人教版（2019）必修第三册 Unit 2 Morals and Virtues Discovering Useful Structures 名师教学设计
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| 名称 | 人教版（2019）必修第三册 Unit 2 Morals and Virtues Discovering Useful Structures 名师教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-10 14:48:44 | ||
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Unit2 Discovering Useful Structures 名师教学设计
课时内容
Describe people’s actions
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
Step I 学习理解
活动一：识别语法（The functions and meanings of-ing form）
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
1.Ask students to read the sentences below and discuss the function and meaning of each-ing form.
（1）...her brother complained，thinking of the high tuition fees.（作状语）
（2）Thinking of all the people still in need of help，Dr Lin opened a private clinic.（作状语）
（3）The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role.（作宾语补足语）
2.Ask students to find more sentences containing ing form from the text on Page 16-17，and discuss the major functions of them.
【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（The usage of -ing form）
Complete the sentences with the correct forms of the verbs in the box.
Suggested answers：
1 Hearing 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 worrying about him.
3 I saw her whispering something into his ear，obviously not wanting to be heard.
4 He suddenly woke up at midnight when he heard someone knocking at his door.
5 Facing higher import and export costs，the company is looking for ways to survive.
6 Returning 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，smiling sweetly.
8 Feeling hurt by the rejection，she bit her lip and quietly walked away.
【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。
Step Ⅱ 应用实践
活动三：实战操练（Grammar exercises）
单项选择
1. hat he was in great danger，Eric walked deeper into the forest.
A Not realised B not to realise
C. Not realising D Not to have realised
2. to reach them on the phone, we sent an email instead .
A. Fail B Failed C. To fail D. Having failed
3.In April, 2009, President Hu inspected the warships in Qingdao, the 60th anniversary of the founding of the Pla Navy.
A. marking B. marked C having marked D being marked
4. At the age of 29, Dave was a worker, what to do a small apartment near Boston and about his future .
A .living; wondering B. lived; wondering
C. lived: wondered D. living; wondered
5. On receiving a phone call from his wife she had a fall, Mr gordon immediately rushed home from office .
A. says B. said C. saying D. to say
Suggested answers:
1-5 CDAAC
【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。
Step Ⅲ 迁移创新
活动四：情境练习（Rewrite）
Ask students to read the story on Page 18 and rewrite the underlined parts using the-ing form.
Suggested answers：
Henry Norman Bethune was a Canadian doctor with a very creative mind and a determination to help people as a small boy，he became very interested in medicine，deciding to become a doctor .After he graduated from medica college in 1916，Bethune worked as a doctor in England the US，and Canada. He reinvented or redesigned over 10medical instruments to make them more useful. In 1938, Bethune left for China，after hearing that many people were dying in the war. Despite the difficult situation，Dr Bethune did whatever he could to assist the Chinese people .Helping to organise hospitals，he taught doctors and nurses，and showed people how to give first aid. Sadly，Dr Bethune passed away in November the following year and was buried in Shijiazhuang. After Dr Bethune’s death Chairman Mao Zedong wrote an article in memory of him, praising Dr Bethune as a hero to be remembered in China.
【设计意图】通过用现在分词作状语让学生简单地描叙白求恩的一生，加深学生对现在分词的理解，提高学习语法的兴趣。
板书设计
Unit 2 Morals and virtues
Period Ⅲ Discovering Useful Structures
Ⅰ.学习理解
活动一：识别语法
活动二：情境理解
Ⅱ.应用实践
活动三：实战操练
Ⅲ.迁移创新
活动四；情境练习
课时内容
Describe people’s actions
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
Step I 学习理解
活动一：识别语法（The functions and meanings of-ing form）
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
1.Ask students to read the sentences below and discuss the function and meaning of each-ing form.
（1）...her brother complained，thinking of the high tuition fees.（作状语）
（2）Thinking of all the people still in need of help，Dr Lin opened a private clinic.（作状语）
（3）The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role.（作宾语补足语）
2.Ask students to find more sentences containing ing form from the text on Page 16-17，and discuss the major functions of them.
【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（The usage of -ing form）
Complete the sentences with the correct forms of the verbs in the box.
Suggested answers：
1 Hearing 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 worrying about him.
3 I saw her whispering something into his ear，obviously not wanting to be heard.
4 He suddenly woke up at midnight when he heard someone knocking at his door.
5 Facing higher import and export costs，the company is looking for ways to survive.
6 Returning 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，smiling sweetly.
8 Feeling hurt by the rejection，she bit her lip and quietly walked away.
【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。
Step Ⅱ 应用实践
活动三：实战操练（Grammar exercises）
单项选择
1. hat he was in great danger，Eric walked deeper into the forest.
A Not realised B not to realise
C. Not realising D Not to have realised
2. to reach them on the phone, we sent an email instead .
A. Fail B Failed C. To fail D. Having failed
3.In April, 2009, President Hu inspected the warships in Qingdao, the 60th anniversary of the founding of the Pla Navy.
A. marking B. marked C having marked D being marked
4. At the age of 29, Dave was a worker, what to do a small apartment near Boston and about his future .
A .living; wondering B. lived; wondering
C. lived: wondered D. living; wondered
5. On receiving a phone call from his wife she had a fall, Mr gordon immediately rushed home from office .
A. says B. said C. saying D. to say
Suggested answers:
1-5 CDAAC
【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。
Step Ⅲ 迁移创新
活动四：情境练习（Rewrite）
Ask students to read the story on Page 18 and rewrite the underlined parts using the-ing form.
Suggested answers：
Henry Norman Bethune was a Canadian doctor with a very creative mind and a determination to help people as a small boy，he became very interested in medicine，deciding to become a doctor .After he graduated from medica college in 1916，Bethune worked as a doctor in England the US，and Canada. He reinvented or redesigned over 10medical instruments to make them more useful. In 1938, Bethune left for China，after hearing that many people were dying in the war. Despite the difficult situation，Dr Bethune did whatever he could to assist the Chinese people .Helping to organise hospitals，he taught doctors and nurses，and showed people how to give first aid. Sadly，Dr Bethune passed away in November the following year and was buried in Shijiazhuang. After Dr Bethune’s death Chairman Mao Zedong wrote an article in memory of him, praising Dr Bethune as a hero to be remembered in China.
【设计意图】通过用现在分词作状语让学生简单地描叙白求恩的一生，加深学生对现在分词的理解，提高学习语法的兴趣。
板书设计
Unit 2 Morals and virtues
Period Ⅲ Discovering Useful Structures
Ⅰ.学习理解
活动一：识别语法
活动二：情境理解
Ⅱ.应用实践
活动三：实战操练
Ⅲ.迁移创新
活动四；情境练习