高中Unit 4 Natural disasters教学设计

这是一份高中Unit 4 Natural disasters教学设计，共36页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。

【教学目标】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握过去分词作定语和宾语补足语的用法，并在真实语境中运用。
【教学重难点】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 使学生能够了解并掌握过去分词作定语和宾语补足语的用法，并在真实语境中运用。
【教学过程】
Step 1 Lead in
Review the main idea f WHAT’S IN A NAME? by asking sme students t retell the text.
Step 2 知识梳理
一、过去分词作定语的意义
1. 及物动词的过去分词作定语，在语态上表示被动；在时间上，常表示动作已经发生或完成，有时也不表示时间性。
Our teacher watched us ding the experiment and gave us a satisfied smile at last.
我们的老师看着我们做实验，最后给了我们一个满意的微笑。
The plan put frward at the meeting will be carried ut sn.
会上提出的计划将很快被执行。
2. 不及物动词的过去分词作定语，它不表示被动意义，只强调动作完成。
Many little kids like gathering fallen leaves in the yard.
许多小孩子喜欢在庭院里收集落叶。
The risen sun is shining brightly in the mrning.
早上已升起的太阳正明亮地闪耀着。
(2019•北京卷)Earth Day, ____________(mark) n 22 April, is an annual event aiming t raise public awareness abut envirnmental prtectin.
解析：句意：地球日在4月22日举行，是一项旨在提高公众环保意识的年度事件。mark在这里是“庆祝，纪念(重要事件)”之意，是及物动词，Earth Day与之是被动关系，此处的字面意思是“地球日在4月22日被庆祝”，故用过去分词短语作定语。
二、过去分词作定语的位置
1. 前置定语
一般情况下，单个过去分词作前置定语，即放在所修饰词之前。
The plluted water was t blame fr the spread f chlera.
被污染的水造成了霍乱的传播。
We needed much mre qualified wrkers.
我们需要更多的合格的工人。
2. 后置定语
过去分词短语作定语时往往作后置定语，即放在所修饰词之后，它的作用相当于一个定语从句。
He is a teacher lved by his students.
他是一位受学生爱戴的老师。
The bk published ten years ag is still a best­seller tday.
十年前出版的这本书现在仍然是一本畅销书。
3. 过去分词与现在分词作定语的区别
例如：
As we all knw, China is a develping cuntry.
众所周知，中国是一个发展中国家。
The visitr is frm a develped cuntry.
这位游客来自一个发达国家。
4. 过去分词(dne)、现在分词的被动语态(being dne)
与动词不定式的被动语态(t be dne)作定语的区别
例如：
The building built last year is ur classrm building.
去年建造的那栋楼是我们的教学楼。
The building being built nw is ur classrm building.
现在正在建造的那栋楼是我们的教学楼。
The building t be built next mnth is ur classrm building.
下个月将要建造的那栋楼是我们的教学楼。
三、常见的过去分词作宾语补足语的情况
1. 过去分词用在表状态的动词keep, leave等词的后面作宾语补足语。
He passed away, leaving his wrks unfinished.
他去世了，留下他的著作还未完成。
2. 过去分词用在使役动词have/get和make的后面作宾语补足语。
(1)“have/get＋宾语＋过去分词”表示“让别人做某事”。
He wants t have/get his eyes examined tmrrw.
他明天想去检查眼睛。
Jenny hpes that Mr. Smith will suggest a gd way t have her written English imprved in a shrt perid.
珍妮希望史密斯先生会建议一个好的方法以使她的英语写作在短期内得到提升。
(2)在“make＋宾语＋过去分词”这种结构中，过去分词表示结果。
They managed t make themselves understd by using very simple English.
他们用很浅易的英语来设法使自己被理解。
3. 感官动词see, hear, ntice, bserve, watch, feel, find等后，可用过去分词作宾语补足语。
When we saw the rad blcked with snw, we decided t spend the hliday at hme.
当我们看到道路被雪封住后，我们决定在家过假期。
4. 表示“意愿；命令”的动词，如like, want, wish, expect, rder等可用过去分词作宾语补足语。
The manager rdered the wrk finished at the end f this week.
经理要求在本周末完成这项工作。
5. 过去分词用在“with＋宾语＋宾补”这一结构中，过去分词与宾语之间是动宾关系。
With every prblem settled, he began t think f a jurney.
每一个问题解决后，他开始考虑旅行。
Step 3 知识答疑
1. 核查同学们的自学情况，收集问题逐步答疑。
2. 根据课前自学内容，对过去分词作定语和宾补的相关知识进行更详细的补充说明。
3. 让学生把从课文中找到带有过去分词的句子写出来，并分析过去分词在句子中充
当什么成分。
Step 4 小试牛刀
用括号内单词的适当形式填空。
1. In art criticism, yu must assume the artist has a secret message ______ (hide) within the wrk.
2. Michael put up a picture f Ya Ming beside the bed t keep himself ______ (remind) f his wn dreams.
3. Claire had her luggage ______ (check) an hur befre her plane left.
4. I was surprised t find my hmetwn _______ (change) s much.
5. Thse wds gave us all a sense f _______ (belng).
6. It culd be a bit prblematic, _______ (legal) speaking.
Step 5 Hmewrk
课后练习
Unit 4 HISTORY AND TRADITIONS
Listening and Speaking
【教学目标】
1. 掌握本课的重要词汇与句式；
2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。
【教学重难点】
1. 本课时的重要词汇与句式；
2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。
【教学过程】
Step 1 Lead in
Lk at the pht n Page 37, and then get the Ss t ask and answer the questins.
1. What d yu knw abut the buildings in the pht?
2. What traditins f that city/cuntry d yu knw abut?
3. Why is it imprtant t prtect histric buildings and cultural traditins?
Then have sme Ss share their views n the questins.
Step 2 Share views n histric sites
1. Befre listening, get the Ss t lk at sme phts f Qufu in Activity 1 n Page 38. And ask “What can yu say abut these places?”
Get the Ss t discuss in grups, and then ask several vlunteers t share their views with the class.
2. Listen t a cnversatin between a British turist and a Chinese student in Qufu, and then write dwn what they say abut Cnfucius.
Finally check the answers with the class.
3. Listen again and decide whether these statements are true (T), false (F), r nt mentined (NM).
(1) Listen and judge, and check the answers.
1) Cnfucius said that learning withut understanding leads t cnfusin.
2) Xia Kng is ding a research prject n Cnfucius philsphy.
3) As ne f Cnfucius’ descendants, Xia Kng’s name is recrded in the family tree.
4) Dacheng Hall is the tallest building in Qufu.
(2) Then g thrugh the questin as bellw, and chse the right answer.
·Why d yu think William said his hmetwn was similar t Qufu?
A. There are famus halls in his hmetwn.
B. There are n tall buildings in his hmetwn.
C. Bth places have a famus persn wh was brn there.
D. His hmetwn desn’t allw ther buildings t be mre nticeable than the histric buildings.
4. Activity 4
(1) At first, g thrugh the Understand idims with the Ss.
An idim is an expressin which means smething different frm the meaning f the individual wrds. Sme idims present an idea r paint a picture that gives a hint as t the meaning. Other idims can nly be understd frm the cntext in which they appear.
(2) Write dwn the English idims that are used in the cnversatin. Explain their meanings and think abut sme Chinese equivalents.
5. Discuss the questins in grups, and then get sme Ss t share their answers.
(1) What d yu knw abut Cnfucius’ ideas n educatin? Think f tw r three examples. What else d yu knw abut Cnfucius and his philsphy?
(2) Think abut a histric site that yu have visited, and give an intrductin t its histry and imprtance.
Step 3 Prnunciatin
1. Read this part f the pem “If-” written by British pet Rudyard Kipling.
Ntice the linking sunds. Then mark the linking sunds after the mdel
If yu can make ne heap f all yur winnings
And risk it n ne turn f pitch-and-tss,
And lse, and start again at yur beginnings
And never breathe a wrd abut yur lss;
If yu can frce yur heart and nerve and sinew
T serve yur turn lng after they are gne,
And s hld n when there is nthing in yu
Except the Will which says t them: "Hld n!"
2. Repeat the pem after the recrding.
Step 4 Hmewrk
课后练习
Unit 4 HISTORY AND TRADITIONS
Reading and Thinking
【教学目标】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 引导学生通过课内阅读，了解英国的历史，全面培养学生的阅读能力和技巧。
3. 指导学生按照识记—领会—应用—交际的学习规律，由浅入深、有步骤、有次序地掌握词汇知识。
【教学重难点】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 指导学生按照识记—领会—应用—交际的学习规律，由浅入深、有步骤、有次序地掌握词汇知识。
【教学过程】
Step 1 Lead in
Befre reading
(1) G thrugh sme infrmatin abut hw t read a map.
When yu lk at a map, think first abut what the map shws and what the symbls mean.
(2) Then discuss the questins in pairs.
Lk at the map belw. What des it shw? What is it used fr?
And at the end have sme Ss share their views n the questins.
Step 2 While reading
1. Read the text and answer the questins.
(1) What are the fur cuntries f the United Kingdm?
Which tw were the first t be jined tgether?
(2) Accrding t the text, what are tw chief advantages f studying the histry f a cuntry?
2. Read again and pay attentin t several pints.
(1) They use the same flag, knwn as the Unin Jack, as well as share the same currency and military defence. 像拥有同样的货币和国防一样，他们也使用同一面国旗。
the Unin Jack英国国旗，由英格兰、苏格兰和爱尔兰的旗帜组成。knwn as the Unin Jack,过去分词短语作后置定语，修饰前面的名词flag，相当于非限制性定语从句which is knwn as the Unin Jack。
如：Yang Liwei, knwn as the first Chinese astrnaut t g int space, is regarded as an astrnautic her.
= Yang Liwei, wh is knwn as the first Chinese astrnaut t g in space, is regarded as an astrnautic her.作为第一个进入太空的中国宇航员，杨利伟被称为航天英雄。
单个的过去分词一般用作前置定语。如：
He became ne f the well-knwn actrs f his day.他成为那个时代著名的演员之一。
currency货币。英国的货币是英镑（pund)，符号是。如
Yu will need sme lcal currency when ging abrad, and f curse yu can use yur credit card. 出国时你需要准备一些当地的货币，当然你也可以使用信用卡。
【思考】启发学生思考：
①如何用英语表达我国的人民币和其他国家的货币单位吗？
②想出更多的过去分词前置和后置定语的例子吗？
(2) the Rmans 古罗马人
公元前8世纪，古罗马人建立了强大的中央集权国家。公元前58年以后的几年间，罗马统帅恺撒率领大军征服了外高卢（今法国、比利时等）后，又占领了不列颠岛北部。此后，古罗马的文明传入了不列颠。
(3) the Angl-Saxns 盎格鲁—撒克逊人
欧洲古代日耳曼人的一支。由盎格鲁和撒克逊人融合而成。公元9世纪，西撒克逊国打败诸国，建立统一的英格兰王国。此后，不列颠岛上的部落逐渐发生融合，形成盎格鲁一撒克逊人，成为后来英格兰人的主要部族。
(4) the Vikings 北欧海盗
维京人，斯堪的纳维亚人的一支。大约8世纪入侵不列颠，来自北欧的挪威和丹麦。
(5) the Nrmans 诺曼人
诺曼人来自欧洲西北部，1066年诺曼底公爵威廉入侵英国并实现了诺曼王朝对英国的统治。
3. Have the Ss read again and srt ut the infrmatin accrding t the timeline in Activity 3. Get them t cmplete the chart by themselves and then check the answers with the class.
4. Cmplete the cnversatin abut the UK using the phrases in their crrect frms in Activity 4. And then get sme Ss t shw their answers.
Finally check the answers with the class.
5. Wrk in grups.
Discuss the questins in grups, then have sme Ss t share their views with the class.
(1) Why is it imprtant t study the histry and culture f a cuntry befre visiting it?
(2) What imprtant things shuld visitrs knw abut befre they cme t China?
Step 3 Hmewrk
课后练习
Unit 4 HISTORY AND TRADITIONS
Reading fr Writing
【教学目标】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 引导学生通过课内阅读，了解爱尔兰的历史传统和美丽风光，引导学生在情境中体会单词的词性、构成方法、用法，提高学生的美文欣赏能力和词汇运用能力。
3. 锻炼学生灵活使用学过的词汇或句式描述一个感兴趣的地方或任何有趣的事物。
【教学重难点】
1. 理解并熟练掌握本课的重要词汇与句式；
2. 锻炼学生灵活使用学过的词汇或句式描述一个感兴趣的地方或任何有趣的事物。
【教学过程】
Step 1 Lead in
1. Befre reading
(1) Try t ask ne student t retell the histry f Britain.
(2) Lk at the picture in Activity 1, and ask the Ss: What d yu think f Ireland befre yu reading the text? What kind f wrd will yu use t describe it first?
2. And have sme Ss share their views n the questins.
Step 2 While reading
1. Read the text and answer the questins.
(1) What makes the Irish cuntryside exciting and inspiring?
(2) What are the best ways t experience sme Irish traditins and culture?
(3) What is the meaning f “breathe in the sweet scent f fresh flwers while birds greet the new day with their mrning sng”?
(4) What are the best ways t experience Chinese traditins and custms?
Get the Ss t read the text carefully and then have sme Ss answer them and als check with the class.
2. Read again and learn t appreciate this sentence as bellw. Try t understand hw t describe gracefully.
The peaceful landscape f the “Emerald Isle” and its many green cunties is a true feast fr the eyes, with its rlling green hills dtted with sheep and cattle.
“绿宝石（爱尔兰）岛”风光宁静秀美，郡县草木葱茏，青山连绵起伏，牛羊点缀其中，堪称一场名副其实的视觉盛宴。
a feast fr the eyes 视觉盛宴，赏心悦目的事物。如：
We went t a painting exhibitin yesterday, which was really a feast fr the eyes. 我们昨天去看画展，那真是一场视觉盛宴。
2. Analyse the descriptive paragraph in Activity 2.
(1) Identify and underline the paragraph’s intrductry sentence(s) and the ending sentence(s).
(2) The paragraph talks abut different senses in different places. Write the senses and places in the rder that they appear.
(3) Have the Ss t cnsider abut the questin: “What wrds des the writer use t describe sensry details?” Practice asking and answering.
3. G thrugh Activity 3.
Tell the Ss: “Use what yu have learnt in this unit t describe an interesting, exciting, r surprising place.”
(1) Wrk in pairs. Chse ne f their favurite places and tell a partner why they think it is interesting, exciting, r surprising.
(2) Use the questins belw t describe the place they have chsen.
·What can yu see?
·What can yu hear?
·Hw des the place feel?
·What can yu smell?
·What can yu taste there?
·What des the place make yu think r feel?
(3). Have them t use their answers t draft a passage abut the place.
4. Tell the Ss t exchange drafts with their partner.
(1) Use the checklist t help evaluate his/her draft.
√ Des the writer start with an image, qute, r questin?
√ Is the descriptin well-rganised and easy t read?
√ Has the writer included sensry details?
√ Des the writer use specific wrds and give examples?
√ Is the ending effective?
√ Can yu find any grammar r spelling mistakes?
(2) Give the cmments t partner and ask him/her t revise the draft.
5. Have the Ss put up their passage in the classrm r make a class bk abut favurite places.
Step 3 Hmewrk
课后练习
Facts/Opinin abut Cnfucius
William
Xia Kng
Senses:
1____________
Places:
1____________
2____________
2____________
3____________
3____________
4____________
4____________