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课 时 教 学 设 计 首 页（试用）
课题 Unit 6 Earth firstUsing language 课型 GrammarVocabulary 第几课时 3
学 科 核 心 素 养 1. 带领学生识别现在分词和过去分词作补语的用法，理解其补充说明宾语的作用，使学生在此基础上能够初步运用；2. 引导学生运用相关词汇和语法结构讨论全球变暖问题，并提出可行的解决方案；3. 引导学生运用话题词汇谈论空气污染问题，并能够根据需要有礼貌地打断别人。
教学重点与难点 教学重点：引导学生理解-ing 和-ed 做补语的区别；运用本单元已学词汇和语法结构表达如何应对全球变暖；在听力过程中，获取对话中关于雾霾的相关信息，归纳再进行语言输出。教学难点：提取并总结归纳得体打断对方的表达，并迁移运用于相似情景的交流中；利用发散性思维拓展补充作者的观点。
教学方法与手段 任务型教学法、交际教学法
使用教材的构想 本板块包括语法部分-ing和-ed做补语、词汇部分Dealing with global warming和听说部分Environmental problems to be solved。语法部分的两个语篇分别呈现了“美人鱼”汉娜致力于保护海洋环境的事迹以及三江源自然保护区工作人员的访谈；词汇部分向学生呈现了与全球变暖相关的词汇，并要求学生完成一份主题为“你能为应对全球变暖做的六件事”的宣传手册；听说部分的材料讨论了雾霾的“前世今生”，引导学生关注身边的环境问题。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
授课时间： 年 月 日
太原市教研科研中心研制
第 1 页（总 页）
课　时　教　学　流　程（试用）　　　　　　　　　　　　
教　师　行　为 学　生　行　为
Step1 Lead-inTeacher asks students to scan the passage quickly and find the sentences containing “-ing” or “-ed” forms and meanwhile think of the functions.2.Teacher presents two sentences and asks students to consider the functions.Step2 Finding, analyzing and summarizingTeacher asks students to read the sentences in Activity 1 and try to answer the three questions.Teacher leads students to summarise the usage of “-ing” and “-ed” as complementTeacher asks students to share more sentences with these structures in the reading passage and try to analyze.Step3 ApplicationTeacher asks students to read the passage quickly and get the main ideas.Teacher asks students to read the passge carefully and find out what Hannah is doing and why. Meanwhile focus on the bold words and try to choose a correct one.Teacher leads students to analyze the sentences and try to choose the correct one and check up the answers.Step4 ConsolidationTeacher asks students to read the interview quickly and find out what the interview is mainly about.Teacher asks students to read the interview carefully and get what Lin Feng does and what his duty is. Meanwhle focus on the underlined senteneces.Teacher encourages students to rewrite the underlined sentences in the interview, using the “-ing” and “-ed” forms to make it more compact and coherent, offering a help here and there.Step5 SummaryTeacher encourages Students to summarize what they have got about the usage of “-ed”or “-ing”pared with the sentences, “-ed”or “-ing”forms are much more compact and coherent than sentnces.Teacher leads students pay attention to what Hannah and Li Feng’s have in common.Step6 WritingTeacher shows some pictures of jobs about protecting environment and ask the students to describe it, trying to use “-ing” and “-ed” forms as many as possible.Teacher presents a possible version.Step7HomeworkOptions: Choose one to finish your homework.Summarize the functions of “-ing” and “-ed” forms .Write a short passage to describe the job, and try to use “-ing” and “-ed” forms in your writing. Scan the passage quickly and find the sentences containing “-ing” or “-ed” forms and meanwhile think of the functions.Look at the sentences and consider the functions. Answer the questions, summarize Th usage and share more sentences. Read the passage quickly and get the main ideas.Focus on the bold words and try to choose a correct one.Analyze the sentences and try to choose the correct one.Read the interview quickly and find out what the interview is mainly about. Read the interview carefully and get what Lin Feng does and what his duty is.Rewrite the underlined sentences in the interview, using the “-ing” and “-ed” formsSummarize what they have got about the usage of “-ed”or “-ing”forms. Follow the teacher and pay attention to what Hannah and Li Feng’s have in common. Look at the pictures and try to describe them using –ing and –ed forms.

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