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新外研版高中英语 Book 2 Unit 6 Earth first
Using language(-ing and -ed as complement Dealing with global warming)
教学设计
1.整体设计思路
本课时是以语法结构与相关话题词汇为载体的语言知识总结运用课，是学生基于目标知识在课文语境中的理解，对于语言规律的进一步总结提炼。教师根据教材内容，遵循观察归纳一运用的思路引导学生归纳、理解-ing和-ed做补语的意义并内化运用，同时，通过补充话题词汇学习，整合语言知识，通过完成探究“我们能为阻止全球变暖做些什么”的学习活动实现迁移运用。厨该部分始终围绕地球所面临的问题(Problem)及人们如何开展相关的环境保护(Protection)这一内在逻辑和主题意义开展教学活动，为语法和词汇的运用创设连贯的主题语境。
(1)教材分析
该课时教材内容分成两部分。第一部分从回顾观察课文中出现的-ing和-ed做补语的结构出发，到探索语法的表意功能，再到两个短的语篇中识别、运用该结构，帮助学生进步理解环保这主题，了解人们可以用很多种方式来践行环保理念（比如艺术表演、建立自然保护区等)。第二部分“Dealing with global warming”先从半开放的“你能为阻止全球变暖做的六件事情”人手，到全开放的“我们能为阻止全球变暖做什么”。这样的教材呈现，由认知到理解应用，遵循学生的认知规律，利于激发学生批判性思维和创新思维。
(2)学生分析
本教学设计的教学对象是高一上学期第二学段的学生。经过前几个单元的学习，学生初步接触了-ing和，ed做定语和状语的情况，为本节课继续探索-ing和-ed做补语的意义及用法打下了基础。同时，学生经过本单元"Starting out”和"Understanding ideas'”的学习、已经形成了一定的话题意义的理解并储备了一部分话题相关词汇。在此基础上，大部分学生有能力用英语进一步达成教学目标。
2.教学目标
(1)学生能识别-ing和-cd做补语并理解其不同含义和功能，在此基础上会初步运用。
(2)学生能学习运用话题词汇。
(3)学生能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法。
3.教学重难点
(1)引导学生理解-ing和-ed做补语的区别。
(2)运用本单元已学词汇和语法结构表达如何应对全球变暖。
4.教学过程
Step 1.Review-Discovering the structure
(1)观察例句，感知语法结构
T:In the opening scene of the film Jaws,who can we see and what is she doing
T:Can you combine the two sentences together
We see a woman swimming at night in a dark sea.
T:Why did the author say the film Jaws made things worse
【设计意图】
本环节旨在复习课文，引导学生初步感知-ing和-ed做补语的语法结构，为学生下一步在课文中找出类似句子做好铺垫。
(2)回归阅读文本，寻找相似句子
T:So in these two examples,we can find an -ing form and an -ed form after a noun.Can you find some more similar sentences in the reading passage (I can give you some questions as clues.)
①Feeling frightened,what did people want to do
②What caused Benchley to change his attitude towards sharks
【设计意图】
本环节旨在帮助学生发现课文中用-ing和-ed做补语的相似句子，为进一步的语法规则探究做好铺垫。
(3)总结语法规则本
T:Observe the -ing and -ed forms in the sentences and think over when the-ing form is used and when the -ed form is used.
①The complement is placed after_________________.(the object part)
②When there is an active relation between the noun and the verb,we use the_________________form.(-ing)
③When there is a passive relation between the noun and the verb,we use the_________________form.(-ed)
4 When the action is being done,we use the_________________form.(being done)
【设计意图】
本环节旨在引导学生通过观察、探究-ing和-ed做补语表达的意义，归纳总结ing和-ed做补语的规律。
Step 2.Using the structure
(1)话题指引，阅读理解
T:Read Protection of ocean life and find out: What does Hannah do and why
(2)借助语境，做语法判断
T:Finish Protection of ocean life by yourself. Then work in pairs to identify which are complements and which are not.
【设计意图】
本环节旨在帮助学生在语境中加深对-ing和-ed做补语的理解。同时对-ing和-ed做定语和状语进行复习。
(3)拓展思维，引入下一话题和语篇
T:What's your opinion on her job What else can we do to save our nature
(4)话题指引、阅读理解，改写句子结构
T:Read the interview and answer the following three questions:
Q1:What can you see in the natural reserve mentioned in the interview
Q2:What happened to the wetland there
Q3:What can be done
T:When you answer these questions,try to use the structure learnt just now.Think and share the difference between the original sentences and your adaptation.
Al:You can see dramatic landscape changing from mountains to grasslands,forests to rivers.
A2:We have seen large areas of wetland damaged by human activity.
A3:This includes keeping the original environment untouched.
【设计意图】
本环节旨在帮助学生大致了解本篇采访稿的三个主要内容，为探究行文是否够简洁、紧凑做好铺垫。让学生体会-ing或-ed做补语不仅可以补充信息，还可以起到使行文简洁的作用，并在篇章中运用。
Step 3.Exploring the solutions to global warming
(1)个体初步探究措施
T:Besides endangered ocean species and damaged environment,another problem we human beings are facing is global warming.Of course,we can do something.Let's come to the six pictures on P66 and look at the expressions below each picture.Share what you know about them.
教师可适当补充碳足迹相关内容。
Carbon footprint is the amount of greenhouse gases-primarily carbon dioxide-released into the air by a particular human activity.For example, when you drive a car,the engine burns fuel which creates a certain amount of greenhouse gases.When you heat your house with coal or electricity,you also generate greenhouse gases.
Even the production of food and goods emits some quantities of greenhouse gases.These greenhouse gases are affecting our life by creating climate change.Reducing your carbon footprint can feel like a difficult task,but it is important to remember that it is really worth the effort.
T:Some experts have given advice on ways to stop global warming and six of them are listed in the brochure down below.What is a brochure and what do you use a brochure for
【设计意图】
本环节旨在激活学生已有的全球变暖话题的知识储备，理解更多相关的环保概念，为下一步的半开放式解决问题做好铺垫。同时为学生补充关于brochure的知识。
(2)小组讨论确定解决方案
T:Besides this advice,would you please come up with some other suggestions Please discuss in groups of four.Try to use the expressions and -ing/-ed form we have learnt in this unit.
Samples:
1)I will turn off the taps when I find the water running.
2)I will turn off the lights when seeing them burning all the night.
3)I will eat fewer animal products.Since animal meat and animal products take a lot of energy,water,and other resources to produce and transport,I can lower my carbon footprint by reducing my consumption of them.
(Word Bank:water conservation;renewable energy;reusable;recycle;reduce)
【设计意图】
本环节旨在通过小组讨论，运用所学词汇和-ing/-ed语法结构讨论全球变暖的应对措施。在讨论的基础上，学生提升对于全球变暖问题的理解、并形成愿意身体力行为应对全球变暖做出贡献的意识。
Step 4.Assignment
T:Make a brochure and write down your solutions to global warming and exchange it with your friends.
【设计意图】
延续课堂最后的讨论话题，将讨论内容做成小册子的形式以使学生进一步熟悉并运用本单元所学词汇和-ing/-ed语法结构，进一步增强环保意识，在生活中身体力行，为应对全球变暖做出切实可行的行动。

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