英语Unit 5 Music表格教案

这是一份英语Unit 5 Music表格教案，文件包含30龙格里龙pptx、《龙里格龙》教案doc、19范唱龙里格龙选自《流水恋歌》mp3、20伴奏龙里格龙原调原速1mp3、21伴奏龙里格龙降调原速mp3、戏曲韵律操mp4、欣赏视频mp4等7份课件配套教学资源，其中PPT共13页， 欢迎下载使用。
课程基本信息
学科
英语
年级
高一
学期
春季
课题
必修二第五单元Discvering Useful Structures（第一课时）
教科书
书 名：普通高中英语教科书必修第二册
出版社：人民教育出版社 .
教学目标
1.通过感知例句，发现并总结过去分词作表语和状语的语法功能和使用规律；
2.通过填空、半句填空等练习在具体语境中辨析过去分词作表语和状语的不同用法，并能同过去分词作定语和宾补的情况加以区分。同时，能较好区分情绪类动词转换所得过去分词和现在分词的不同用法；
3.通过调动已有知识和经验，发散创造性思维，积极运用动词过去分词描述自己最喜爱的歌手/音乐家，提升自身的语言表达和运用能力及思维品质；
4.通过讨论学生最喜爱的歌手/音乐家来激发学生的讨论热情，让其在具体且实用的语境中灵活运用过去分词来描述他们最喜爱的歌手/音乐家以及他们对该歌手/音乐家的了解和看法。
教学内容
教学重点：
引导学生发现并总结过去分词作表语和状语的语法功能和使用规律；
2. 帮助学生掌握过去分词做状语与状语从句之间的转换。
教学难点：
1. 帮助学生掌握过去分词做状语的语法功能和使用规律；
2. 帮助学生过去分词做状语与状语从句之间的转换
教学过程
该板块的教材设计体现“感知—发现—总结—练习—运用”的学习过程。活动1要求学生观察句子，发现句中的过去分词，初步感知过去分词的功能。活动2-3要求学生使用过去分词改写句子，通过对比改写前后的句子，进一步感知过去分词的功能。活动4要求学生灵活运用目标结构，实现语境、语篇和语意的高度结合。因此，结合该单元阅读板块内容以及学生已学相关语法知识，设置以下教学过程：
Step 1 Lead-in & Explre the structures
Ss are asked t answer the questins related t the reading passage in the unit. In students’ answers, wrds they’ve learnt in the previus reading passage will be shwn.
为了实现教学目标1，课堂导入环节教师通过提问与单元主篇阅读文章话题相关的问题，且设计的问题答案均源于阅读文本，不仅帮助学生回顾已学知识以及新单元词汇，同时通过填空的方式让学生先行做好学习过去分词新用法的准备。
基于学生回答，结合话题图片，教师复现单元主课文的重点新学词汇，如energy, virtual chir, pprtunity, perfrm, rdinary等。同时，教师自然呈现目标语法结构(改编自课本p54 Ex.1，并结合Reading and Thinking语篇内容)，让学生初步感知语言。具体句子如下：
Q1: What is a virtual chir?
A virtual chir is ne vide nline by uplading several vides _________(perfrm) by different peple nline and putting them tgether.
___________(uplad) nline, a virtual chir is a cmbinatin f several vides ___________(perfrm) by different peple.
Several vides ___________(perfrm) by different peple are __________(uplad) nt the Internet and ________(put) tgether int ne vide t create a virtual chir.
Q2: Wh created the first virtual chir?
_________(bear) in the USA n 2 Jan. 1970, Whitcare created the first virtual chir.
Q3: Why did he d that?
He was __________(mve) and ________(inspire) by virtual chir because it culd bring energy t him.
He felt __________(excite) and energetic every time he jined in a virtual chir.
Q4: What culd a virtual chir bring us?
Thugh we are rdinary peple, _________(ffer) an pprtunity t add ur vices t thse f ther individuals, many f us benefit frm the virtual chir.
The virtual chir is a wnderful way t get the wrld ___________(change) t be a better place.
接着，教师引导学生同伴合作讨论，得出上述8个例句中过去分词的语法功能及使用规律。然后，教师带领学生一起分析并理清例句结构和意义：明确各句中过去分词形式充当的成分。最后学生通过思维导图自行整理归纳语法规则，使之印象深刻，从而落实教学目标1。值得一提的是，过去分词作表语和被动语态的形式是一样的，但是内涵却是不同的。过去分词作表语，强调主语的特点或所处的状态，此时过去分词往往是情绪类动词转换来的，相当于形容词，如excited；而被动语态中，主语是动词所表示动作的承受者。因此，在上述例句中，也设计了被动语态情况来帮助学生加以区分。如下图所示：
二、然后教师引导学生根据上述例句分析过去分词作表语和状语的情况。
状语：
Upladed nline, a virtual chir is a cmbinatin f several vides perfrmed by different peple.
Brn in the USA n 2 Jan. 1970, Whitcare created the first virtual chir.
Thugh we are rdinary peple, ffered an pprtunity t add ur vices t thse f ther individuals, many f us benefit frm the virtual chir.
由于以上三个例句中以上中红色标记的过去分词均充当状语，教师引导学生思考分别是什么状语。引导学生探究过去分词做状语与逻辑主语之间的关系：
以上标红的过去分词和句子的主语是逻辑上的_被动_关系，表示_被动_或_完成_
由此回顾状语从句的类别并进行过去分词做状语和状语从句的转换练习。此过程教师以时间状语的例子为例，向学生说明两点：1. 过去分词做状语相当于一个状语从句。2. 状从的省略：当主从句主语一致时，将从句的主语和be动词一起省略。其后，由学生进行自由创作，选择其中的一种状语造句（状语从句和对应的过去分词做状语）
状语
连接词
例句
转换成过去分词做状语
时间
状语
when, as, after, befre...
After he was accepted by the university, he was addicted t nline games.
Accepted by the university, he was addicted t nline games.
原因
状语
because, as, since...
Because they were greatly mved by the film, they all cried.
Greatly mved by the film, they all cried.
条件
状语
if
If they are grwn in rich sil,these seeds can grw fast.
Grwn in rich sil, these seeds can grw fast.
伴随/方式状语
and
He walked up and dwn the rm, and he was lst in thught.
He walked up and dwn the rm, lst in thught.
让步
状语
thugh, althugh
Althugh they were defeated this time, they cntinued t wrk hard.
Defeated this time, they cntinued t wrk hard.
由此，学生对于过去分词做状语的情况以及其和状语从句的转换就会有非常清晰的了解。此时，再让学生分析下述句子中过去分词分别充当什么状语来帮助学生巩固本节课所学。
Upladed nline, a virtual chir is a cmbinatin f several vides perfrmed by different peple.(伴随状语)
Brn in the USA n 2 Jan. 1970, Whitcare created the first virtual chir.(伴随状语)
Thugh we are rdinary peple, ffered an pprtunity t add ur vices t thse f ther individuals, many f us benefit frm the virtual chir.(时间状语)
Ex.
Given anther hur, I can als wrk ut this prblem. _条件_状语
Lst in thught, he didn't hear the bell.___原因___状语
Deeply mved, she accepted the gift. ___原因_______状语
She accepted the gift, deeply mved. __伴随__状语
Wunded, the brave sldiers cntinued t fight t search fr the trapped in the ruins. ___让步___状语
表语：
Several vides perfrmed by different peple are upladed nt the Internet and put tgether int ne vide t create a virtual chir.
He was mved and inspired by virtual chir because it culd bring energy t him.
He felt excited and energetic every time he jined in a virtual chir.
教师引导学生总结过去分词做表语和被动语态的区别：
过去分词作表语，强调主语的特点或所处的状态；
而被动语态中，主语是动词所表示动作的承受者。
1) This shp is nw clsed． 这家商店现在已经关门了。(表语，表状态)
2) This shp is clsed at 6 pm everyday．这家商店每天6点关门。(被动语态，强调关门的动作)
1)This nvel was written in 1976.(被动语态，强调“写”的动作)
2)This nvel is well written.(表语,表示特征)
三、学生整理思维导图：
四、其后，为了检验学生对于动词过去分词形式表语和状语的语法功能的掌握情况，教师将本单元阅读语篇中出现的所有动词过去分词形式列出来。让学生加以区分。必要时学生可以选择进行小组内的讨论。教师根据实际情况进行引导。
These vides are upladed nt the Internet, and then they are ut tgether int ne vide that yu can see nline-- a virtual chir.(被动语态)
Whitacre’s next effrt was the Virtual Yuth Chir fr UNICEF, which was first seen n stage n 23 July 2014 in the UK.(被动语态)
Brn in the USA n 2 January 1970, Whitacre began studying music at the University f Nevada in 1988.(伴随状语)
Mved by this music, he said, “It was like seeing clr fr the first time.”(伴随/时间/原因状语)
Inspired, he asked his fans t make vides, which he then jined tgether int ne perfrmance.(原因/时间状语)
Step 2 Practice & Cnslidate the structures
考虑到此课时为动词过去分词形式，若只考查学生对动词过去分词形式的使用，则会使得部分学生产生惰性，不加思索便认为所有习题答案都是动词的过去分词。那么后续的练习及输出运用都将流于形式。
此前学生已经学过过去分词作定语和宾补的情况，但是还没有系统地学习现在分词的具体使用。但是鉴于学生对情绪类的动词转换所得的过去分词和现在分词的区别有了一定的认识，因此练习巩固环节以及语言运用环节都将适当结合相关内容。这样一方面可以对已学知识进行回顾复习，一方面可以真正做到考查学生本课时知识的掌握情况。
教师设计不同类型活动，从句子到语篇，先pair wrk帮助基础较弱的同学，再过渡到individual wrk，从全控制性操练逐步升级到半开放表达，由易到难，引导学生在主题意义引领下的具体语境中练习语法结构。具体练习活动如下：
Task 1: Cmplete each sentence using the crrect frm f the given wrd. (Adapted frm the textbk P86 Ex.2) Pair Wrk
_________(give) sme advice by a famus musician, the yung singer was nt ________(wrry) abut his perfrmance any mre.
Thusands f ___________(excite) fans welcmed the ___________(respect) sngwriter, which was quite ____________(excite).
The __________(alarm) passengers rushed t help the _________(injure) wman.
__________(mve) by the peaceful music, he decided t study classical music in university.
_________________(frm) by sme teenagers, the band sn became ppular amng students interested in hip-hp.
The tp f the ____________(fascinate) muntain is ____________(cver) with snw fr mst f the year.
Thse gd ld days are _________(g) frever!
Pssible answers:
Given(过去分词做时间状语) ; wrried (过去分词做表语)
excited(过去分词做定语); respected(过去分词做定语); exciting(现在分词做表语)
alarmed(过去分词做定语); injured(过去分词做定语)
Mved(过去分词做原因状语)
Frmed(过去分词做时间状语)
fascinating(现在分词做定语); cvered(被动语态)
gne(过去分词作表语)
学生自主填完后，同伴相互校对并探讨正误，促进合作学习。然后教师一起校对答案。
Task 2: Cmplete the passage with prper frms f the verbs. (Individual Wrk)
教师用图片创设真实情境，帮助学生在语境中更好地运用所学语言结构。

Well _____1_____(knw) as a successful band, the Impact members shw quite a few _____2_____(amaze) qualities. They never ever give up. When _____3_____(questin) by the media, they are nt _______4_______ (discurage) and practise even harder. They are imprving themselves by attending several master training classes. They are ____5______(unite). ______6_______(fill with) team spirit, they act as a whle, always aiming fr glry. Their _____7______(inspire) stry always inspire the yungsters.
Pssible answers:
1. knwn 2. amazing 3.questined 4. discuraged 5. united 6. Filled with 7. inspiring
Task 3: Rewrite the sentences by using past participles as the adverbial.(Individual Wrk)
Example: The Silver Hall is usually used fr singing perfrmances and is full f cheers and energy.
→Usually used fr singing perfrmances, the Silver Hall is full f cheers and energy.
Exercises:
①Henry was highly interested in music and began t write riginal cmpsitins when he was in high schl.
②They were pleased with his music and sngs and finally invited him t perfrm in the Silver Hall.
③Thugh he was affected by gradual blindness sn after the perfrmance, Henry was still capable f writing cmpsitins and he fund that creating music was a relief and cure fr his illness.
④When he gt absrbed in his wrld f music, he felt as if he culd “see” the beauty f the wrld arund him, like he had in his previus life.
Pssible answers:
①Highly interested in music, Henry began t write riginal cmpsitins when he was in high schl.
②Pleased with his music, they finally invited him t perfrm in the Silver Hall.
③Affected by gradual blindness sn after the perfrmance, Henry was still capable f writing cmpsitins and he fund that creating music was a relief and cure fr his illness.
④Absrbed in his wrld f music, he felt as if he culd “see” the beauty f the wrld arund him, like he had in his previus life.
Optinal task: Wuld yu like t make mre sentences using V-ed frm t share with us what yu knw abut yur favrite singer r musician?
My favrite singer/musician is ... __________________________________________.
其中上述活动3改写句子练习的主要目的是突破学生对于过去分词做状语的用法难点。同时，让学生进一步感知过去分词做状语与状语从句之间的转换关系。半开放填空表达则能激发学生的创造性思维，模仿运用目标语言结构，且促使学生使用与单元相关的词汇表达，进一步巩固本单元相关语言表达的掌握。
在以上教学活动之后，学生基本能较熟悉动词过去分词形式作状语和表语的使用规律。为了更深层次地激发学生的创造性思维，培养学生灵活运用动词过去分词作状语和表语的能力，教师围绕本课活动主题设置了以下主题活动——描述你最喜爱的歌手/音乐家。
Task 4: Describe yur favrite singer r musician using V-ed frm r past participle phrases. (Pair Wrk)
T: Everyne has his/her favrite singer/musician. Chse yur favrite singer/musician and share what yu knw abut him/her with yur partner by making a dialgue using V-ed frm. The fllwing are sme famus celebrities fr yu t chse r yu can have yur wn ideas.
Q: Wh’s yur favrite singer/musician/band?Why? What d yu knw abut him/her/them?
Example:
A: Wh’s yur favrite singer/musician/band? Why?
B: My favrite singer/musician is Jay Chu. Lved by yung peple, he is definitely the King f Pp music. What abut yu?
A: I think Beethven is n dubt the N.1 in my mind. Knwn as ne the greatest musician in the wrld, his inspiring life stry always inspires me.
B:...
由教师带头示范讲述自己最喜欢的歌手后，学生之间进行同伴对话交流分享，从而将动词过去分词形式有效运用于真实情境，在这种全开放性表达实践中，学生的语言能力和思维品质都得到了有效训练和提升。