高中英语人教版 (2019)选择性必修 第二册Unit 4 Journey Across a Vast Land教学设计

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 4 Journey Across a Vast Land教学设计，共6页。教案主要包含了设计意图等内容，欢迎下载使用。

设计理念：本课通过让学生感知文本中的语言，自主探究、分析和比较-ed和-ing做表语和状语的用法和区别，引导学生总结语言规律并在语境中操练用法，教师创设模拟情景，让学生将所学到-ed和-ing做表语和状语写一篇旅行日记。
教学目标：
感知文本语言，分析和比较-ed和-ing做表语和状语的区别并总结语言规律
掌握并熟练运用-ed和-ing做表语和状语在创设的模拟情景中的用法
教学重难点：
使学生理解和掌握–ed和-ing做表语时，-ed表示“(某人)感到…”之意而-ing则表示“(某物)是令人…”之意并在语境中熟练运用
让学生理解和掌握–ed和-ing做状语时，其逻辑主语是句子的主语，-ed与逻辑主语间是被动关系而-ing则是主动关系，能在具体语境中熟练并准确运用
教学过程：
Step 1 Discvering the frm
What is –ing/-ed frm used as?
【设计意图】：通过感知文本中的-ed和-ing做表语的句子，使学生对-ed和-ing做表语有基本的认知。
Step 2 Cmparing the usage
-ing frm as a predicative is used t
while -ed frm is t .
【设计意图】：让学生自主探究，分析和比较-ed和-ing形式做表语的用法，感知-ed做表语时，表示“(某人)感到…”, -ing做表语时，表示“（某物）是令人…”之意。
Step 3 Cmparing and practising
Cmpare the differences between –ing frm and –ed frm
A: Are yu in visiting the newly built museum dwntwn？
B: Nt really. I’d rather g t the new theme park, which is mre .
A: Dn’t yu think that dg is ? Better nt get clse t it.
B: Actually, I think that the dg is just because there are s many
peple arund.
A: D yu feel after a whle day’s hike alng the river.
B: Yes. It is s that I’m almst wrn ut.
The girls were t see such an pen cuntry.
The farms cvered a very large area, which was .
(5) Ging int the wilderness alne can be .
D yu feel when ging int the wilderness alne?
(6) We became when thinking abut thse beautiful lcatins in Finland. We expected t experience a lt f things there.
(7) We went t bed as sn as we arrived at the htel because we were s . The eight-hur train ride was quite .
(8) I was nt with the htel. It was nt as clean as I had expected.
But we had a meal at the htel’s restaurant, s I felt a bit better later n.
(9) It was raining hard the next day, s we just stayed in the htel and watched TV.
Sadly, the TV prgrammes that day were really .
As we had nthing t d, we felt pretty .
【设计意图】：教师创设语境，让学生分析和比较-ed和-ing形式做表语的用法并能熟练运用。
Step 4 Summarizing the usage
What is –ing/-ed frm used as?
【设计意图】：通过感知文本中的-ed和-ing做状语的句子，使学生对-ed和-ing做状语有基本的认知。
Step 5 Discvering the functin
-ing/-ed as an adverbial is used t
【设计意图】：让学生自主探究，分析和比较-ed和-ing做状语的区别，-ed和-ing做状语时，其逻辑主语是句子的主语，-ed与其逻辑主语间是被动的关系, -ing则是主动的关系。
Step 6 Cmparing and practising
1.(1) frm the tp f the muntain, the scenery was really fascinating.
the scenery frm the tp f the muntain, I was fascinated by the autumn clrs.
(2) eastwards, yu will pass the Canadian Rckies.
Finally, the cmpany-- by its new manager—started t make a prfit.
Rewrite the sentences using –ed/-ing frm.
Butchart Gardens was transfrmed frm a quarry. It has nw becme a famus destinatin fr travelers.
If yu cmpare Quebec City with ther cities in Canada, it seems mre like a charming Eurpean village.
They did nt knw where t start their sightseeing in Luyang, s they went t the Turist Infrmatin Center.
When they heard that the Sea-t-Sky Highway was Canada’s mst scenic drive, they made West Vancuver their first destinatin.
【设计意图】：教师创设语境，让学生分析和比较-ed和-ing形式做状语的用法并能熟练运用。
Step 7 Summarizing the usage
(1 ) Caught in a heavy rain in Vancuver, they were all wet.
=Because they were caught in a heavy rain in Vancuver, they were all wet.
(2) Taking a bat ride ut int the bay, they culd see marvelus scenery.
=Because they tk a bat ride ut int the bay, they culd see marvelus scenery.
When passing thrugh the Canadian Rckies, they saw beautiful muntains and frests.
=When they were passing thrugh the Canadian Rckies, they saw beautiful muntains and frests.
When/If given anther chance, they will pay a visit t Vancuver nce mre.
=When/If they are given anther chance, they will pay a visit t Vancuver nce mre.
(5) A plane trip t Vancuver is thrilling fr Li Daiyu , then fllwed by a train ne.
=A plane trip t Vancuver is thrilling fr Li Daiyu and then it is fllwed by a train ne.
(6) The tw girls arse early t take the train t Lake Luise, passing thrugh the Canadian Rckies.
=The tw girls arse early t take the train t Lake Luise and at the same time, they passed thrugh the Canadian Rckies.
【设计意图】：让学生感知-ed和-ing形式做状语时，可表示原因、时间、条件和伴随状语等，-ed形式与其逻辑主语之间是被动关系，而-ing形式则表示主动关系。
Step 8 Summary:
【设计意图】：由学生总结-ed和-ing形式做状语和做表语的用法。
Step 9 Creating a paragraph
Suppse yu are Li Daiyu, write a paragraph abut yur feelings r experience in Vancuver using sme wrds in their -ed r –ing frms.
【设计意图】：教师创设模拟情景，使学生在创设的模拟情景中熟练使用-ed和-ing形式做状语和做表语。
Step 7 Assignment
Suppse yu are Li Daiyu, yu are writing a diary n the train t Ttnt, reflecting the days in Canada mstly using –ed r –ing frms.
【设计意图】：教师创设模拟情景，让学生在创设的模拟情景中熟练并准确运用-ed和-ing形式做状语和做表语。
(Para 1)Fr bth f them, the thught f crssing the whle cuntry by rail was exciting.
(Para 2)They were pleased t see the beautiful muntains lking ut ver the city.
(Para 5)Hwever, they did nt anticipate seeing such an pen cuntry, and were truly amazed.
Describe feelings
Describe places, things, r peple
interested
interesting
disappinted
disappinting
excited
exciting
frightened
frightening
tired
tiring
amazed
amazing
(Para3) Lking at the beautiful scenery, they bth agreed that it was the mst awesme jurney they had ever taken.
(Para3) Seen frm the train windw, the muntains and frests f Canada lked massive.
-ed frm
-ing frm
做状语（其逻辑主语是句子的主语）
与其逻辑主语间是被动关系
与其逻辑主语间是主动关系
做表语
通常用于说明人，表示“某人感到…”之意
主要用于说明事物，表示事物的性质或特征，有“某物是令人…”之意；