资源简介

Unit1 knowing me Using Language 1：Grammar -ed as adverbial. 教学设计
Teaching objectives By the end of the class, all of the students are able to: 1.Know -ed form can serve as adverbial. (功能） Know the form and meaning of -ed as adverbial（形式+意义） Some students are able to: Use -ed as adverbial to make a dialogue using the -ed form learned in the class. Some students are able to: Use -ed as adverbial more creatively to solve the problem mentioned in the class on their own.
T’s activity Ss’ activity Purpose
Lead in 复习激活 What functions do you know about ed form Ss review the functions of -ed with teacher. To activate students’ prior knowledge and get familiar with -ed form.
Induction: 引导归纳 学习理解 What other function does -ed have Ss read the underlined sentences in the letter. Ss find out another function of-ed. To give students a chance to discover the function by themselves.
Who was disappointed Who was embarrassed and shocked Ss find out it is “I” who was disappointed, embarrassed and shocked. To pave a way for students to change the adverbial into adverbial clauses. To better understand what is -ed as adverbial.
T asks Ss to change these two adverbials into adverbial clauses. Ss change the adverbials into adverbial clauses. To better understand the relationship between -ed as adverbial and adverbial clauses.
Think and Share 深度思考 获取梳理 Why does the author use -ed instead of an adverbial clause Why does the author use -ed instead of -ing Students read the sentences again and observe the rule by themselves. To guide students know that -ed as adverbial is more convenient compared with an adverbial clause. To guide students find out the relationship between the real subject and the verb. To better understand -ed indicates “passive voice”, “complete action”, and a kind of state of the subject.
Summary 概括整合 Teacher provides a form as a kind of scaffold to help students summarize the form, meaning, and function of the -ed as adverbial. Ss fill in the blanks to summarize the usage of -ed as adverbial with teacher’s support. To enable students deepen their understanding about the -ed as adverbial.
Transition This this a letter written to ask for advice. What is the possible solution Ss think about the problem and guess what is the possible solution. To give students a chance to learn to solve the problem mentioned in the letter.
Practice and consolidation 运用实践 T provides some sentences as clues to the solution. T asks Ss to rewrite the sentences with-ed form. Ss rewrite the sentences with -ed form to get the clues to the solution. To practice the using of -ed as adverbial. To get to know the solution to the problem.
T change the form of the task to “fill in the blanks”. S s fill in the blanks using what they have learned in this lesson. To make the task more challenging and test whether students master the usage indeed. To show more clues about the solution to the problem.
Homework (二选一） 应用实践 迁移创新 Task1: Make a dialogue between Ben and the Point Guard using the sentences in the clues provided in the class. Task2: Suppose you were Agony Aunt, write a letter to Ben to help him solve the problem. Remember to use ed-as adverbial. To classify the homework to different grade so that they can meet different students’ need. Task one is easier for weak students. The dialogue is actually the solution to the problem. Students can make use of what they have learned about -ed as adverbial. Task 2 is more challenging, higher lever of students can come up with more solutions to the problem, which can help them to cultivate their creative thinking and ability to solve the problem.

展开更多......

收起↑