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单元名称 Unit 5 It’s Necessary to Develop Soft Skills 课型 Grammar in Use
教学目标 1. 能够正确理解动名词作主语、宾语的含义，并能运用动名词作主语、宾语进行描述。 2. 能够辨认动名词作主语、宾语的形式，并遵循其规则，完成句子。 3. 能够通过观察主动找出动名词作主语、宾语的结构特点；采用恰当的学习方法，如利用教师板书回顾课堂要点、整理和拓展思维，逐渐培养回看板书辅助课堂学习的学习意识和习惯。
思政目标： 能够通过学习动名词作主语、宾语的用法并完成相应练习加深对本单元主题的理解。
教学重点 1. 能够分辨出动名词作主语、宾语的形式，并说出其表达的含义。
教学难点 能运用动名词作主语、宾语进行描述，完成句子。
教学方法 交际教学法、任务教学法
教学手段 PPT课件、多媒体设备等
教学过程
教学环节与 时间分配 教学活动与步骤 设计意图 评价要点
Warm-up 3’ T shows Ss three sentences and asks Ss to tell the meaning of them. Planning and working smarter are the best solutions when we have a busy schedule. I like taking on challenges and learning how to become an efficient member of the team. I am tired of calling you guys again and again. 1. 给出动名词作主语、宾语的句型范例，引导学生理解其含义。 2.从学生已学过的教材内容入手，引导学生回顾相关背景知识。 尝试说出动名词作主语、宾语句型的含义。
Presentation 28’ 1. Ss discuss in pairs, trying to find out all the verbs and their forms in the example sentences. Ss try to analyse the functions of different forms of verbs. T helps Ss get the answer. 通过自主讨论、观察，学生从已有知识结构出发，探索、分析新的知识。激发学生好奇心以及学习的积极性，提高其自主学习能力。 正确找出句中不同的动词形式，并尝试分析其功能。
2. T tells Ss the definition and functions of gerund. T gives more examples of gerund as subject and object, and leads Ss to understand them. 教师给出引导，帮助学生构建完整的知识体系。通过更多的例句，加深学生对于知识的印象。 能正确分辨出句子中的动名词作主语、宾语。
3. T gives two sentences and asks Ss to observe the difference between them. Some students give their answers in class. T concludes and explains the tips of using gerund as subject. Reading is a good hobby. Reading and writing are two different skills. 鼓励学生自主观察、总结动名词作主语的用法。教师给出引导，帮助学生提高自主学习能力。 能总结出动名词作主语的主谓一致的用法。
4. T gives some sentences of gerund as object, and asks Ss to tell the usage of gerund after a preposition. T concludes and explains the tips of using gerund after a preposition. She is fond of reading. Please pay attention to spelling. 鼓励学生自主观察、总结动名词作介宾/动宾的句型结构以及用法。教师给出引导，帮助学生了解更多动名词作介宾/动宾的用途及特点。 能正确分辨动名词作介宾，并说出其含义及用法。
5. T gives two sentences of object after verb, and asks Ss to observe the difference between them. T concludes the usage of gerund after a verb. He likes to read in the library. He likes reading. 能正确分辨动名词作动宾，并说出其含义及用法。
6. Ss do pair work, discussing how to add “not” to gerund. T gives examples and tells Ss the answer. 思考动名词的否定结构，提高学生的自主学习能力 能尝试说出动名词的否定结构
Consolidation 10’ T gives Ss more Chinese sentences and leads Ss to translate them into English, reminding Ss to focus on the rules. 通过翻译句子练习，帮助学生巩固动名词作主语、宾语的用法，加强理解及其运用。 能正确运用动名词翻译句子。
Ss finish the exercise on their books. Ss check the answers with each other. Some Ss give the answers in class. T checks the answers and explains if necessary. 通过教材练习任务，训练学生使用动名词规则完成句子的能力，进一步巩固知识结构体系。 正确完成句子。
T gives more situations or pictures and asks Ss to make sentences, using gerund as object or subject. 从生活或职场情景入手，调动学生运用语言的积极性，从机械训练过渡到语境交际，实现语言的非控制性输出。 根据创设情景，正确运用动名词作主语、宾语进行表达。
Review 2’ 1. With board writing, T concludes that proper characters and rules of gerund as object or subject, and elicits that gerund as object and that as subject have different usages and rules, so they should be used properly in various situations. 借助板书及时小结动名词作主语、宾语的结构要点与使用规则，帮助学生及时内化知识，同时训练学生记笔记策略，提升其提炼能力。 尝试说出动名词作主语、宾语的结构特点与使用规则。能够灵活记录笔记。
Homework 2’ T gives more exercises of gerund as object and subject and Ss write down the answers. According to what Ss have learnt today, they try to sort out the knowledge points. 设计更多的相关练习，以加强复习、夯实。梳理板书内容，高效整理本课思路，归纳知识点。鼓励学生用所学语言修改原有表达，上传学习平台，开展即时评价，完善学习评价电子档案袋。 正确答题，构建知识框架，巩固动名词作主语、宾语的知识点；梳理、记录笔记。
板书设计 Unit 4 Beauty Is About How You Feel Grammar in Use
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