外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you教案及反思

Unit 1 Knowing me, knowing you

Period 2 Using languages

(Grammar & Vocabulary& Listening)

教学设计

The grammar focus in this unit is the verb-ed form as adverbial, which often refers to a past action or express a passive meaning. Students are expected to learn what the verb-ed as adverbial and how to use it. As for the vocabulary-learning part, students will learn words used to describe behaviour towards different people.

In the part of listening, students will be trained to get detailed information and decide different conversational situation. When listening, students take notes of key expressions and learn how to politely express refusal to others’ requests.

1. Guide the students to master the basic usage of the past participle and make them use the past participle instead of the adverbial clause properly.

2. Guide students to learn how to politely decline requests and master interpersonal skills.

3. Guide the students to use appropriate verbs to describe the behavior and make Suggestions in appropriate communicative terms.

4. Guide students to learn about what the communicative emotional quotient is and enhance interpersonal skills.

1. Guide the students to find and summarize the rules of using the past participle, and correctly use the past participle as adverbials.

2. Improve students’ listening skills to understand the general idea and details of the listening material.

3. Create situations and use communication skills learned in this period to refuse requests politely.

Step 1 Grammar--ed as adverbial

Activity 1

1. Review adverbial clauses: read the following sentences and observe the subject characteristics of main sentences and clauses.

Notes: (1) The subject of the main clause is the same as the subject of the subordinate clause.

(2) The predicate of the subordinate clause is constructed in the passive voice(be +v-ed). 

2. Rewrite the sentences as follows. 

3. Guide the students to summarize the usage of adverbials in the past participle.

(1) The students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbials.

(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate.

(3) When a participle is used as an adverbial, it can indicate the time, reason, degree and result of the predicate action.

Step 2  Practice

Activity 2

The students read a diary on Page 5 and rewrite the underlined sentences with the -ed form.

Activity 3

Read the plot summary and use the correct form of the words to complete the following sentences . Students are supposed to distinguish verb-ed from verb-ing correctly.

① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones.

② ________(believe) that she is Riley’s most important emotion, Joy always tries to take the lead. 

③ ________( prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.   

④ ________ ( separate) from her friends and her beloved hockey team, Riley starts to feel lost and helpless and wants to run away from her parents and new school. 

⑤ ________ ( realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad. 

⑥ ________ ( move) to a new city, Riley has a hard time adjusting to her new surroundings.

Step 3: Tips for good interpersonal relationships

Talk about interpersonal relationships and do Activity 4, 5 & 6.

1. Read the tips and find out the words describing behaviour towards others and do Activity 4.

2. Use the words to describe the different situation on Page 6 and do Activity 5.

3. Discuss what you react in some different situations of Activity 6 on Page 6. Pay and put forward reasonable suggestions.

Take Situation 1 for example and ask students to talk about other situations after model.

Step 4: Listening

1. Before listening, guide the students to read “Did you know?” so as to let students understand what EQ is about and its importance in communication. Students are expected to focus on how to say no politely by showing higher emotional intelligence.

2. While listening, do Activiy7 & Activity 8.

① Listen to the tape for the first time and understand the general idea. Then match three conversations to the pictures on Page 7.

② Play the tape again. Students take notes of the necessary information and fill in the table on Page 7.

③ After checking the answers, have students talk about how the speakers make requests and refusals.

Step 5: Post -listening 

Do Activity 9 or Activity 10

1. Present the sentence patterns and related expressions used in the dialogue. Students read and apply them to conversational situations. 

2. Encourage students to use the useful expressions and the communication situations provided in the textbook to make up dialogues.

3. Ask pairs of students to act out the conversations about asking for a favor and refusing politely.

Step 6 Language appreciation:

•          1. To complete her homework quickly, she copied part of the article without thinking.

•          [句式分析] 不定式短语 “To complete her homework quickly” 在句中作________(成分)，表示_________ (逻辑关系)

•          [尝试翻译] 为了快速完成作业，她不假思索地抄了文章的一部分。

•          2. She has a hard time adjusting to her new surroundings.

•          [句式分析] have a hard time意为：________________; have a hard time 后接动词时用____________; 类似结构的还有：have a good time in doing sth; have trouble /difficulty/ problems in doing sth 等等。

•          [尝试翻译] 她很难适应新环境。

•          3.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life.

•          [句式分析] 动名词短语 “Accepting sadness as part of life”在句中作________(成分)， deal with意为：__________; settle down 意为：___________. 

•          [尝试翻译] 接受悲伤是生活的一部分，这有助于莱利处理成长过程中的复杂情绪，并在新生活中安定下来。

Step 7: Homework

     1. Review the usage of v-ed form as adverbial.

     2. Go over the words and expressions learned in this period.