Unit4JourneyAcrossaVastLandDiscoverUsefulStructures公開課教學(xué)設(shè)計-高中英語人教版選擇性

Unit4JourneyAcrossaVastLandPeriod3DiscoverUsefulStructuresUnderstandtheV-edandV-ingformsastheadverbial教材分析：本單元圍繞長途旅行的主題展開，講述了不同旅行者橫跨加拿大、澳大利亞等地的長途旅行經(jīng)歷，包括他們的所見所聞、所思所想，以及對旅行和人生意義的探求，旨在告訴青少年不僅要讀萬卷書，還要行萬里路，鼓勵他們走進(jìn)社會和大自然，深入了世界和人類社會，磨煉意志，體味人生，在旅途中探求自我價值和人生意義。本節(jié)課是這個單元的第三節(jié)課，是一節(jié)語法課，主要聚焦于V-ed和V-ing形式的用法比較。通過聽、說、讀、看、寫等活動培養(yǎng)學(xué)生理解性技能和表達(dá)性技能，引導(dǎo)學(xué)生發(fā)展元認(rèn)知策略、認(rèn)知策略、交際策略及情感策略。學(xué)情分析：這次的授課對象為昌江中學(xué)高二年級學(xué)生。學(xué)生經(jīng)過一年半的高中英語學(xué)習(xí)后，詞匯量有一定的累積，聽得懂教師的課堂指令，能夠跟同學(xué)合作學(xué)習(xí)。根據(jù)學(xué)生掌握已有知識狀語從句來分析并用V-ed和V-ing來改寫句子，讓學(xué)生對比兩者不同的用法。教學(xué)目標(biāo)：Bytheendoftheperiod,studentswillbeableto:identifyandcomparethefeaturesandfunctionsofV-edandV-ingformsasadverbial.PractisetheusagesoftheV-edandV-ingformsasadverbialindifferentmaterials.教學(xué)重點：HelpstudentstoanalysethefunctionsofV-edandV-ingformsasadverbial.LeadthestudentstorewritetheclausesintoV-edandV-ingforms.教學(xué)難點：InstructstudentstolearnhowtouseV-edandV-ingformsasadverbialcorrectly.教學(xué)資源：教材，多媒體課件，學(xué)案，黑板和粉筆。教學(xué)過程：Step=1\*ROMANILead-inShowthestudents3picturesandleadthemtomakedifferentadverbialclauses.Accordingtotheadverbialclauses,rewriteintothefollowingsentences:Listeningtothemusic,Istarttodance.Beatenbythesheep,MrWolfcriedoutloudly.Studyingharderandharder,youwillpasstheexam.Summary:過去分詞和現(xiàn)在分詞在句中都可充當(dāng)_______,表示時間,原因,條件,讓步,方式或伴隨等。(設(shè)計意圖：通過圖片導(dǎo)入，引導(dǎo)學(xué)生說出不同的狀語從句，然后用分詞形式改寫狀語從句，并讓學(xué)生觀察改寫的句子里含有的分詞形式，讓學(xué)生小結(jié)分詞形式可以在句子中作狀語，相當(dāng)于一個狀語從句，為即將接下來的語法學(xué)習(xí)做鋪墊。)Step=2\*ROMANIINewlessonslearningPartone:過去分詞作狀語Task1:observationandsummaryAskstudentstotellwhatkindofclausesandcirclethesubjectandtheverbineachclauseandtelltherelationofthem,andleadthestudentstorewritethesentencesinV-edformasadverbial.Whenhewasaskedwhathadhappened,hekeptsilent.Becausehewasbeatenbythesheep,MrWolfcriedoutloudly.IfIamgivenatimemachine,Iwillpayavisittothefuture.Althoughhewasleftaloneathome,thelittleboydidn’tfeelafraidatall.Theteacherenteredtheclassroom,andhewasfollowedbysomestudents.改寫后的句子：(1)Beatenbythesheep,Mrwolfcriedoutloudly.(2)Askedwhathadhappened,hekeptsilent(3)Givenatimemachine,Iwillpayavisittothefuture.(4)Leftaloneathome,thelittleboydidn’tfeelafraidatall.(5)Theteacherenteredtheclassroom,followedbysomestudents.Summary:過去分詞在句中作。句子的邏輯主語和分詞之間存在關(guān)系。(設(shè)計意圖：讓學(xué)生回顧狀語從句的類型，并在老師的引導(dǎo)下找到邏輯主句和從句中的謂語動詞，并判斷他們的關(guān)系，得出主語和動詞之間存在被動關(guān)系，用V-ed形式，并知道如何把一個狀語從句改寫含有V-ed形式的句子，為完成后續(xù)練習(xí)搭好支架。）Task2選擇題：1.________inatravelbook,thelargeforestisagoodplacewherewewantedtogo.2.________fromtheTV,therearealotofcreaturesintheforest.3._________bytheguide,wegaveupourideafinally.C.BeingwarnedD.Havingwarned4._________togobacktothehotelbytheguide,wedidn'thaveanyactivitiestokillthetime.A.AskedB.Havingasked(設(shè)計意圖:創(chuàng)設(shè)一個關(guān)于旅行的主題語境的練習(xí)，旨在訓(xùn)練學(xué)生正確使用V-ed形式作狀語，促使學(xué)生思考并體會如何使用V-ed的表達(dá)效果和作用。）Parttwo:現(xiàn)在分詞作狀語Task3:observationandsummaryAskstudentstotellwhatkindofclausesandcirclethesubjectandtheverbineachclauseandtelltherelationofthem,andleadthestudentstorewritethesentencesinV-ingformasadverbial.1.WhenIwaswalkinginthestreet,Icameacrossanoldfriendofmine.2.AsIthoughthemightbeathome,Icalledhim.3.Ifyouheadahead,youwillseeawhitehouse.4.Hermotherdiedin1990,andsheleftherwithheryoungersister.5.Thoughhelackedmoney,heaskednobodyforhelp.改寫后的句子：(1)Walkinginthestreet,Icameacrossanoldfriendofmine.(2)Thinkinghemightbeathome,Icalledhim.(3)Headingahead,youwillseeawhitehouse.(4)Hermotherdiedin1990,leavingherwithheryoungersister.(5)Lackingmoney,hedidn’taskanybodyforhelp.Summary:過去分詞在句中作。句子的邏輯主語和分詞之間存在關(guān)系。(設(shè)計意圖：讓學(xué)生回顧狀語從句的類型，并在老師的引導(dǎo)下找到邏輯主句和從句中的謂語動詞，并判斷他們的關(guān)系，得出主語和動詞之間存在主動關(guān)系，用V-ing形式，并知道如何把一個狀語從句改寫含有V-ing形式的句子，為完成后續(xù)練習(xí)做好鋪墊。）Task4:用所給詞的適當(dāng)形式填空1.__________(do)myhomeworkatnight,Ifoundalittleboysittingthere.2.___________(wonder)whathadhappenedtohim,Iwenttowardshim.3.____________(be)afraidofastranger,heranaway.4.Iranafterhim,___________(shout)"Stop,stop."5._____________(try)mybest,Icouldnotcatchupwithhim.(設(shè)計意圖：給學(xué)生創(chuàng)設(shè)了一個主題情境，讓學(xué)生在語境中正確使用V-ing形式作狀語，促使學(xué)生體會使用V-ing的表達(dá)效果和作用。）Step=3\*ROMANIIIPracticescompetitionTask5:TrueorFalse1.Time,usingcorrectly,ismoneyinthebank.()2.Foundthecourseverydifficult,shedecidedtomovetoalowerlevel.()3.Unlessinvitedtospeak,youshouldremainsilentatthemeeting.()4.Heating,liquidscanbechangedintogases.()5.Worriedabouthisson'ssafety,hedidn'tsleepwell.()6.Usedthebook,Ifindituseful.()(設(shè)計意圖：讓學(xué)生以PK的形式來判斷對錯，檢測了學(xué)生是否掌握了所學(xué)知識，同時調(diào)動了學(xué)生的積極性，活躍了課堂氣氛。)Task6:根據(jù)語境，盡可能地用分詞形式翻譯下列劃線句子。以前，1.由于沉迷網(wǎng)絡(luò)，Kent的成績很差。但是，2.加入到我們班以后，他下定決心要努力學(xué)習(xí)。昨天，3.看到他站在教室外，正思考著什么。4.我問他發(fā)生什么事了，他回答在學(xué)習(xí)上遇到了一些挑戰(zhàn)。他還說，5.盡管還趕不上大家，但我不會灰心，我會繼續(xù)保持前進(jìn)的。Inthepast,1._____________________________,Kentgotpoorgrades.However,2.________________________________________.Yesterday,3._______________________________________________________.4.____________________________________,herepliedthathewashavingsomechallengeswithhisstudies.Headded,5."____________________________________________andIwillkeepgoingforward."(設(shè)計意圖：對這節(jié)課所學(xué)知識進(jìn)行訓(xùn)練句子應(yīng)用，讓學(xué)生進(jìn)一步體會和鞏固V-ed和V-ing形式作狀語的用法，也調(diào)動了學(xué)生的參與熱情，活躍課堂氣氛。)Step=4\*ROMANIVConclusion1.Beatenbythesheep,MrWolfcriedoutloudly.2.Askedwhathadhappened,hekeptsilent.3.Givenatimemachine,Iwillpayavisittothefuture.......4.Walkinginthestreet,Icameacrossanoldfriendofmine.5.Thinkinghemightbeathome,Icalledhim.6.Headingahead,youwillseeawhitehouse.......1.如果句子的邏輯主語和分詞之間存在被動關(guān)系，用1.如果句子的邏輯主語和分詞之間存在被動關(guān)系，用形式；過去分詞和現(xiàn)在分詞做狀語22.如果句子的邏輯主語和分詞之間存在主動關(guān)系，用形式。（設(shè)計意圖：針對以上所學(xué)知識，讓學(xué)生做一個總結(jié)填空，讓學(xué)生直觀對比了V-ed和V-ing形式作狀語的用法。）Step=5\*ROMANVHomework1.Gooverwhatwehavelearntinthisclass.2.Finishthegrammarfillingonyourhandout.Aftergraduation,LiDanfounditverydifficulttofindagoodjobinShanghai.Atthattime,shefelt1.__________(disappoint).Shehadtoreturntoherhometown.BorninasmallvillageinSouthwestChina,shehadnoonetoreplyon.Shestayedinherhomeandfelt2._______(confuse)aboutherfuturealldaylong.Later3.__________(encourage)byherclassmates,LiDandecidedtostartherownfruit-growingbusiness.4._________(support)bythelocalgovernment,LiDanfirstboughtapieceofland.____(take)advantagesofnewtechnologyandth