高中英语外研版 (2019)必修 第三册Unit 2 Making a difference教案

这是一份高中英语外研版 (2019)必修 第三册Unit 2 Making a difference教案，共4页。
Using Language板块教学设计
（建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型
Reading + Listening + Speaking
主题语境
人与自我——做人与做事
内容分析
本板块包括–ed as attributive、词汇部分Persnal qualities和听说部分T be a vlunteer。-ed as attributive部分包括三个活动，即A1、A2和A3。
A1中学生通过观察语篇中-ed as attributive的语言现象，理解-ed as attributive的用法，并能与-ing as attributive进行区分，能够建立起-ed as attributive与定语从句之间的关联。A2中学生在语篇中将含有定语从句的句子改写成含有-ed as attributive做定语的句子，加深对于-ed as attributive的理解。A3中学生在语篇中选择-ed as attributive和-ing as attributive，有助于学生加深对于-ed as attributive的理解以及进一步加强对于这两种形式的辨析。
Persnal qualities部分共设计了3个活动，即A4、A5和A6。
A4提供了四篇描述人物品质的短文，其中出现了大量的描述人物品质的词汇，有利于学生积累相关词汇进行人物描述。A5引导学生将描述人物品质的词分为psitive、neutral和negative三类，有利于学生加深对相关词汇的认识，为学生提高语言能力奠定基础。A6设计了对话练习，话题是谈论人物品质，意在促进学生使用所学语言，提高语言运用能力。
T be a vlunteer部分包括Did Yu Knw和Learning t learn两个板块和四个活动，即A7、A8、A9和A10。
Did Yu Knw是背景知识介绍类板块，提供了一篇介绍国内外志愿者活动的短文，有利于学生更多地了解国内外志愿者活动的开展情况。Learning t learn是学习策略指导类板块，指导学生如何打电话进行问询，特别是当没有听清楚时需要再次询问，确保获取准确的信息。A7中学生通过听对话获取基本信息。A8中学生通过再次听对话获取详细信息并填写登记表，同时学生要根据所听，学会如何进行电话问询。A9中学生开展pair wrk，借助书后Cmmunicatin bank 中的提示进行对话练习，旨在运用所学进行电话问询。A10中学生开展pair wrk，思考可能从事的志愿者服务，并进行电话问询，提高综合语言运用能力。
教学目标
学生能够归纳出-ed as attributive的用法，能辨析-ed as attributive和-ing as attributive的用法，并能在活动提供的语篇中将定语从句转换成-ed as attributive。
学生能够运用所学描述人物品质的词汇进行人物介绍。
学生能够进行电话问询。
教学重点
1. 学生归纳出-ed as attributive的用法，并能在语篇中加以运用。
2. 学生能够运用所学描述人物品质的词汇进行人物介绍。
教学难点
学生归纳出-ed as attributive的用法，并能在语篇中加以运用。
教学策略
归纳法、情境教学模式、PWP听力教学模式、3P口语教学模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T shws the tw sentences t Ss and asks Ss t lk at the tw sentences.
T helps Ss sum up the usage f -ed as attributive.
T shws examples f -ed as attributive and -ing as attributive and asks Ss t cmpare and explre the difference.
T shws examples f -ed as attributive and the attributive clause and asks Ss t explre the relatinship between them.
Observatin and Explratin
Ss lk at the sentences frm the reading passage and explre the meaning f -ed as attributive.
Ss cmpare the examples f -ed as attributive with the examples f -ing as attributive and tell the difference between them.
Ss cmpare the examples f -ed as attributive with the examples f the attributive clause.
Ss are expected t relate the meaning f past participle t the frm f past participle by lking at the sentences given in the first bx.
Ss can tell the difference between -ed as attributive and -ing as attributive
Ss can relate -ed as attributive t the attributive clause.
Activity 2
T asks Ss t rewrite the underlined sentences using the -ed frm
Rewrite
Ss rewrite the underlined sentences using the -ed frm.
Ss are expected t apply what they have bserved and explred.
Activity 3
T asks t read the passage and chse the crrect frm f the wrds.
Chse the crrect frm f the wrds
Ss read the passage and chse the crrect frm f the wrds.
Ss are expected t state the difference between -ed as attributive and -ing as attributive and cnslidate what they have learned.
Activity 4
T asks Ss t read the fur descriptins, underline the wrds that describe persnal qualities and add the underlined wrds t the frm.
T encurages Ss t add mre wrds which describe persnal qualities t the frm.
T encurages Ss t wrk in pairs t talk abut peple’s persnal qualities using the wrds they have learned.
Reading
Ss read the fur descriptins, underline the wrds that describe persnal qualities and add the underlined wrds t the frm.
Ss add mre wrds which describe persnal qualities t the frm.
Ss wrk in pairs t talk abut peple’s persnal qualities using the wrds they have learned.
Ss can set up their vcabulary web abut wrds which describe persnal qualities.
Ss are expected t enhance their ability t use the related wrds.
Activity 5
T asks Ss t read the shrt passage abut vlunteering in P19.
T may give the fllwing instructin:
Since different peple have different qualities, we can chse suitable vlunteer wrk accrding t ur qualities.
T plays the tape abut the phne enquiry and asks Ss t cmplete the activities 7-8 in P19.
Reading and listening
Ss read the shrt passage abut vlunteering in P19.
Ss are guided t think mre abut vluntary wrk by T’s instructin.
Then, Ss listen t the phne enquiry and cmplete the activities7-8 in P19
Ss knw mre abut vluntary wrk and knw hw t make a phne enquiry abut the tpic.
Activity 6
T asks Ss t act ut a telephne enquiry with the help f cmmunicatin bank in P81 and P84.
Speaking
Ss act ut a telephne enquiry with the help f cmmunicatin bank in P81 and P84.
Ss can apply what they have learned abut t hw t make phne enquiry accrding t the tpic.
Activity 7
T encurages Ss t think abut ther vluntary wrk that Ss wuld like t be invlved in, and have a similar cnversatin.
Talking
Ss think abut ther vluntary wrk that they wuld like t be invlved in, and have a similar cnversatin.
Ss can apply what Ss have learned t practice and are ready t be vlunteers.