2023-2024学年度新人教版选择性必修一Unit3Fascinating parks- Learning About Language -…… Discover useful structures教案

2023-2024学年度新人教版选择性必修一Unit3Fascinatingparks--LearningAboutLanguage---……Discoverusefulstructures教案Activity1PurposeLearnhowtoanalyseandidentifytheusesof-ingforms.SuggestedAnswersThe-ingformsintheexamplesarebothusedassubjectsoftheirsentences.Somemoresentences:Iwakeuptothesoundofthewindbuffetingtheclothofmytent,(attribute)Eventhoughthesunisbrightlyshining,tellingwhetheritismorningornightisimpossible,(subject)Checkingmywatch,Iseethatitis7:30a.m.(adverbial)Spreadingoutbeforeme,branchesoftheRapaRiverflowthroughthevalleybelow,(adverbial)Gettinghereisquitedifficult,soapartfromtheSamiveryfewpeoplehaveeverseenSarek.(subject)Forhundredsofyears,lookingafterreindeerwasawayoflifefortheSami,(subject)Buteveryspring,asmallnumberofSamistillfollowtheirreindeerintothevalleysofSarek,livingintentsoroldcottagesandenjoyingtheirtraditions.(adverbials)Forexample,thismorningmybreakfastisflatbreadwarmedoverafire,driedreindeermeat,andsomesweetandsourberriesthatIfoundgrowingnearmytent,(complement)Beinginsuchabeautifulandwildplacemakesmefeelblessedtobealive,(subject)HereIam,aloneunderthisbroadsky,breathingthefreshair,andenjoyingthisgreatadventure,(adverbials)Activity2PurposeReinforcewhatstudentshavelearntabout-ingformsassubjectsbyhavingstudentstransformsomesentencessothattheyusethisgrammar.AnswersStudyingabroadisbothchallengingandrewarding.GoingonahikingtourinSarekinwinterwouldhardlybepossibleduetotheextremecold.Honestly,exploringavastunknownlandcanbebothexcitingandterrifying.Adoptingapositiveattitudeisgood,evenwhenthingsaredifficult.Hiringlocalguidesisstronglyadvised,becausetheycanofferaccurateknowledgeofSarekcultureandhistory.Theuseof-ingformsassubjectsputs (subject);taking(subject);walkingtheactionfirst,makingthesentences (subject);experiencing(subject);seemmoredynamic.growing(attribute);limiting(subject);growing(attribute)TeachingTipIfstudentshavetroubleunderstandinghowtomakesentencetransformations,pointoutthateachsentenceusesanemptyitasthesubject.Anemptyitisoftenusedasasubstitutefora^-infinitivephraseasthesubjectofasentence,withthe/o-infinitivemovedtoaftertheobject.(Thisisdonebecausefo-infinitivephrasesassubjectsusuallysoundawkwardandunnatural.)Havethestudentsidentifythe如-infinitivephraseineachsentence,andthenuseittoreplacetheemptyit.Forexample,Itisbothchallengingandrewardingtostudyabroad.—Tostudyabroadisbothchallengingandrewarding.Thenhavethestudentstransformthe/o-infinitivephrasetothe-ingform:Tostudyabroadisbothchallengingandrewarding.Studyingabroadisbothchallengingandrewarding.Thismaybeagoodtimetopointouttostudentsthatoften(thoughnotalways)-ingformsandto-infinitivephrasesareinterchangeable.Activity3PurposeReinforcewhatstudentshavelearntabouttheusesof-ingformsbyhavingstudentscompleteaparagraph.Answerscovering(attribute);CombiningActivity4PurposeHavestudentspractisewhattheyhavelearntabouttheusesof-ingformsbyhavingthemwriteaparagraph.SampleWritingWiththecolourfulsceneryandwonderfulhikingtrails,takingatriptoDanxiaGeothermalParkinGansuProvinceisoneofthehighlightsofanytriptothenorthwesternpartofChina.You’rewelcometovisit!ItisnearthecityofZhangyeinGansuProvince,myhometownandwheremyschoolis,anditcoversabout510squarekilometres.Formingoftherockstookmanymillionsofyearsandinvolvedmanykindsoferosionsuchaswindandwaterontheredsandstone.Whatencouragesthousandsofpeopletocomehereeachyearisthenaturalbeautyoftherocks.Walkingaroundtheparkwillallowyoutoseeiridescentta