高中英语 Unit4 Discover useful structures 教学设计

说课基于大观念的

♦丁三维动态语X

「.44——

PEPBook2Unit4HistoryandTraditions

Discoverusefulstructures

I

安徽省涡阳第一中学俞欣然

InterpretationofTeaching

PEPBook2Unit4HistoryandTraditions

Discoverusefulstructures

Dearjudges,hereismyinterpretationofteachingBook2Unit4History

andTraditions—Discoverusefulstructures.Iwillillustratemyteaching

interpretationfromsixperspectives.

PartOne—TheoreticalGuidance

Basedonmoraleducationprinciples,NewEnglishCurriculum

Standardhasguidedmetousebigideastodesignlearningactivities,

promotingeffectiveimplementationofthecorecompetences.

PartTwo—UnitandStudentsAnalysis.Withthethemeof'History

andTraditions9,themaindesignlineisfrom'Understandingthehistory

andtraditionalcultureofothercountries'to'UnderstandingChinese

historyandexcellenttraditionalcultureandtellingtheChinesestory,,

anddeeplyexplorestheinnerconnectionbetweendifferentpartsofthe

unit.Aboutthesmallideas,thefirstistounderstandthetraditional

historyandcultureofothercountriesanddevelopaninternational

perspective.Thesecondistostrengthenculturalexchangeswith

foreignfriendsandtounderstandeachother.Andthethirdistopass

onandpromotetraditionalChinesehistoryandcultureandbuild

culturalconfidence.Discoveringusefulstructuresisthefifthlessonof

theunit.Thethemeisto'expressfeelingsanddescribesituations'andits

sub-conceptis'Findingtherootsofhistoryandbuildingcultural

awareness'.Howtoteachgrammarincontextisachallenge.Luckily,

Larsen-FreemanandNewEnglishCurriculumStandardprovidemewith

abettermethod,thatis,aThree-DimensionalDynamicViewofGrammar

tointegrate'Form-Meaning-Use'.SoSixElementsIntegratedEnglish

LearningActivitywillbeappliedinthislesson.Idesigndifferentlevels

ofactivitiestoengagestudentsinlearningtargetgrammarfromRegents

ParktoScottishHighlandsoftheUKandatlasttoapplywhattheyhave

learnedappropriately,thatis,theESAlearningmethod.

Nexttargetstudentsanalysis.Accordingtotheresultsofthe

questionnaireonline,studentsknowbasichistoryandtraditionsofthe

UKandthebasicformoftargetgrammarthroughpreviouslearning.It's

thebesttimetodigdeeperthroughthecontextandthenobserveand

capturethestructures.Buttheycannotusethetargetgrammartodescribe

asituationandexpresstheirfeelingscorrectlyandproperlyinspeaking

andwriting.Theyareconfusedabouthowtousethem.That'swhythey

needtailoredlearningobjectives.

PartThree—LearningObjectives

Afterlearningthislesson,studentswillbeabletoobserveand

summarizethestructuresincontext.Secondly,theycanusethepast

participleastheattributeandtheobjectcomplementtodescribethings

andexpressemotionsinrealcontexts.Thirdly,beabletocompareand

contrastthebeautifulcountryside,ancientbridgesandbuildingsinthe

UKandChina.Lastly,studentscanexpressthemselvesmoreeasilyin

English,boostnationalprideandtellChinesestoriesbetter.

FocusandDifficultPoints

SoIbelievethemostimportantthinginthissectionistofocuson

perceiving,summarizingandpracticingthestructuresinthecontext.

Andtheymayfinditalittlebitdifficulttoexpressthemselvesafter

comparingandcontrastingthedifferentaspectsofhistoryand

traditionsintheUKandChina.Herearemysolutions,whichIwouldlike

toelaboratelaterinmyteachingprocedures.

PartFour—TeachingProcedures

Toachievethelearningobjectives,Idesignactivitiesfrom

understanding,practicingtotransferring.Thesearenotisolatedbut

highlyintegrated.Let'scometothispartindetail.Thefirstonerecall

andreview.Toreviewandactivatestudents'knowledgelearnedbefore,

theyenjoyacliprelatedtothelasttextandthenanswerthreequestions.

Duringthisprocess,theyobtaintheanswers,analyzethetarget

structuresandbecomesharpobservers.

Second,observeandsummarize.Studentsenjoytheclipofthe

fantasticautumnsceneryofRegentsPark,aparkonceasaRoyalparkof

theUK,andIaskthem:"Whatcanyouseeontheground?^^toguide

studentstoobserve'fallenleaves'andanalyzethebasicrelationbetween

thepastparticipleandthelogicsubject.Fromthisactivity,theybeginto

engagethemselvesinappreciatingthehistoryoftheUK.

Next,describeandpractice.Topracticeandinternalizeformand

meaningofpastparticiple,studentswatchthepictureoftowerbridge.It's

asymbolofLondon,witnessingthehistoryoftheUK.Andfillinthe

blankusingthepastparticipleproperly.Iaskthemtochangeitintoa

relativeclause.Inthisprocess,theybecomesmartsummarizers.

Afterthat,applyandpractice.Iguidethemtoappreciatethe

countrysideofCanterbury,aplacewithalonghistorydatingbacktothe

firstcentury,andaskthemtodescribethislovelyplaceinthemeaningful

context.Theypracticethepastparticipleastheattribute.Inthisway,

theyarefullyawareofhowtochangeitintoarelativeclauseandcan

describethingsvividly.

Nextcomestoobserveandsummarizepastparticipleastheobject

complement.Studentsgoonappreciatingthebeautifulautumnscenery

inCotswolds,avillagelistedasthemostbeautifuloneintheUK.To

guidethemtoexpressfeelings,Iaskthem:"Howwouldyoufeelifyou

weregivenachancetovisitCotswolds?^^Hence,afterdiscussingwith

theirpartnersandsharingtheanswers,theycanusethetargetgrammar

naturallyandcapturethisstructure.

Tohelpthemunderstandthestructures,Icontinuetoshowthemmore

sentencesaboutcastlesintheUKespeciallyWindsorCastle.Thestudents

discussingroupsandsummarizeotherstructuresofpastparticipleasthe

objectcomplementfromthecontext.Aftertheydiscussingroups,they

giveexamplesconnectedwiththeirexperiencetopracticethisstructure.

Then,topracticeandconsolidatewhatstudentshavelearned,thesix

groupsofthestudentshaveacompetition.Choosetherightwordsandfill

intheblankswiththeproperforms.Actthedialogueoutpassionatelyin

pairs.Othergroupsassesstheirperformanceusingmagneticflowers.

Theycanputtheflowersontheirgroupleaves.Aftertheyareawareof

howtoexpressvariousfeelingsusingthestructuresintheformofthe

dialogue,theyappreciatetheculture,customandhistoryoftheUK

betweenthelines.Asaresult,theybecomepracticallearners.

Nowcomesanotherinterestingbutchallengingactivity.Thestudents

haveseenthefantasticsceneryinEngland.It'stimetoenjoysplendid

sceneryinScottishHighlands.Ishowthemaclipmadeanddubbedby

myselfwithsomeofthesubtitlesoftargetgrammarmissing.Theyenjoy

thevideoaswellaslistenforanswerstofillintheirworksheets.During

thisprocess,theydeepentheirunderstandingoftheuseoftarget

grammar.

Thelastandmostimportantactivityistoreflectonwhatthe

studentshavelearnedinthislesson.Somehighorderthinkingquestions

aresethere.Theydiscussthemostimpressivepartingroups.First,

decoratepostersusingthepicturesfrommaterialbagstheygetasrewards

fromthepreviousactivities.ThenintroducethecounterpartsinChinaand

sharetheiropinions.Iofferthemthelanguagescaffold,allowingthemto

expressthemselvesmoreeasily.OnestudentsharesthebeautifulChinese

villagessheseesinherhometown.Onestudentmentionsthecastles

remindherofForbiddenCityofChina.Anotherstudentshareshisview

comparingtheTowerBridgeandZhaozhouBridge.Theydoagreatjob.

Afterthat,studentsboostculturalconfidenceandaredelightedand

proudtobeaculturalmessenger,tellingbetterChinesestories.

Together,wefeelthedifferenthistoryandcarryforwardourtraditions.

PartFive—AssignmentandBlackboardDesign

Hereareassignmentandblackboarddesignofthislesson.Individual

andgroupworkmakestudentsbetterconsolidatewhattheyhavelearned.

Compulsoryandoptionalworkgivestudentsmorelearningopportunities,

providingfluentlanguageoutputforListeningandTalking,andReading

forWriting.

Blackboarddesignisinspiredbythefallenleavesofthisseason.Itis

completedafterthelastactivity.

PartFive—EvaluationandReflection

Studentsassessthemselvesinthelessonusingtwoexittickets.During

thewholeprocess,studentsobtaintheassessmentfrompeersandteachers,

achievingthedialoguesbetweentheteacherandstudents,studentsand

peers,studentsandthecontexts.Besides,using'HistoryandTradition,as

athread,and'RootsofNation,HistoryandCulture'asahiddenthread,

studentsimmersethemselvesingrammarlearning.Through

'form-meaning-use'to'sense-discover-explore-apply-consolidate'the

targetgrammar,thestudentsbecomefullyengagedinthislesson.

Moreover,usingtheQuestionChain,thelearningactivitiesaredesigned

fromlowthinkingleveltohighone,promotingtheirdeepgrammar

learning.Iusethemulti-modalwaystopresentlearningcontentsothat

thelearningobjectivesareeffectivelyachieved.Abovearemyhighlights.

However,notallgrammaticalpointsarecoveredinonelessonfor

reasonsofdiscourseandtime.Andaccordingtotheexisttickets,notall

studentsarecapableofusingthestructuresinwriting.Thafswhythey

needtodrawamindmapofthetargetgrammarafterclass.Fromtheir

secondassignment,theyconsolidatepastparticipleastheattributeand

theobjectcomplementthroughcooperationandbecomeverycreativein

writing.

That'sallformyinterpretation.

Thankyou!

Attachment1

TeachingDesignofDiscoveringusefulstructures

寻历史之根，树文化自信以描述英国为主题语境表达情感和描述情景

人教版Unit4HistoryandTraditions

必修二Discoverusefulstructures-----Expressyourfeelingsanddescribesituations

单元分析

本单元整体教学设计，始终坚持以单元大观念为核心设计理念，以“了解他国历史和传统

文化”到“了解中国历史和优秀传统文化，讲好中国故事”为设计主线，深层次地挖掘单元各

语篇、课时之间的内在联系，并依据单元小观念，整合单元教学内容，调整单元各语篇、课

时的授课顺序，建构关联，使单元内容结构化、系统化；并以主题为引领，以语篇为依托，通

过层层递进的教学活动，引导学生深层次、多角度地探究主题意义。

本单元的大观念是历史与传统，培养具有中国情怀、国际视野、文化自信和跨文化沟通能

力的社会主义建设者和接班人，向世界讲好中国故事。

小观念一是了解他国传统历史文化，培养国际视野；小观念二是加强与外国友人的文化交

流,并在交流中相互了解；小观念三是传承发扬中国传统历史文化，树立文化自信。

单元主题：HistoryandTraditions

1.教材

小观念1：了解他国传统历史文化，培养小观念2:加强与国际友人的文化交流,小观念3:传承发扬中国传统历史文化,

分析国际嵋并在交流中相互了解树立文化自信

ustenngUMetwigand

ReamgReaangtofwrtngDiscoverusefulstructures

乐力Taaong

大制*：侬历客：量尔》恸H

语法语篇：欣常英格兰和苏听说理■:介好

86裳色映匕0介密孔子m—

格兰自然风景及

历史建筑

目标：丽芯卓JifiJ庭第■同目标：运用过去分词作定语酹丽WL子

航SRSKFW力三财3sme7xM8.并桃卢哥槎式.开电

<5时文本?河W和宾补描述英格兰和苏格兰i；T：悔,期&州7白和个切球笠杂

5*塔式介盘3

景色并表达感受

子主题意义1：充分了解、正确认识和理子主题意义2:加强中国与世界的交流,子主题意义3:传播中国及地方历史文

解他国文化，尊重差异在交流中碰撞不同的思维火花化，培养跨文化交流能力

培养具有中国情怀、国际视野、文化自信和跨文化沟通能力的

社会主义建设者和接班人，向世界讲好中国故事

课时文本重构分析

What活动主题:本版块的活动主题为ExpressyourfeeIingsanddescribesituations

（表达情感和描述情景）,是对上一个阅读话题的延伸，也是为接下来的听说课做好语言铺垫。

明线是描述英国各个风景名胜的文本，暗线是本单元的语法项目。学生通过观察、分析和归纳

总结，掌握过去分词作定语和宾语补足语的用法，并运用这一结构表达情感及描述情景。

How设计理念:以新课程标准所倡导的英语教学语法观为导向的“形式一意义一使用”三

维动态语法观，本课采用发现式语法教学，给学生塑造自主学习的情境，教学过程采用“感知

一发现一总结一练习一运用在以英国为主题语境中学习，赋予语法学习真实语境，实现语

法教学的意义驱动。

Why设计意图:以沉浸式学习的语法学习方式，通过观看视频秋天的英国摄政公园的一花

一木，图片英国的象征之一伦敦桥，视频多次出现在大文豪笔下的英国古老乡村坎特布雷，图

片宏伟壮丽的英国温莎城堡，学生在获得视觉听觉美的享受的同时，自然流露出对于美景的描

述和感受，在这过程中已经在使用目标语法——过去分词作定语和宾语补足语，使得语法学习

发生她自然。最重要的是，英国的历史与传统正是扎根于这自然风景中的一草一木，百年伦敦

桥和矗立了几个世纪的古堡中。在最后的活动中，教师引导学生思考联想到中国的哪些关于历

史和传统的载体，进行比较分析，实则是对比中西文化，树立文化自信，更自豪地讲好中国故

事。

PastParticipleastheAttributeandtheobjectComplement

ObserveandSummarize

WinsorCastle

Cotswolds

知识基础:学生已经在很多文本中遇到过去分词作定语和宾语补足语的形式，对这种语法

表现形式有浅层的初步了解。但由于汉语中并不存在动词此类变换形式，所以学生在组织句子

时经常写出在没有并列词或未出现从句的情况下，使用两个谓语动词这种中式英语错误。因此，

让学生通过观察、总结、练习，掌握这一语法规则至关重栗。

2.学情心理及技能:学生对于世界各地的历史和传统十分感兴趣，然而因为新冠疫情导致无法出

分析国门，所以通过多模态语料呈现不同的历史和传统和城市风光，会极大增加语法教学的趣味性，

使学生拥有全球视野。

学习需求:过去分词作定语和宾补在阅读文章和写作中频繁出现，学生尚未能完全掌握，

导致在写作中错误频出而被扣掉分数，因此语言输出和知识运用的不匹配呈现的矛盾构成了学

生学习本课的需求。

学完本课后，学生能够:

1.掌握过去分词作定语和宾语补足语在真实语境中体现的逻辑关系；

3.教学2.在真实语境中运用过去分词作定语和宾语补足语表达情感和描述情景；

3.对比中英文在动词用法的不同，从而使用过去分词作定语和宾语补足语生动细致描述事

目标物、情境及个人情感。

4.讨论英国历史的根和中国历史的根的相似和不同之处，从而对比中西文化，树立文化自

信。

重点：引导学生在较为真实的以英国的摄政公园的一草一木、伦敦桥、美丽的坎特布雷乡

4.*重点村风景、宏伟壮丽的温莎城堡、秋日美景最佳观赏地科兹沃尔德以及苏格兰这些语境中，恰当

运用过去分词作定语和宾语补足语的结构，较为生动细致地描述事物、情境及个人情感等。

难点难点：如何引导串联所看到的英国各处的美景和地标式建筑物，联想到中国的景色，并恰

当地运用过去分词作定语和宾补表达出个人见解。

教学目标教学活动与步骤评价要点时间

与互

动模

式

Step1Recallandreview学生通过观CW

1.感知与获取

1.Watchavideoclip.看视频中图r

旧知带新知，2.Studentsanswerthequestionsafterwatchingthe

片所附句子

激活对目标语quickflashofthesentences.

快闪，捕捉答

法句的有意注Doyoustillremember?

案，复习所学

意。

•HowdomostpeoplecalltheUK?知识。

•Whataretheflagsofthesefourcountries?

•WhatdidtheNormansdoaftertheyconquered

England?

设计意图：ToreviewwhathavebeenlearnedinthetextofReadingandthinkingandbeaware

ofthesentenceswithpastparticipleastheattribute.

Activity1--Beasharpobserver学生观察并IW

2.感知与获取

Askthestudentswhatthesentenceshaveincommon分析三个语2,

观察并分析过andsummarizethebasicrules.

法项目句子

去分词与逻辑Fromabovethreeanswers,workouttherules:

①Inoticeallthesentencesuse_________.初步总结规

主语之间的关

②Irealizetherelationbetween____________and律：过去分词

系。

thelogicsubjectis_______(active/passive).与逻辑主语

存在被动关

系。

设计意图：Toobserveandsummarizethebasicrelationshipbetweenthepastparticipleandthe

logicsubject.

Step2Observeandsummarize学生通过观

3.感知与获取CW/

ThehistoryoftheUKliesinitsgrassandwood.看视频，切实IW

Watchaclip.Thestudentsenjoythesceneryin

训练与内化感受到英国，

RegentsParkoftheUK.Answerthequestions.6

观察并发现过①Whatcanyouseeontheground?历史在于其

去分词在句中一花一木、在

功能之一作定于其伦敦象

语。掌握描述征之一伦敦

英国景物时用桥。同时沉浸

过去分词作定式地观察并

语和定语从句分析探讨过

转换。去分词作定

w-语的功能以

及与定语从

句进行灵活

Activity2Beasmartsummarizer

转换。

②What'sthefunctionof“fallen"?

Fallenisusedto__________leaves.

Guidethestudentstothinkaboutthefollowing

questions:

What'stherelationbetween“fallen"andleaves?Isit

passive?Ifnot,whatisit?

TowerBridgewitnessesthechangesofhistoryof

theUK.

I

r■一—

Moreexamples:

③TowerBridge,_______(locate)inThamesRiver,

wasbuiltin1886.ItisasymbolofLondon.

Question:Canyouchangethissentenceintoanother

form?

④TowerBridge,__________________inThames

River,wasbuiltin1886.ItisasymbolofLondon.

设计意图：Toobserveandsummarizebasicfunctionofthepastparticipleastheattributeand

realizeitcanbederivedtoarelativeclause.

Activity3Beavividdescriber

4.训练与内化学生观看英GW/

ThehistoryoftheUKliesinitsancientvillages.国坎特布雷IW

欣赏英国坎特Thestudentsenjoyavideoclipaboutthetranquil

古老的村庄，6'

布雷古老的村sceneryinCanterbury.

Afterwards,thestudentsdescribewhattheyhave尝试去描述，

庄，描述所看

seenusingthepicturestofillintheblankswiththe有意地选择

到的景象。

rightforms.正确的过去

分词作定语。

⑤Thehouses,_________(build)hundredsofyears

ago,witnessthechangesinhistory.

@Theman,_________(bury)inrowingtheboat,is

lostinhisinnerworld.

©Thecouple,_________(seat)intheboat,is

completelyattractedbythepeacefulvillage.

⑧Thegirl,__________(surround)bytheflowers,

issoimpressedbythepeacefulscenery.

设计意图：Toapplyandpracticethepastparticipleastheattributewhileappreciatingthe

fascinatingsceneryofancientvillageinCanterburyoftheUK.

Step4ObserveandsummarizeGW/

6.感知与获取学生欣赏英

ThebestseasonoftheUKisautumn.Thebest国美丽乡村IW

训练与内化sceneryoftheUKisinCotswolds.科兹沃尔德5，

Motivatethestudentstodescribethefeelings.

描述到英国乡的秋景，并表

村科兹沃尔德达感受。

度假的心情

时，使用了过

去分词作宾

补，语言项目

的学习和使用Howwouldyoufeelifyouweregivenachanceto

自然而然发visitCotswolds?

①

生。Ashortbreakorevenanextendedholidayinthe

Cotswoldswillleaveme________(attract)bythe

colorfulfallenleaves.

②Iwillfindmyself_________(impress)bythe

splendidnaturallandscapeandfindpeaceinmy

heart.

Activity4Beasharpobserver学生观察句

Abovethetwoanswers,canyounamethestructures

子，概括出过

ofthesentences?

①Inoticethefirstsentence去分词作宾

uses____________________________.语补足语的

②

Inoticethesecondsentenceuses语法结构。

Thecentury-oldcastleswitnessthehistoryofthe

UK.

7.感知和获取

朗读描述英国

温莎城堡的句

子，总结更多

关于过去分词

作宾补的结

构。Showthestudentsmoresentencesandaskedto学生朗读描CW/

summarizeusefulstructures.

Qs:Canyousummarizethestructures?述温莎城堡IW

Canyoumakeanotherexampleofeachstructure?的句子，总结5，

③TheNormanshadcastlesbuiltaroundBritian.

更多关于过

@Wecanseesomanyancientcastlesbuiltin

England,IrelandandScotland.去分词作定

⑤Withsomanycastlesbuiltaroundthevillage,no语的结构并

wonderpeoplesayyoucannotmissvisitingthese尝试结合自

castlesifyouwanttoknowmoreabouttheEnglish

身经验造句。

historyandtraditions.

设计意图：ToobservethesentencesdescribingthesceneryofautumninCotswoldsand

WindsorCastleandtosummarizemorestructuresofpastparticipleastheobjectcomplement.

Step5Applyandpractice学生理解对GW/

8.运用和创新

Activity5Beapracticallearner话意思，生动PW

学以致用，并Thesixgroupsofthestudentshaveacompetition.

演绎出对话5，

通过对话表演Actthedialogueoutwithpassionasapair.

Choosetherightwordsandfillintheblankswiththe中所表达的

的形式表达相

properforms.心情。运用情

关的心情和感

景交际，透过

受。透过对话，boiladdicthidewritetrapplant=

1字里行间，感

感受英国历

(1)A:Whatdoyouthinkoftheweather?受英国历史、

史、文化和传

B:Itdrivesmecrazysometimes!Thecontinuous文化、传统。

统。heavyrainhadme___________athomelastweek.

(2)A:What'syourtravelplanforthisweekend?

B:I'msointerestedintheplaysby

ShakespearethatI'mgoingtoStratford-upon-Avon

thisweekend.

(3)A:DoyoulikeHarryPotterfilms?

B:Yes,itreallyhasme___________.

(4)A:Whydoyoulikethisparksomuch?

B:Weliketolookforthebirds______________inthe

trees.

(5)A:Doyouwantacupoftea?It'scoldoutside.

B:Yes,please.Ipreferthe___________waterwithsome

milk.

(6)A:Wow,look!It'samazing!

B:Withvariousflowers______________aroundthe

cottage,thehouselookslikeagarden.

设计意图：Topracticeandconsolidatewhatthestudentshavelearned.Beconsciousofthe

variousfeelingswhenusingpastparticipleastheobjectcomplementandknowhowtodescribe

asituationusingpastparticipleastheattribute.

Activity6Bealivelydescriber学生欣赏苏CW/

9.运用和创新

Thestudentshaveseenthefantasticsceneryin格兰的美景IW

欣赏苏格兰美England.

和地标式建6，

景的视频，字It'stimetoenjoysplendidsceneryinScottish

Highlands.筑----蒸汽

幕部分句子进

Watchaclipcarefullyandfillintheblanks.火车、艾琳朵

行挖空处理，

Afterthat,readitoutasifatravelagent.娜城堡。通过

观后填词，通Hellothere,whatyoucanseenowisJacobite

视听，填出缺

过语篇巩固并SteamTrain,asthegreatestrailway

journeyintheworld.Thesteamengine,_______as失的字幕，在

掌握过去分词

“HogwartsExpress“intheHarryPotterfilms,isthe真实语篇中

作定语和宾

trainthatexistsinyourdreams.巩固过去分

补。EileenDonanCastle,________onitsownlittle

词作定语和

island,isapopulardestinationinScotland.St.

Donanhadit________aroundthelakeinthe13th宾补用来表

century.Travellinghere,youwillfindyourself达感受和描

__________bythesplendidmountains.述情景。

TheScottishHighlandsareamazingcombinations

ofculture,history,architectureandpicturesque

scenery,_______withmagnificentlandscapes,big