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新研版高中英语必修3 Book 3 Unit 2
课时教学设计
课时名称 Book 3 Unit 2 Grammar and Vocabulary
主题语境 人与自我---做人与做事
语篇类型 Grammar and Vocabulary
授课时长 一个课时（40分钟）
教学分析
教学内容分析及信息结构图 语法部分的语段介绍了两名学生对Ryan基金会的评价；词汇部分通过对四个人物性格的介绍，呈现了与个人品质有关的词汇；听说部分的材料是一段咨询志愿者工作的电话录音，引导学生学习如何在打电话的过程中一步步获取相关信息。通过在真实语境下的综合技能训练，加深学生对单元主题意义的理解，提高其综合语言运用能力。
学情分析 语法部分是-ed形式做定语，这部分对于学生来说是还是有一定的难度，非谓语动词一直以来是英语语法学习的重点，亦是难点之一，关键还是在于老师引导，让学生注意观察、发现，并自己进行总结；讲解的难度要符合学生的实际，由浅入深，层层深入。词汇部分让学生在学习上一节课关于Ryan个人品质相关词汇的基础上进行补充我拓展，注意提醒学生品质有关的词汇多以形容词为主，相信学生也会对个人品质这类词感兴趣，并愿意去识记它们。
课时教学目标 1. 学生能够归纳出-ed as attributive的用法，能辨析-ed as attributive和-ing as attributive的用法，并能在活动提供的语篇中将定语从句转换成-ed as attributive。 2. 学生能够运用所学描述人物品质的词汇进行人物介绍。
教学重点、难点 1. 学生归纳出-ed as attributive的用法，并能在语篇中加以运用。 2. 学生能够运用所学描述人物品质的词汇进行人物介绍。 3. 学生归纳出-ed as attributive的用法，并能在语篇中加以运用。
教学策略 归纳法、情境教学模式、PWP听力教学模式、3P口语教学模式
教学手段 PPT; multimedia; online resources
Teaching procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teacher’s Activity Students’ Activity Assessment
Step 1 Iw/Pw Lead-in 1. Translate the following sentences with attributive clauses. 我正在读由郭沫若写的一本书。 I am reading a book which/that is written by Guo Moruo. 这座正在被建的学校将于明年完工。 The school which/that is being built will be completed next year. 2. Make Ss write the two sentences in a more simple way Revision and Translation 1. Ss look at the sentences translate them on a piece of paper. 2. Ss make the sentences in a more simple way. Ss are expected to go over the attributive clauses before learning the -ed as attributive.
设计意图 让学生们从学过的定语从句入手，引入同学们对过去分词作定语这一语法现象的初步思考。
Step 2 Activity1 Iw/Pw Review& Discovering the structure Ss study the sample sentences to sense the relevant grammar. a. … Ryan had trouble believing the words spoken by his teacher… b. In Uganda, Ryan at last saw the finished well with his own eyes. c. …Ryan had trouble believing the words which were spoken by his teacher. d. In Uganda, Ryan at last saw the well, which was finished, with his own eyes. 1. Ss read the sample sentences and try to answer the following questions. They can have a discussion with their partners if needed. (1) What was spoken in sentence (a) What was finished in sentence (b) (2) Why does author use-ed instead of –ing 2. Read sentence a and sentence b again, think about why one past participle is after the noun while the other is before the noun (3) What is the difference between the two groups of sentences (4) Why does the author choose to use –ed instead of an attributive clause in the reading passage Ss are expected to observe the sample sentences and try to answer the question, aimed to find the structure and the positions of -ed as attributive.
设计意图 通过对教材中两个例句的分析，时学生初步感知-ed作定语的语法结构与意义，思考过去分词作定语的位置，区分过去分词作定语与定语从句作定语的不同，为学生下一步在课文中找出类似句子做好铺垫。
Step 2 Activity 2 Iw Find grammar back in the book T: In the two examples, we can find an-ed form before or after a noun. Can you find some more similar sentences in the text I can give you some questions as clues. Ss scan the passage quickly to find some more example involving -ed form as attributive. Ss are expected to go back the the textbook to find more example of -ed as attributive in order to lay a good foundation for the further exploration of the relevant grammatical rules.
设计意图 让通过回读课文，发现其中使用-ed作定语的句子，为进一步探究语法规则做好铺垫和准备。
Step 2 Activity 3 Iw/Pw Making a summary T leads Ss to make a summary of -ed as attributive. 过去分词是动词的另一种非限定形式,性质上相当于形容词或副词，在句子中可以作表语、定语、宾语补足语和状语,一般表示______或_______的意思。过去分词作定语的具体用法如下： Ss finish the summary individually or in pairs. 1. 单个分词作定语，一般置于被修饰的名词_______，常表示已经完成的动作(或没有一定时间性的动作)。In Uganda, Ryan at last saw the finished well with his own eyes. 2. 过去分词短语作定语，置于所修饰的名词______。 Would you like to explain in detail the problems mentioned in this chapter 3. 当过去分词或过去分词短语位于被修饰的名词之后时,往往可用定语从句替代。 Most of the guests invited to the party were my classmates. =Most of the quests who were invited to the party were my classmates. Ss are supposed to work individually or in pairs to explore the grammatical meanings and functions of -ed as attributive, enabling them to make a summary of the rules and apply them to real situations.
设计意图 引导学生通过探究-ed作定语的语法意义和功能，归纳总结语法运用规律。
Step 3 Iw Using the structure 1.T gets Ss to do exercises to use the structure. (1). Do Activity 2. What do you think of their opinion Do you know any other charity Let’s move on to Activity 3. (2). Do Activity 3. 2. Read the passage and choose the correct form of the words. 3. T guides Ss to make a summary of the grammar. After doing the exercises, T leads Ss to make a summary. 1. v.-ing shows an active relationship while v.-ed shows a passive relationship; 2. v.-ed can be used as an adjective which means “……的”while v.-ing is used as an adjective which means “令人……的”; 3. when used as an attributive part, v.-ed and v.-ing can be used to replace an attributive The basic rules of grammar are to use them in real situations. In addition to grammar rules, Ss are expected to know about other non-profit organizations to form their international perspectives and awareness of being a global citizen.
设计意图 带领学生了解他人对Ryan基金会的评价，在真实语境中巩固对过去分词作定语结构的理解。引导学生了解世界上其他公益组织，培养学生的国际视野和公民意识，并提醒学生关注过去分词在语段中的使用。
Step 4 Iw T is supposed to give some additional exercise to Ss. 1. Fill in the blanks using the appropriate form of the given words. (1). I have a lot of work _______ (do). (2). He is looking for a room ______ (live) in. (3). The _______ (defeat) athlete felt very disappointed. (4). The _______ (move) object looks like an iron ball. (5). He is reading a novel _______ (write) in English. 2. 翻译句子 (1). 去年建造的楼是我们的教学楼。 (2). 现在正在建造的楼说我们的教学楼。 (3). 下个月将要建造的楼是我们的教学楼。 Ss are supposed to finish the following exercises to consolidate what they have learned. Ss are expected to tell the differences of -ving, -ed, -to do as attributive by doing some more exercise and put what they have learned to use in different situations.
设计意图 区分三种非谓语动词作定语；区分过去分词，现在分词的被动语态与动词不定式的被动语态，强化所学内容，活学活用。
Step 5 Iw/Gw T guides the Ss to do the following activities. 1. Brainstorming: words used to describe your friends 2. Activity4 Look at the four pictures and read the four paragraphs by yourself then underline the words that describe personal qualities. 3. Ask individuals to share their words, and ask the other students to tell right or wrong. 4. Ask ss to discuss other words that can be used to describe personal qualities in groups. T helps Ss to summarize the following words. (tall short cute lovely easygoing shy careful careless careful careless beautiful handsome generous mean clever smart warm-hearted kind naughty serious ) Ss are expected to train their individual reading ability, finding the words about personal qualities. Through group work, cooperative awareness will be enhanced.
设计意图 锻炼学生的自主阅读能力，找出描写人物性格的词。通过小组活动，增强孩子们的合作意识，让基础好的学生带动基础薄弱生，促进学习的积极性，提高词汇量。
Step 6 Iw/Gw 1. Put the words you underlined in Activity4 into the table. Add any more you can think of. 2. Work in pairs and talk about people’s qualities using the words you have learnt. 1. Ss classify the words into groups. PositiveNegativeNeutral
2. Ss work in pairs to learn more about word of people’s petitions among groups can lead to the increasing of the motivation of the students’ learning.
设计意图 用新学的语言知识进行对话交流，实现语言知识与思维能力的迁移，提高恰当运用英语表达个人观点的能力。小组间的竞赛活动，能提高学生的学习积极性。
Step 7 Pw T gets Ss to work in pairs to talk about people’s personal qualities using the words Ss have learned. An example for Ss: A:I think my cousin is very brave. B: Why do you think so ...... Ss work in pairs to talk about people’s personal qualities using the words they have learned. Ss can use the example to begin their talking. Language comes to life when it is used in real situations.
设计意图 语言的学习主要通过使用它，只有通过使用，语言才能活动起来，才能有生命力，所以这部分就是要让学生有使用语言的机会，把所学的能够学以致用，这才是语言学习的最高境界。
板书设计
案例解析 本节课的重点在于语法的教学，语法教学一直是英语教学中的一个headache。新课程标准对语法的的教学有了要求，改变了过去传统的语法教学方法，老师先讲解，归纳，再让学生进行练习的方法，转由先让学生进行观察，发现，再进行归纳运用的方式，故而先展示再让学生进行归纳发现并进行总结。 本节课需要提高或改进之处在于如果能让学生用所学的语法进行一些篇章方面的练习，能够成篇的语用输出，则会更好。

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