第四课时教学设计

授课教师

学校、年级

课型
Learning about language

时长

40分钟
教学设计理念
新课程标准下，整合六要素的英语学习活动观；基于主题意义的单元整体教学设计理念；产出导向法；大观念以及教学评一体化
文本解读

本课内容的主题语境属于：人与自然------学校生活。语篇类型为杭州西溪湿地国家公园（记叙文）。该板块的重点是理解和掌握动词-ing形式做句子主语的功能和意义，任务是选择旅行目的地，能够用动词-ing形式短语做主语描述具体的行为和习惯。活动一是找出阅读文中的动词ing形式，感知识别该语法现象，活动二是对该语法的运用，用动词-ing 形式改写句子，进一步理解该语法的表意功能。活动三是在语篇中运用该语法，通过介绍西溪湿地国家公园Xixi National Wetland Park，结合Workbook 中介绍挪威旅行的语篇练习，让学生在运用中习得语法知识，所包含语篇不仅拓展学生的视野，再次深化对主题意义的学习和理解。

学情分析

What have been already known: 在必修三第一单元学过动词-ing作定语和表语的用法，第二单元学过动词-ing作宾语补足语和状语的用法，描述人物的行为。初中学习过it作形式主语的句型。
What will be learnt: 在本单元将会学习动词-ing作主语的用法，描述具体的行为和习惯。在本书的下一个单元将学习动词-ing 作宾语和表语的用法。

教学目标
学习理解类：100%的学生
1. 理解和掌握动词-ing形式做句子主语的功能和意义
2. 理解西溪湿地公园语篇结构和语言特点
3. 理解保护西溪湿地国家公园自然风貌的措施，懂得如何平衡经济发展与保护西溪湿地
核心目标：(B类)
应用实践类：70%的学生
1. 能够运用动词-ing形式做句子主语描述具体行为和习惯。
挑战类目标：(C类) 30%
迁移创新类：能够用动词-ing形式作主语的结构模仿西溪湿地语篇描述学校组织的一次郊游之地。
教学重难点
教学重难点：
能够用动词-ing形式模仿西溪湿地语篇描述学校组织的一次郊游之地。
教学资源

课件PPT，黑板、白板、投影仪。

教学
目标
活动形式与步骤
活动意图
活动
层次
学习效果评价
时间
导入
新课

Step 1 Revision and Observe
1.What is impossible even though the sun is brightly shining?
Telling whether it is morning or night is impossible.
2.What makes the writer feel blessed to be alive?
Being in such a beautiful and wild place makes him feel blessed to be alive.
3.Find more sentences with the ing form as the subject from the reading passage.
Getting here is quite difficult, so apart from the Semi very few people have ever seen Sarek.
For hundreds of years, looking after reindeer was a way of life for the Sami.

1. 通过复习阅读语篇的内容引入本节新课的目标语法结构，提出问题，学生用目标结构回答问题。

2.学生在文章中找到更多-ing结构的句子，练习体会-ing在句子中作主语的用法
A1
大部分学生能用目标结构准确回答问题
3 min
讲授
新课

Step 2 Observe and discover
Discover 1
Visiting theme parks can bring you into different world.
Taking a boat tour is fantastic..
Travelling is a good way to relax.
Telling whether it is morning or night is impossible.
Being in such a beautiful and wild place makes him feel blessed to be alive.

Discover 2
Singing is my hobby, and to sing at my friend's wedding ceremony is my dream.
It is hot today, I like to swim after class.
Swimming is his hobby

Discover 3
Rewrite each of the following sentences using the -ing form as the subject. How does the sentence focus change?
1. It is both challenging and rewarding to study abroad.
2. It would hardly be possible to go on a hiking tour in Sarek in winter due to the extreme cold.
3. Honestly, it can be both exciting and terrifying to explore a vast unknown land.
4. It is good to adopt a positive attitude, even when things are difficult.
5. It is strongly advised to hire local guides, because they can offer accurate knowledge of Sarek culture and history.

学生通过观察句子的谓语形式，总结出-ing作主语时的主谓一致性。

学生通过观察句子,分析句子的意义，总结出-ing作主语与to do作主语的区别。

学生通过观察句子,分析句子的意义，总结出-ing作主语放在句首与句末，观察句子重心的转移，回顾并总结it作形式主语的句子结构。

CW
IW
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通过观察，大部分学生能够概括出ing形式作句子主语，以及ing作主语时，句子的谓语动词形式，了解主谓一致的情况。

70%学生通过观察能总结出ing作主语与to do 形式作主语的区别

50%学生能说出ing作主语放在句首，和句末，句子的重心转移
10 min

Step3 Practice:

1. Complete the sentences with the –ing form of the verbs in the box. (Workbook P76 Activity 1)
1)._________is a very popular sport in China. What other winter sports do you know?
2).________over spilled milk will not help you much. What helps, though?
3).________ English is quite interesting for me. What is interesting for you?
4)Just ________ homework is not enough to get a good grade. What else do you need to do?
5)._______ a high GPA （grade point average） will make it easier for you to enter a university What else will also help?
6)._______on a phone while driving is illegal. What else is prohibited?

2. Find the proper beginnings for the quotes below. (Workbook P76 Activity 2)

3. Translate the Chinese in brackets into English to complete the passage. Use the -ing form where possible.

Travelling to cold, dark, and remote Arctic Norway in mid-winter （在隆冬季节去寒冷、黑暗而偏远的北极圏内的挪威旅游）can be ______(激动人心的）especially for those _________ （寻求完全不一样的体验）. _______ （意识到）the lack of daylight and difficulties in transport is extremely important. Last January, we found a few mountain passes were closed, so ______ （走动）was not easy, but（欣赏）________ the northern lights was an incredible experience._____
（在线订交通和宾馆） did help a lot.__________
（想出如何拍照）in low light actually took us quite some time during our ______(筹划）stage. Finally ___ （雇一位当地的导游）was necessary and helpful for this trip.

4. Fill in each blank using the -ing form of a verb from the box and state its function. One word will be used twice.
combine cover grow take limit walk experience
Xixi National Wetland Perk, ________________ 10 square kilometers In western Hangzhou, Is the first national wetland park in China. __________________ city life, nature, and wetlands makes the park a popular destination both for tourists and local residents. At Xixi. ______________ a boat lour, ______________ along paths, and __________________ local customs and traditions of the villages in this park are at the top of the list of people’s favourite activities. With trees, bushes, and colourful flowers ________________ along the riversides, the perk shows different sides of beauty in different seasons.
In order to better develop as well as preserve this place, _______________ human impact on Xixi Wetland was considered by the park designers. All the new buildings were designed in a traditional way to fit into the natural environment. This green, watery world is home to many birds and fishes. With trees ________________ in the shallows, the wetland is a natural system for providing clean water and producing oxygen, which makes it the “green lungs of Hangzhou”.

What can we see and do at Xixi Wetland?
What did we do to keep Xixi Wetland in its natural state?
Would you like to visit Xixi?

通过在名言名句中体会-ing作主语的用法

通过在语篇,具体语境中体会学习-ing作主语的用法

通过完成语篇填空,再次强化训练-ing作主语的用法，已达到灵活运用。引导学生体会西溪湿地公园是如何保护自然原貌，如何平衡经济发展与自然生态保护，如何体现人与自然和谐共处。
IW
GW
PW
学生对名言名句感兴趣，大部分能选对，但不能准确翻译句子

15 min

Step 4 Assignment

Choose a place in our city or town as a destination for a school trip. Use the passage above as an example and write about your choice.

引导学生迁移运用该语法结构，模仿西溪湿地语篇结构和语言表达，运用-ing形式描写一个旅游目的地

CW
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小组合作完成目的地选择

10 min
课堂
小结
V-ing：
Form: 四原则

Meaning:V-ing 形式作主语描述一种具体的行为和习惯，常常后置,用it作形式主语。将V-ing 形式作主语放句首，强调动作，让描写更生动

Function: 主语，表语，宾补，定语，状语

CW
IW
GW

2 min
板书
设计

Unit 3
Discover Useful Structures
V-ing used as subject

教学反思与评价
本节课遵循“感知——发现——总结——练习——运用”的设计思路，从语法的形式，意义和功能三方面掌握-ing的用法，从句到篇，引导学生分析归纳该结构的形式和功能，通过由易到难，由句到篇的练习掌握该结构的运用。