英語人教版高中必修三（2019新編）第二單元教案

普通高中英語（2019版）必修第三冊Unit2Moralsandvirtues教學(xué)設(shè)計(jì)Period1Listeningandspeaking本單元的ListeningandSpeaking板塊與后續(xù)的Readingandtalking灰塊關(guān)系密切,聽力內(nèi)容為后面的閱讀內(nèi)容提供了話題和背景的鋪墊。這一板塊以“談?wù)摰赖吕Ь场?Talkaboutmoraldilemmas)切入單元主題,介紹了什么是道德困境,探討了處于道德困境中的人所面臨的不同選擇和結(jié)果,以及選擇背后所隱含的道德觀和處事原則。探討這些問題,主要是為了讓學(xué)生了解和感受道德困境在日常社會生活中的普遍性和復(fù)雜性,能夠結(jié)合自身的體驗(yàn)和生活經(jīng)驗(yàn)反思與道德困境相關(guān)的實(shí)際問題,提升辯證思維能力,使其能夠更加全面客觀地觀察和看待社會現(xiàn)象,以理性的態(tài)度認(rèn)識世界。1.Letstudentslearntoobservepicturesanddescribethemoraldilemmasfacedbythepeopleinthepictures;2.Letstudentscorrectlyunderstandthedefinitionof"moraldilemma"throughlisteningactivities,andrealizethatmoraldilemmaexistsineveryone'sreallife;3.Improvestudents'skillsof"seeing"and"speaking"throughlisteningtraining,sothatstudentscanunderstandthegeneralideaoflisteningmaterials,understandtheattitudesandemotionsofthecharactersinthedialogue,andsortouttheacquiredcontentinformation;guidestudentstotellstoriesaboutgooddeedstheyhaveexperiencedorheardabout.Importance:1.Helpstudentsunderstandthedefinitionof"moraldilemma";2.Guidestudentstojudgetheattitudeandmoodofthespeakerbypayingattentiontothecontent,toneandintonationofthespeaker.3.Encouragestudentstoexpresstheirviewsandopinionsonspecificmoraldilemmas.Guidestudentstotellstoriesaboutgooddeedstheyhaveexperiencedorheardabout.Guidestudentstotellstoriesaboutgooddeedstheyhaveexperiencedorheardabout.Difficulties:1.Askstudentstounderstandthegeneralideaofthelisteningmaterialsandunderstandtheattitudesandemotionsofthecharactersinthedialogue.2.Letstudentsexpresstheirviewsandopinionsonspecificmoraldilemmas.3.Guidestudentstotellstoriesaboutgooddeedstheyhaveexperiencedorheardabout.1.Beforeclass,studentsobservethepicturesinthetextbook,discusswitheachotherthescenesshowninthepictures,speculateonthepsychologyofthecharacters,anddescribethepsychologicalactivitiesoftheboys;2.Askstudentstodiscussthesituationinthepicture,imaginethepossibleresultsofhelpingtheelderly,andletstudentsexpresstheirownopinionsandreasons;3.Correctlyunderstandthedefinitionof"moraldilemma"incombinationwiththeexercisesintheguidanceplan.Step1Lead-inStudentsobservethetopicpicture.Theteacherfirstguidesthestudentstotalkaboutanddescribethetopicmap,andthencombinestheproblemsintheLookanddiscusstoinspirethestudentstothinkaboutthefollowingquestions:①Whatdoyouthinktheteenagersaredoing?②Canyoulistsomevirtuesthatareadmiredineveryculture?Thenteacherasksagain:“Whatqualitiesandpersonalitiesdoyouthinkarethemostimportantwhenpeoplearedoingteamwork?”andGetthestudentstobrainstormalistofnounsandadjectivesrelatedtoquality,suchas:generosity,friendship,hope,giving,kindness,caring,thankfulness,helpfulness,trust,responsibility,etc.Appreciatefamousquotes.Thestudentsreadthequotationontheopeningpage.Theteacherasks:①Howdoyouunderstandthequote?②CanyoutranslateitintoChinese?Answer:一個好人一生最好的部分，是他細(xì)小的、無名的、不被人記得的出于善良和愛的行為。Theteacheraddssomefamoussayingsaboutshouldorshould.Letthestudentssaywhattheymeanandexpresstheirunderstanding.*Thebestwaytofindyourselfistoloseyourselfintheserviceofothers.——MahatmaGandhi*Thesuperiormanthinksalwaysofvirtue;thecommonmanthinksofcomfort.——Confucius*Virtue,perhaps,isnothingmorethanpolitenessofsoul.——HonoredeBalzacAnswers:發(fā)現(xiàn)自己最好的方法就是為他人服務(wù)?！バ鄹实馗呱械娜丝偸窍氲矫赖?普通人考慮的是舒適。——孔子美德也許只不過是心靈上的禮貌?！蜖栐薙tep2WatchingandtalkingActivity1Studentsreadthedefinitionof"moraldilemma"inthepictureandobservethepicture.Onthebasisofunderstanding,thesceneshowninthepictureisdescribed,thepsychologyofthecharactersisspeculated,andtheinneractivitiesoftheboyaredescribed.Theteacherprovidessomequestionsforstudentstodiscuss:①Whatishappeninginthepicture?Canyouuseoneortwosentencestodescribethesituation(Who?When?Where?What?)②Whatarethetwopossiblechoicesthattheboycouldmake?③Couldhedoboth?Why?④Whatwillhappenifhehelpstheoldwoman?Whatmayhappenifhedoesn'thelptheoldwoman?⑤Ifyouweretheboy,whatshouldyoudoandwhatwouldyoudo?Finally,teacherasksaquestiontoguidestudentstounderstandthemeaningofthevirtuedilemma.Ifeveryoneisworriedaboutthepriceofhelpingothers,whatwillhappen?Teacherasksseveralstudentstodescribethepictureandgetthemtodiscussthesecondquestion.Guidestudentstounderstandthevirtuedilemmainapositiveway.Step3ListeningActivity21.Studentsbrowsetheforminactivity2,predictthelisteningcontent,andfillintheanswersaccordingtotheguesses.2.Checktheanswerswithclass:afamousmedicaluniversity;finishtheexam;stopandhelpthegirl;Shewillgetintomedicaluniversity,thegirlmightnotgetthehelpsheneeds;Shecanputtheneedsoftheotherpersonfirst,giveupherchancetogetintothemedicaluniversityActivity31.Readthetasksinactivity3andunderstandthesentences.Theteacherinstructsthestudentstoreadthelisteningstrategiescarefully,andthenasksthestudentstopredictorimaginethepossibleexpressionpatterns,rhythm,toneandintonationoftherelevantpeoplebasedonthecontentofthefivesentenceslistedandtheattitudesofthepeople.Askthestudentstoimaginethefollowingquestionsandletthemactoutareasonableresponse.●Imagineyouareeagertoshareapieceofnewsoraninterestingstorywithyourfriend.Whatwouldyoudoorwhatwouldyousay?●Ifyouaredoubtfulaboutyourfriend’swords,whatexpressionswouldyouuse?●Howwouldyouexpressyouradmirationforsomeone?●Whatwouldyousayifyoudon’tbelievesomethingistrue?●Whatwouldyousaywhenyouarecuriousaboutthedevelopmentofastory?2.Studentslistentothetapeagainandpayattentiontotheattitudesexpressedbythetwocharacters.CompletetheActivity3.3.Theteacherplaysforthethirdtime,remindthestudentstorecordtheexpressionsandkeywordsofthetwocharactersandmarktherelevantpronunciationandintonation,tofindareasonablereasonandbasisfortheirownjudgment.4.Thenthestudentschecktheanswers.Whenthestudentsprovidetheanswers,theymuststatethereasonsfortheirjudgment.(Answers:1.T2.T3.T4.T5.F)Activity41.Lookatthequestionsinactivity4tolearnthekeyinformationyouneedtohear.Thenlistentothetapewiththequestionsforthefourthtimeandrecordthekeywordsasyoulisten.Whentheteacherandstudentschecktheanswers,theteachercanremindthestudentstoconnectthekeywordstheyrecordedintosentences,andthenanswerthequestionsincompletesentencesfluently.SuggestedAnswers:①Shecarriedthestudenttoasafeplaceandlookedafterher.Thenshewenttothehospitalwiththestudentandcalledhersister.②HernamewasLinQiaozhi.Shelaterbecameagreatdoctor.Shewasfamousforcaringfortensofthousandsofwomenandtheirbabies.③Herlifewasfullofhardchoicesbutshedidn’tletthemstopherfromtakingcareofpeoplewhowereinneed.Shealwayscaredforothersmorethanforherself.

2.Let'slistentothetapeandreadafterthespeaker.Step4SpeakingActivity51.Theteacherorganizesstudentstomakeupsmalldialoguesinpairs.Teachercanaskafewstudentstohaveanimpromptuconversationwiththemselvesfirst,fortheclasstodemonstrate.E.g.T:Ifyouwerefacedwithasimilarsituation,whatwouldyoudo?S:IthinkIwouldchoosetohelpthestudentbecauselifemattersmost.T:SoyouwoulddoasLinQiaozhidid.That'sreallyadmirable.Teacherscanalsoputforwardsomeextendedquestionstogivestudentsthespacetothink,expressandplay.Suchas:●Apartfromhelpingthestudentandfinishingtheexam,isthereathirdchoice?Canyouthinkofbetterwaystohandlethedilemma?●Areyousureyouknowhowtohelpthestudentwhofainted?oWhatkindofhelpcouldyouoffer?●Doyouthinkitwouldbebetterforaprofessionaldoctortocareforthepatient?●Whatdoyouthinkofthepeoplewhostandbywhensuchaccidentshappen?Doyouthinktheyareindifferentornotkindtoothers?2.Studentsdiscussingroupsandthenpresentthedialoguetotheclass.Forstudentstomakethechoice,theteachershouldgivetheevaluationintime,guidethestudentstomaintainapositive,optimistic,friendly,mutualattitudetowardslife.Teacherscanalsoaddsomeexpressionsforstudents'reference:●Inmyopinion/view…●Generallyspeaking,…●Personally,Idon'thavethefaintestideaabout…●Tomymind…●I'djustliketosay…●AsfarasI'mconcerned…●Tobehonest/frank…●Ifyouaskme…Step5ExpansionandpracticeReadandcompletethepassagewithcorrectwords.Jane

is

sharing

an

article

about

moral

dilemmas

with

her

friend

Luke.

This

article

mentions

a

girlt_____the

entrance

exam

for

a

famous

medical

university

in

Beijing.

During

the

exam,

the

studentnexttoher_____.The

girl

stopped

to

help

the

student,

t_____that

it

was

better

to

p____theneeds

of

the

other

person

f_____.Although

the

girl

l_____the

exam

that

day,

she

became

a

greatdoctor.

Her

name

was

Lin

Qiaozhi,

who

was

famous

for

c_____for

tens

of

thousands

of

women

andtheir

babies

in

China.

2.Checktheanswerswithclass.(Answers:

taking,

fainted,

thinking,put,first,left,

caring)Step6Pronunciation1.Theteacherplaysthetape.Thestudentsmatchthethreedialoguesinactivity1withthethreefunctionsofrisingkeylistedintheboxontherightaccordingtothesentencemeaningandcontext.Teachersandstudentschecktheanswers.2.Theteacherorganizesgroupdiscussionsandasksthestudentstofillinthedialogueaccordingtotheirimagination.Afterthediscussion,theteacheraskeddifferentgroupstoactoutthedialogues.3.Mark,listenandread.(1)Studentsreadthedialogueinactivity2inpairsandmarktheplacewheretherisingkeyshouldbeused.(2)Studentsdiscusswiththeirpartners,checkeachother'smarks,andtrytoreadthedialoguealoud.(3)Theteacherplaystherecordingofactivity2,andthestudentscheckwhethertherisingkeytheymarkediscorrect.Teachersandstudentschecktheanswersandaskseveralstudentstoexplainthemeaningofeachrisingtone.(4)Theteacherplaysthetapeagain.Thestudentslistentothetapeandfollowtheconversation.(5)Studentspracticedialoguewiththeirpartnerstofurtherfeelthemeaningandfunctionexpressedbyeachrisingtone.Step7ListeningandtalkingActivity1Listeningunderstanding(1)Studentscanbrowsethethreequestionsinactivity1tounderstandwhattheyneedtohear.Playthetapeandstudentscompleteactivity1.(2)Studentsreadtheshortpassageinactivity2,getthegistofthestoryandtrytopre-fillintheinformation.(3)Listenandfillintheblanks.T:let'slistentothetapeagain.Teachersandstudentschecktheanswers.(4)Listentothepassageandfindoutthewords(suchascohesion)orsentencepatternsthatcanbeusedtotellthestory.Activity2Oralexpression(1)Theteacherplaysashortfilmandasksthestudentstowatchandretellthevideoorperforminclass.(2)studentsaredividedintogroupsaccordingtotherequirementsofactivity3.Eachstudentsharesastoryofpersonalexperienceorhearing-witnessingkindness,andthenselectsthemosttouchingstoryinthegroupandsharesitwiththewholeclass.Beforethestudentssharethestory,theteachercaninstructthemtousethewordsandsentencepatternsintheboxtoexpress.Forexample,thewordsintheboxcanbeclassified:Timeorder:firstofall,then,afterthat,later,finallylogicalrelationship:so,however,although,butTeacherscanalsoappropriatelyaddsometransitionallanguagetoenrichstudents'expression:Afterwards,afterwards,atlast,intheend,eventuallySpatialorder:nextto,farfrom,ontheleft,infrontofOtherwise,nevertheless,asaresult,therefore,furthermore,inaddition,aswellasSummary:inaword,inshort,onthewhole,tosumup,inbriefStep8Homework1.Understandthedefinitionof"moraldilemma"andestablishacorrectmoralview;2.Accumulatevocabularyaboutattitudesandemotionsinlisteningtextsandusethemtoexpressyourownviews;3.Completerelevantexercisesintheguideplan.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否理解理解“道德困境”的定義；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否通過說話人所表達(dá)的內(nèi)容、說話的語氣、語調(diào)等來判斷其態(tài)度和情緒；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否針對具體的道德困境發(fā)表自己的看法和見解，能否掌握聽力理訓(xùn)練中的聽力策略。

普通高中英語（2019版）必修第三冊Unit2MoralsandVirtues教學(xué)設(shè)計(jì)Period2Readingandthinking該板塊的活動主題是“學(xué)習(xí)作出人生抉擇”(Learntomakechoicesinlife)。從聽說板塊的道德困境話題轉(zhuǎn)移到這一板塊的人生抉擇問題,貫穿其中的線索是本單元的核心人物——林巧稚。選擇林巧稚的生平作為閱讀部分的題材內(nèi)容,不僅僅因?yàn)樗俏覈t(yī)學(xué)家,為我國醫(yī)療事業(yè)作出了巨大的貢獻(xiàn),更重要的是,她的人生經(jīng)歷能給學(xué)生帶來無限啟迪。無論是在求學(xué)期間還是在職業(yè)發(fā)展道路上,林巧稚曾面對的道德困境和人生選擇,與當(dāng)前每個年輕人即將面對的社會生活有著許多相似之處,而從她的人生抉擇中,學(xué)生能夠感受到她身上的仁善、自強(qiáng)、勤奮、執(zhí)著、敬業(yè)、慷慨,還有高度的責(zé)任感和廣博的愛心。這些美好品質(zhì)不僅值得學(xué)生學(xué)習(xí),還能啟發(fā)年輕人反思自我,思考如何面對人生抉擇,認(rèn)真選擇未來的道路,全力以赴地面對人生的挑戰(zhàn)。林巧稚的故事對于今天的年輕女性也有重要的教育意義,能夠激勵她們堅(jiān)持信念和夢想,理解生活的價(jià)值和意義,努力抓住機(jī)遇,把握自己的人生。另外,關(guān)于林巧稚犧牲個人生活一心追求事業(yè)這一選擇,教師應(yīng)注意保持客觀中立的態(tài)度,可以啟發(fā)學(xué)生討論,同時(shí)尊重他們不同的想法和態(tài)度。1.Masterthemeaningandusageofkeywordsinthetextinthecontext;2.Throughreadingbiographiesofcharacters,understandtheirlifestories,analyzetheirpersonalitiesandqualities,andmakereasonableinferencesandgeneralizationsabouttheirpersonalitiesandcharacters;Understandthe"moraldilemma"ontheroadtolife;3.Abletoextractfactsanddetailsfromarticlesbyreading;abletotellstoriesaccordingtothetimeorderorthesequenceofevents;abletotellafriendlystory;4.Guidestudentstoreflectonthemselvesandexpresstheirviewsonlifechoices;Learntolookatproblemscomprehensively,objectivelyandrationally,soastohaveadeeperthinkingandunderstandingofmoralityandhumannature.Importance:1.Guidestudentstoidentifythecharacteristicsandlanguagefeaturesofthebiographygenre;2.Guidestudentstomakereasonableinferencesandgeneralizationsaboutcharacters'personalitiesandcharactersaccordingtothedetailedinformationprovidedinthearticle;3.Askstudentstoreflectonthemselvesandexpresstheirviewsonlifechoices.Difficulties:1.Analyzethestructureofthearticle,masterthecharacteristicsandlanguagecharacteristicsofthebiographygenre;2.Usethekeywordsinthepassagetodescribehowtobekindtoothersandexpressyouropiniononlifechoices.1.Readthepassageinadvance,accordingtothecontextorconsultthedictionarytounderstandthenewwords,soastoinitiallyunderstandthepassage;2.Understandthethemeofthearticleandfindtheclueofthearticle--timesequence;3.Noticethefunctionandmeaningofthe-ingforminthesentence.Step1Pre-readingActivity11.Getstudentstodiscussandanswerthequestion:Whataresomeimportantlifechoices?Teachercanshowsomepicturesforstudentstochoose.2.Teacherssharetheirpersonalexperiencesanddescribetheirchoicesatkeymomentsintheirlivesandtheimpacttheyhavehadontheirlivesandcareers.3.Studentslookatthetitle,theillustrations,andthequestionsinactivity2,predictthecontentofthearticlebasedonthisinformation,andtalkabouttheirunderstandingofthetitle.Providethefollowingquestionstoguidestudentstothink.①Whatdoyouthinkthetextisabout?Whatdoyouexpecttoread?②Howdoyouunderstandthetitleofthetext?Step2Careful-readingActivity21.Studentsreadthetextquicklytoverifytheirguessesaboutthecontentofthetext.Theteacherguidesthestudentstopayattentiontothecharacteristicsofthetext.Considerthefollowingquestions:①Whatkindoftextisit?(AbriefbiographyofLinQiaozhi.)②Howaretheeventsarranged?(Inchronologicalorder.)Readthetextcarefullyandfindoutalltheimportantpoints,eventsandlifechoicesrelatedtoLinQiaozhi.TimeImportanteventsHerchoiceResults1901Shewasborn.1906Hermotherdied.Atage18Shechosetostudymedicineinsteadoffindingahusband.ShetooktheentranceexamandenteredPekingUnionMedicalCollege.Atage26ShegraduatedfromPekingUnionMedicalCollegewiththeWenhaiScholarship.Fromage26to27Shewasnamedachiefresidentphysician.ShewassenttostudyinEurope.In1939ShewassenttostudyintheUS.SherejectedtheoffertostayintheUS.ShewentbacktoChinatoservethewomanandchildren.In1941ShebecamethefirstChinesewomantobeappointeddirectorofOB-GYNdepartmentofPUMCHospital.DuringthewarHerdepartmentwasclosed.Sheopenedaprivateclinic.Shecontinuedtoprovidemedicalcareforthepeopleinneedofhelp,especiallythepoorpatients.From1954to1983ShewaselectedtothefirstNationalPeople’sCongress.Sheheldmanyimportantpositions.Shewasmoreinterestedintendingpatients,publishingmedicalresearchoncareforwomenandchildren,andtrainingnewdoctors.Shetendedpatients,publishedmedicalresearchoncareforwomanandchildren,andtrainednewdoctors.22April1983Shedied.Shelefthersavingstoakindergartenandafundfornewdoctors.DuringherlifetimeShechosenottomarry.Shedevotedallherlifetoworkanddeliveredover50,000babies.Afterthestudentsfindoutthekeyinformation,theydiscusswiththeirpartnersandcompletetheinformationintheform.Thentheychecktheanswers.Step3While-readingActivity31.Askthestudentstoanswerthesecondandthirdquestionsinactivity2.TheteacherguidedthestudentstounderstandthedifficultiesofthesechoicesinthecontextofTheTimes.2.Theteacherorganizedthestudentstodiscussthetwoquestionsingroupactivity3,andaskedthestudentstofindoutthenameofthehouseholdthatdescribesLinqiaozhi'swordsanddeeds,personalityandcharacter,fromwhichtheycouldextracttheconclusionofambassadorandsummarizeLinqiaozhi'slifeprinciplesandpersonalitycharacteristics.DrLin’smainprincipleoflifeisto____________________________________________________.*Evidence1:*Evidence2:*Evidence3:3.Afterthegroupdiscussion,theteacherdemonstratedtothestudentshowtopresenttheirownargumentsandarguments.Suchas:*Fromthesentence“I’dratherstaysingletostudyallmylife”,IthinkDrLinisadeterminedwomanbecausesheovercamemanydifficultiesandprejudicestopursueherdream.*Fromthephrase"rejectedtheoffer"andthesentence"Shechargedverylowfeestotreatpatientsandoftenreducedcostsforpoorpatients,wecanlearnthatDrLindidn’tcareaboutfame,fortune,orpower.Shedevotedherselftoservingandtreatingpatient.*Fromthesentences"TheOB-GYNdepartmentcaresfortwolives"and"weshouldberesponsibleforthepatientsandtreatthemasoursisters",weknowDrLinisakindandcaringperson.Althoughshehadnochildrenofherown,shedeliveredsomanybabiesandhelpedsomanywomeninneed.4.Readthetextagainandfindoutthedifficultsentencesorbeautifulsentencesandsharethemwiththeclass.Step4Post-readingActivity41.Studentscompletethetaskofactivity4,thenteachersandstudentschecktheanswers.2.TheteacherorganizedthestudentstoworktogetherandaskedthemtousethetablesandmindmapssortedoutbeforetoretoldtheimportantchoicesinLinQiaozhi'slifeandtheirresultsStep5Languagepoints1.Theteacherasksthestudentstoreadthetextcarefully,findoutthecorewordsandlonganddifficultsentencesinthetextanddrawlines,understandtheuseofvocabulary,andanalyzethestructureoflonganddifficultsentences.2.Theteacherexplainsandsummarizestheusageofcorevocabularyandasksthestudentstotakenotes.3.Theteacheranalyzesandexplainsthelonganddifficultsentencesthatthestudentsdon'tunderstand,sothatthestudentscanunderstandthembetter.Step6Homework1.Readthetextagain,in-depthunderstandingofthetext;2.Mastertheuseofcorevocabularyandunderstandthelonganddifficultsentences.3.Completerelevantexercisesintheguideplan.通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否結(jié)合文本特點(diǎn)總結(jié)林巧稚的人生原則和人格品質(zhì)特征；通過本節(jié)內(nèi)容學(xué)習(xí)，學(xué)生能否針對人生抉擇發(fā)表自己的看法；能否全面地、客觀地、理性地看待問題，進(jìn)而對道德和人性有更加深入的思考和理解。

普通高中英語（2019版）必修第三冊Unit2MoralsandVirtues教學(xué)設(shè)計(jì)Period3DiscoveringUsefulStructures該板塊的活動主題是“描述人物的行為”(Describepeople'sactions)。無論是談?wù)摰赖乱?guī)范還是人物的美德品質(zhì),往往都需要通過故事來展現(xiàn),因?yàn)橹挥袑θ宋锏难孕羞M(jìn)行生動而細(xì)致的描寫,才能深入地刻畫人物的性格、品質(zhì)和精神。動詞-ing形式作賓語補(bǔ)足語和狀語都可用于描述人物的行為。因此,本單元選擇該核心語法結(jié)構(gòu)是由單元主題引領(lǐng)下的語篇題材和體裁特點(diǎn)決定的。1.Abletounderstandthefunctionandmeaningoftheadverbialandobjectcomplementinthe-ingform;2.Canusethe-ingformtodescribethebehaviors,actions,causes,objectives,resultsandaccompanyingconditionsofthecharacters;3.Masterthemeaningandusageofthevocabularyinthispart.Importance:1.Guidethestudentstounderstandthefunctionandmeaningof-ingformasobjectcomplementandadverbial;2.Guidethestudentstocorrectlyusethe-ingformtodescribethebehaviors,actions,causes,objectives,resultsandaccompanyingconditionsofthecharacters.Difficulties:1.Correctuseofthe-ingformasanobjectcomplementandanadverbialincontext;2.Usethe-ingformcorrectlytodescribeaperson'sactions,actionsandexperiences.1.Reviewtheuseofthe-ingformasattributiveandpredicate;2.Readthetextinadvancetounderstandthefunctionandmeaningofthe-ingformasanobjectcomplementandanadverbial.3.Understandnewwordsincontext.Step1Revision1.Ssreadthefollowingsentencesanddiscussthemeaningandgrammaticalfunctionoftheitalic-ingforminthesentence,andsummarizestheusageofthe-ingformasattributeandpredicate.*Wearenotallowedtospeakaloudinthereadingroom.*Thereisaswimmingpoolinourschool.*Herjobiskeepingthelecturehallascleanaspossible.*Herdutyistakingcareofthebabies.2.Tsharesthemeaningsandfunctionsofthe-ingformineachsentences.Thefirsttwosentences:The-ingformisanattribute.Thelasttwosentences:The-ingformisusedasapredicate.Step2LearningnewgrammarActivity11.Groupobservationanddiscussion.Studentsreadandobservethethreesentencesinactivity1.Groupsdiscussthegrammaticalfunctionofthe-ingforminthethreesentences.Astheattribute:Astheadverbial:1、2Astheobjectcomplement:3Asthepredicative:2.Lookforothersentencesinthepassagethatcontainthe-ingformoftheverbandareusedasanobjectcomplementoradverbial.①Toapersonnothingismorepreciousthantheirlife,andiftheyentrustmewiththatlife,howcouldIrefusethattrust,sayingI’mcold,hungry,ortired?(Astheadverbial.)②Attimesshewasevenseenridingadonkeytofarawayvillagestoprovidemedicalcare.(Astheobjectcomplement.)③ThenewPeople’sRepublicofChinasawDrLinQiaozhiplayingakeyrole.(Astheobjectcomplement.)④ThoughLinQiaozhinevermarried,shewasknownasthe“motheroftenthousandbabies”,havingdeliveredover50,000babiesinherlifetime.(Astheadverbial.)Step3PracticeActivity21.Studentscompleteactivity2,discussthecontentinpairs,andthenchecktheanswers.Readthecompletesentenceandexplainthegrammaticalfunctionofthesentence.(Checktheanswers:1.Hearing;2.worrying;3.wanting;4.knocking;5.Facing;6.Returning;7.smiling;8.Feeling)2.Theteacherasksthestudentstocompletethegrammaractivity1onpage68oftheexercisebooktopracticethemeaningandgrammarfunctionofthe-ingformoftheverb.(Checktheanswers:1.tiring,tiring;2.shocking;3.listening;4.playing;5.interesting,interested;6.coming,shouting,lying)Step4Summarizing一、動詞-ing形式作狀語動詞-ing形式作狀語時(shí)，可以表示時(shí)間、原因、結(jié)果、條件、方式或伴隨動作。通?？赊D(zhuǎn)化成與之相對應(yīng)的狀語從句。1．作時(shí)間狀語Walkinginthepark，shesawanoldfriend.＝When/while(shewas)walkinginthepark，shesawanoldfriend.當(dāng)她在公園里散步時(shí)，她看到了她的一個老朋友。Havingfinishedthework，hewenttoseehisteacher.＝Afterhehadfinishedthework，hewenttoseehisteacher.完成這次工作后，他去看望他的老師。特別提示：當(dāng)表達(dá)正在進(jìn)行的動作時(shí)，可直接在分詞前面加上when/while，此時(shí)也可理解為狀語從句的省略。2．作原因狀語Beingill，hecouldn’tgotoschool.＝Ashewasill，hecouldn’tgotoschool.因?yàn)樯×耍麩o法去上學(xué)。3．作條件狀語Workinghard，you’llmakegreatprogress.＝Ifyouworkhard，you’llmakegreatprogress.如果你努力工作，你將取得重大進(jìn)步。4．作結(jié)果狀語Hisparentsdied，leavinghimanorphan.＝Hisparentsdiedandlefthimanorphan.他的父母死了，他成了一個孤兒。Thesnowlastedaweek，resultinginaserioustrafficconfusioninthewholearea.＝Thesnowlastedaweek，andresultedinaserioustrafficconfusioninthewholearea.大雪持續(xù)了一周，結(jié)果造成了這一地區(qū)的嚴(yán)重的交通混亂。5．作方式狀語Hecamerunningbacktotellmethenews.他跑回來告訴我這個消息。6．作伴隨狀語Istoodbythedoor，notdaringtosayaword.＝Istoodbythedoor，anddidn’tdaretosayaword.我站在門旁，一句話也不敢說。Shewalkedalongthestreet，singingsoftlytoherself.＝Shewalkedalongthestreetandsangsoftlytoherself.她沿著街道一邊走一邊輕輕地唱。7．作讓步狀語Workingorreading，shealwaysdidherbest.＝Whethersheworkedorread，shealwaysdidherbest.無論工作還是讀書，她總是盡最大的努力。Workingveryhard，hedidn’tfeelabittired.＝Thoughheworkedhard，hedidn’tfeelabittired.盡管拼命地工作，他卻絲毫不感到疲憊。二、動詞的-ing形式作賓語補(bǔ)足語動詞的-ing形式作賓語補(bǔ)足語時(shí)，與賓語之間是主謂關(guān)系，即賓語是其邏輯上的主語。它主要用于以下兩類動詞后作賓語補(bǔ)足語。1．表示感覺和心理狀態(tài)的動詞，如see，hear，feel，smell，watch，find，listento，lookat，notice，observe等。例如：Ifeltthehouseshaking.我覺得房子在晃。Ifoundabeggarstandingatthedoor.我發(fā)現(xiàn)一個乞丐站在門口。特別提示：在see，hear，feel，watch等感官動詞后，既可用動詞的-ing形式作賓語補(bǔ)足語，也可用省略to的不定式作賓語補(bǔ)足語。用動詞的-ing形式時(shí)，表示動作正在進(jìn)行，用省略了to的不定式時(shí)，表示動作從開始到結(jié)束的全過程。Isawhimrunacrosstheroad.我看到他跑過了馬路。(強(qiáng)調(diào)整個過程)Isawhimrunningacrosstheroad.我看見他正跑過馬路。(強(qiáng)調(diào)正在進(jìn)行)2．表示“指使”等意義的動詞，如have，set，keep，leave，get等。Don’tkeepthewaterrunning.不要讓水一直流。Thejokesethercrying.這個玩笑使她哭起來。Step5ReadingActivity31.Studentsreadthesmalltextinactivity3.Theteacherprovidesseveralsmallquestionstocheckwhetherstudentsunderstandthecontentofthetextandtheideographicfunctionofthe-ingforminthetext.*Wherearethosepeople?*WhydidDrBethunecometoChina?*HowdidhehelptheChinesepeopleduringthewar?*WhatdidChairmanMaoZedongsayabouthim?Sstrytorewritesomesentencesusingthe-ingform.Thenchecktheanswers.Whencheckingtheanswers,theteachercanaskdifferentstudentstoreadtherewrittensentencesandgivecomments.Answers:hebecameveryinterestedinmedicine,decidingtobecomeadoctor.…afterhearingthatmanypeopleweredyinginthewar.Helpingtoorganisehospitals,hetaughtdoctorsandnurses,andshowedpeoplehowtogivefirstaid./Hehelpedtoorganisehospitals,teachingdoctorsandnurses,andshowingpeoplehowtogivefirstaid.…praisingDrBethuneasaherotoberememberedinChina.Step6PracticeActivity4Studentscompletegrammaractivities2and3onpage69oftheworkbook.Step6Homework1.Understandandmasterthefunctionsandusageofthe-ingform;2.FinishtheotherexercisesinUsingstructures.