Unit4JOURNEYACROSSAVASTLANDLearningAboutLanguage(教学设计)高二英语人教版2019选择性

Unit4JOURNEYACROSSAVASTLANDLearningAboutLanguage教学设计基本信息科目英语年级册次高二选择性必修二Unit4姓名学校教材分析Discoverusefulstructures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Ved和Ving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Bytheendoftheclass,studentswillbeableto:1.identifyandparethefeaturesandfunctionsofVedandVingformsasadverbial.2.

PractisetheusagesoftheVedandVingformsasadverbialindifferentmaterials.教学重难点Keypoint:Helpstudentsidentifytheusageoftheing

anded

asthepredicativeandadverbial.Difficultpoints:Howtousethetheing

anded

asthepredicativeandadverbialinrealsituation.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Leadingin创设情境Showthestudents3picturesandleadthemtomakedifferentadverbialclauses.Accordingtotheadverbialclauses,rewriteintothefollowingsentences:1.

Listening

tothemusic,Istarttodance.2.

Beaten

bythesheep,MrWolfcriedoutloudly.3.

Studying

harderandharder,youwillpasstheexam.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Ihavevisitedthesciencemuseumthreetimes.（完成时态）Aresearchisbeingconductedbyagroupofyoungscientists.（被动语态）WearehavinganEnglishclassatthemoment.（进行时态）2.过去分词与动词ing形式作非谓语Whenyou'reboredatwork,it'stimetotakeavacation.（作表语）Everyonecheeredwhentheexcitingnewscame.（作定语）Boredathome,hedecidedtogotoamovie.（作状语）HavinglivedintheUKforthreeyears,hecanspeakEnglishlikeaBriton.（作状语）Step1过去分词作状语Activity1:ObservationandSummaryAskstudentstotellwhatkindofclausesandcirclethesubjectandtheverbineachclauseandtelltherelationofthem,andleadthestudentstorewritethesentencesinVedformasadverbial.1.

Whenhewasaskedwhathadhappened,hekeptsilent.2.

Becausehewasbeatenbythesheep,MrWolfcriedoutloudly.3.

IfIamgivenatimemachine,Iwillpayavisittothefuture.4.

Althoughhewasleftaloneathome,thelittleboydidn’tfeelafraidatall.5.

Theteacherenteredtheclassroom,andhewasfollowedbysomestudents.改写后的句子：(1)Beaten

bythesheep,

Mrwolf

criedoutloudly.(2)Asked

whathadhappened,

he

keptsilent(3)Given

atimemachine,

I

willpayavisittothefuture.(4)Left

aloneathome,

thelittleboy

didn’tfeelafraidatall.(5)Theteacher

enteredtheclassroom,

followed

bysomestudents.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。Activity2Exercises1.________inatravelbook,thelargeforestisagoodplacewherewewantedtogo.A.Finding

B.FindsC.Tofind

D.Found2.________fromtheTV,therearealotofcreaturesintheforest.A.Seen

B.SeeingC.Beingseen

D.Saw3._________bytheguide,wegaveupourideafinally.A.Warns

B.WarnedC.Beingwarned

D.Havingwarned4._________togobacktothehotelbytheguide,wedidn'thaveanyactivitiestokillthetime.A.Asked

B.HavingaskedC.Toask

D.AsksStep2现在分词作状语Activity3ObservationandsummaryAskstudentstotellwhatkindofclausesandcirclethesubjectandtheverbineachclauseandtelltherelationofthem,andleadthestudentstorewritethesentencesinVingformasadverbial.1.

WhenIwaswalkinginthestreet,Icameacrossanoldfriendofmine.2.

AsIthoughthemightbeathome,Icalledhim.3.

Ifyouheadahead,youwillseeawhitehouse.4.Hermotherdiedin1990,andsheleftherwithheryoungersister.5.

Thoughhelackedmoney,heaskednobodyforhelp.改写后的句子：(1)Walking

inthestreet,I

cameacrossanoldfriendofmine.(2)Thinking

hemightbeathome,I

calledhim.(3)Heading

ahead,you

willseeawhitehouse.(4)Hermother

diedin1990,leaving

herwithheryoungersister.(5)Lacking

money,he

didn’taskanybodyforhelp.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。Activty4:用所给词的适当形式填空1.__________(do)myhomeworkatnight,Ifoundalittleboysittingthere.2.___________(wonder)whathadhappenedtohim,Iwenttowardshim.3.____________(be)afraidofastranger,heranaway.4.Iranafterhim,___________(shout)"Stop,stop."5._____________(try)mybest,Icouldnotcatchupwithhim.Step3paringandpracticing1.

parethedifferencesbetween–ingformand–edformDescribefeelingsDescribeplaces,things,orpeopleinterestedinterestingdisappointeddisappointingexcitedexcitingfrightenedfrighteningtiredtiringamazedamazing

A:Areyou

invisitingthenewlybuiltmuseum

downtown？B:Notreally.I’drathergotothenewthemepark,whichismore

.

A:Don’tyouthinkthatdogis

?Betternotgetclosetoit.B:Actually,Ithinkthatthedogisjust

becausetherearesomany

peoplearound.

A:Doyoufeel

afterawholeday’shikealongtheriver.B:Yes.Itisso

thatI’malmostwornout.

Thegirlswere

toseesuchanopencountry.Thefarmscoveredaverylargearea,whichwas

.Goingintothewildernessalonecanbe

.Doyoufeel

whengoingintothewildernessalone?Webecame

whenthinkingaboutthosebeautifullocationsinFinland.Weexpectedtoexperiencealotof

thingsthere.Wewenttobedassoonaswearrivedatthehotelbecausewewere

so

.Theeighthourtrainridewasquite

.Iwasnot

withthehotel.ItwasnotascleanasIhadexpected.Butwehada

mealatthehotel’srestaurant,soIfeltabitbetterlateron.Itwasraininghardthenextday,sowejuststayedinthehotelandwatchedTV.Sadly,theTVprogrammesthatdaywerereally

.Aswehadnothingtodo,wefeltpretty

.Step4PracticespetitionActivity5:TrueorFalse1.Time,usingcorrectly,ismoneyinthebank.(

)2.Foundthecourseverydifficult,shedecidedtomovetoalowerlevel.(

)3.Unlessinvitedtospeak,youshouldremainsilentatthemeeting.(

)4.Heating,liquidscanbechangedintogases.(

)5.Worriedabouthisson'ssafety,hedidn'tsleepwell.(

)6.Usedthebook,Ifindituseful.(

)Activity6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。Inthepast,1._____________________________,Kentgotpoorgrades.However,2.______________________________________.Yesterday,3.___________________________________________.4.____________________________________,herepliedthathewashavingsomechallengeswithhisstudies.Headded,5."____________________________________________andIwillkeepgoingforward."Summaryvedformvingform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ved形式，并知道如何把一个状语从句改写含有ved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