Unit1-Grammar-优教教学设计（一）

6/6Unit1Grammar优教教学设计（一）设计意图Thisisthelastperiodofthisunit,aimingtohelpstudentsgetabasicknowledgeofthegrammarinthisunit.Theemphasisofthisperiodismainlyplacedonunderstandingandusageofthegrammar.Therefore,teachersshouldcreatearelativelyrealcontexttopresentenoughsentencesforstudentstodrawaconclusionabouttheruleofthePastParticiple.Inthemeantimeteachersshouldoffermoreopportunitiesforstudentstopractice.Exercisesdesignedoughttobesimpleandeasytooperate,whichareconnectedwiththeirdailylifetomakeiteasytounderstand.教学目标1.TohelpstudentslearntousethePastParticipleasthepredicativeandattribute.2.TolearntousethePastParticipleintherealsituationthroughself-studyandpractice.3.TohelpstudentsbeabsorbedinEnglishstudyandenjoythebeautyofEnglish.教学重点EnablestudentstomastertheusageofthePastParticiple.教学难点ToguidestudentstoknowhowtousethePastParticipleintherealsituation.教学过程Step1:Lead-in（设计意图：通过课文句子导入新课，让学生在语境中体会情态动词，同时带着问题进入课堂，激发学生兴趣。）T:Hello,everyone!Pleaselookatthesentencescarefully.Pickouttheattributeorthepredicativeofthesentences.(1)Iwasangrywithhimforkeepingmewaitingsolong.(2)Sheisabeautifulyounglady.(3)Hegotworriedaboutlosingthemoney.(4)Sallywassoexcitedatthegoodnews.(5)Somanythousandsofterrifiedpeopledied.S:angry,beautiful,young,worried,excited,terrified.T:Yes,thePastParticipleisusedinthesentencesastheattributeorthepredicative.WhatistheusageofthePastParticiples?Howtousethem?Attheendofclass,we’llseewhocananswerthequestions.Step2:Self-directedstudy（设计意图：理解并根据学案上的例句，构建过去分词的知识树，总结基本用法，争取学以致用，培养自主学习能力。）T:ThisclasswewilllearnthePastParticipleandputthemintopractice.First,it’sself-studytime.Pleaseobservetheexamplesentencesinthesheetandtrytosummarizetheirusagesbyreferringtothedictionaryorreferencebooks.Makeamarkwhereyoucan’tunderstand.Then,15minuteslater,we’llseewhothebestself-learneris.Pleasebeginnow.Step3:Presentationandspecialattention（设计意图：通过自学成果的展示，提高学生构建语法知识树的能力，培养学生口头表达总结拓展的能力，培养质疑解答的能力。）(15minuteslater)T:Timeisup.Let’sseehowyoulearnthePastParticipleonebyone.ExplaintheusageofthePastParticiplesastheattributeandthepredicative.Task1:过去分词作定语【观察思考】仔细观察下列句子中的过去分词的用法。1.Therecoveredanimalswillbereleasedsoon.2.Weneededmanymorequalifiedworkers.3.Papercutsusedforreligiouspurposesareoftenfoundintemples.4.Heisateacherlovedbyhisstudents.5.Thegirldressedinwhiteismydaughter.【归纳总结】1.过去分词作定语时，表示的动作在谓语动作之前发生，已经完成并具有被动意义（见句1）。此时，作定语的过去分词一般是由及物动词变来的，因为只有此类动词才有被动意义。2.单个的过去分词作定语一般放在被修饰的名词之前（见句1、句2）。过去分词短语作定语要放在被修饰的名词后面，作后置定语，表示被动或完成，其作用相当于一个定语从句（见句3、句4、句5）。【联想拓展】1.不及物动词的过去分词也可作定语，一般作前置定语，不表示被动意义，只强调动作完成。如：fallenleaves落叶；retiredworkers退休工人；therisensun升起的太阳。2.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代：词those或these等时，即使是单一的过去分词作定语，也要放在被修饰词的后面。如：ThereisnothingchangedheresinceIleftthistown.3.过去分词短语有时还可用作非限制性定语，相当于一个非限制性定语从句，前后用逗号分开。如：Someofthem,bornandbroughtupinruralvillages,neversawatrain.【辨析】过去分词与动词-ing形式作定语时的区别动词-ing形式作定语时与所修饰的名词之间是主动关系，表示动作正在进行；而过去分词作定语时，则表示被动或完成意义。如：Mr.Smith,tiredoftheboringspeech,startedtoreadanovel.Theprizeofthegameshowis$30,000andanallexpensespaidvacationtoChina.Task2:过去分词作表语【观察思考】仔细观察下列句子中的过去分词的用法。1.Thestreetislinedwithsmallshops.2.Tomwasastonishedtoseehisfather.【归纳总结】过去分词作表语时，与谓语动词构成系表结构，表示主语的性质、特征和状态。【辨析】1.过去分词作表语时与被动语态的区别：过去分词作表语，主要表示主语的状态和特征，而被动语态则表示动作。如：Thecupwasbrokenbymylittlesisteryesterday.Thelibraryisnowclosed.2。过去分词作表语与动词-ing形式作表语的区别：过去分词作表语表示被动或完成，动词-ing形式作表语表示主动或进行。如：Shewasembarrassedbecauseshedidn’tknowtheanswer.Today’smeetingwasboring.3.有些动词如interest,worry,surprise,frighten等通常用其过去分词形式来说明人的情况，用动词-ing形式来说明物的情况。如：ThebookisinterestingandI’minterestedinit.课堂练习T:SincewehaveknownthePastParticiple,let’sputthemintopractice.FinishChallenge.Finishthistaskwithin10minutes.Youcandiscusswithyourpartnerifnecessary.Let’sstart.挑战一小试牛刀1.Inautumn,（落叶）canbeseeneverywhere.秋天，到处可以看到落叶。2.地上覆盖着雪。3.Ifoundthat（我迷路了）.4.Thewheatiswateredbywater(bring)fromapond.5.Heisaleader(respect)bythepeople.6.Anymedicine（服用）withouttheadviceofadoctorcancausetrouble.7.Wespenttwohoursdiscussingtheplan（她制定的）.8.Mostofthepeople（被邀请参加会议的）werefamousscientists.Suggestedanswers:1.fallenleaves2.Thegroundiscoveredwithsnow.3.Iwaslost4.brought5.respected6.taken7.madebyher8.invitedtoattendtheconference/meeting挑战二链接高考（设计意图：通过在具体语境中的训练，学以致用，提高解题能力，解决过去分词理解障碍。）1.Theproducercomesregularlytocollectthecamerastoourshopforqualityproblems.A.returningB.returnedC.toreturnD.tobereturned2.AmieSalmon,disabled,isattendedthroughoutherschooldaysbyanursetoguardher.A.toappointB.appointingC.appointedD.havingappointed3.Insomelanguages,100wordsmakeuphalfofallwordsindailyconversations.A.usingB.touseC.havingusedD.used4.Youcannotacceptanopiniontoyouunlessitisbasedonfacts.A.offeringB.toofferC.havingofferedD.offered5.Thewitnessesbythepolicejustnowgaveverydifferentdescriptionsofthefight.A.questionedB.beingquestionedC.tobequestionedD.havingquestioned6.Whilewaitingfortheopportunitytoget,Henrydidhisbesttoperformhisduty.A.promoteB.promotedC.promotingD.topromote7.Forthosewithfamilymembersfaraway,thepersonalcomputerandthephoneareimportantinstaying.A.connectedB.connectingC.toconnectD.tobeconnected8.InApril,thousandsofholidaymakersremainedabroadduetothevolcanicashcloud.A.stickingB.stuckC.