Unit5MusicDiscoveringUsefulStructures教学设计高中英语人教版

Book2Unit5MusicPeriod3DiscoveringUsefulStructuresThePastParticipleastheAdverbial教学设计教学对象：高一学生授课教师：课型：语法课学情分析：本课的授课对象为高一的学生，他们的观察力强，思维活跃，对探索活动有较强的热情。但多数学生的语法分析、解构能力较弱，不能很好地组织语言描述事物或阐述自己的想法。而本节课的语法内容——过去分词充当状语，是学生学习中普遍遇到的难点之一。在上个单元学生已经学习过去分词充当定语和宾补，对过去分词有一定的了解。在初中时，学生早已接触过去分词充当表语的用法，但当时只是把过去分词当作形容词理解。教师只需要稍稍点拨，学生就可以明白过去分词作表语的用法。因此在本节课不做重点讲解。课标要求：语法知识是“形式——意义——使用”的统一体，其最终目的是在语境中有效地运用语法知识来理解，描述真实和想象世界中的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活中进行流畅的人际交流。教学理念和教学思路：语法教学并不是孤独、孤立的语法知识的教学，而是在一定语境中学习和运用语法知识，把握基本体系和语用意义的教学。在本次语法教学中，重视语法学习过程的过程性和参与性，遵循“感知发现总结练习运用”的思路，主张用“归纳法”开展教学活动。具体表现为：让学生先回归文本，自主发现语言结构，引导学生分析过去分词作状语，通过比较与归纳，总结出过去分词作状语的基本形式和意义，进行练习，最后创设话题语境，培养学生创新思维能力，体现英语学科核心素养。教学目标：1.Getstudentstohaveagoodunderstandingoftheusageofpastparticipleasthepredictiveandtheadverbial.2.Enablestudentstousethepastparticiplecorrectlyandflexibly.3.Enablestudentstoexpressfeelingsanddescribesituationsusingthepastparticiple.教学重点：Getstudentstohaveagoodunderstandingoftheusageofpastparticipleastheadverbialandenablestudentstousethepastparticiplecorrectlyandflexiblyinspecificcontext.教学难点：Enablestudentstoexpressfeelingsanddescribesituationsusingthepastparticiple.教学方法：InductiveApproachandTaskbasedLanguageTeachingApproach，学习方式：CooperativeLearningMethod教学辅助：blackboard、slides、worksheetsandtextbook.教学过程：Warmup(3mins)Accordingtotheteacher’sdescriptionaboutcelebrities,studentsplayguessinggames“Whoisheorshe?”anddiscoverwhat’sthesimilarityamongtheunderlinedwords?【设计意图】：学生初步感知过去分词，以猜谜游戏的方式激发学生学习热情和兴趣。活动中提及的名人在音乐方面取得不错的成就，学生对他们比较了解，有利于学生之后更好地将获取的信息输出。2.ObservationandAnalysis(15mins)AskstudentstoreadTheVirtualChoirquicklyandanswerthefollowingquestions.(1)WhenandwherewasEricWhitacreborn?(2)WhatdidhesaywhenhewasinspiredbyMozart'smusic?(3)Whydidheaskhisfanstomakevideos?Invitesomestudentstoanswer,andthentheteacherasksstudentstoobservethesesentences,andfinishActivity1intheirworksheets.Activity1:Observethesesentencesandfillintheblanks.1.都是______分词。2.逗号前面的部分作________。3.句一的汉语意思为_________________________________________。句二的汉语意思为_________________________________________。句三的汉语意思为_________________________________________。【设计意图】：以回顾课文、了解EricWhitacre的方式，引导学生观察过去分词作状语，从形式上和意义上，发现过去分词作状语的结构。Activity2:Readthesentencestogetherandthinkaboutthefollowingquestions,whichcanhelpstudentsfindouttherules.Studentscanworkingroupandhaveadiscussion.BornintheUSAon2January1970,WhitacrebeganstudyingmusicattheUniversityofNevadain1988.MovedbyMozart’smusic,hesaid,“Itwaslikeseeingcolorforthefirsttime.”Inspired,heaskedhisfanstomakevideos.(1)What'sthelogical(逻辑主语)subjectoftheunderlinedpastparticiples?(2)What'stherelationshipbetweentheunderlinedpastparticiplesandtheirsubjects,activeorpassive?(3)Canyouchangethemintopletedadverbialclauses?【设计意图】：教师给出过去分词作状语的例子，鼓励学生自主观察、思考和归纳。发展学生的思维能力，由于学生的推理分析、归纳能力较弱，故采用小组合作的方式开展教学。Activity3Observethefollowingsentencesandidentifythefunctionsofthepastparticiplesastheadverbial.1.Whenitisseenfromthebottomofthebuilding,thehalllookslikeagoldenpalace.___________________________________，thehalllookslikeagoldenpalace.时间状语2.Ifitwasgivenmoreattention,thethiefcouldhavebeencaught.__________________________________，thethiefcouldhavebeencaught.条件状语3.Asshewasencouragedbythepianist,thegirlwasveryhappy.________________________，thegirlwasveryhappy.原因状语4.Althoughshewasleftaloneathome,Jennydidn'tfeelafraidatall.让步状语______________________，Jennydidn'tfeelafraidatall.5.Thesingerwassurroundedbyhisfansandhewentintotherestroom.方式（伴随状语）_____________________,thesingerwentintotherestroom.What’sthedifferencebetweentheadverbialclausesandthepastparticiplesastheadverbials?【设计意图】：由于过去分词作状语所表达的类别较多，教师需引导学生明确过去分词作状语与主句的关系及其表达的意义。学生观察会发现，与完整的状语从句相比，过去分词（短语）在表达上更为简洁和凝练。3.Summary(7mins)Theteacherasksstudentstowritedownthesummaryofthepastparticipleastheadverbialintheirworksheet.含过去分词作状语的句子的特点：(1)作状语的过去分词短语常常相当于一个状语从句。(2)过去分词的逻辑主语和句子主语保持一致。(3)过去分词与其逻辑主语之间是被动关系。(4)过去分词短语作状语所表达的状语类别（表时间、条件、原因、让步、方式或伴随等情况），要根据整个句子的意思来推断。Studentsgettoknowtheusageofpastparticiples。过去分词作状语，即可以明确与主句的关系，表达各种状语的意义，又使句子更简洁，句式更多样。准确恰当地使用过去分词作状语，即是语言知识学习的要求，也是综合语言水平较高的体现。【设计意图】：为了凸显学生在课堂当中的主体地位，考虑学情，教师罗列过去分词作状语的要点，让学生以填空的方式将内容补充完整，为学生概括语法规则搭建脚手架。让学生自主探究，发现和归纳语言结构的功能和意义，以便于在练习和活动中进一步感知理解和运用语言，同时获取相关的信息。Practiceandapplication(20mins)Activity4:Rewritethefollowingsentencesbyusingthepastparticipleastheadverbial.1.Theywereinvitedtobevolunteersatthemusicfestival.Theyarelearningalotfromthisopportunity.______tobevolunteersatthemusicfestival,theyarelearningalotfromthisopportunity.2.ThesevideoswereuploadedontotheInternet.Theysoonbecamepopular._________ontotheInternet,thesevideossoonbecamepopular.3.Whitacrewasinspiredbyhisfans.Hecontinuedwithhisoriginalpositions.________byhisfans,Whitacrecontinuedwithhisoriginalpositions.4.HewaspresentedwiththeplayeroftheYearAward.Sampletedthefinalyearofhiscareerwithgreatsatisfaction.________withtheplayeroftheYearAward,Sampletedthefinalyearofhiscareerwithgreatsatisfaction.5.Iamgiventheopportunitytoperformaloneonvideo.Iwillenjoytheexperience.______theopportunitytoperformaloneonvideo,Iwillenjoytheexperience.Activity5:Rewritethestoryusingthepastparticipleastheadverbialandidentifytheirfunctions.Henrywashighlyinterestedinmusicandbegantowriteoriginalpositionswhenhewasinhighschool.TheywerepleasedwithhismusicandsongsandfinallyinvitedhimtoperformintheSliverHall.Thoughhewasaffectedbygradualblindnesssoonaftertheperformance,Henrywasstillcapableofwritingpositionsandhefoundthecreatingmusicwasareliefandcurehisillness.Whenhegotabsorbedinhisworldofmusic,hefeltasifhecould"see"thebeautyoftheworldaroundhim,likehehadinhispreviouslife.【设计意图】：该环节让学生在语境中理解过去分词的用法，让学生对句子进行改写，巩固本堂课所学的内容。从填词到改写句子，逐渐增加练习的难度。如果时间充裕，在活动5中，涉及到过去分词作表语的内容，教师可以简单地对该内容进行指导，增加学生对过去分词应用的理解。如果所剩时间不多，教师可以将这一内容安排在下一堂课。Activity6:Readandpletetheconversationaboutamusicfestivalwiththecorrectformsoftheverbsinbrackets.Linda:HiGeorge!Howwasmusicfestival.George:Itwasinteresting.Wewere_______(amaze)tohearsomanytypesofmusic.Linda:Whatdidyouenjoymostatthefestival?George:Definitelytheperformance________(give)bymyfavouritehiphopartist!_______(attract)bythechancetoseehimperformlive,Iwenttothemusicfestivaleventhoughitwasstillexamseason!Linda:Hemustbegreat.George:Yes.Heisavery_______(talent)musician.________(influence)byhisgrandmotherwhowasanoperasinger,hismusicreallysomethingdifferent.Linda:Cool,Ishouldcheckouthismusicsometime!Afterthat,theteachergivesstudentsatask,whichistomakeashortconversationabouttheschool