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4页。教案主要包含了设计意图等内容，欢迎下载使用。

本课时涉及的部分是语言知识运用，包括-ed as attributive，Persnal qualities
和 T be a vlunteer三部分。
-ed as attributive部分讲解v.-ed形式作定语的含义和用法。
Persnal qualities部分介绍了几个不同人物的性格特点，学习描写性格特征的
词汇和方法。
T be a vlunteer部分主要以听、说的方式介绍了成为志愿者的条件及其职
责。
课时目标
1.掌握并记忆本课时的重点单词 extend，disability，generus，hesitate，
assistance，cnfirmatin以及短语cme up with，cme acrss，be suitable fr的用法，学会在真实语境中灵活运用。
2.通过学习v.-ed形式作定语，掌握其含义，并体会其用法和特点。
3.通过阅读不同人物的性格特征，了解描写人物性格的方法以及常用词汇，
加深对该部分内容的理解，扩大知识面。
4.通过该部分的学习，了解成为志愿者的条件及其职责，了解志愿者的作用
和意义，提高自己的文化素养，为国家发展和社会进步贡献力量。
重点难点：
重点：
v.-ed形式作定语的含义和用法。
难点：
辨别语境，学会灵活运用v.-ed作定语。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频材料。
2.准备好描写人物性格特征的语言材料和志愿者的相关视频材料。
学生准备：
1.课前查找描写人物性格特征的词汇和方法，并能用简短的英语描述不同
人物的性格特征。
2.收集含有v.-ed形式作定语的句子，体会其用法。
3.预习课本P17~19的内容，找出该部分的新词汇，并根据上下文猜测其含义。
教学过程：
Step Ⅰ Grammar
-ed as attributive—v.-ed形式作定语
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
1.D Activity I n Page 17.
2.Give enugh examples f the usages f -ed as attributive.
（1）We must adapt ur thinking t the changed cnditins.
（2）The retired man was very interested in painting.
（3）Please remember all the infrmatin mentined abve
（4）Nthing reprted in the newspaper interested him.
Guide students t sum up the usages f-ed as attributive. Then ask students t give examples which they searched frm the Internet.
3.Finish Activity 2&3 n Page 17.
（1）Rewrite the underlined sentences using the -ed frm.
Keys:
①Ryan is a yung man admired by a lt f peple.
②The mney raised by his fundatin supprts schls and cmmunities in Africa.
③As in the wrds spken by Ryan，we need t nt nly dnate mney but als get new ideas.
④I think the supprt needed includes new technlgy fr recycling water and educatin n hw t use and save water.
（2）Read the passage and chse the crrect frm f the wrds.
Keys:
knwn；based；needed；damaged develping；living；affected
Step Ⅱ Persnal qualities
1.Read the descriptins and underline the wrds that describe persnal qualities
2.Read the descriptins again and finish Activity 5.
Keys:
3.D Activity 6 n Page 18.
Ask students t talk abut peple’s persnal qualities using the wrds they have learnt.
Step Ⅲ T be a vlunteer
1.Read “Did Yu knw?” and learn abut vlunteers.
2.D Activity 7&8 n Page 19.
（1）Listen t the phne enquiry and cmplete the sentences with the crrect ending.
（2）Listen t the phne enquiry again and cmplete the frm n Page 19.
Keys：（略）
3.D Activity 9 ＆10 n Page 19.
（1）Act ut a telephne enquiry in pairs.
（2）Ask students t think abut ther vluntary wrk they wuld like t be invlved in，and have a similar cnversatin.
【设计意图】该部分的学习基本按照课本设置的顺序来完成，由浅入深，逐层加深难度，锻炼了学生读、听、写、说的能力。首先，阅读“Did Yu knw？”部分，了解志愿者的职责和作用，然后听录音，记录听力的要点，完成Activity 7和8。最后，运用本节课掌握的基本句式和常见词汇，做对话练习。整个环节内容不多，但环环相扣，遵循了语言的认知规律，设置科学而合理。
Step IV Summing up
总结v.-ed形式作定语的含义和用法，并注意该部分新学词汇的运用。
Step V Hmewrk
1.Give students sme examples t fill in the blanks with v.-ed as attributive.
2.Master the usages f the new vcabulary.
板书设计：
Psitive
Neutral
Negative
independent hnest
cnfident creative
easyging generus
sensitive
serius shy
bkish nervus
kind f lazy
Unit 2 Making a difference
Perid II Using language
I. Grammar
-ed as attributive:
（1）We must adapt ur thinking t the changed cnditins.
（2）The retired man was very interested in painting.
（3）Please remember all the infrmatin mentined abve.
（4）Nthing reprted in the newspaper interested him.
Ⅱ. Persnal qualities
1.Read the descriptins and underline the wrds that describe persnal qualities.
2.Read the descriptins again and finish Activity 5＆6.
Ⅲ. T be a vlunteer
1.Read “Did Yu Knw?” and learn abut vlunteers.
2.D Activity 7 & 8 n Page 19.
3.D Activity 9 &10 n Page 19.
IV. Summing up
V. Hmewrk