高中英語(yǔ) Unit4 Discover useful structures 課件

基于大觀念的踐行三維動(dòng)態(tài)語(yǔ)法說(shuō)課PEPBook2Unit4HistoryandTraditionsDiscoverusefulstructures安徽省渦陽(yáng)第一中學(xué)

俞欣然Contents4.TeachingProcedures3.LearningObjectives1.TheoreticalGuidance2.Unit&StudentsAnalysis5.Assignment&Blackboarddesign6.Evaluation&ReflectionContents4.LearningProcedures3.TeachingObjectives1.TheoreticalGuidance2.Unit&StudentsAnalysis5.Assignment&Blackboraddesign6.Evaluation&Reflection理論指導(dǎo)——TheoreticalGuidance2022版新課標(biāo)01Contents4.TeachingProcedures3.LearningObjectives1.TheoreticalGuidance2.Unit&StudentsAnalysis5.Assignment&Blackboarddesign6.Evaluation&Reflection單元和學(xué)情解析——Unit&Students02單元主題:HistoryandTraditionsWhatLasen-Freeman（2003）AThree-DimensionalGrammarFrameworkNewCurriculumStandard（2020,2022）“Form-Meaning-Use”——AThree-DimensionalDynamicViewofGrammar

HowObserveandSummarizeWinsorCastleCotswoldsApplyandActScottish

HighlandsPracticeObserveandSummarizeRegent’sParkLondonBridgeAvillageinCanterburyPastParticipleastheAttributeandtheobjectComplementPastParticipleFormUseMeaningWhy(1)SixElementsIntegratedEnglishLearningActivity;(2)Activitiesasthebasicorganizationform.ESARegentsParkCountryLifeScottishHighlandsHow單元和學(xué)情解析——Unit&Students高中英語(yǔ)語(yǔ)法過(guò)去分詞作定語(yǔ)和賓補(bǔ)學(xué)情調(diào)查熟悉度難易度熟悉度應(yīng)用程度一般一般了解一點(diǎn)只能寫一部分02過(guò)去分詞作定語(yǔ)用法過(guò)去分詞做定語(yǔ)難度過(guò)去分詞作并于補(bǔ)足語(yǔ)列出過(guò)去分詞作賓補(bǔ)的動(dòng)詞Confusedaboutvarioususagesofthetargetgrammar.Digdeepthroughthecontext.ObserveandobtainthestructuresNotabletousethepastparticipleastheattributeandtheobjectcomplementcorrectlyandproperlyinspeakingandwriting.KnowthebasichistoryoftheUK.Knowthebasicformofthetargetgrammar.SOWTStrengthWeaknessOpportunityThreatsContents4.TeachingProcedures3.LearningObjectives1.TheoreticalGuidance2.Unit&StudentsAnalysis5.Assignment&Blackboarddesign6.Evaluation&Reflection學(xué)習(xí)目標(biāo)——LearningObjectives1.StudentscanobserveandsummarizethestructuresincontextssuchasRegent'sPark,LondonBridge,thecountrysideofCanterbury,WindsorCastleandthebeautifulnaturalsceneryofScotland.2.Studentscanusethepastparticipleastheattributeandtheobjectcomplementtodescribethingsandexpressemotionsinrealcontexts.3.Studentscancompareandcontrastthebeautifulcountryside,ancientbridgesandbuildingsintheUKandChina.4.StudentscanexpressthemselvesmoreeasilyinEnglish,buildnationalprideandtellChinesestoriesbetter.學(xué)習(xí)理解應(yīng)用實(shí)踐遷移創(chuàng)新03教學(xué)重難點(diǎn)——Focus&DifficultPoints03FocusDifficultyPerceivethestructuresSummarizetherulesPracticethestructuresCompareandcontrastExpressthemselves策略UsevideoclipsObserveIndividualandGroupwork策略Useworksheet;ScaffoldingerectionActivities;Question-orientedContents4.TeachingProcedures3.LearningObjectives1.TheoreticalGuidance2.Unit&StudentsAnalysis5.Assignment&BlackboardDesign6.Evaluation&ReflectionFormMeaningUse1.Recallandreview2.Observeandsummarize3.Answerandsummarize6.Applyandact5.Applyandpractice4.Describeandpractice9.Presentandshare8.Groupdiscussion7.Thinkanddiscuss學(xué)習(xí)理解類應(yīng)用實(shí)踐類遷移創(chuàng)新類教學(xué)過(guò)程——TeachingProcedures04Activity1BeasharpobserverFormMeaningUse①

重溫主題情境，激活已有知識(shí)。②舊知帶新知，激活對(duì)目標(biāo)語(yǔ)法句的有意注意。①

能夠捕捉答案，復(fù)習(xí)所學(xué)知識(shí)。②能夠觀察并分析三個(gè)語(yǔ)法項(xiàng)目句子，初步總結(jié)規(guī)律。PurposeEvaluationActivity2BeasmartsummarizerFormMeaningUse觀察并發(fā)現(xiàn)過(guò)去分詞在句中功能之一作定語(yǔ)。分析過(guò)去分詞與邏輯主語(yǔ)之間的關(guān)系。開(kāi)啟沉浸式地感受英國(guó)歷史。Questions:①Whatcanyouseeontheground?

②What’sthefunctionof“fallen”?③What’stherelationbetween“fallen”and“l(fā)eaves”?Isitpassive?Ifnot,whatisit?PurposeEvaluationRegentsParkActivity2BeasmartsummarizerFormMeaningUse訓(xùn)練與內(nèi)化過(guò)去分詞作定語(yǔ)與定語(yǔ)從句的轉(zhuǎn)換。觀察并分析探討過(guò)去分詞作定語(yǔ)的功能以及與定語(yǔ)從句進(jìn)行靈活轉(zhuǎn)換。Moreexamples:④TowerBridge,________(locate)onThamesRiver,wasbuiltin1886.ItisasymbolofLondon.Question:Canyouchangethissentenceintoanotherform?PurposeEvaluationTowerBridgeActivity3BeavividdescriberFormMeaningUse在有意義的語(yǔ)境中進(jìn)行練習(xí)。在有意義的語(yǔ)境中練習(xí)后掌握內(nèi)化過(guò)去分詞作定語(yǔ)及與定語(yǔ)從句的轉(zhuǎn)換。⑤Thehouses,_________(build)hundredsofyearsago,witnessthechangesinhistory.⑥Theman,_________(bury)inrowingtheboat,islostinhisinnerworld.⑦Thecouple,_________(seat)intheboat,iscompletelyattractedbythepeacefulvillage.⑧Thegirl,___________(surround)bytheflowers,issoimpressedbythepeacefulscenery.PurposeEvaluationCountrysideinCanterburyActivity4BeasharpobserverFormMeaningUse描述到英國(guó)鄉(xiāng)村科茲沃爾德度假的心情，使用過(guò)去分詞作賓補(bǔ)語(yǔ)言項(xiàng)目的學(xué)習(xí)和使用自然而然發(fā)生。能夠觀察句子并概括出過(guò)去分詞作賓補(bǔ)的語(yǔ)法結(jié)構(gòu)。Question:HowwouldyoufeelifyouweregivenachancetovisitCotswolds?PurposeEvaluationActivity4BeasharpobserverFormMeaningUse感知和獲取關(guān)于過(guò)去分詞作賓補(bǔ)的結(jié)構(gòu)。總結(jié)更多關(guān)于過(guò)去分詞作定語(yǔ)的結(jié)構(gòu)；能夠結(jié)合自身經(jīng)驗(yàn)造句。Questions:Canyousummarizethestructures?Canyoumakeanotherexampleofeachstructure?PurposeEvaluationActivity5BeapracticallearnerFormMeaningUse學(xué)以致用，通過(guò)對(duì)話表演的形式表達(dá)相關(guān)的心情和感受。透過(guò)對(duì)話，感受英國(guó)歷史、文化和傳統(tǒng)。能夠理解對(duì)話意思，生動(dòng)演繹出對(duì)話中所表達(dá)的心情。運(yùn)用情景交際，透過(guò)字里行間，感受英國(guó)歷史、文化、傳統(tǒng)。PurposeEvaluationActivity6BealivelydescriberFormMeaningUse欣賞蘇格蘭美景的視頻，字幕部分句子進(jìn)行挖空處理，通過(guò)語(yǔ)篇鞏固并掌握過(guò)去分詞作定語(yǔ)和賓補(bǔ)。能夠填出缺失的字幕，在真實(shí)語(yǔ)篇中鞏固過(guò)去分詞作定語(yǔ)和賓補(bǔ)用來(lái)表達(dá)感受和描述情景。PurposeEvaluationActivity7BeaculturalmessengerFormMeaningUsePurpose回顧本課中看到的英國(guó)歷史和傳統(tǒng)的見(jiàn)證者：一草一木、古老的村莊、矗立了幾個(gè)世紀(jì)的城堡，選出印象深刻的一塊介紹，并聯(lián)想這些與中國(guó)的哪些方面相似，作為文化使者，講好中國(guó)故事。Evaluation學(xué)生能夠利用在各個(gè)環(huán)節(jié)答題獲得的材料包里的圖片，貼在相應(yīng)的板塊，選擇一項(xiàng)進(jìn)行描述并聯(lián)想中國(guó)相對(duì)應(yīng)的事物，對(duì)比中西文化，堅(jiān)定文化自信，燃起民族自豪感，自愿成為文化傳承者，講好中國(guó)故事。Feelthehistory!Carryforwardourtraditions!Contents4.TeachingProcedures3.LearningObjectives1.TheoreticalGuidance2.Text&StudentsAnalysis5.Assignment&BlackboardDesign6.Evaluation&ReflectionAssignment&BlackboardDesign05Contents4.TeachingProcedures3.LearningObjectives1.TheoreticalGuidance2.Text&StudentsAnalysis5.Assignment&BlackboardDesign6.Evaluation&Reflection評(píng)價(jià)與反思——Evaluation&Reflection06問(wèn)題鏈1.HowdomostpeoplecalltheUK?2.Whataretheflagsofthesefourcountries?3.WhatdidtheNormanddoaftertheyconqueredEngland?4.Whatcanyouseeontheground?5.What’sthefunctionof“fallen”?6.What’stherelationbetween“fallen”and“l(fā)eaves”?Isitpassive?Ifnot,whatisit?7.Canyousummarizethestructures?8.Canyouchangeitintoanotherform?9.Canyouchangeitintoarelativeclause?10.HowwouldyoufeelifyouweregivenachancetovisitCotswolds?11.Canyouactitoutvividlylikeatravelguide?12.Whathaveyoulearnedinthisclass?13.CanyouintroduceoneaspectoftheUK?14.WhatsimilaraspectscanyoufindinChina?感知與注意--學(xué)習(xí)理解類--低階思維獲取與梳理--學(xué)習(xí)理解類--低階思維概括與描述--應(yīng)用實(shí)踐類--高階思維過(guò)渡階段描述與闡釋--應(yīng)用實(shí)踐類--高階思維評(píng)判與評(píng)價(jià)--遷移創(chuàng)新類--高階思維評(píng)價(jià)與反思——Evaluation&Reflection061.HowdomostpeoplecalltheUK?2.Whataretheflagsofthesefourcountries?3.WhatdidtheNormanddoaftertheyconqueredEngland?4.Whatcanyouseeontheground?5.What’sthefunctionof“fallen”?6.What’stherelationbetween“fallen”and“l(fā)eaves”?Isitpassive?Ifnot,whatisit?7.Canyousummarizethestructures?8.Canyouchangeitintoanotherform?9.Canyouchangeitintoarelativeclause?10.HowwouldyoufeelifyouweregivenachancetovisitCotswolds?11.Canyouactitoutvividlylikeatravel