英语必修 第三册Unit 2 Making a difference教学设计

Unit 2 Making a difference

Using language

【教材分析】

The grammar section of this unit focuses on the verb-ed form as attributive. Students will understand how a verb-ed form or a verb-ed phrase can be used as attributive like an adjective. Meanwhile, students are expected to learn how to use the verb-ed form in two different situations. That is, a verb-ed form before a noun or a verb-ed phrase followed a noun. Furthermore, they will correctly apply the usage to fulfilling some written tasks.

In the vocabulary learning section, students will learn words used to describe personal qualities and talk about people’s characteristics using positive, neutral or negative adjectives.

In the listening section, students will learn how to make a phone enquiry. While listening, students are expected to complete different listening tasks by taking notes of key detailed information.

【教学目标】

1. Help students master the basic usage of the past participle and use the past participle instead of the attributive clauses.

2. Guide students to use proper adjectives to describe personal qualities in conversations.

3. Help students develop their listening ability and learn how to make a phone enquiry as a volunteer.

4. Lead students to learn about voluntary work and strengthen their sense of social responsibility.

【教学重难点】

1. Guide students to discover and summarize the rules of using the past participle.

2. Lead students to learn more vocabulary to describe personal qualities and apply the relevant words to interpersonal communication.

3. Develop students’ listening skills to get key information in listening and complete a registration form.

【教学过程】

Step 1 Grammar: -ed as attributive

1. Help students identify the part of speech of the verb-ed form in the following sentences.

Notes: The verb-ed forms are used as adjectives to modify the nouns when they appear before nouns.

2. Identify the part of speech of the verb-ed form in the following sentences.

Notes: (1) A verb-ed phrase is used after a noun to modify the noun like an attribute clause.

(2) The verb-ed form can express the passive meaning or the past meaning.

3. Change the verb-ed form in the sentences above into attributive clauses.

⑤ In Uganda, Ryan at last saw the well , which was finished, with his own eyes.

⑥ Many people, who were inspired, gave him their support.

⑦Ryan had troubled believing the words, which were spoken by his teacher.

⑧ A well, which was built near a primary school in Uganda, cost $2000.

4. Guide students to summarize the usage of attributive in the past participle form.

(1) The verb-ed form are used before nouns as adjectives to modify the nouns like attribute clauses.

(2) The verb-ed phrases are used after nouns to modify the nouns like attribute clauses.

(3) The verb-ed form can express the passive meaning or the past meaning.

Step 2 Practice

1. Students read the discussion about Ryan’s foundation and rewrite the underlined sentences with the -ed form.

2. Read the passage on Page 17 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 The United Nations Children’s Fund, also _________(know) as UNICFF, is a UN organization __________ (base) in New York.

② It offers help _________ (need) by children all over the world.

③ UNICEF was founded in 1946, to provide food and healthcare to children in countries _________ (damage) in World War II.

④ Since 1953, UNICEF has taken up an extended mission to help children in the _______(develop) world, including those ________ (live) with diseases or disabilities and those ________ (affect) by rapid modernization and environmental problems.

Step 3 Learn vocabulary and talk about personal qualities

1. Read the descriptions on Page 18 and find out the words describing personal qualities.

2. Categorize vocabulary according to different emotional colours and add more you can think of.

3. Work in pairs. Make dialogues using the words about personal qualities, e.g.

Step 4 Listening

1. Before listening, guide students to read “Did you know?” so that students learn about charity work in some different countries. Students are expected to focus on voluntary work for charity.

2. Read “Learning to learn”, which helps students better get information from listening.

Step 5 While listening

1. Listen to the phone enquiry for the first time and complete the sentences.

① Sarah likes __________________________.

② The man suggests __________________________.

③ Erica Marshall needs to know __________________________.

2. Play the audio again. Students should take notes of the necessary information from listening and fill in the form on Page 19.

3. After checking the answers, have students talk about how Sarah makes a phone enquiry on becoming a volunteer.

Step 6 Post-listening

1. Work in pairs. Think about a voluntary work you would like to be involved in and make a conversation similar to a telephone enquiry.

2. Then encourage students to act out the telephone enquiry to the whole class.

Step 7 Language appreciation

1. He’s sensitive and rather serious, which sometimes makes him appear to be a little bookish.

[句式分析]句子“which sometimes makes him appear to be a little bookish”是有关系代词which引导的“非限制性定语从句”修饰前面的主句；从句中appear意为“似乎，好像”，是一个“连系动词”（词性），后接动词常常用带to的不定式。

[尝试翻译]他敏感而且相当严肃，这有时使他显得有点书呆子气。

2. You will often come across people raising money and looking for volunteers.

[句式分析]raising money and looking for volunteers为现在分词短语作的“后置定语”修饰名词people；现在分词与前面的名词构成“主动关系”（语态）。

[尝试翻译]你会经常遇到筹集资金和寻找志愿者的人。

Step 8 Homework

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

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