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学科课程、特殊教育教学设计
课程基本信息
学科 高中英语 年级 高二年级 学期 春季
课题 人教版选择性必修第四册 Unit 2 Iconic Attractions (Period 3) The Review of Past Participles
教科书 书名：人教版(2019) 出版社：人民教育出版社 出版日期：2020年8月
教学目标
Students will be able to: 1.summarize different functions of past participles through reading exercises 通过主题语境阅读，学生能够归纳过去分词在不同情境中发挥的语用功能。 2.identify the differences between past participles and present participles through observation. 通过个人探究和小组合作，学生能够概述过去分词与现在分词在语法规则上的差异。 3.make proper use of past participles through writing practices. 通过句式改写和写作练习，学生能够灵活运用过去分词进行细节描写，表达相关主题。 4.realize the importance of homeland and strive for their dreams. 通过赏析电影片段，学生能够深刻理解家的意义，树立为梦想努力奋斗的价值观。
教学内容
教学重点： 1.教师创设以电影“寻梦环游记”为主题的情境，引导学生采取自主学习和合作探究相结合 的方式，总结过去分词的基本用法及句法功能。 2.在不同的语境中，教师引领学生使用过去分词进行口语和写作的输出练习，恰当使用目标 语表达个人观点。 教学难点： 1.通过梳理过去分词和现在分词在语用方面的区别，教师引导学生掌握过去分词的综合句法 功能。 2.基于语篇中的故事情节，教师指导学生开展批判性思考，用过去分词进行故事重述及主题 鉴赏。
教学过程
Step1.Lead-in:A Guessing Game Present students with the following descriptions of great people.Students are required to make a guess about who is being described.Then they find out what these two sentences have in common in terms of grammar. 1. Acknowledged as the greatest pop singer,he creates a unique dancing style known as moonwalk 2.Being courageous and determined,he is a leader devoted to fighting for the black people. 【设计意图】教师通过一组猜测游戏，激活学生对原有非谓语动词的相关知识，激发学生对 复习过去分词用法的兴趣。 Step2.Presentation:Video-watching 1.Students enjoy a short video about the story to get a general idea of the movie COCO. 2.Students figure out the answers to the following four questions. (1)What is Coco's father in the story (2)What did Coco's mother do after she and her daughter were "deserted" (3)How did Miguel enter the Land of the Dead (4)How could everyone live forever in the Land of the Dead 【设计意图】教师选择了以“家和梦想”为主题的电影COCO 作为贯穿本课的主题语境。先 以短片的方式，让学生了解故事情节和人物关系，并预设4个与故事情节直接相关，同时需 要用到目标语言回答的问题，从而使学生在获知故事情节的同时，感知并总结过去分词的四 个句法功能。 Step 3.Read and Discover Students are given three minutes to scan the passage and fill in the following chart.Here are some grammatical terms for reference. Grammatical Terms(语法术语):过去分词： past participle;现在分词：present participle;被
动关系：passive relationship;主动关系：active relationship;定语：attribute; 表语：predicative; 宾补：object complement,状语：adverbial. Function Demonstration attribute family; a the curse upon him: musician; an the guitar. predicative Miguel was to join... He was at the wonderful world. object complement had music With Ernesto's famous guitar by the musician. adverbial in the shoemaker's family,Miguel... this conclusion,Miguel... his dead relatives,Miguel..
【设计意图】此任务为学习理解类活动(语篇填空),教师呈现相关语言材料，引导学生关注 语言形式，帮助学生共同建构过去分词的表达意义，句法功能和使用规则，从而完成故事的 理解。 Step 4.Consolidation Rewrite the sentences below using past participles. 1.Because he was forbidden to play music,Miguel had a feeling of disappointment. Miguel felt .(adverbial;predicative) 2.If Miguel could be blessed by his lost relatives,he would be sent back to the Land of the living. If Miguel would have himself .(adverbial;object complement) 3.Ernesto murdered Hector and stole the songs which were written by Hector. Emesto murdered Hector and stole the songs .(attribute) 【设计意图】此项任务为应用实践类活动(句式改写),节选重点情节进行句式改写，要求学 生将状语从句改写为过去分词做表语，定语，宾补和状语的句式，促进学生对该语言形式、 使用意义和语法规则进行深入理解和掌握。 Step 5.Difference-identifying
Students are required to observe the sentences and summarize the differences between past participles and present participles. 1.Two roads diverged in a wood,and I took the one less travelled by. 2.Travelling around China,I was impressed by Chinese splendid culture. Summary:in terms ofvoice Past participle: Present participle: 3.The ground is covered with fallen leaves. 4.I can see the leaves falling. Summary:in terms oftense Past participle: Present participle: 【设计意图】此项任务为学习理解类活动，旨在引导学生观察句子，在具体的语境中对比总 结出过去分词和现在分词在语用方面的区别。 Step 6.Gap-filling Students are given one minute to complete the gap-filling exercises. 1.Goodbye to you,my (trust)friend. 2.I will be right here, (wait)for you. 3 (seat)there,she got (involve)in the (heat)discussion 4.Weather (permit),we will go outdoors. 5.All the preparations for the task (complete),we are ready to start. 6 (unite),we stand, (divide),we fall. 【设计意图】此项任务为应用实践类活动(单句语法填空)。基于已总结的规律，学生独立思 考，应用所学语法知识，在具体的情境中选择合适的非谓语形式进行填空。 Step 7.Writing Suppose you have received a letter from a friend who has difficulties adapting to his campus life.Work in group of six and put forward a piece of advice for each problem below,using participles and make up a dialogue accordingly. Problems: 1.As I am embarrassed by my accent,I do not speak to many people. 2.I do not know anyone;I always sit alone in my room for hours. 3.I feel confused because my instructor speaks fast in class. Suggestions:
1. 2. 3. An example: Problem:Because I have no computer,I can not type my paper. Advice:Having no computer,you may go to the school library to get your paper typed. 【设计意图】此练习为迁移创新类活动(口语输出),教师设置具体的问题情境，带领学生小 组合作，用目标语中的相关句式提出解决问题的建议。 Step 8.Summary &Homework Theme-appreciation: After watching a video clip,share this famous saying with students. Family is a harbor where we feel safe.When stressed, we find comfort there;when discouraged, we find power there.Surrounded by love,we are blessed there. Homework: 1.Students draw a mind map to illustrate the usages of past participles in specific contexts. 2.Students are required to use past participles and present participles to finish the relevant translation exercises. 3.According to the movie COCO,finish the continuation writing by adding a new end to the story,and try to use the target structure to describe some details. 【设计意图】课后作业一为绘制思维导图，总结过去分词在不同情景中的用法，引领学生关 注过去分词与现在分词的区别。课后作业二为汉译英练习，进一步巩固学生对过去分词的掌 握。课后作业三是读后续写，给电影COCO 添加一个新的结尾，学生能够灵活运用过去分词到 语篇的写作中，进一步提升他们的批判性思维能力和想象力。 教学设计反思： 1.教学目标清晰明确，教学环节主题连贯，情境创设环环相扣，有利于学生在真实的语境 中巩固复习过去分词的用法。 2.课堂输出活动开放化，从语法填空到句式改写再到主题语境写作，练习设计有梯度，符 合高中生逻辑思维发展的规律，使学生的英语综合运用能力逐步提高。
3.评价方式兼顾多样化和层次性，帮助学生在完成任务中复习抽象的语法条目“过去分词” 的用法，能够提升高中生的英语学科核心素养。

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