（2021新）人教版高中英语必修第三册Unit 2 Discovering useful structures教案.docx

1、新人教高一英语教案教师 学科英语年级高一教学课题B3U2 Discovering Useful Structures课时共 1 课时 第 1 课时时间 年 月 日课标要求This section includes three activities, which focus onthe-ing form as the object complement and the adverbial The three activities are designed according to the steps of perception and discovery summarization and pr

2、actice application. Through these activities students can gradually understand the uses of the-ing form as the object complement and the adverbial and then put into practice what they have learned to describe peoples action. When used correctly and properly, the-ing form can make the sentences more

3、vivid and convey more details.教学目标（核心素养）At the end of this section, students will be able to:1. identify the uses of the-ing form as the object complement and the adverbial。2. tell the differences between the former sentences and the ones using the -ing form.3. state the differences between the-ing

4、form and the past participle as the adverbial.4. describe peoples actions using the-ing form.教学重点 Identify the uses of the-ing form as the object complement and the adverbial.教学难点 Describe peoples actions using the-ing form.实施策略教学方法Task-based Approach, Cooperative Learning method教学资源（信息技术应用）Multimed

5、ia, SeewoWhiteboard5新人教高一英语教案教学过程备 注Step Revising .Invite some volunteers to report to the class what they have learned about the grammar in Unit 1. The rest of the class are welcomed to add more related in formation.Provide the correct answers to homework on pages 62-63 for students. Step 2 Leading

6、 in .Ask students to read the three sentences. in Activity 1 on page 18 and decide what the function and meaning of each -ing form is. Four choices can be presented: 1. As the attribute 2. As the adverbial 3. As the object complement 4. As the predicative Invite some students to present their ideas.

7、 Step 3 Discovering and summarizing .Lead students to find more examples in the Reading and Thinking section. .Present all these sentences on the screen and lead students to summarize the function and meaning of the -ing form m as the object complement and the adverbial. Tips: Find the logical doer

8、of the action and determine the relationship between1 doer and the action. Step 4 Doing semi-controlled practice .Ask students to finish Activity 2 on RE page 18 individually. .Present three studentsanswers on the screen and ask the rest of the class to decide whether they are right or not. Invite s

9、ome volunteers to point out the mistakes if any and help make corrections. Step 5 Doing productive practice .Ask students to read the story in Activity 3 on page 18 silently by themselves. Answer the following questions: 1)Why did Dr Bethune come to China? 2)How did he help the Chinese people during

10、 the war? 3)What did Chairman Mao Zedong say about him? Invite three volunteers to share their answers with the class. Offer help if they have difficulty in understanding the story. .Ask students to rewrite the underlined parts using the-ing form individually. usin.Pair students to check their work.

11、 .Invite four students to report their answers to the class and check the answers at the same time.Guide students to compare the former sentences and the sentences using the -ing form and notice their differences. Step 6 Comparing.Ask students to finish Activity 2 on page 69 individually. .Guide stu

12、dents to compare the differences between the -ing form and the past participle as the adverbial.新人教高一英语教案教学过程备 注BLACKBOARD DESIGNUnit 2Section 3 Discovering Useful Structures1. the-ing form as the adverbialThinking of all the people still in need of help ,Dr Lin opened a private clinic.2. The-ing form as the object complementThe new Peoples Republic of China saw Dr Lin Qiaozhi playing a key role作 业（体现分层设计）Finish Activities1and3 in the Using Structure part in the workbook on page68 and 69教 学反 思成 效困 惑第3页共3页