高中英语牛津译林版 (2019)选择性必修 第一册Unit 3 The art of paintingGrammar and usage教案设计

这是一份高中英语牛津译林版 (2019)选择性必修 第一册Unit 3 The art of paintingGrammar and usage教案设计，共4页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。
Verb-ing and verb-ed frms as predicatives
一、教学目标
By the end f this sectin, students will be able t:
1. identify the use f verb-ing and verb-ed frms as predicatives;
2. wrk ut the rules f verb-ing and verb-ed frms used as predicatives;
3. distinguish and use the right frm f verb-ing and verb-ed frms t finish related tasks;
4. apply verb-ing and verb-ed frms in new situatins.
二、教学重难点
1. T understand the use f verb-ing and verb-ed frms as predicatives;
2. T apply the target grammar crrectly accrding t different situatins.
三、教学过程
步 骤
教学活动
设计意图
互动时间/模式
Lead-in
Step 1
The teacher requires students t find sentences with verb-ing and verb-ed frms as predicatives in First Impressins and Part B1 n Page 33.
1. It is amazing that every time Mnet studied this simple scene, he brught the pnd’s beauty t the canvas in a unique way.
2. Van Ggh became depressed after he mved t Lndn.
3. He was very impressed by the artwrks f the master painter Rembrandt when he laid eyes n them.
通过任务型阅读呈现目标语法的使用情境，使学生在寻找问题答案的过程中，初步了解动词-ing形式和动词-ed形式，为下一步引入语法概念做好铺垫。
8’
Individual Wrk
Explring the rules
Step 2
The teacher has students bserve the three sentences with verb-ing and verb-ed frms and make their wn cnclusin.
1. Amazing/depressed/impressed were fllwing is, became and was, which are linking verbs.
2. The subject f amazing is it, which refers t smething; the subject f depressed and impressed is Van Ggh, meaning smebdy.
通过让学生初步归纳动词-ing形式和动词-ed形式作表语的相关规律，培养学生的观察能力，并对本课的内容有初步的感悟。
6’
Individual Wrk
Wrking ut the rules
Step 3
Based n Step 2, the teacher helps students wrk ut the rules.
When used as the predicative, the verb-ing r verb-ed frm is cnnected t the subject by a (1) linking verb. .
The (2) verb-ing frm is ften used t describe a thing r a situatin; the (3) verb-ed frm is ften used t describe hw a persn feels.
通过观察目标语法的形式与构成，总结动词-ing形式和动词-ed形式作表语的用法。
5’
Individual Wrk
Class Wrk
Step 4
The teacher prvides students with mre examples f vcabularies with verb-ing and verb-ed frms.
动词原形
v.
（使……）
动词-ing形式
adj.
（令人……的）
动词-ed形式 adj.
（令人感到……的）
frighten
frightening
frightened
satisfy
satisfying/
satisfactry
satisfied
please
pleasing/pleasant
pleased
disappint
disappinting
disappinted
tire
tiring
tired
bre
bring
bred
inspire
inspiring
inspired
astnish
astnishing
astnished
amuse
amusing
amused
通过提供更多动词-ing和动词-ed形式的单词的例子，让学生有更直观的体会。
4’
Class Wrk
Step 5
The teacher has students g thrugh “Grammar ntes” n Page 95 and gives explanatins if necessary.
通过教材第95页单元语法讲解部分，让学生对所学语法有更深入的认识。帮助学生巩固步骤三中的语法规则，为后面的操练做好铺垫。
8’
Individual Wrk
Applying the rules
Step 6
The teacher has students finish the fllwing exercise.
1. The jb f wrking in a museum sunds _________ (bre).
2. I was ___________ (disappint) with the trip t the museum.
3. The lecture n Western Art was very _________ (interest).
4. The art teacher was nt _________ (satisfy) with my reprt.
5. It was very ________ (amaze) t knw that he had becme a famus artist.
Sample answers:
1. bring 2. disappinted 3. interesting
4. satisfied 5. amazing
引导学生结合语法规则，在单句操练中掌握动词-ing和动词-ed作表语的用法。
4’
Individual Wrk
Class Wrk
Step 7
The teacher has students finish the fllwing exercise.
It has been 2 mnths since I arrived in Paris. I’m nw a freshman majring in art. T tell the truth, I still feel _________ (cnfuse) with French. It is a bit ___________ (challenge) fr me t take ntes quickly and exactly in class. Hw ___________ (discurage) it is! Smetimes, the numerus museums in Paris als make me at a lss, which is quite _________ (anny). Hwever, nt t let my parents dwn, I’ll wrk harder t adjust t my study and life here s that my parents will be ________ (please).
Sample answers:
(1) cnfused (2) challenging (3) discuraging
(4) annying (5) pleased
通过第二部分小语篇的练习，使学生从单句上升到语篇层面，更加全面深入地理解动词-ing和动词-ed形式作表语的用法，实现“形式—意义—使用”三者的统一。
8’
Individual Wrk
Class Wrk
Hmewrk
Write several sentences abut what kind f paintings yu like and explain the reasns, using verb-ing and verb-ed frms.
2’