Unit5MusicDiscoveringUsefulStructures教學(xué)設(shè)計-高中英語人教版

教學(xué)設(shè)計

課程基本信息學(xué)科英語年級高一學(xué)期春季課題必修二第五單元DiscoveringUsefulStructures教科書書名：普通高中英語教科書必修第二冊出版社：人民教育出版社教學(xué)目標(biāo)1.通過感知例句，發(fā)現(xiàn)并總結(jié)過去分詞作表語和狀語的語法功能和使用規(guī)律；2.通過填空、半句填空等練習(xí)在具體語境中辨析過去分詞作表語和狀語的不同用法，并能同過去分詞作定語和賓補(bǔ)的情況加以區(qū)分。同時，能較好區(qū)分情緒類動詞轉(zhuǎn)換所得過去分詞和現(xiàn)在分詞的不同用法；3.通過調(diào)動已有知識和經(jīng)驗，發(fā)散創(chuàng)造性思維，積極運(yùn)用動詞過去分詞描述自己最喜愛的歌手/音樂家，提升自身的語言表達(dá)和運(yùn)用能力及思維品質(zhì)；4.通過討論學(xué)生最喜愛的歌手/音樂家來激發(fā)學(xué)生的討論熱情，讓其在具體且實用的語境中靈活運(yùn)用過去分詞來描述他們最喜愛的歌手/音樂家以及他們對該歌手/音樂家的了解和看法。教學(xué)內(nèi)容教學(xué)重點(diǎn)：引導(dǎo)學(xué)生發(fā)現(xiàn)并總結(jié)過去分詞作表語和狀語的語法功能和使用規(guī)律；2.幫助學(xué)生掌握過去分詞做狀語與狀語從句之間的轉(zhuǎn)換。教學(xué)難點(diǎn)：1.幫助學(xué)生掌握過去分詞做狀語的語法功能和使用規(guī)律；2.幫助學(xué)生過去分詞做狀語與狀語從句之間的轉(zhuǎn)換教學(xué)過程該板塊的教材設(shè)計體現(xiàn)“感知—發(fā)現(xiàn)—總結(jié)—練習(xí)—運(yùn)用”的學(xué)習(xí)過程?；顒?要求學(xué)生觀察句子，發(fā)現(xiàn)句中的過去分詞，初步感知過去分詞的功能。活動23要求學(xué)生使用過去分詞改寫句子，通過對比改寫前后的句子，進(jìn)一步感知過去分詞的功能?；顒?要求學(xué)生靈活運(yùn)用目標(biāo)結(jié)構(gòu)，實現(xiàn)語境、語篇和語意的高度結(jié)合。因此，結(jié)合該單元閱讀板塊內(nèi)容以及學(xué)生已學(xué)相關(guān)語法知識，設(shè)置以下教學(xué)過程：Step1Leadin&ExplorethestructuresSsareaskedtoanswerthequestionsrelatedtothereadingpassageintheunit.Instudents’answers,wordsthey’velearntinthepreviousreadingpassagewillbeshown.為了實現(xiàn)教學(xué)目標(biāo)1，課堂導(dǎo)入環(huán)節(jié)教師通過提問與單元主篇閱讀文章話題相關(guān)的問題，且設(shè)計的問題答案均源于閱讀文本，不僅幫助學(xué)生回顧已學(xué)知識以及新單元詞匯，同時通過填空的方式讓學(xué)生先行做好學(xué)習(xí)過去分詞新用法的準(zhǔn)備?；趯W(xué)生回答，結(jié)合話題圖片，教師復(fù)現(xiàn)單元主課文的重點(diǎn)新學(xué)詞匯，如energy,virtualchoir,opportunity,perform,ordinary等。同時，教師自然呈現(xiàn)目標(biāo)語法結(jié)構(gòu)(改編自課本p54Ex.1，并結(jié)合ReadingandThinking語篇內(nèi)容)，讓學(xué)生初步感知語言。具體句子如下：Q1:Whatisavirtualchoir?Avirtualchoirisonevideoonlinebyuploadingseveralvideos_________(perform)bydifferentpeopleonlineandputtingthemtogether.___________(upload)online,avirtualchoirisabinationofseveralvideos___________(perform)bydifferentpeople.Severalvideos___________(perform)bydifferentpeopleare__________(upload)ontotheInternetand________(put)togetherintoonevideotocreateavirtualchoir.Q2:Whocreatedthefirstvirtualchoir?_________(bear)intheUSAon2Jan.1970,Whitcarecreatedthefirstvirtualchoir.Q3:Whydidhedothat?Hewas__________(move)and________(inspire)byvirtualchoirbecauseitcouldbringenergytohim.Hefelt__________(excite)andenergeticeverytimehejoinedinavirtualchoir.Q4:Whatcouldavirtualchoirbringus?Thoughweareordinarypeople,_________(offer)anopportunitytoaddourvoicestothoseofotherindividuals,manyofusbenefitfromthevirtualchoir.Thevirtualchoirisawonderfulwaytogettheworld___________(change)tobeabetterplace.接著，教師引導(dǎo)學(xué)生同伴合作討論，得出上述8個例句中過去分詞的語法功能及使用規(guī)律。然后，教師帶領(lǐng)學(xué)生一起分析并理清例句結(jié)構(gòu)和意義：明確各句中過去分詞形式充當(dāng)?shù)某煞?。最后學(xué)生通過思維導(dǎo)圖自行整理歸納語法規(guī)則，使之印象深刻，從而落實教學(xué)目標(biāo)1。值得一提的是，過去分詞作表語和被動語態(tài)的形式是一樣的，但是內(nèi)涵卻是不同的。過去分詞作表語，強(qiáng)調(diào)主語的特點(diǎn)或所處的狀態(tài)，此時過去分詞往往是情緒類動詞轉(zhuǎn)換來的，相當(dāng)于形容詞，如excited；而被動語態(tài)中，主語是動詞所表示動作的承受者。因此，在上述例句中，也設(shè)計了被動語態(tài)情況來幫助學(xué)生加以區(qū)分。如下圖所示：二、然后教師引導(dǎo)學(xué)生根據(jù)上述例句分析過去分詞作表語和狀語的情況。狀語：Uploadedonline,avirtualchoirisabinationofseveralvideosperformedbydifferentpeople.BornintheUSAon2Jan.1970,Whitcarecreatedthefirstvirtualchoir.Thoughweareordinarypeople,offeredanopportunitytoaddourvoicestothoseofotherindividuals,manyofusbenefitfromthevirtualchoir.由于以上三個例句中以上中紅色標(biāo)記的過去分詞均充當(dāng)狀語，教師引導(dǎo)學(xué)生思考分別是什么狀語。引導(dǎo)學(xué)生探究過去分詞做狀語與邏輯主語之間的關(guān)系：以上標(biāo)紅的過去分詞和句子的主語是邏輯上的_被動_關(guān)系，表示_被動_或_完成_由此回顧狀語從句的類別并進(jìn)行過去分詞做狀語和狀語從句的轉(zhuǎn)換練習(xí)。此過程教師以時間狀語的例子為例，向?qū)W生說明兩點(diǎn)：1.過去分詞做狀語相當(dāng)于一個狀語從句。2.狀從的省略：當(dāng)主從句主語一致時，將從句的主語和be動詞一起省略。其后，由學(xué)生進(jìn)行自由創(chuàng)作，選擇其中的一種狀語造句（狀語從句和對應(yīng)的過去分詞做狀語）狀語連接詞例句轉(zhuǎn)換成過去分詞做狀語時間狀語when,as,after,before...Afterhewasacceptedbytheuniversity,hewasaddictedtoonlinegames.Acceptedbytheuniversity,hewasaddictedtoonlinegames.原因狀語because,as,since...Becausetheyweregreatlymovedbythefilm,theyallcried.Greatlymovedbythefilm,theyallcried.條件狀語ifIftheyaregrowninrichsoil,theseseedscangrowfast.Growninrichsoil,theseseedscangrowfast.伴隨/方式狀語andHewalkedupanddowntheroom,andhewaslostinthought.Hewalkedupanddowntheroom,lostinthought.讓步狀語though,althoughAlthoughtheyweredefeatedthistime,theycontinuedtoworkhard.Defeatedthistime,theycontinuedtoworkhard.由此，學(xué)生對于過去分詞做狀語的情況以及其和狀語從句的轉(zhuǎn)換就會有非常清晰的了解。此時，再讓學(xué)生分析下述句子中過去分詞分別充當(dāng)什么狀語來幫助學(xué)生鞏固本節(jié)課所學(xué)。Uploadedonline,avirtualchoirisabinationofseveralvideosperformedbydifferentpeople.(伴隨狀語)BornintheUSAon2Jan.1970,Whitcarecreatedthefirstvirtualchoir.(伴隨狀語)Thoughweareordinarypeople,offeredanopportunitytoaddourvoicestothoseofotherindividuals,manyofusbenefitfromthevirtualchoir.(時間狀語)Ex.Givenanotherhour,Icanalsoworkoutthisproblem._條件_狀語Lostinthought,hedidn'thearthebell.___原因___狀語Deeplymoved,sheacceptedthegift.___原因_______狀語Sheacceptedthegift,deeplymoved.__伴隨__狀語Wounded,thebravesoldierscontinuedtofighttosearchforthetrappedintheruins.___讓步___狀語表語：SeveralvideosperformedbydifferentpeopleareuploadedontotheInternetandputtogetherintoonevideotocreateavirtualchoir.Hewasmovedandinspiredbyvirtualchoirbecauseitcouldbringenergytohim.Hefeltexcitedandenergeticeverytimehejoinedinavirtualchoir.教師引導(dǎo)學(xué)生總結(jié)過去分詞做表語和被動語態(tài)的區(qū)別：過去分詞作表語，強(qiáng)調(diào)主語的特點(diǎn)或所處的狀態(tài)；而被動語態(tài)中，主語是動詞所表示動作的承受者。1)Thisshopisnowclosed．這家商店現(xiàn)在已經(jīng)關(guān)門了。(表語，表狀態(tài))2)Thisshopisclosedat6pmeveryday．這家商店每天6點(diǎn)關(guān)門。(被動語態(tài)，強(qiáng)調(diào)關(guān)門的動作)1)Thisnovelwaswrittenin1976.(被動語態(tài)，強(qiáng)調(diào)“寫”的動作)2)Thisnoveliswellwritten.(表語,表示特征)三、學(xué)生整理思維導(dǎo)圖：四、其后，為了檢驗學(xué)生對于動詞過去分詞形式表語和狀語的語法功能的掌握情況，教師將本單元閱讀語篇中出現(xiàn)的所有動詞過去分詞形式列出來。讓學(xué)生加以區(qū)分。必要時學(xué)生可以選擇進(jìn)行小組內(nèi)的討論。教師根據(jù)實際情況進(jìn)行引導(dǎo)。ThesevideosareuploadedontotheInternet,andthentheyareouttogetherintoonevideothatyoucanseeonlineavirtualchoir.(被動語態(tài))Whitacre’snexteffortwastheVirtualYouthChoirforUNICEF,whichwasfirstseenonstageon23July2014intheUK.(被動語態(tài))BornintheUSAon2January1970,WhitacrebeganstudyingmusicattheUniversityofNevadain1988.(伴隨狀語)Movedbythismusic,hesaid,“Itwaslikeseeingcolorforthefirsttime.”(伴隨/時間/原因狀語)Inspired,heaskedhisfanstomakevideos,whichhethenjoinedtogetherintooneperformance.(原因/時間狀語)Step2Practice&Consolidatethestructures考慮到此課時為動詞過去分詞形式，若只考查學(xué)生對動詞過去分詞形式的使用，則會使得部分學(xué)生產(chǎn)生惰性，不加思索便認(rèn)為所有習(xí)題答案都是動詞的過去分詞。那么后續(xù)的練習(xí)及輸出運(yùn)用都將流于形式。此前學(xué)生已經(jīng)學(xué)過過去分詞作定語和賓補(bǔ)的情況，但是還沒有系統(tǒng)地學(xué)習(xí)現(xiàn)在分詞的具體使用。但是鑒于學(xué)生對情緒類的動詞轉(zhuǎn)換所得的過去分詞和現(xiàn)在分詞的區(qū)別有了一定的認(rèn)識，因此練習(xí)鞏固環(huán)節(jié)以及語言運(yùn)用環(huán)節(jié)都將適當(dāng)結(jié)合相關(guān)內(nèi)容。這樣一方面可以對已學(xué)知識進(jìn)行回顧復(fù)習(xí)，一方面可以真正做到考查學(xué)生本課時知識的掌握情況。教師設(shè)計不同類型活動，從句子到語篇，先pairwork幫助基礎(chǔ)較弱的同學(xué)，再過渡到individualwork，從全控制性操練逐步升級到半開放表達(dá)，由易到難，引導(dǎo)學(xué)生在主題意義引領(lǐng)下的具體語境中練習(xí)語法結(jié)構(gòu)。具體練習(xí)活動如下：Task1:pleteeachsentenceusingthecorrectformofthegivenword.(AdaptedfromthetextbookP86Ex.2)PairWork_________(give)someadvicebyafamousmusician,theyoungsingerwasnot________(worry)abouthisperformanceanymore.Thousandsof___________(excite)fansweledthe___________(respect)songwriter,whichwasquite____________(excite).The__________(alarm)passengersrushedtohelpthe_________(injure)woman.__________(move)bythepeacefulmusic,hedecidedtostudyclassicalmusicinuniversity._________________(form)bysometeenagers,thebandsoonbecamepopularamongstudentsinterestedinhiphop.Thetopofthe____________(fascinate)mountainis____________(cover)withsnowformostoftheyear.Thosegoodolddaysare_________(go)forever!Possibleanswers:Given(過去分詞做時間狀語);worried(過去分詞做表語)excited(過去分詞做定語);respected(過去分詞做定語);exciting(現(xiàn)在分詞做表語)alarmed(過去分詞做定語);injured(過去分詞做定語)Moved(過去分詞做原因狀語)Formed(過去分詞做時間狀語)fascinating(現(xiàn)在分詞做定語);covered(被動語態(tài))gone(過去分詞作表語)學(xué)生自主填完后，同伴相互校對并探討正誤，促進(jìn)合作學(xué)習(xí)。然后教師一起校對答案。Task2:pletethepassagewithproperformsoftheverbs.(IndividualWork)教師用圖片創(chuàng)設(shè)真實情境，幫助學(xué)生在語境中更好地運(yùn)用所學(xué)語言結(jié)構(gòu)。Well_____1_____(know)asasuccessfulband,theImpactmembersshowquiteafew_____2_____(amaze)qualities.Theyneverevergiveup.When_____3_____(question)bythemedia,theyarenot_______4_______(discourage)andpractiseevenharder.Theyareimprovingthemselvesbyattendingseveralmastertrainingclasses.Theyare____5______(unite).______6_______(fillwith)teamspirit,theyactasawhole,alwaysaimingforglory.Their_____7______(inspire)storyalwaysinspiretheyoungsters.Possibleanswers:1.known2.amazing3.questioned4.discouraged5.united6.Filledwith7.inspiringTask3:Rewritethesentencesbyusingpastparticiplesastheadverbial.(IndividualWork)Example:Example:TheSilverHallisusuallyusedforsingingperformancesandisfullofcheersandenergy.→Usuallyusedforsingingperformances,theSilverHallisfullofcheersandenergy.Exercises:①Henrywashighlyinterestedinmusicandbegantowriteoriginalpositionswhenhewasinhighschool.②TheywerepleasedwithhismusicandsongsandfinallyinvitedhimtoperformintheSilverHall.③Thoughhewasaffectedbygradualblindnesssoonaftertheperformance,Henrywasstillcapableofwritingpositionsandhefoundthatcreatingmusicwasareliefandcureforhisillness.④Whenhegotabsorbedinhisworldofmusic,hefeltasifhecould“see”thebeautyoftheworldaroundhim,likehehadinhispreviouslife.Possibleanswers:①Highlyinterestedinmusic,Henrybegantowriteoriginalpositionswhenhewasinhighschool.②Pleasedwithhismusic,theyfinallyinvitedhimtoperformintheSilverHall.③Affectedbygradualblindnesssoonaftertheperformance,Henrywasstillcapableofwritingpositionsandhefoundthatcreatingmusicwasareliefandcureforhisillness.④Absorbedinhisworldofmusic,hefeltasifhecould“see”thebeautyoftheworldaroundhim,likehehadinhispreviouslife.Optionaltask:WouldyouliketomakemoresentencesusingVedformtosharewithuswhatyouknowaboutyourfavoritesingerormusician?Myfavoritesinger/musicianis...__________________________________________.Myfavoritesinger/musicianis...__________________________________________.其中上述活動3改寫句子練習(xí)的主要目的是突破學(xué)生對于過去分詞做狀語的用法難點(diǎn)。同時，讓學(xué)生進(jìn)一步感知過去分詞做狀語與狀語從句之間的轉(zhuǎn)換關(guān)系。半開放填空表達(dá)則能激發(fā)學(xué)生的創(chuàng)造性思維，模仿運(yùn)用目標(biāo)語言結(jié)構(gòu)，且促使學(xué)生使用與單元相關(guān)的詞匯表