高中英语1Module3MyFirstRideonaTrain非谓语动词作定语教案

1、Book1 Module3MyFirstRideonaTrainGrammarNon-finite Verbs as AttributivesTeaching Plan. Teaching Content One of the two major grammar points in this module is The Past Participle as an Attribute. It is a little easier, however, for the students of our class, who have already acquired some basic knowle

2、dge of the non-finite verbs. As a result, I expand the class to make the theme of it Non-finite Verbs as Attributives. Teaching Aims1.Knowledge aim：students can master Non-finite Verbs as Attributives and Participles（phrases）as attributes are equal to attribute clauses ；they can correctly complete t

3、asks in set contexts.2. Ability aim：through cooperative inquiry, students can summarize andconclude the respective location and meaning of Non-finite Verbs as Attributives; meanwhile, they can change Participles（phrases）into attributive clauses and in turn freely.3. Emotion aim：students and the teac

4、her work together in the teaching process so that the former can take the initiative and take an active part, which can arouse their learning interest in the English subject. Teaching Important and Difficult Points1. Teaching important point: students summarize and conclude the location and meaning

5、of Non-finite Verbs as Attributives, together with free shift from Participles（phrases）to attributive clauses and the reverse process.2. Teaching difficult point: tell the difference between the meanings of present and past participles as attributives；tell the different meanings between v-ing forms

6、standing for the present participle and the gerund; past participles as attributives, when the key verbs are intransitive, the according attributive clause can only possess the meaning of accomplishment instead of accomplishment and the passive voice. Teaching Method：Task-Based Language Teaching Met

7、hod Based on the curriculum-reform ideas，Second Language Acquisition Theory and Whole Language Approach Theory, Teacher employs the task-based language teaching method, which focuses on the corn mission to arrange various classroom activity forms. With the combination of cooperative inquiry and inde

8、pendent thinking, the three-dimensional autonomic learning pattern of Pre-task-Task-cycle-Post-task should be successfully set. Teaching ProceduresStep1Review the basic forms of non-finiteverbs. Given 3 familiar sentences taken from Book 1 Module 3, students are required to find the predicative of e

9、ach sentence. Then, they are led to observe the non-finite verbs to review the thebasicformsofnon-finiteverbs.Step2Summarize and conclude grammar rules of Non-finite Verbs as Attributives. Teacher sets the blank-filling task. Students are required to complete the sentences with different forms of no

10、n-finite verbs. With all the blanks filled out, students can easily summarize and conclude the grammar rules: as attributives, v-ing form stands for the present participle and the gerund, the form of which means the active voice and progression while the latter of which indicates function and use; a

11、s attributives, v-ed form stands for the past participle which means accomplishment, or the passive voice and accomplishment, depending on the word classes of intransitive verbs or transitive verbs; as attributives, the infinitive indicates the action is in the future; as attributives, a single non-

12、finite verb as an attributive is a premodifier while a non-finite verb phrase as attributive is a postmodifier.Step3Shift a participle (phrase) into an attributive clause and do the reverse process. (an individual / pair work) Teacher explainshowtoreplacea v-ed or v-ing form as an attributive with a

13、n attributive clause. After finishing the process, try letting them replace an attributive clause with a v-ed or v-ing form as an attributive.Step4Put knowledge into practice in connection with College Entrance Examination. (an individual / pair work) In the hope that students can successfully compl

14、ete the tasks on Non-finite Verbs as Attributives and have the mindset to change Participles（phrases）into attributive clauses and in turn freely, Teacher sets multiple choices, blank-filling and partial translation mainly taken from the College Entrance Examination paper to consolidate what students

15、 have learned from step 2 and 3.Step 5 Assign homework. Teacher sets 3 sentences of point writing from the College Entrance Examination paper of 2023, in which Students are required to complete them with what they have learned in this class. Up to now, the three-dimensional autonomic learning patter

16、n of Pre-task-Task-cycle-Post-task has been successfully set. Teaching Reflection The class is successful for the following reasons. The reason first lies in that after it, students can surely master Non-finite Verbs as Attributives, together with free shift from Participles（phrases）to attributive c

17、lauses and the reverse process. Meanwhile, with the summary and conclusion of grammar rules reached by themselves and various task forms, students can take an active part in the class and think independently. Apart from that, with close connection of the College Entrance Examination paper, students never fail to be confident to solve at least most of the difficulties in respect of Non-finite Verbs as Attributives after doing exercise