外研版 (2019)必修 第三册Unit 2 Making a difference教案设计

这是一份外研版 (2019)必修 第三册Unit 2 Making a difference教案设计，共6页。
课时名称
Bk 3 Unit 2 Grammar and Vcabulary
主题语境
人与自我---做人与做事
语篇类型
Grammar
授课时长
一个课时（40分钟）
教学分析
教学内容分析及信息结构图
The paragraph in the grammar sectin intrduces tw students' cmments n the Ryan Fundatin. The vcabulary part presents the wrds related t persnal qualities thrugh the intrductin f the fur characters. The listening and speaking part f the material is a recrding f a phne call asking abut vlunteer wrk, and students learn hw t btain relevant infrmatin step by step during the phne call prcess. Thrugh the cmprehensive skills training in the real cntext, students can deepen their understanding f the meaning f the unit theme and imprve their cmprehensive language applicatin ability.
学情分析
The grammar part is the -ed frm as the attributive, which is still difficult fr students. Nn-predicate verbs have always been the fcus f English grammar learning, and are als ne f the difficulties. The key lies in the teacher's guidance, s that students can pay attentin t bservatin, discvery, and summarize by themselves. The difficulty f the explanatin shuld cnfrm t the reality f the students, frm shallw t deep, layer by layer. In the vcabulary part, students supplement and expand n Ryan's vcabulary related t persnal qualities in the last lessn. They shuld pay attentin t reminding students that mst f the vcabulary related t quality is dminated by adjectives. I believe students will als be interested in persnal qualities and willing t memrize them.
课时教学目标
By the end f this perid, students will be able t:
1.Identify and summarise the frms and functins f -ed as an attributive adjective thrugh bservatin and apply it crrectly in the cntexts and real-life situatins;
2.Understand the main idea f listening materials and gather details t cmplete a frm;
3.Use phrases frm the listening materials t make a phne enquiry;
4.Use apprpriate expressins t describe persnal qualities.
教学重点、难点
1.Observe and understand the frms and functins f -ed as an attributive adjective, and apply it crrectly in a real cntext;
2.Describe persnal qualities.
教学策略
归纳法、情境教学模式、PWP听力教学模式、3P口语教学模式
教学手段
PPT; multimedia; nline resurces
Teaching prcedure
Nte: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps
Activity Level
Teacher’s Activity
Students’ Activity
Assessment
Step 1
Iw/Pw
Lead-in
1. Translate the fllwing sentences with attributive clauses.
I am reading a bk which/that is written by Gu Mru.
The schl which/that is being built will be cmpleted next year.
2. Make Ss write the tw sentences in a mre simple way?
Revisin and Translatin
1. Ss lk at the sentences
translate them n a piece f paper.
2. Ss make the sentences in a mre simple way.
Ss are expected t g ver the attributive clauses befre learning the -ed as attributive.
设计意图
Let the students start frm the attributive clause they have learned, and intrduce the students' preliminary thinking abut the grammatical phenmenn f attributive participle in the past.
Step 2
Activity1
Iw/Pw
Review& Discvering the structure
Ss study the sample sentences t sense the relevant grammar.
a. … Ryan had truble believing the wrds spken by his teacher…
b. In Uganda, Ryan at last saw the finished well with his wn eyes.
c. …Ryan had truble believing the wrds which were spken by his teacher.
d. In Uganda, Ryan at last saw the well, which was finished, with his wn eyes.
1. Ss read the sample sentences and try t answer the fllwing questins. They can have a discussin with their partners if needed.
(1) What was spken in sentence (a)? What was finished in sentence (b)?
(2) Why des authr use-ed instead f –ing?
2. Read sentence a and sentence b again, think abut why ne past participle is after the nun while the ther is befre the nun
(3) What is the difference between the tw grups f sentences?
(4) Why des the authr chse t use –ed instead f an attributive clause in the reading passage?
Ss are expected t bserve the sample sentences and try t answer the questin, aimed t find the structure and the psitins f -ed as attributive.
设计意图
Thrugh the analysis f tw example sentences in the textbk, students initially perceive the grammatical structure and meaning f -ed as attributive, think abut the psitin f the past participle as attributive, distinguish the difference between the past participle as attributive and the attributive clause as attributive, and prepare the way fr students t find similar sentences in the next step.
Step 2
Activity 2
Iw
Find grammar back in the bk
T: In the tw examples, we can find an-ed frm befre r after a nun. Can yu find sme mre similar sentences in the text? I can give yu sme questins as clues.
Ss scan the passage quickly t find sme mre example invlving -ed frm as attributive.
Ss are expected t g back the the textbk t find mre example f -ed as attributive in rder t lay a gd fundatin fr the further explratin f the relevant grammatical rules.
设计意图
By reading back the text, we can find the sentences that use -ed as attributive, which will pave the way and prepare fr further explring the grammar rules.
Step 2
Activity 3
Iw/Pw
Making a summary
T leads Ss t make a summary f -ed as attributive.
Ss finish the summary individually r in pairs.
In Uganda, Ryan at last saw the finished well with his wn eyes.
2. Wuld yu like t explain in detail the prblems mentined in this chapter?
3. Mst f the guests invited t the party were my classmates.
=Mst f the quests wh were invited t the party were my classmates.
Ss are suppsed t wrk individually r in pairs t explre the grammatical meanings and functins f -ed as attributive, enabling them t make a summary f the rules and apply them t real situatins.
设计意图
Guide students t explre the grammatical meaning and functin f -ed as attributive, and summarize the rules f grammar applicatin.
Step 3
Iw
Using the structure
1.T gets Ss t d exercises t use the structure.
(1). D Activity 2.
What d yu think f their pinin? D yu knw any ther charity? Let’s mve n t Activity 3.
(2). D Activity 3.
2. Read the passage and chse the crrect frm f the wrds.
3. T guides Ss t make a summary f the grammar.
After ding the exercises, T leads Ss t make a summary.
1. v.-ing shws an active relatinship while v.-ed shws a passive relatinship;
2. v.-ed can be used as an adjective which means “……的”while v.-ing is used as an adjective which means “令人……的”;
3. when used as an attributive part, v.-ed and v.-ing can be used t replace an attributive
The basic rules f grammar are t use them in real situatins. In additin t grammar rules, Ss are expected t knw abut ther nn-prfit rganizatins t frm their internatinal perspectives and awareness f being a glbal citizen.
设计意图
Lead students t understand what thers have said abut the Ryan Fundatin, and strengthen their understanding f the attributive structure f the past participle in a real cntext. Guide students t learn abut ther public interest rganizatins in the wrld, cultivate students' internatinal perspective and civic awareness, and remind students t pay attentin t the use f past participles in paragraphs.
Step 4
Iw
T is suppsed t give sme additinal exercise t Ss.
Fill in the blanks using the apprpriate frm f the given wrds.
Ss are suppsed t finish the fllwing exercises t cnslidate what they have learned.
Ss are expected t tell the differences f -ving, -ed, -t d as attributive by ding sme mre exercise and put what they have learned t use in different situatins.
设计意图
Distinguish three kinds f nn-predicate verbs as attributive; Distinguish between the passive vice f the past participle, the present participle and the passive vice f the infinitive.
Step 5
Iw/Gw
T guides the Ss t d the fllwing activities.
1. Brainstrming: wrds used t describe yur friends
2. Activity4 Lk at the fur pictures and read the fur paragraphs by yurself then underline the wrds that describe persnal qualities.
3. Ask individuals t share their wrds, and ask the ther students t tell right r wrng. 4. Ask ss t discuss ther wrds that can be used t describe persnal qualities in grups.
T helps Ss t summarize the fllwing wrds.
(tall shrt cute lvely easyging shy careful careless careful careless beautiful handsme generus mean clever smart warm-hearted kind naughty serius )
Ss are expected t train their individual reading ability, finding the wrds abut persnal qualities. Thrugh grup wrk, cperative awareness will be enhanced.
设计意图
Exercise the students' independent reading ability and find ut the wrds describing the characters. Thrugh grup activities, enhance children's sense f cperatin, let students with gd fundatin lead students with weak fundatin, prmte the enthusiasm f learning, and imprve vcabulary.
Step 6
Iw/Gw
1. Put the wrds yu underlined in Activity4 int the table. Add any mre yu can think f.
2. Wrk in pairs and talk abut peple’s qualities using the wrds yu have learnt.
1. Ss classify the wrds int grups.
Psitive
Negative
Neutral
2. Ss wrk in pairs t learn mre abut wrd f peple’s qualities.
Cmpetitins amng grups can lead t the increasing f the mtivatin f the students’ learning.
设计意图
Use the newly learned language knwledge t cmmunicate, realize the transfer f language knwledge and thinking ability, and imprve the ability t prperly use English t express persnal views. Inter-grup cmpetitin activities can imprve students' enthusiasm fr learning.
Step 7
Pw
T gets Ss t wrk in pairs t talk abut peple’s persnal qualities using the wrds Ss have learned.
An example fr Ss:
A:I think my cusin is very brave.
B: Why d yu think s?
Ss wrk in pairs t talk abut peple’s persnal qualities using the wrds they have learned. Ss can use the example t begin their talking.
Language cmes t life when it is used in real situatins.
设计意图
Language learning is mainly thrugh the use f it, and nly thrugh the use f it can the language be active and have vitality. Therefre, this part is t give students the pprtunity t use the language and apply what they have learned, which is the highest state f language learning.
板书设计
Wrds abut persnal qualities:
I. Psitive
II. Neutral
III. Negative
IV. Talking abut persnal qualities
-ed as attributive:
I. definitin意义：
II. psitin位置：
single-ed+n; n+-ed phrases;
III. -ving/-ed differences