高中英语人教版 (2019)选择性必修 第二册Unit 4 Journey Across a Vast Land一等奖教学作业ppt课件

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Unit 4 JOURNEY ACROSS A VAST LANDLearning About Language教学设计 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Discover 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。［How］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 of the class , students will be able to:1.identify and compare the features and functions of V-ed and V-ing forms as adverbial.2. Practise the usages of the V-ed and V-ing forms as adverbial in different materials.教学重难点Key point: Help students identify the usage of the -ing and -ed as the predicative and adverbial.Difficult points: How to use the the -ing and -ed as the predicative and adverbial in real situation.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Show the students 3 pictures and lead them to make different adverbial clauses.According to the adverbial clauses,rewrite into the following sentences:1. Listening to the music,I start to dance.2. Beaten by the sheep, Mr Wolf cried out loudly.3. Studying harder and harder,you 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 conducted by a group of young scientists.（被动语态）We are having an English class at the moment.（进行时态）2.过去分词与动词-ing形式作非谓语When you're bored at work, it's time to take a vacation.（作表语）Everyone cheered when the exciting news came.（作定语）Bored at home, he decided to go to a movie.（作状语）Having lived in the UK for three years, he can speak English like a Briton.（作状语）Step 1 过去分词作状语Activity 1:Observation and SummaryAsk students to tell what kind of clauses and circle the subject and the verb in each clause and tell the relation of them, and lead the students to rewrite the sentences in V-ed form as adverbial.1.  When he was asked what had happened, he kept silent.2.  Because he was beaten by the sheep, Mr Wolf cried out loudly.3.  If I am given a time machine, I will pay a visit to the future.4.  Although he was left alone at home, the little boy didn’t feel afraid at all.5.  The teacher entered the classroom, and he was followed by some students.改写后的句子：(1)Beaten by the sheep, Mr wolf cried out loudly.(2)Asked what had happened, he kept silent(3)Given a time machine, I will pay a visit to the future.(4)Left alone at home, the little boy didn’t feel afraid at all.(5)The teacher entered the classroom, followed by some 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 Exercises1.________in a travel book,the large forest is a good place where we wanted to go.A.Finding           B.FindsC.To find           D.Found2.________from the TV,there are a lot of creatures in the forest.A.Seen            B.SeeingC.Being seen       D.Saw3._________by the guide,we gave up our idea finally.A.Warns           B.WarnedC.Being warned     D.Having warned4._________to go back to the hotel by the guide,we didn't have anyactivities to kill the time.A.Asked           B.Having askedC.To ask           D.AsksStep 2 现在分词作状语Activity 3 Observation and summaryAsk students to tell what kind of clauses and circle the subject and the verb in each clause and tell the relation of them,and lead the students to rewrite the sentences in V-ing form as adverbial.1. When I was walking in the street, I came across an old friend of mine.2. As I thought he might be at home,I called him.3. If you head ahead,you will see a white house.4. Her mother died in 1990,and she left her with her younger sister.5. Though he lacked money,he asked nobody for help.改写后的句子：(1)Walking in the street,I came across an old friend of mine.(2)Thinking he might be at home,I called him.(3)Heading ahead,you will see a white house.(4)Her mother died in 1990,leaving her with her younger sister.(5)Lacking money,he didn’t ask anybody for 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.__________(do)my homework at night,I found a little boy sittingthere.2.___________ (wonder)what had happened to him,I went towardshim.3.____________(be)afraid of a stranger,he ran away.4.I ran after him,___________ (shout)"Stop,stop."5._____________(try)my best,I could not catch up with him.Step 3 Comparing and practicing1. Compare the differences between –ing form and –ed formDescribe feelingsDescribe places, things, or peopleinterestedinterestingdisappointeddisappointingexcitedexcitingfrightenedfrighteningtiredtiringamazedamazing A: Are you                    in visiting the newly built museum downtown？B: Not really. I’d rather go to the new theme park, which is more                  . A: Don’t you think that dog is                     ? Better not get close to it.B: Actually, I think that the dog is just                    because there are so many people around. A: Do you feel                   after a whole day’s hike along the river.B: Yes. It is so                    that I’m almost worn out. The girls were                  to see such an open country.The farms covered a very large area, which was                  .Going into the wilderness alone can be                   .Do you feel                when going into the wilderness alone?We became                 when thinking about those beautiful locations in Finland. We expected to experience a lot of                   things there.We went to bed as soon as we arrived at the hotel because we were so               . The eight-hour train ride was quite                  .I was not                with the hotel. It was not as clean as I had expected.But we had a                     meal at the hotel’s restaurant, so I felt a bit better later on.It was raining hard the next day, so we just stayed in the hotel and watched TV.Sadly, the TV programmes that day were really                  .As we had nothing to do, we felt pretty                     .Step 4 Practices competitionActivity 5 :True or False1.Time,using correctly,is money in the bank.(  )2.Found the course very difficult,she decided to move to a lower level.(   )3.Unless invited to speak,you should remain silent at the meeting.(  )4.Heating, liquids can be changed into gases.(  )5.Worried about his son's safety,he didn't sleep well.(  )6.Used the book,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 got poor grades.However,2.______________________________________. Yesterday,3.___________________________________________.4.____________________________________,he replied that he was having some challenges with his studies. He added, 5."____________________________________________and I will keep going forward."Summaryv-ed formv-ing form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。5mins10mins10mins10mins5minsHomework板书设计课后反思Suppose you are Li Daiyu, you are writing a diary on the train to Totonto, reflecting the days in Canada mostly using –ed or –ing forms.Unit 4 JOURNEY ACROSS A VAST LANDLearning About 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doinghaving donebeing donehaving been done√√√√√√过去分词done  √√√√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。