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Unit 10 That’s what has been my dream work.
（第三课时教学设计)
一、教材分析
1. 教学内容
本课时系教材《英语3（基础模块）》（高教版）第十单元的第三课时，包括Language in us 中的语法部分。此部分内容主要是讲解 “having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
2. 教学重点、难点
(1) 教学重点
使学生了解“having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
(2) 教学难点
区别和使用“having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
二、教学目标
1. 语法目标
(1) 学生能识别“having+ V-ed”, “V-ed” 和“V-ing”作状语的用法。
(2) 学生能区分“having+ V-ed”, “V-ed” 和“V-ing”作状语时语态和时态的特点。
2. 能力目标
(1) 学生能够识别“having+ V-ed”, “V-ed” 和“V-ing”作状语的语法结构，并能正确运用在具 体的语境中。
(2) 学生能用“having+ V-ed”, “V-ed” 和“V-ing”说明事情的发展过程。
三、教学步骤
Step I Lead-in
1. Read the sentences
Having studied mathematics at college for four years, now you have a job working with your hands
Having that dream for so long, you surely will make it.
When carefully chosen, the best careers for the future don’t have to be a single career choice.
...
2. Discuss
Discuss in pairs and pay the attention to the boarded words . Ask them to find the
similarities.
（设计意图：通过朗读句子，讨论加粗的词句，引出本课语法。）
Step II Grammar focus
1. Read and underline. (Activity 16)
Ss read and underline the parts as same as the boarded ones in “Grammar focus” .
（设计意图：通过找相同格式，引导学生在归纳中了解分词短语的不同形式及其状语的 作用。）
2. Choose and match. (Activity 17)
(1) Ss choose and match the sentences.
(2) Teacher explains the logical relationship between the subject and segmentation structure.
(设计意图：通过匹配，增强学生对分词结构和用法的认识，教师帮助学生理解主语和 分词结构逻辑关系。)
3. Choose and complete. (Activity 18)
(1) Ss look at the six pictures and choose to complete the sentences..
(2) Teacher checks the answers and explains the differences.
(设计意图：通过完成句子，进一步思考分词的使用区别,教师应帮助学生更好理解本课 语法。)
4. Read and complete.
(1) Ss discuss in pairs and complete the sentences.
(2) Teacher checks the answers.
(设计意图：通过讨论，让学生互相帮助理解分词作状语的用法,共同得出结果。)
Step III Exercise
1. Finish the Exercise V on P96 in Exercise Book.
2. Check the answers.
(设计意图：通过词汇的应用活动，使学生能在一定的情境中恰当地使用正确形式。)
Step VI Homework
Exercise on “having+ V-ed”, “V-ed” 和“V-ing”
(设计意图：在课后延续本课内容，完成语法练习。)
四、板书设计
Unit 10 That’s what has been my dream work.
Grammar focus: ... ...
“having+ V-ed” “V-ed” “V-ing” Differences:
... ... ...

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