Unit1FestivalsandcelebrationsDiscoveringUsefulStructures第一節(jié)課教學(xué)設(shè)計(jì)高中英語(yǔ)人教版第三冊(cè)

教學(xué)設(shè)計(jì)課題：B3U1DiscoveringUsefulStructures二、教學(xué)內(nèi)容分析Duringthisperiod,theclasswillfocusondiscoveringusefulstructures.Studentsareexpectedtogetinsightintofestivalactivities.Theteacherswouldinspirestudentstoknowingform.三、學(xué)情分析Overall,students'Englishfoundationisrelativelyweak,especiallyintermsofthetightconnectionbetweenjuniorandseniorhighschool.Somestudentshaveobviousdeficienciesingrammarmasteryandreadingprehension.Accordingtotheanalysisofthelearningsituation,studentshavelowinterestinEnglishlearning,lackinitiativeandenthusiasm,andhavelowclassroomparticipation,especiallyintermsoflisteningandspeakingabilities,wheretherearesignificantdifferences.四、必備知識(shí)和關(guān)鍵能力（一）必備知識(shí)：vocabulary,grammar,sentencepatterns,tenses（二）關(guān)鍵能力：listeningprehension,speakingexpression,readingprehension,writingexpression,prehensiveimprovement五、教學(xué)目標(biāo) Languagepetence:Enablethestudentsknowaboutthemeaningandfunctionsofingform;Culturalawareness:Encouragestudentstolearnmoreaboutfestivalactivities.;Thinkingquality:Trainthestudents’abilitytouseingform;Learningability:Learnandmasterthekeywordsandphrases.教學(xué)重點(diǎn)和難點(diǎn)Teachingkeypoint:1.Guidestudentstomastertheusageoftheverbingformasanattributiveandpredicate;2.Guidestudentstousetheverbingformasanattributiveandpredicatetopleterelevantexercises;Teachingdifficultpoint:Guidestudentstocorrectlyusepastparticiplesaspredicateandadverbtodescribeholidayrelatedactivities七、教學(xué)方法：DirectMethod,theSituationalApproach,municativeApproach,CognitiveApproach,TaskbasedLanguageTeaching八、教學(xué)過(guò)程設(shè)計(jì)環(huán)節(jié)一：Studentslookatthepictures,readthesentencesbelow,anddiscussthefunctionsandmeaningsoftheitalicisedingform.Teacherguidingstudentstopayattentiontotheitalicisedingformineachsentenceandhelpingstudentsunderstandthefunctionsandmeaningsofthem.(Justification:Throughobservation,demonstration,explanation,andanalysisofthecorestructureofthegivensentences,studentscaninitiallyperceiveandunderstandtheideographicfunctionoftheverbingformasadefiniteandanexpression.)環(huán)節(jié)二：Studentsfindmoreexamplesfromtheunit.Teacherguidingstudentstodiscoverthesentenceswith–ingforminthisunitandhelpingthemtodistinguishwhetherallofthe–ingformsareusedastheattributeorthepredicative.(Justification:Bylookingforsentenceswiththeformofvinginthisunitandanalyzingwhethertousethepredicateordefiniteinthesentence,studentswillhaveadeeperunderstandingoftheuseofthepredicateanddefiniteformofthevingform.)環(huán)節(jié)三：Studentsreadthesentencesbelowandconcludetheusageoftheingformusedasthepredicativeortheattribute.Teacherputtingthesentenceswithingformusedasthepredicativeinagroupandthosewithingformusedastheattributeinanothergroup;Andguidingstudentstoobserveandpare,andthenconcludetheusageoftheingformusedasthepredicativeortheattribute.(Justification:Afterclassifyingsentences,studentscansummarizetheusageandmeaningoftheverbingasapredicativeanddefiniterespectivelythroughobservationandparison,whichpavesthewayforsubsequentuse.)環(huán)節(jié)四：Guidingstudentstodistinguishthedifferentfunctionsof–ingformsandpickouttheonesusedastheattributeorthepredicativecorrectly.(Justification:Usetheusageanddistinctionsoftheverbingformasapredicativeandasanattributivelearnedinthepreviousactivitytoidentifywhetherdifferentverbingformsinsentencesareallactingasattributivesorpredicatives,andjudgethefunctionsofotherverbingformsinsen