资源简介

Unit 5 Music
Discovering Useful Structures 教案
教材分析：
该板块的主题是“表达情感和描述情境”（express feeling and describe situations），在音乐主题环境下，教材呈现了丰富的语境，让学生在语境中通过句子改写，匹配完整句子，学习非谓语动词过去分词的用法，理解过去分词短语作表语和作状语的功能。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握过去分词结构的表意功能，它的逻辑主语和它表达被动的含义，正确运用过去分词结构表达感情，描述情境。
思维品质上，客观分析句子中过去分词结构和主语间的逻辑关系，归纳和概括过去分词结构的功能和使用规则。
文化品格上，用英语表达自身的感情和描述情境，感受音乐的力量，陶冶情操，用音乐激励自己勇往直前，永不言弃。
学习能力上，通过观察、比较和分析等手段，概括具体语言形式的结构、意义和使用规律；在不同情境中，运用恰当的结构表达自己的感受。
教学重点：
学生能够掌握过去分词结构的表意功能，逻辑主语和语境意义。
学生能够在不同语言情境中正确运用过去分词结构表达感受，描述情境。
教学难点：
学生对过去分词结构的逻辑主语和被动含义不清晰。
学生难以正确，逻辑清晰地运用过去分词结构表达感受。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: 1. Ss listen to a song and pay attention to the past participles of the lyrics. 2. T asks Ss the question “What's the function of the past participles in the lyrics ” 听音乐，通过歌词引入过去分词结构，复习过去分词用作动词的功能，从旧知推向新知。 5’ CW
Step 2 Look and underline: Ss look at the following sentences and underline the past participles. Find more of them in the text. (1) Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. (2) Moved by this music, he said, “It was like seeing color for the first time.” e.g. (in the text) Inspired, he asked his fans to make videos ... T leads Ss to understand the function of the past participles in the sentences. (1) the participle phrases describe “Whitacre” (2) the participle phrases describe “he” Thus, it can be concluded that The past participles are used as an adverbial modifier (状语). 辨识句子中的过去分析结构，初步感知其在句子中的功能。 8’ IW/CW
Step 3 Structure: 1. Based on the examples above, T leads Ss to conclude the rules of using the past participles. 2. T introduces how to use the past participles: Past participles usually exist in formal writing. ... but the odd one will give your text variety and help you to cram more information into fewer sentences. 3. Ss Look at the sentences below and decide which one is correct. Suggested answer: (×) (√) (×) (√) 4. T leads Ss to analyze the reasons. There’s nothing to modify, so there’s dangling modifier. The participle phrase “overcome by emotion” modifies “he” The participle phrase “Tattered but not ripped” modifies “Mary”. The meaning is clumsy. The participle phrase modifies “the ticket”. This is more sensible. 进一步掌握过去分析结构的表意功能，逻辑主语和被动含义，概括过去分词的使用规则和情境。 15’ CW
Step 4 Transformation: Before Ss rewrite the sentence, T use an example to teach Ss to how to rewrite. T needs to separate the sentence in different parts and make Ss understand what the main parts are. Then T tells how to rewrite the sentence by bringing past participle phrases forward etc. And T remind Ss to add “comma” into the new sentence. Ss rewrite the story using past participle as the adverbial. T leads Ss to discuss what the differences between old ones and new ones. Suggested answer: More concise Advanced and formal … 通过句子改写，巩固对过去分词结构的使用规则；通过比较分析，总结过去分词结构的特点。辩证思考语法用途，提高语言能力。 20’ IW/CW
Step 5 Match and rewrite: T teaches the logics of sentences “cause-result”, and tells how to find out the key words to help Ss complete the task easily. Ss match the sentence halves and rewrite each sentence beginning with a past participle. Suggested answers: Painted in dark colours, the room needed ... Unemployed, Dave had time ... Moved by his romantic words, the girl ... Corrected by his teacher from time to time, he lost ... Recorded in a new way, the album ... Invited to perform on the stage, he felt ... 巩固过去分词与句子主语间的逻辑关系，更加注重过去分词结构在句子中的意义。 15’ IW/CW
Step 6 Fill in the blank: Ss complete the passage with the words in brackets in their correct forms. T needs to check the answers one by one. 在复杂语境中巩固过去分词结构的用法。 8’ IW
Step 7 Watch and speak: Ss watch a short musical film. Try to use past participles to express their feelings about the short film or describing situations where the girl is. Suggested answers: Faced with difficulties, the girl feels frustrated and disappointed. However, she doesn't give up. Encouraged by her grandfather, she continues to practice hard and gives a perfect performance in the end. 播放音乐短片，创设情境，激励学生积极思考，语用所学结构口头表达自己的感受，提高学生口语表达能力。 15’ CW
Step 8 Key words: T teaches new words by presenting collocations, examples, synonyms and pictures. capable e.g. You are capable of better work than this. relief a sense of relief 解脱感 e.g. We all breathed a sigh of relief when he left. cure kill or cure 成败在此一举 a cure for poverty 解决贫困问题的措施 absorb absorbed in sb/sth 全神贯注，专心致志 previous e.g. No previous experience is necessary for this job. Synonyms: past, early 提高学生词汇学习的效率。 5’ CW
Step 9 Homework: Write a small paragraph describing your experience with music. Try to use past participles. 有助于学生巩固对过去分词结构的掌握。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否掌握过去分词结构的表意功能，逻辑主语和被动含义。
学生通过本课时学习，能否在不同情境中运用过去分词结构表达自己的感受，描述情境。
学生通过本课时学习，能否形成健康的音乐审美情趣，用音乐激励自己勇往直前，永不言弃。

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