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

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精品教学设计，共10页。

基本信息
科目
英语
年级册次
高二选择性必修二
Unit 4
姓名
学校
教材分析
Discver useful structures
主题语境：人与社会
主题群：自然生态
子主题：主要国家地理概况
语篇类型：文本、语法练习
文本分析：
［What］本节课围绕主题语境设计了三个活动：第一部分是比较同一个动词的过去分词和动词-ing形式在句子中作表语和状语的区别。第二部分是根据语境，使用动词的适当形式填空完成旅行的小故事。第三部分要求学生改写句子，让学生进一步体会和巩固过去分词及动词-ing形式作状语的用法。
［Why］在本单元主题语境中学习动词-ing形式和过去分词的区别，让英语句式表达更丰富多彩。
［Hw］本节课通过比较、语境填空、改写句子的形式，使学生识别过去分词和动词-ing形式的区别，练习它们的用法，在语法学习的过程中加深对主题意义的理解。
学情分析
本节课的授课对象为高二年级学生，学生经过一年半的高中英语学习后，词汇量有一定的累积，学生能够听得懂教师的课堂指令，能够跟同学合作学习。根据学生掌握已有知识状语从句来分析并用V-ed和V-ing来改写句子，让学生对比两者不同的用法，在具体的语境中增加英语语言知识，提升英语语言的运用与表达能力。
教学目标
By the end f the class , students will be able t:
1.identify and cmpare the features and functins f V-ed and V-ing frms as adverbial.
2. Practise the usages f the V-ed and V-ing frms as adverbial in different materials.
教学重难点
Key pint:
Help students identify the usage f the -ing and -ed as the predicative and adverbial.
Difficult pints:
Hw t use the the -ing and -ed as the predicative and adverbial in real situatin.
教学资源
多媒体
教学活动设计
教学过程
活动形式及步骤
活动意图
时间
Leading in
创设情境
Shw the students 3 pictures and lead them t make different adverbial clauses.Accrding t the adverbial clauses,rewrite int the fllwing sentences:
1. Listening t the music,I start t dance.
2. Beaten by the sheep, Mr Wlf cried ut ludly.
3. Studying harder and harder,yu will pass the exam.
Summary:过去分词和现在分词在句中都可充当_______,表示时间,原因,条件,让步,方式或伴随等。
引导学生分析下列例句中过去分词与动词-ing形式的功能。
1.过去分词和动词-ing形式作谓语
I have visited the science museum three times.（完成时态）
A research is being cnducted by a grup f yung scientists.（被动语态）
We are having an English class at the mment.（进行时态）
2.过去分词与动词-ing形式作非谓语
When yu're bred at wrk, it's time t take a vacatin.（作表语）
Everyne cheered when the exciting news came.（作定语）
Bred at hme, he decided t g t a mvie.（作状语）
Having lived in the UK fr three years, he can speak English like a Britn.（作状语）
Step 1 过去分词作状语
Activity 1:Observatin and Summary
Ask students t tell what kind f clauses and circle the subject and the verb in each clause and tell the relatin f them, and lead the students t rewrite the sentences in V-ed frm as adverbial.
1. When he was asked what had happened, he kept silent.
2. Because he was beaten by the sheep, Mr Wlf cried ut ludly.
3. If I am given a time machine, I will pay a visit t the future.
4. Althugh he was left alne at hme, the little by didn’t feel afraid at all.
5. The teacher entered the classrm, and he was fllwed by sme students.
改写后的句子：
(1)Beaten by the sheep, Mr wlf cried ut ludly.
(2)Asked what had happened, he kept silent
(3)Given a time machine, I will pay a visit t the future.
(4)Left alne at hme, the little by didn’t feel afraid at all.
(5)The teacher entered the classrm, fllwed by sme students.
Summary:过去分词在句中作 。句子的逻辑主语和分词之间存在 关系。
Activity 2 Exercises
1.________in a travel bk,the large frest is a gd place where we wanted t g.
A.Finding B.Finds
C.T find D.Fund
2.________frm the TV,there are a lt f creatures in the frest.
A.Seen B.Seeing
C.Being seen D.Saw
3._________by the guide,we gave up ur idea finally.
A.Warns B.Warned
C.Being warned D.Having warned
4._________t g back t the htel by the guide,we didn't have any
activities t kill the time.
A.Asked B.Having asked
C.T ask D.Asks
Step 2 现在分词作状语
Activity 3 Observatin and summary
Ask students t tell what kind f clauses and circle the subject and the verb in each clause and tell the relatin f them,and lead the students t rewrite the sentences in V-ing frm as adverbial.
1. When I was walking in the street, I came acrss an ld friend f mine.
2. As I thught he might be at hme,I called him.
3. If yu head ahead,yu will see a white huse.
4. Her mther died in 1990,and she left her with her yunger sister.
5. Thugh he lacked mney,he asked nbdy fr help.
改写后的句子：
(1)Walking in the street,I came acrss an ld friend f mine.
(2)Thinking he might be at hme,I called him.
(3)Heading ahead,yu will see a white huse.
(4)Her mther died in 1990,leaving her with her yunger sister.
(5)Lacking mney,he didn’t ask anybdy fr help.
Summary:过去分词在句中作 。句子的逻辑主语和分词之间存在 关系。
Activty 4 :用所给词的适当形式填空
1.__________(d)my hmewrk at night,I fund a little by sitting
there.
2.___________ (wnder)what had happened t him,I went twards
him.
3.____________(be)afraid f a stranger,he ran away.
4.I ran after him,___________ (shut)"Stp,stp."
5._____________(try)my best,I culd nt catch up with him.
Step 3 Cmparing and practicing
1. Cmpare the differences between –ing frm and –ed frm
Describe feelings
Describe places, things, r peple
interested
interesting
disappinted
disappinting
excited
exciting
frightened
frightening
tired
tiring
amazed
amazing
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 .
Ging int the wilderness alne can be .D yu feel when ging int the wilderness alne?
We became when thinking abut thse beautiful lcatins in Finland. We expected t experience a lt f things there.
We went t bed as sn as we arrived at the htel because we were s . The eight-hur train ride was quite .
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.
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 .
Step 4 Practices cmpetitin
Activity 5 :True r False
1.Time,using crrectly,is mney in the bank.( )
2.Fund the curse very difficult,she decided t mve t a lwer level.( )
3.Unless invited t speak,yu shuld remain silent at the meeting.( )
4.Heating, liquids can be changed int gases.( )
5.Wrried abut his sn's safety,he didn't sleep well.( )
6.Used the bk,I find it useful.( )
Activity 6
根据语境，用分词形式翻译下列划线句子。
以前，1. 由于沉迷网络，Kent的成绩很差。 但是，2. 加入到我们班以后，他下定决心要努力学习 。昨天，3. 看到他站在教室外，正思考着什么。 4. 我问他发生什么事了，他回答在学习上遇到了一些挑战。 他还说，5. 尽管还赶不上大家，但我不会灰心，我会继续保持前进的。
In the past,1. _____________________________,Kent gt pr grades.Hwever,2.______________________________________. Yesterday,,he replied that he was having sme challenges with his studies. He added, 5."____________________________________________and I will keep ging frward."
Summary
v-ed frm
v-ing frm
做状语
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；
通过图片导入，引导学生说出不同的状语从句，然后用分词形式改写状语从句，并让学生观察改写的句子里含有的分词形式，让学生小结分词形式可以在句子中作状语，相当于一个状语从句，为即将接下来的语法学习做铺垫。
通过例句分析，学生大致了解本堂课所学语法知识。
让学生回顾状语从句的类型，并在老师的引导下找到逻辑主句和从句中的谓语动词，并判断他们的关系，得出主语和动词之间存在被动关系，用v-ed形式，并知道如何把一个状语从句改写含有v-ed形式的句子，为完成后续练习搭好支架。
创设一个关于旅行的主题语境的练习，旨在训练学生正确使用v-ed形式作状语，促使学生思考并体会如何使用v-ed的表达效果和作用。
让学生回顾状语从句的类型，并在老师的引导下找到逻辑主句和从句中的谓语动词，并判断他们的关系，得出主语和动词之间存在主动关系，用v-ing形式，并知道如何把一个状语从句改写含有v-ing形式的句子，为完成后续练习做好铺垫。
创设主题情境，让学生在语境中正确使用v-ing形式作状语，促使学生体会使用v-ing的表达效果和作用。
通过小组竞争，对这节课所学知识进行训练句子应用，让学生进一步体会和巩固v-ed和v-ing形式作状语的用法，同时也调动了学生的参与热情，活跃课堂气氛。
5mins
10mins
10mins
10mins
5mins
Hmewrk
板书设计
课后反思
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.
Unit 4 JOURNEY ACROSS A VAST LAND
Learning Abut Language
时态及用法
主动
被动
用法
动词-ing形式
一般式
完成式
一般式
完成式
主语
宾语
表语
定语
状语
补语
ding
having dne
being dne
having been dne
√
√
√
√
√
√
过去分词
dne


√
√
√
√
本节课我根据教学目标和重难点，设计了多层次的教学活动，引导学生通过对比思考过去分词和v-ing形式作表语和状语的不同意义和功能。在课堂学习中，充分体现以学生为主体，以教师为主导的课堂模式，活动设计以情境创设激发学生积极参与和主动学习为目的，关注学生的已有认知结构，由浅入深地实现各个教学环节的展开，引导学生循序渐进地获取知识，运用所学知识表达自己地观点，激发学生学习地兴趣，从而提高语言学习和运用能力。