上外版 (2020)选择性必修第一册Further Exploration优质教学设计

这是一份上外版 (2020)选择性必修第一册Further Exploration优质教学设计，共5页。教案主要包含了教学设计与说明等内容，欢迎下载使用。

一、教学设计与说明
1. 教学目标
本课为上外版新教材选择性必修第一册，第三单元 Adventuring 的第三课时。 整个单元话题为探险，本课时为 Grammar in Use 版块，通过杨利伟的故事这一 语篇厘清故事的发展顺序以及叙事文的文本结构特征，核心目标为学生能在不同 语境下理解和使用过去完成时以及过去进行时的被动语态。
2. 设计思路 本课时聚焦过去完成时及过去进行时的被动语态进行语法教学，其特点是以
语篇为依托，以探险的主题意义为目标，融合语言、文化、思维于一体的语法课。 本节课的导入环节为使用时间轴简略复习过去完成时和过去进行时的概念
和用法，激活学生已有的语法知识。接着再通过两组句子的主被动形式对比呈现 出这两种时态下被动语态的形式、意义与用法。然后借由 Reading A 语篇中的主 角 Ernest Shackletn 的一段回忆录，以选择填空的形式简单辨别两种时态的主被 动使用。随后完成教材上的杨利伟语篇练习，引导学生分析时态语态的同时，抓 住叙事模式中的 Cmplicatin 元素，厘清神舟五号发射过程中事件发生的先后顺 序。再以该语篇为基础进行记者与杨利伟的角色扮演，接着以新冠疫情中无名“冒 险者”们做出的奉献和新冠疫情对校园生活的影响两个语境进一步加强语法形式 的操练。这种设计由认知到理解再到应用，遵循了学生的认知规律。
3. 重点难点 在对叙事语篇的复杂情节分析中厘清时间线，使用恰当的时态；在具体语境
中运用所学语法形式对事件进行描述。
Lessn Plan
By the end f the perid, students will be able t:
identify the frm f past perfect passive and past cntinuus passive, and judge their meanings;
emply narrative pattern analysis strategies t figure ut stry’s event sequences;
apply the past perfect passive and past cntinuus passive t give descriptins related t the COVID-19 pandemic.
Prcedures:
Independent activity 1: Reviewing past perfect tense and past cntinuus tense
*T: Present tw sentences paraphrased frm Reading A and guide students t review the use and frm f past perfect and past cntinuus with the help f timeline.
*Ss: Judge whether the example sentence fits int the first/secnd cnditin.
Purpse: T activate students’ knwledge f tenses learned befre.
Guided questins:
Why d we use past perfect/past cntinuus tense here?
In this case, des the sentence fit int the first cnditin r the secnd cnditin?
Interactive activity 2: Cmparing the sentences in active and passive vice
*T: Present the same sentences in active and passive vice respectively and guide students t cmpare their differences in meaning, frm and use. Write dwn the basic frmatin f past perfect passive and past cntinuus passive n blackbard.
*Ss: Find ut these sentences’ differences in frm and meaning and explain the reasn fr it.
Purpse: T guide students feel the functin f emplying passive vice.
Guided questins:
Can yu recgnize any difference in frm between the tw grups f sentences?
Can yu recgnize any difference in meaning between them?
Why are passive vices emplyed in these sentences?
Independent activity 3: Chsing apprpriate items t cmplete Shackletn’s memir
*T: Ask students t chse apprpriate items frm the right clumn t cmplete Shackletn’s memir.
*Ss: Based n the meaning f the passage and the frm they just learnt, pick ut the prper items t fill in blanks.
Purpse: T make students distinguish past perfect and past cntinuus active and passive vice as well as appreciate the adventurer’s persistent spirit.
What difficulties were they faced with during their vyage?
Which item will yu chse t fill in this blank?
Interactive activity 4: Analyzing and cmpleting the stry f Yang Liwei
*T: Lead students t figure ut the sequence f events while checking answers.
*Ss: Check their wn wrk and crrect previus mistakes. Mark the imprtant events n the timeline f cmplicatins.
Purpse: T help students judge the apprpriate tense and vice f given verbs accrding t the cmplicatin analysis.
Guided questins:
What is the time and place f the launch and landing?
What is the wrld’s respnse t Yang’s waving flags in the middle f the missin?
Interactive activity 5: Rle-playing an interview with Yang Liwei
*T: Guide students t wrk in pairs and rle-play the interview based n the infrmatin frm Exercise II. Remind students t use past perfect passive and past cntinuus passive as many as pssible.
*Ss: Suppse ne student is the jurnalist, and the ther acts as Yang Liwei. Refer t the timeline f cmplicatins t rganize questin sequences.
Purpse: T help students cnslidate the use f past perfect passive and past cntinuus passive and further understand Yang Liwei’s expeditin int space.
Guided questins:
What kind f questins can be raised?
Hw can the ther student answer these questins?
Interactive activity 6: Describing nameless explrers’ effrts in cmbating COVID-19
*T: Shw pictures f nameless explrers wh were fighting against the pandemic. Ask students t prepare fr a shrt speech t intrduce their great effrts.
*Ss: Fllw the example sentence t make descriptins abut what effrts were being made in the picture. Add an ending t praise these explrers’ hard wrk.
Purpse: T lead students t appreciate the persistent spirits represented by nrmal peple in life and practice past cntinuus passive.
Hw can yu begin yur persnal speech?
What cnclusin can yu draw t put a finishing tuch t yur speech?
Interactive activity 7: Describing changes in ur schl life due t COVID-19
*T: Give ne example sentence and ask students t discuss in grups abut changes that had been made befre we came back t campus.
*Ss: Fllw the example sentence t think abut at least three changes that had happened n campus.
Purpse: T lead students t realize the prfund impact f COVID-19 n their daily life and practice past perfect tense.
Guided questin:
What changes had been made befre we came back t campus?
Ⅷ. Assignments:
Retell Yang Liwei’s interview frm the third persn perspective.
Write a Wechat pst describing peple’s effrts in fighting against COVID-19 and its impact n ur campus life.