?高中英語〔上外版〕?選擇性必修其次冊Unit1Scientists課時(shí)：第三課時(shí)教學(xué)內(nèi)容：SavingOneSeedata課型：語法一、教學(xué)設(shè)計(jì)與說明1.教學(xué)目標(biāo)本課為本單元的第三課時(shí)，同學(xué)通過該課時(shí)的學(xué)習(xí)，能通過閱讀詞會聚焦練習(xí)I以及完成語法運(yùn)用練習(xí)I，在語境中辨識ing/ed形式作表語，并通過比擬/ed形式在單句中的不同語法成分，把握其作表語的根本格式；能通過查閱字典，辨別ing/ed形式作表語的語用區(qū)分，并破除常見的語用誤區(qū)；能恰當(dāng)運(yùn)用ing/ed形式作表語評價(jià)科學(xué)家及其工作和精神品質(zhì)，表達(dá)情感態(tài)度和觀點(diǎn)，并總結(jié)科學(xué)家的共同特點(diǎn)。2.設(shè)計(jì)思路本課為語法課，教學(xué)內(nèi)容是ing/ed形式作表語，語法結(jié)構(gòu)是Subjectlinkingverb+ing/edform〞。ing/ed形式作表語的語用功能是說明主語的內(nèi)容，表示主語具有的特性、特征，或表達(dá)觀點(diǎn)和情感等。首先，老師請同學(xué)朗讀閱讀A的概要，找到鐘揚(yáng)在雪域高原收集種子的相關(guān)信息，發(fā)覺用ing形式評價(jià)科學(xué)家工作、用ed形式評價(jià)科學(xué)家個(gè)人品質(zhì)的語言特點(diǎn)。其次，老師引導(dǎo)同學(xué)比擬ing/ed形式在單句中的不同語法成分，理解其作表語的根本格式，并指導(dǎo)同學(xué)通過查閱字典，理解ing/ed形式作表語的語用區(qū)分。隨后，老師提出幾條關(guān)于ing/ed形式作表語的語用誤區(qū)，指導(dǎo)同學(xué)通過查閱字典，對假設(shè)進(jìn)行證明或證偽，培育同學(xué)的自主探究力量。最終，借助介紹科學(xué)家的語境，鼓舞同學(xué)運(yùn)用ing形式和ed形式，以口頭和書面形式評價(jià)科學(xué)家及其工作和精神品質(zhì)，表達(dá)情感態(tài)度和觀點(diǎn)，并總結(jié)科學(xué)家的共同特點(diǎn)，感知崇高的科學(xué)精神。本課作業(yè)要求：1.完成填空練習(xí)P9，Exercise和)。2.讀短文，從所給詞中選擇三個(gè)，用其ing形式或ed形式寫三句話評價(jià)鐘揚(yáng)，表達(dá)情感態(tài)度和觀點(diǎn)。3.依據(jù)課堂筆記，完成段落寫作，評價(jià)所選科學(xué)家，表達(dá)情感態(tài)度和觀點(diǎn)，并恰當(dāng)使用ing形式或ed形式的正確形式。字?jǐn)?shù)為60詞左右。3.重點(diǎn)難點(diǎn)指導(dǎo)同學(xué)通過查閱字典，理解ing/ed形式作表語的語用區(qū)分，并能在口頭和書面表達(dá)中恰當(dāng)使用ing和ed形式作表語。1LessonPlanLearningObjectives:theendofthisperiod,studentswillbeableto:1.identify–ing/edformsusedaspredicativesincontextandgrasptheformatof–ing/edformsusedaspredicatives;2.identifythepragmaticdifferencebetween–ingformsand–edformsusedaspredicativesandclarifymonassumptionsaboutthepragmaticuseof–ing/edforms;3.use–ing/edformsappropriatelyaspredicativesbyevaluatingscientists,theirworkortheirqualities,expressingfeelingsandopinions,andconcludingscientists’monfeatures.LearningProcedures:I.Interactiveactivity1:ThesummaryofReadingA*T:mentonSs’firsthomeworkofthelastperiod—asummaryofthefeaturearticle.Ss’attentiontotheingformmodifyingZhongYangswork(challenging)andtheedformreflectingZhongYang’sscientificqualities“devoted).Findthemonfeatureofingoredforms—bothderivedfrombaseforms.*Ss:Observe–ing/edformsincontextandconcludetheirmonfeatureinform.Purpose:ToencourageSstoidentify–ing/edformsincontextandconcludetheirmonfeaturethroughobservation.Guidedquestion:Whatdo–ingand–edformshaveinmon?II.Interactiveactivity2:ing/edformspresent/pastparticiples)usedaspredicatives*T:Introducetheformatof–ing/edformspresent/pastparticiples)usedaspredicativesandhelpSstounderstandtheformatbyparingdifferentgrammaticalfunctions–ing/edformspresent/pastparticiples)serve.*Ss:Understand–ing/edformsusedaspredicativesbyparingdifferentgrammaticalfunctions–ing/edformsserve.Purpose:helpSsunderstandtheformatof–ing/edforms/pastparticiples)usedas.Guidedquestion:2Whatistheformatof–ing/edformspresent/pastparticiples)usedaspredicatives?III.Interactiveactivity3:Thepragmaticfunctionofing/edformspresent/pastparticiples)usedaspredicatives*T:GuideSstodistinguishingformsandedformsusedaspredicativesinexpressingopinionsandfeelings.*Ss:Identifyandunderstandthedifferencebetweeningformsandedformsusedaspredicativesinexpressingopinionsandfeelings.Purpose:TohelpSsunderstanddifferentpragmaticfunctionsof–ing/edformspresent/pastparticiples)usedaspredicatives.Guidedquestion:Whatthepragmaticfunctionsof–ing/edformspresent/pastparticiples)usedaspredicatives?IV.Interactiveactivity4:ing/edformsgerunds)usedaspredicatives*T:EncourageSstounderstandtheformatofing/edforms(gerunds)usedaspredicativesbyparingthedifferentgrammaticalfunctionsof–ing/edformsgerunds).*Ss:parethedifferentgrammaticalfunctionsof–ing/edformsgerunds).Purpose:TohelpSsunderstandtheformatof–ingedformsgerunds)usedaspredicatives.Guidedquestion:Whatistheformatof–ingformsgerunds)usedaspredicatives?.Independentactivity5:Theinvalidityofthefirstassumption*T:InspireSstothinkwhetheralltheverbshaveingoredformsusedlikeadjectives.GuideSstoconsultthedictionary,makeanassumptionandtestit.GuideSstofindevidencetosubstantiatetheclaimthatnotallverbshaveingoredformsusedlikeadjectives.*Ss:Testtheassumptionbyusingdictionaries.Exchangenotesandideas.Purpose:ToenableSstostudying/edformsbyusingdictionaries.Guidedquestion:3Doalltheverbshaveing/edformsthatbeusedlikeadjectives?VI.Interactiveactivity6:Theinvalidityofthesecondassumption*T:GuideSstofindevidencetosubstantiatetheclaimthatnotallingoredformsbeusedaspredicatives.*Ss:Testtheassumptionbyusingdictionaries.Exchangenotesandideas.Purpose:TohelpSstothinkcriticallywhenusinging/edforms.Guidedquestion:Canalltheing/edformsbeusedaspredicatives?VII.Interactiveactivity7:Theinvalidityofthethirdassumption*T:GuideSstofindevidencetocountertheclaimthattheingformonlydescribetheexperience,whiletheedformonlyrepresentfeelings.Introducepoundswithing/edforms.RemindSsthatthereexceptionstogrammaticalrules.*Ss:Testtheassumptionbyconsultingthedictionary.Exchangenotesandideas.Purpose:TohelpSstothinkcriticallywhenusinging/edforms.Guidedquestions:1.Cantheingformonlydescribetheexperience?2.Cantheedformonlyrepresentfeelings?VIII.Interactiveactivity8:Reflectionontheworkandqualitiesofthescientistofchoice*T:GuideSstomakeaposterofthescientistoftheirchoiceandmentonthescientist,his/herworkandhis/herqualities,etcbyusinging/edformswhereappropriate.*Ss:Makeaposterofthescientistoftheirchoice,exchangeideaswithgroupmembers,andexpressopinionsandfeelingsbyusinging/edformswhereappropriate.Purpose:TohelpSsexpressopinionsandfeelingsbyusinging/edforms.Guidedquestions:1.Whatdothinkofhis/herexperienceasascientist?Arethereanydetailstosupportpointofview?2.Whatdothinkofhim/herasascientist/aperson?Arethereanydetailstosupportpointofview?43.Canmentonthescientistofchoicebyusingpletesentences?Whatsfeelingsofhim?Whatwelearnfromhim/?IX.Interactiveactivity9:Reflectionsonmonfeaturesofscientistsingeneral*T:GuideSstoidentifymonfeaturesofscientistsingeneral.*Ss:Identifymonfeaturesofscientistsingeneralthroughgroupdiscussion.Purpose:TohelpSsexamineandassessmonfeaturesofscientistsingeneral.Guidedquestions:1.Doscientistsingeneralhaveanythinginmon?2.Whatdothinkofthequalitiesofscientistsingeneral?Scientistsaof___________people.Theydealwith___________workallthetime.They___________because___________.general,their___________deeds/words)sheds)lighton___________..Assignments:1.pleteEx.andinGrammarinUseP9)inthetextbook.2.Readthepassageandwriteatleastthreesentencesbyusingtheing/edformsofthegivenwordstoexpressfeelingsofandopinionsonYang.Thesentencesshouldincludeeffectivesupportingreasonsanddetails.LateProfessorHonoredforDevotiontoWorkZhongYang,abiologistwhospentmuchtimeandeffortoneducationandbiologyresearch,washonoredasanExcellentPartyMember〞.Zhongwasfamousforspending16yearstoassistTibetsdevelopment.Hecollectedabout40millionplantseedstobuildageneticbankofplantsthatgrowexclusivelyintheQinghaiTibetPlateau,andhelpedtodevelopeducationofecologyinTibet.Atanearly,Zhongdevelopedacuriousattitudetolearning.1979,Zhong,whowasthen15,joinedaclassforgiftedstudentsattheUniversityofScienceandTechnologyofChina,andhestudiedradioelectronics.Aftergraduating,ZhongwasassignedtotheChineseAcademyofSciences’InstituteofBotanyinWuhan,astheinstitutewasbuildingaputerlaboratory.ZhaoBin,Zhongsclosefriend,couldntunderstandZhongsdecisiontomovetoWuhan.hewasconfidentinthejob,〞Zhaorecalled.Hesaidhehadspentonlythreeyearstolearnaboutradioelectronicsattheuniversity,buthehadmoretimetolearnbotanyinhislife.〞Zhongtookaninterestinbotanysothatitbecamehislifescareer.Hisapproachestoresearchdifferedtothoseofotherbotanistsbecauseofhisacademicbackground,Zhaosaid.2000,hebecameadeputydirectoroftheInstituteof.heresignedthepositionandleftforShanghaiforaprofessorshipatFudanUniversitybecausehehadbeendreamingofbeingateacherlikehisparents.Zhongtreatedstudentlike“aseedofhope〞,saidZhao.XuYiqin,aformerstudent,saidZhongsclassesquiteinstructiveandhewasthenavigatorwhentheyconductedresearchinthewildandhemadesuretheroads.51)devote)___________________________________________________________________________________________________________________________________________________2)impress)__________________________________________________________________________________________________________________________________________________3)inquire)_________________________________________________________________________________________________