2，两人一组讨论所填内容，然后师生核对答案。核对答案时，学生应读出完整的句子，并解释所填的词在句中的语用功能。教师还可要求学生翻译句子，提醒他们注意动词-ing形式所描述的行为或状态与谓语表示的动作之间的逻辑关系。
feel want face smile return worry hear knock
1 that his wife had been injured in an accident, Mr Johnson hurried to the hospital.
2 During the operation, she sat in the waiting room for over an hour about him.
3 I saw her whispering something into his ear, obviously not to be heard.
4 He suddenly woke up at midnight when he heard someone at his door.
5 higher import and export costs, the company is looking for ways to survive
6 from the North Pole, the traveller wrote a book about his experience and had it published the following year.
7 The child lay on her mother's lap, sweetly.
8 hurt by the rejection, she bit her lip and quietly walked away.
三、After-class
3. 学生活动：阅读活动3的小语篇，要求学生完成活动3，尝试使用动词-ing形式改写部分句子，然后师生核对答案。核对答案时，教师可请不同学生读出改写的句子，并及时给予点评。
示例：
（1）deciding to become a doctor
（2）after hearing that many people were dying in the war
（3）He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid
（4）praising Dr Bethune as a hero to be remembered in China
活动目的：活动3提供了一个相对完整的小语篇，让学生在理解的基础上运用动词-ing形式改写部分句子，培养学生运用动词-ing形式进行表达的能力。动词-ing形式作状语的用法常见于书面表达，使用动词-ing形式作状语可以让行文更加简练，表达更有层次，语言更加丰富。此外，此处的小语篇简单介绍了白求恩大夫的故事，通过阅读该语篇学生能感受到白求恩大夫高尚的人道主义精神、对工作的热忱和责任心，以及他的牺牲精神。因此，这一活动还渗透了人文精神和道德品质的培养。
四、Summary
总结课上所学.
作业布置：复习本课所学知识。