Unit3FascinatingParksLearningAboutLanguage教學(xué)目標(biāo)Languagepetence:Studentswillmasterkeyvocabularyrelatedtoparks,like“l(fā)andscape”,“ecosystem”.Theyareexpectedtocorrectlyusetheingformasthesubjectinsentences,anduseproperwordsandphrasestovividlydescribeparkscenes.LearningAbility:Throughobservingexamplesandgroupdiscussions,studentsdevelopselflearningandcollaborativelearningskills,andlearntosummarizegrammarrulesindependently.CulturalAwareness:Bystudyingdescriptionsofparksfromdifferentcultures,studentsenhancetheirunderstandingofculturaldiversityreflectedinparkdesignsandfunctions.ThinkingQuality:Analyzetheroleofingforminsentences,cultivatelogicalthinking.Also,usecreativethinkingtodescribeparksinuniqueways.重點(diǎn)難點(diǎn)Key:Graspingparkrelatedvocabularyandtheusageoftheingformasthesubject,beingabletousethemaccuratelyinspeakingandwriting.Difficult:Distinguishingtheingformasthesubjectfromotherfunctions,andapplyinglearnedlanguageknowledgetovividlyandaccuratelydescribeparkswithrichdetails.教學(xué)內(nèi)容備注Teacher:Goodmorning,class.Inourpreviouslesson,weexploredthefascinatingSarekNationalParkthroughthereadingpassage.Today,wearegoingtofocusonthelanguageaspectsinUnit3LearningAboutLanguage.Let'sstartwithaquickreview.WhocanbrieflytellussomethingaboutSarekNationalPark?Student1:SarekNationalParkisintheremotefarnorthofSweden.Ithasbeautifulmountains,glaciers,andtheRapaRiver.TheSamipeoplehavealonghistorythere,anditwasmadeanationalparktoprotectitsnaturalstate.Teacher:Excellent.Now,let'smoveontovocabulary.First,lookatthewordsandphrasesonthescreen.Wehave“buffet”,“boundary”,“endure”,“adopt”,“grateful”andsoon.Let'sstartwith“buffet”.Whocantrytouse“buffet”inasentence?Student2:Thestrongwindbuffetedthesmallboatonthelake.Teacher:Greatjob.“Buffet”heremeanstostrikeorpushsomethingrepeatedlyinaroughway.Now,whatabout“boundary”?Howcanweuseit?Student3:Theriverformstheboundarybetweenthetwocountries.Teacher:Perfect.“Boundary”referstoarealorimaginedlinethatmarkstheedgeorlimitofsomething.Next,“endure”.Canyougiveanexample?Student4:Shehadtoendurealotofpainaftertheaccident.Teacher:Exactly.“Endure”meanstosuffersomethingdifficult,unpleasant,orpainfulwithoutplaining.Now,let'slookatsomewordbuilding.Weknowthatmanywordscanbechangedintodifferentforms.Forexample,from“nature”,wehave“natural”(adjective)and“naturally”(adverb).Canyouthinkofothersimilarwordbuildingexamplesfromthewordswe'velearnedtoday?Student5:From“culture”,wehave“cultural”asanadjective.Teacher:Right.Andfrom“history”,weget“historical”or“historic”.Thesewordbuildingskillscanhelpusunderstandandremembernewwordsbetter.Now,let'sturntogrammar.Inthisunit,wefocusontheuseof“ing”formsassubjectsandobjects.First,lookatthissentence:“LookingafterreindeerwasawayoflifefortheSami.”Here,“Lookingafterreindeer”isthesubjectofthesentence.Whydoweusethe“ing”formhere?Student6:Maybebecauseit'sanaction,andusingthe“ing”formcanmakeitanounlikephrasetobethesubject.Teacher:Verygood.The“ing”formusedasasubjectoftenexpressesageneralactionoranactivity.Now,lookatanothersentence:“Ienjoyreadingbooksaboutnationalparks.”Here,“readingbooksaboutnationalparks”istheobject.Canyouexplainwhyweusethe“ing”formasanobjectinthiscase?Student7:Because“enjoy”isaverbthatcanbefollowedbyan“ing”form,anditshowstheactivitythatthesubjectlikes.Teacher:Correct.Manyverbslike“enjoy”,“finish”,“mind”,“suggest”areoftenfollowedbythe“ing”formastheobject.Let'sdosomeexercisestopracticethis.I'llshowyousomesentencesonthescreen,andyouneedtofillintheblankswiththecorrectformoftheverbsgiven.(Screenshows:1.Sheisgoodat____(paint).2.Theysuggested____(go)totheparkthisweekend.3.____(swim)isagreatwaytokeepfit.)Teacher:Let'schecktheanswers.Forthefirstsentence,whatshouldwefillin?Students:paintingTeacher:Right.Forthesecondone?Students:goingTeacher:Correct.Andthethird?Students:SwimmingTeacher:Welldone.Now,let'slookatamoreplexgrammarpointtheuseof“ing”formsaspredicative.Lookatthissentence:“ThemostfascinatingthingaboutSarekNationalParkisitsuniquenaturalscenery,withmountainscoverediniceandriversflowingthroughthevalleys.”Here,“flowingthroughthevalleys”isan“ing”formusedasapredicativetodescribetherivers.Whatdoesthis“ing”formaddtothedescription?Student8:Itmakesthedescriptionmorevivid,likewecanseetheriversaremoving.Teacher:Exactly.The“ing”formasapredicativecanbringasenseofactionandlivelinesstothedescription.Now,let'screatesomesentencesofourown.Iwantyoutodescribeaparkyouknowusing“ing”formsaspredicatives.Forexample,“Theparkisverybeautiful,withflowersbloomingeverywhereandbirdssinginginthetrees.”Youcanworkinpairsandcreateatleasttwosentences.(Studentsworkinpairs)Teacher:Okay,let'ssharesomeofyoursentences.Student9:Thelocalparkisfulloflife,withchildrenplayingontheswingsandpeoplejoggingalongthepath.Teacher:Wonderful.Whataboutyourpair?Student10:Thecityparkisapeacefulplace,withleavesfallinggentlyinautumnandducksswimminginthepond.Teacher:Greatjob.Now,let'smoveontoanotheraspecttheuseof“ing”formsasattributives.Lookatthissentence:“Therunningwaterinthestreammakesapleasantsound.”Here,“running”isan“ing”formusedasanattributivetomodify“water”.Whatdoesittellusaboutthewater?Student11:Ittellsusthatthewaterismoving.Teacher:Right.The“ing”formasanattributivecanshowthecharacteristicortheactionthatthenounisdoing.Let'sdosomemoreexamples.Whatabout“aflyingbird”?Whatdoes“flying”tellus?Student12:Ittellsusthatthebirdisintheactionofflying.Teacher:Correct.Now,I'llgiveyousomenouns,andyouneedtouse“ing”formstocreateattributivephrases.Thenounsare“tree”,“wind”,and“sun”.Student13:Aswayingtree.Teacher:Good.Whatabout“wind”?Student14:Ahowlingwind.Teacher:Excellent.And“sun”?Student15:Ashiningsun.Teacher:Welldone.Now,let'ssummarizewhatwe'velearnedabout“ing”formstoday.We'velearnedabout“ing”formsassubjects,objects,predicatives,andattributives.TheseareveryimportantgrammarpointsinEnglish,especiallywhenwedescribeactions,activities,andcharacteristics.Next,let'sdoagroupactivity.I'lldivideyouintogroupsoffour.Eachgroupwillgetatask.Youneedtocreateashortpassageaboutafascinatingplace(itcanbeaparkoranyotherplaceyoulike).Inyourpassage,youshoulduseatleastthreedifferenttypesof“ing”formswe'velearnedtoday.Forexample,usean“ing”formasasubjectinonesentence,asanobjectinanother,andasanattributiveinthethird.Youhave10minutestoworkonit.(Studentsworkingroups)Teacher:Okay,let'sstartsharingyourgroup'spassages.Whichgroupwantstogofirst?Group1:Ourpassageisaboutabeautifulbeach.“Goingtothebeachisoneofmyfavoriteactivities.Ienjoyswimmingintheclearblueseaandlyingonthesoftsand.Theshiningsunmakestheseasparkle,andtheblowingwindcoolsusdown.Therearealsomanypeopleplayingbeachvolleyball,whichaddstothelivelyatmosphere.”Teacher:Greatjob,Group1.You'veused“ing”formsverywell.WhataboutGroup2?Group