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Unit 2 The universal language
Grammar and usage 教案
教材分析：
本单元围绕“音乐-通用语言”的主题语境展开，内容围绕动词-ing在句子中做主语或宾语这一语法点展开，语篇内容包括伯牙和子期的故事以及外太空播放音乐。重点在于让学生在话题语境下感知并理解动词-ing的使用，重点语法在于掌握动词-ing做主语、宾语的表达；重点表达方式涉及与音乐、乐器相关词汇。本文的价值取向在于学生通过学习，加深对于音乐的了解，提供推广中国音乐的建议。
教学策略与设计说明：
采用PPP教学法(Presentation Practice Production)，结合本课时知识要点，总结相关语法规则，进行系统学习，最后基于语境反复操练。
采用情境教学法(Situational teaching method), 借助多媒体设备，创设音乐主题情境，引导学生进入情境，在情境中完成教学。
教学目标：
在本课学习结束时，学生能够：
语言能力上，学习和归纳动词-ing要点；掌握关于音乐相关的语言表达并懂得综合运用语言表达观点和总结语篇内容。
思维品质上，在学习的过程中提升自身归纳总结能力，提高对音乐的见解。辩证且合理思考推广中国音乐的重要性。
文化意识上，通过了解音乐的影响力，提高对中国音乐及文化的认可度，提高归属感。
学习能力上，学会自主总结归纳语法规则，懂得提建议的思路。
教学重点：
学习和归纳动词-ing语法要点；掌握提建议相关的语言表达。
教学难点：
学会自主总结归纳语法规则，引导学生练习输出语言要点。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in T plays a video about Chinese music – Ambush From All Sides from Liu Dehai for leading in the topic. After playing it, T asks Ss to answer what it belongs to and show the answer: It belongs to the classical Chinese music. Then, T can describe the music and the player to Ss. Finally, T highlight the subject and object of the sentence for leading in the two parts. And ask another question: 通过音乐导入本节课主题，以问答的形式，提出句子结构，导入本节课重点语法内容。 5’ CW
Step 2 Reading: T guides Ss to summary the main content of the article and fill in the table. Then, T asks an open question for making Ss to understand the relationship between Boya and Ziqi: Why did Boya destroy his qin What do you think of his behaviour 引导学生完整阅读，回答开放问题，深刻感受音乐的影响力和伯牙子期的感情。 10’ IW/CW
Step 3 Exploring the rules: The teacher has students identify the use of verb-ing forms as subjects and objects in the story and fill in the table on Page 20. Then, T check the answers. T explains the features of verb-ing. At the same time, T can give some sample sentences. Finally, The teacher has students work out the rules of verb-ing forms as subjects and objects and finish “Working out the rules” on Page 20. 在与单元主题语境关联的新语篇中，理解动词-ing形式的功能，自主归纳基本规则，并拓展学习相关语法重难点。 20’ IW/CW
Step 4 Applying the rules Have students finish B1 and B2 on Page 21. The teacher can explain the functions and lead students to conclude the contents. 以“音乐”为话题，通过单句改错练习、语篇动词填空、话题讨论等形式，操练动词-ing形式的用法，以期实现“形式—意义—使用”三者的统一。 10’ CW
Step 5 Discussion: 1. What’s the intention of sending music from the Earth into space 2. Try to use your imagination, if you were the outer space creature who listen to the music, how would you feel [T guides Ss to use their imagination to make sense about the universal language.] 通过回答问题，整理语篇中的主要内容，发挥想象，辩证思考音乐和通用语言之间的关系。 3’ CW
Step 6 Discussion: 1. The teacher has students write down their favourite kind of music and share the reasons to their group members, using verb-ing forms correctly. [T leads Ss to think about the attraction of Chinese music and connect the function with people’s real life, then provide their own ideas. If possible, T can provide some sample ideas. The most important purpose of the part is to teach how to think of a reasonable measure.] 2. The teacher guides students to share their opinions in groups using the correct forms of verb-ing. 针对动词-ing形式的重难点，在写小语篇的过程中运用相关语法知识，巩固动词-ing形式的语法知识，学以致用。学生习得如何提供合理且有效的推广方式：推广对象特点-结合人们生活-思考对策可行性 8’ GW/CW
Step 6 Homework: Search some musical instrument’s stories and share it with your group members, using verb-ing forms correctly. 通过已知巩固新知内容。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握动词-ing作为主语和宾语的用法，把握材料大意；
通过本节内容学习，学生能否掌握归纳总结使用该语法；
通过本界内容学习，学生能够掌握提出合理对策的思考逻辑并运用。

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