资源简介

Unit5 Discovering Useful Structures
课时内容
Express feelings and describe situations
主题语境：人与社会 主题群：文学、艺术与体育
子主题：音乐 语篇类型：习题
文本分析：本板块的活动主题是“表达情感和描述情境”,目标语法是理解过去分词作表语 和状语的功能。在本单元的音乐主题语境下，课文中的一些句子运用过去分词来表达对音乐 的情感和描述相应的人物状态，让学生继上个单元学习了过去分词作定语和宾语补足语的用 法后，继续学习过去分词作表语和状语的用法。
课时目标
学完本课后，学生能够：
1.理解过去分词作表语和状语的用法和表意功能。 2.在与音乐话题相关的情境中正确使用过去分词。
重点难点 重点
1. 理解过去分词结构作状语的表意功能，明晰它的逻辑主语和表达的被动意义。 2.在语言交际中正确使用过去分词，尤其是它作表语和状语的功能。
难点
观察、判断过去分词与句子的主语之间的主、被动关系，明晰过去分词作状语与状语从句的 关系，并在新情境下运用过去分词正确表意。
教学准备 教师准备
1. 归纳学生已经学过的过去分词作定语和宾语补足语的用法。
2.准备一些运用过去分词表达情感和描述情境的图片、句子和语篇。
3. 准备好相关教学设备。 学生准备
1.复习学过的过去分词作定语和宾语补足语的用法，预习本课过去分词作表语和状语的用 法。
2. 了解如何在与音乐话题相关的情境中正确使用过去分词表达情感和描述情境。
精彩课堂
StepI 学习理解
活动一：感知与注意 1.Describe and rewrite.
(1)Ask students to describe the following pictures.
(
②
) (
③
)④
①The book is i
③The boy is s
②The Winter Olympic Games are e
④ The people are e
Suggested answers:
①interesting ②exciting ③surprised ④excited
(2)Ask students to rewrite the sentences.
①When our school is seen from a high place,it looks li se a park. from a high place,our school looks like a park.
②When water is heated,water turns into steam. water turns into steam.
③Because he was exhausted,he fell fast asleep. he fell fast asleep.
④If I am given a time machine,I will pay a visit to the future. a time machine,I will pay a visit to the future.
Suggested answers:
①Seen ②Heated ③Exhausted ④Given
【设计意图】通过观察图片信息进行填空，关注过去分词和现在分词作表语，逐步导入过去 分词作表语；通过改写句子，导入过去分词作状语。
2.observe.(Activity 1)
(1)Ask students to look at the sentences and underline the past participles. Suggested answers:
①Born②Moved
(2)Ask students to find more past participles in the text and discuss their functions in pairs.
Suggested answer:
Inspired,he asked his fans to make videos...
【设计意图】通过该活动，提高学生的观察能力。通过找出例句中和文章中的过去分词，并 和同伴总结其功能，对过去分词作状语有初步的了解。
活动二：获取与梳理
1.Ask students to complete the sentences with the words in brackets in their correct forms.
① (translate)into German,the sentence has a different word order.
② (remind)not to miss the flight,the professor got up very early.
③If (carry)out regularly,exercise can build up our health.
④ (lose)in deep thought,I didn't hear the knock on the door.
⑤Don't say anything unless _(speak)to.
Suggested answers:
①Translated ②Reminded ③carried ④Lost ⑤spoken
【设计意图】学生通过填空练习，感知和梳理过去分词在具体语境中的用法。
2.Ask students to rewrite the story using past participles as the adverbial.(Activity 2)
Suggested answers:
①Highly interested in music,Henry began to write original compositions when he was in high school.
②Pleased with his music and songs,they finally invited him to perform in the Silver Hall.
③Though affected by gradual blindness soon after the performance, Henry was still capable of writing compositions and he found that creating music was a relief and cure for his illness.
④Absorbed in his world of music,he felt as if he could“see”the beauty of the world around him,like he had in his previous life.
【设计意图】学生根据之前活动中获取的知识，在将句子改写成过去分词 作状语的实际操练中，进一步了解该语法的用途和意义。
3.Ask students to match the sentence halves and rewrite each sentence beginning with a past participle.(Activity 3)
Suggested answers:
①E Painted in dark colours,the room needed some bright lights
②A Unemployed,Dave had time to consider what job he really wanted.
③D Moved by his romantic words,the girl accepted his gift.
④F Corrected by his teacher from time to time,he lost interest in singing.
⑤C Recorded in a new way,the album was expected to be popular with techno fans.
⑥B Invited to perform on the stage,he felt nervous and excited.
【设计意图】学生通过改写，进一步明晰过去分词结构的表意功能，理解 过去分词(短语)作状语时的逻辑主语和表达的被动意义。通过和原句的 比较，总结规律。
活动三：概括与整合
Summarise.
(1)Ask students to review what they have learnt with the mind map.
(
过去分词
作表语的
基本用法
过去分词作
表语和现在
分词作表语
的区别
过去分词作
表语和过去
分词在被动
语态中的区
别
过去分词
作状语的
基本用法
过去分词
作状语的
注意事项
过去分词
与现在分
词作状语
的区别
过去
分词
作表
语和
状语
过去分词
作表语
过去分回
作状语
)
(2)Ask students to extend their knowledge according to the grammar book,dictionaries, or the Internet.
【设计意图】通过思维导图梳理和总结过去分词作表语和状语的语法知识，让学生借 助语法书、词典、网络等学习资源来进行拓展学习，以提高他们的自主学习能力。
【备注】语法讲解详见“教学资源链接”。 SteplⅡ 应 用 实 践
活动四：内化与运用
1.Ask students to complete the passage with the words in brackets in their correct forms.(Activity 4)
Suggested answers:
questioned;discouraged;Filled with
【设计意图】从单句到语篇，学生在理解语法规律的基础上，通过练习，巩固和强化对过 去分词作状语和表语的理解，将语法知识内化、吸收并正确运
2.Ask students to list some expressions to describe situations. Suggested answer:
even if:used to emphasise that something will happen despite something else that might prevent it far from:certainly not/not at all in any case;whatever the situation is or will be
in reality:used to stress that something is true or real especially when it is
different from what was believed or expected in someone's place:used to talk about what you
would do if you were in the same situation as someone else设计意图】学生总结和归纳描述情 境的相关表达，学会联系实际，在具体语境中运用。
活动五：比赛与评价
Divide the whole class into several groups.Tell students that everyone says a sentence with past participles as the predicative or the adverbial.
【设计意图】以小组比赛的方式，鼓励学生复习本课时所学的语法知识。
StepⅢ 迁移创新活动六：
想象与创造
Be a critical thinker.
Ask students to translate and complete the sentences from some poems.
板书设计
Unit 5 Music
Period I/l Discovering Usefu/Structures
Express feelings and describe situations
Past participles as the predicative and the adverbia/
Express feelings Describe situations

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