牛津译林版（2019）必修第三册Unit3 The world online Grammar and usage 教案（表格式）

Unit 3 The world online
Grammar and usage 教案
教材分析：
本单元围绕“网络”的主题语境展开，内容涉及在网络环境中，人们的生活产生了那些变化。本课时主要为网络情境下的语法内容——动词ing，重点在于让学生在话题语境下感知并理解该语法的使用，重点语法在于掌握动词ing作状语、定语和宾语补足语的表达；重点表达方式涉及与网络相关词汇。本文的价值取向在于学生通过学习，加深对于网络的了解。
教学策略与设计说明：
采用PPP教学法(Presentation Practice Production)，结合本课时知识要点，总结相关语法规则，进行系统学习，最后基于语境反复操练。
教学目标：
在本课学习结束时，学生能够：
语言能力上，学习和归纳动词ing要点；掌握基于网络相关的语言表达，提高谈论网络影响的能力。
思维品质上，在学习的过程中提升自身归纳总结能力，加强对网络的认识。辩证且合理思考其影响。
文化意识上，了解网络发展的背景信息，结合个人经历，感知网络对人类活动的影响。
学习能力上，学会自主总结归纳语法规则，习得看图造句的方法。
教学重点：
学习和归纳动词ing语法要点；掌握相关的语言表达。
教学难点：
学会自主总结归纳语法规则，引导学生练习输出该语言要点。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Review: The teacher provides some online activities to ask the students to judge whether they are proper and responsible online behaviours. Then T leads in Verb-ing 从单元话题导入本课，在呈现目标语法知识之前提供引导性的语料，活跃课堂气氛，创设语境，引导学生进一步探究本单元主题意义。 5’ CW/IW
Step 2 Lead in: The teacher has students answer the following questions to get students involved in the learning mood. Q: How to develop our interests by Internet 通过师生问答，自然导入语篇相关问题，预测文章内容，提高阅读文本效率。 4’ IW/CW
Step 3 Reading: T asks Ss to read the text, Ss need to answer two questions. 完整阅读理解语篇，提炼文本重点内容，为后续分析语法点做准备。 5’ IW/CW
Step 4 Exploring: Before doing the task, T needs to explain the definition for attributives, adverbials and object complements, also use the sample sentences as examples. Then, T teaches the pattern for main points and guides Ss to think about the differences between them. Next, Ss practice three sentences, and T tells the reason of correct answers. Next, the teacher has students read an article about a website for dance lovers and find the sentences with the verb-ing forms. While checking the correct answer, T needs to explain each part of sentences. Finally, T summarises the language rules and highlights the key words. 让学生在真实语境中观察、分析、充分感知动词-ing形式的不同功能及含义，为归纳语法规则做好铺垫。同时，通过更多例句来启发、诱导、点化学生体会语言的规律性。练习环节老师详细分析句子结构和用法，激活学生新知。 15’ CW/IW
Step 5 Discussion T leads Ss to review the text and answer: Do you think she will succeed as well 结合新知和已知，预测文章中人物发展。 2’ CW
Step 6 Applying: B1 The teacher has students read the four sentences in Part B1 on Page 35 and figure out the functions of the verb-ing form in the missing parts in each of the four incomplete sentences. Students rewrite the four sentences using verb-ing forms as attributives, adverbials or object complements. While checking the answer, T can also guide Ss to review the function of verb-ing and why the answer is correct. 创设语境，让学生在使用的过程中逐步建立起语法系统，体会语言的工具性。 有意义的操练活动能够吸引学生的注意力，同时关注到包括形式、意义和用法上的学习难点。 15’ IW, CW, GW
Step 7 Applying: B2 Students read the conversation between Anna and her friend Jen. First, they need to tell what the topic is. Then complete the conversation with the correct verb-ing forms of the verbs. While checking the answer, T can also guide Ss to review the function of verb-ing and why the answer is correct. 通过对话练习，学生习得动词ing的实际用法，并运用到口语中，加深情景和语言理解。 5’ IW/CW
Step 8 Applying: B3 T explains the purpose of the task. Then T analyses the first picture (character, items, activities and their mood.) Next, T shows the sentences and matches them with the picture’s contents. Finally, T asks Ss to describe the second picture individually. Alternatively, T could tag the key contents of it. 综合运用语言知识，获取图片重点信息，结合本单元重点话题，将能力转化为素养，通过人物、网络相关物品、构图效果客观写出相应的句子，达到提高思维品质和语用能力的效果。 5’ IW/CW
Step 9 Homework: Make up a conversation discussing the topic of online Reread articles from the unit, mark their verb-ing forms or phrases and write down functions 通过已知巩固新知内容。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握动词ing形式，把握材料大意；
通过本节内容学习，学生能否掌握归纳总结使用该语法方法。