高教版（2021）基础模块3Unit 3 Artificial Intelligence精品教案

这是一份高教版（2021）基础模块3Unit 3 Artificial Intelligence精品教案，共6页。
课  题Unit 3 Artificial Intelligence(Language Practice )课  型Language Practice  课  时1授课班级 授课时间45mins授课教师 教材分析本课教学内容选自高等教育出版社出版的“十四五”职业教育国家规划教材，《英语3 基础模块》中第三单元的Language Practice板块，主要内容为非谓语动词做定语（即不定式、动名词和分词作定语）及本单元的重点词汇。学生可通过观察、对比、分析，归纳等方法学习语法，强调学生的探究能力，在具体语境中的应用能力。单元重点词汇来自本单元听说和阅读材料核心词汇，学生通过具体语境中运用单词与短语，巩固本单元重点词汇学习，教师可进一步讲解并组织学生练习、检测，夯实所学内容。学情分析非谓语动词的用法是较难的一个语法项目，本节分模块化只学习非谓语动词做定语，降低了任务难度，适合中职生的学习特点。学生经过Unit1非谓语动词做宾语的学习，已基本掌握作宾语的各种情况，本节继续学习作定语的用法，结合本单元已在听说读板块中学过的语言，再设情景，帮助学生系统掌握作定语的用法。对于词汇学习，教师要注意联系词汇首次呈现的情景，创设新情景，帮助学生掌握词汇并灵活运用。习，教师要注意情景创设，帮助学生在兴趣学习中实现词汇的理解与运用。学习目标Knowledge objectives:To know how to use non-predicate verbs as attributives.To use the vocabulary and phrases accurately. Ability objectives:To master how to use non-predicate verbs as attributives.To develop good learning habits through the study.Emotional objectives:To learn about the differences between Chinese and Western thinking style学习重难点To master how to use non-predicate verbs as attributives.To identify and use non-predicate verbs as attributives in specific contexts.教学方法小组讨论法、任务教学法、情境教学法课前准备PPT课件教学媒体PPT课件、多媒体设备   教学过程教学环节教师活动设计学生活动设计设计意图 Step 1: Lead in  Review the concept of attributives.定语： 用来限定、修饰名词或代词的句子成分，汉语中常用“……的”表示。E.g:This is an interesting story that is about Tom. (形容词和从句充当定语)His father is a retired teacher. (代词和过去分词充当定语)There are still many problems to be solved between Tom and his father.(不定式做定语)         主要有名词、代词、形容词、数词、从句、非谓语动词做定语  Review and clear the concept of attributives,and what elements the attributives can be.     从定语的概念入手，明确定语的概念，帮助学生激活知识储备，为下一步非谓语动词做定语知识做好准备。       Step 2:Grammar    Summarize the usage of non-predicate verbs as attributives.1)非谓语动词:动词不定时、现在分词、过去分词         不定式作定语，要放在所修饰词之后，表将来。E.g:They have a lot of words to say. 他们有好多话要说。She had lots clothes to wash. 她有很多衣服要洗。注：如果做定语的名词与不定式有动宾关系，在不及物动词后要加上适当的介词。E.g:She has nothing to worry about. 她没什么好担心的。Let’s book a room to live in. 我们预定个房间住吧。         分词作定语，单个的放在所修饰词前(left 等除外)，短语放在所修饰词后。现在分词表正在或同时发生，在逻辑上被修饰词与现在分词是主谓关系；过去分词表示已经完成或没有时间性，与过去分词是被动关系。e.g:He is a trained waiter. 他是一个受过训练的服务生。There are no places left to sit on the bus. 公交上没有座位可坐了。There is a lady asking to see you. 有一位女士要求见你。         to be done, being done, done 均可用作定语，且都表示被动意义，其区别在于：to be done 表示将来，being done 表示目前正在发生，done 表示过去已经发生。e.g:The house to be built next week is a cinema. 下周建的那座房子是家电影院。The house being built now is a cinema. 现在正在建的房子是家电影院。The house built last year is a cinema. 去年建的那座房子是家电影院。2)     Read the sentences and decide which non-predicate verbs attributives are in the sentence.Then translate the sentences.  2.Read and circle.1）Read and circle the non-predicate verbs in task16 by themselves and translate the sentences.2)Ask some students to check answers,and explain the functions of them in the sentence. 3.Read ans complete.Choose the right verb and use its non-predicate form to complete the context.Check the answers and explain the functions. 4.Read and complete.Read the passage and understand the main idea.Then complete the missing words according to the actual situation.  Review all the usage of non-predicate verbs as attributivesand take some notes .Master differences along them in the sentences and the rules.Be able to remember and use them accurately.                          Practice and distinguish the non-predicate verbs as attributives. 2.Circle the non-predicate verbs and translate the sentences.  3.Finish the task by choosing the right verb and using the right form. 4.Read AI application and complete the passage.本活动要求学生通过观察、对比分析、归纳总结，得出非谓语动词的三种形式以及做定语的语用功能和在句中的位置，系统掌握其语法功能，确保语言使用的准确性。                              复习听说读中的语句，识别不同的非谓语动词作定语的句法功能，激发学习兴趣。 学生通过阅读和翻译所给句子，识别不同的非谓语动词作定语的句法功能，巩固学生的语法认知体系。 能正确选择合适的非谓语动词形式补全句子，并解释原因。为下一任务做铺垫。 通过在实际语境中，操练非谓语动词做定语。对所学知识加以巩固，同时提高语言综合运用能力，并养成总结归纳的习惯。    Step 3:Vocabulary 1.Think and group .Read and classify the sentences into right tables.   2.Read and complete.Review the words in the reading to know the usage of them，then fill in the sentences to finish task20.         perform v.表演;执行第三人称单数： performs现在分词： performing过去式： performed过去分词： performed         improve v.改进;改善         serve v.(给某人)提供;端上;够…吃(或用);接待;服务;对…有用;供应，提供;         effect n.效应;影响;结果vt. 使发生;实现;引起记忆技巧：ef〔= e 加强〕+ fect 做，制作 → 反复做 → 实施          applyv.(通常以书面形式)申请，请求;使用;应用         riskn.危险;风险;危险人物;vt. 使…冒风险(或面临危险);冒…的风险(或危险);3.Read and complete. Predicate the main idea according to the pictures and read to check it.Fill in the passage to know more about AI and its application. Group the advantages and disadvantages about AI. Complete the sentences and learn to usage of the words.                Complete the passage in proper words and phrases.Share the answers and reasons. 检测学生在听说读写中所学的有关描述社区服务设施的单词和短语。 独立完成后再小组检查交流，体会核心单词在不同语境下的形式变化，培养自主解决问题的能力和团队合作意识。             让学生在语篇情境中选择合适的单词进行填空。英语中很多单词有多个含义或者多种词性，可通过语境来确定这些单词的含义，掌握其词性，做到灵活运用。   Step 4:SummaryGrammar1)非谓语动词:动词不定时、现在分词、过去分词         不定式作定语，要放在所修饰词之后，表将来。注：如果做定语的名词与不定式有动宾关系，在不及物动词后要加上适当的介词。         分词作定语，单个的放在所修饰词前(left 等除外)，短语放在所修饰词后。现在分词表正在或同时发生，在逻辑上被修饰词与现在分词是主谓关系；过去分词表示已经完成或没有时间性，与过去分词是被动关系。         to be done, being done, done 均可用作定语，且都表示被动意义，其区别在于：to be done 表示将来，being done 表示目前正在发生，done 表示过去已经发生。Vocabulary         perform          improve          serve          effect          apply         riskStep 7:Homework1.Draw a mind map about non-predicate verbs as attributives.2.Describe the AI application used in your community.板书设计同总结部分。教学反思（留白）