资源简介

Unit 4 History and Tradition
Discovering Useful Structure教案
教材分析：
本课时主要内容为过去分词做定语及宾补的语法知识，学习将其用于表达感情与描述状况。首先在例句中体会过去分词的作用，再通过过去分词使两个句子成为一个句子，简要描述状况，在语境中加深对用法的认识。
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，达成各个教学步骤的设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，了解过去分词做定语及宾补的形式及其意义，正确运用过去分词表达情感并描述状态。
思维品质上，能准确分析过去分词作定语及作宾语之间的区别，提高思维及分辨能力。
文化品格上，在学习过程中对比中英定语位置及句法区别，掌握英语与汉语在句子构造上的不同。
学习能力上，能够独立完成学习任务的同时，学会与他人合作，形成合作学习意识。
教学重点：
了解过去分词作定语及宾补的不同形式及其所表达的意义。
使用过去分词正确地表达内容。
教学难点：
学生能够在语篇中正确使用过去分词作定语及宾补表达内容。
准确运用并分析过去分词作定语及宾补的区别。
教学资源：黑板、粉笔、多媒体
教学过程：
步骤 教学活动 设计意图 时间
Step 1 Lead-in T presents a picture and asks the students the following questions: 1. What happened in the picture 2. What will you feel when it happens to you Students answer the questions with proper ways to describe feelings. 老师展示图片，学生描述图片中的情景及所引发的情感情感，将学生引入情感表达部分。 2’ CW/IW
Step 2 Grammar T shows the definitions of past participle to rouse Ss’ interests and previous knowledge. T asks Ss to look at the sentences and underline the past participle in practice 1 and try to summarize its function. T asks Ss to read the sentences and find out the functions of the -ed form in those sentences Then, T leads in the idea of objective complement, and shows some examples to develop their understanding. 通过大量的例句，学生自行体会、发现过去分词在句子中的作用。 10’ CW
Step 3 Exercise T asks Ss to complete the chart with the proper form of words in the left chart to have a further understanding of part participles. Firstly, T needs to teach the steps of completing the task, and then highlight the key words, and make Ss to think about what difference is between the two column sentences. 通过深入的练习，教授做题步骤，巩固新痣，建立信息间关联。 7’ IW
Step 5 Read and Identify First, T explains the meaning of object complement, then shows an example. T asks Ss to read the sentences and identify the sentences with past participles as the object complement. T asks students to answer questions and fill in the chart to have a better understanding of logic relationship of the sentences by logical thinking, and prepare the following creative task. Lastly, Ss need to guess the feelings of characters to make common sense with them. 讨论与语篇内容相关的话题，助于学生更好地理解及内化所学内容。利用对故事内容的猜测，激活学生辩证思维、想象力及共情力。 10’ CW
Step 6 Key words T present key words with their definitions and pictures to make students have a clear understanding of the words that they should master in this class. 通过图片及语境，让学生对词汇有完整、正确的理解。 5’ CW
Step 7 Rewrite First, T tells Ss what attribute is and displays a sample sentence. Then, T analyses these sentences step by step and display details on the screen. 提高学生写作改写能力，满足学生语用能力需求。 15’ CW/IW
Step 8 Group work Next, T divides Ss into several groups and asks each group to write a story with the sentences that students have rewritten before. After finishing, T invites some students to share their stories and asks students to do peer-evaluation to choose the best story in their mind, and the T provides some possible criteria for students to help them to judge. 将语法内容融入作文当中，学生自行了解其语法意义的同时帮助提高写作能力,通过学生自行评判，提高学生的思维和判断能力以及团队合作能力。 20’ GW/CW
Step 9 Key words T present key words with their definitions and pictures to make students have a clear understanding of the words that they should master in this class. 教师通过图片及释义介绍教材中重要词汇，通过图片及语境，让学生对词汇有完整、正确的理解。 8’ CW
Step 10 Homework Pick a site that you have been to and describe what you have seen and done with more past participle as possible. 运用过去分词作定语及作宾补的语法内容，完成与学生相关的写作，将语法融入实际运用。 1’ GW
备注：T: Teacher Ss: Students
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练掌握过去分词作定语及作宾语补足语的语言意义，并加以运用。
学生通过本课时学习，能否分析定语从句作定语及宾语补足语的不同。
学生通过本课时学习，能否掌握并运用所学的词汇、短语，进行感情表达，并描述状况。

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