Unit 4 Scientists who changed the world：Grammar and usage教學(xué)設(shè)計(jì) -2024-2025學(xué)年高中《英語(yǔ)》 必修 第三冊(cè)（譯林版）

Unit4ScientistswhochangedtheworldGrammarandusage（教學(xué)設(shè)計(jì)）I.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.understandthemeaningofverb-edformsasattributives,adverbialsandobjectcomplements;2.learnhowtouseverb-edformsasattributives,adverbialsandobjectcomplementsindifferentsituations;3.writeapassageusingverb-edforms,verb-ingformsandto-infinitives.II.KeycompetencefocusLearnhowtouseverb-edformsasattributives,adverbialsandobjectcomplementsindifferentsituations.III.Predictedareaofdifficulty1.Useverb-edformsasattributives,adverbialsandobjectcomplementsinnewsituations.2.Writeapassageusingverb-edforms,verb-ingformsandto-infinitives.IV.Teachingprocedures Step1Lead-inTasksstudentstofindto-infinitives,verb-ingformsandverb-edformsinthereadingpassageandfigureouttheirfunctions.1.Tasksstudentstofindto-infinitivesinthereadingpassageandpointouttheirfunctions.(1)TuYouyouhasbecomethefirstfemalescientistofthePeople’sRepublicofChinatoreceiveaNobelPrize,awardedforhercontributiontothefightagainstmalaria,oneofthedeadliestdiseasesinhumanhistory.(to-infinitiveasattributive)(2)Tospeeduptheprocessandensureitssafety,Tuandherteamvolunteeredtotestqinghaoextractonthemselvesfirst.(to-infinitiveasadverbialofpurpose)T:Theabovetwosentenceshaveto-infinitivesthatserveasattributiveandadverbialofresult.2.Tasksstudentstofindverb-ingformsinthereadingpassageandpointouttheirfunctions.(1)ShecompletedfurthertrainingcoursesintraditionalChinesemedicine,acquiringabroadknowledgeofbothtraditionalChinesemedicineandWesternmedicine.(2)Whentherewasnoresearchequipment,theyhadtoextractherbsusinghouseholdwatercontainers.(3)Perhapsthenextgenerationofscientists,drawingonthewisdomoftraditionalChinesemedicine,willindeeddiscovermoremedicinesbeneficialtoglobalhealthcare.T:Theabovethreesentenceshaveverb-ingformsthatserveasadverbials.3.Tasksstudentstofindverb-edformsinthereadingpassageandfigureouttheirfunctions.(1)TuYouyouhasbecomethefirstfemalescientistofthePeople’sRepublicofChinatoreceiveaNobelPrize,awardedforhercontributiontothefightagainstmalaria,oneofthedeadliestdiseasesinhumanhistory.(verb-edformasattributive)(2)Thankstoherdiscoveryofqinghaosu,malariapatientsallovertheworldnowhavehadagreatlyincreasedchanceofsurvival.(verb-edformasattributive)(3)Evenwithlargeamountsofqinghaoextractproduced,however,theystillfacedanotherproblem.(verb-edformasattributive)(4)Bornin1930,inNingbo,ZhejiangProvince,TustudiedmedicineatuniversityinBeijingbetween1951and1955.(verb-edformasadverbial)(5)Inspiredbyanover1,600-year-oldtextaboutpreparingqinghaoextractwithcoldwater,Turedesignedtheexperiments.(verb-edformasadverbial)T:Theabovefivesentenceshaveverb-edformsthatserveasattributivesandadverbials.【設(shè)計(jì)意圖：學(xué)生在前面兩個(gè)單元的語(yǔ)法部分已經(jīng)學(xué)習(xí)了動(dòng)詞不定式和動(dòng)詞-ing形式的用法，對(duì)本單元的閱讀文章內(nèi)容也已經(jīng)熟悉，所以先在學(xué)生相對(duì)熟悉的語(yǔ)境中呈現(xiàn)含有動(dòng)詞不定式和動(dòng)詞-ing形式的句子，然后再呈現(xiàn)新的語(yǔ)法知識(shí)—?jiǎng)釉~-ed形式作定語(yǔ)和狀語(yǔ)。用這個(gè)方法幫助學(xué)生建立新舊知識(shí)之間的聯(lián)系，并讓學(xué)生對(duì)動(dòng)詞不定式，動(dòng)詞-ing形式和動(dòng)詞-ed形式的區(qū)別有初步感受，以順利過(guò)渡到新知識(shí)的學(xué)習(xí)?！縎tep2Exploringtherulesconcerningverb-edformsasattributives,adverbialsandobjectcomplementsExploreandworkoutrule1.(1)TasksSswhyintheabovefivesentencesverb-edformsareusedratherthanverb-ingforms.(2)TasksSstoworkoutrule1.Rule1:Theverb-edformcanbeusedlikeanadjectiveoranadverb,indicatingapassivemeaning.【設(shè)計(jì)意圖：通過(guò)對(duì)比分析已學(xué)過(guò)的課文句子里的動(dòng)詞-ed形式和動(dòng)詞-ing形式的使用場(chǎng)合，讓學(xué)生了解動(dòng)詞-ed形式可以用作定語(yǔ)或狀語(yǔ)，表示被動(dòng)的含義，為最后在語(yǔ)篇中使用動(dòng)詞-ed形式打下基礎(chǔ)。】Exploreandworkoutrule2&rule3.(1)TaskSstofindverb-edformsinPartAandfillinthetablebelow.T:Pleasegothroughthepassage,findverb-edformsasattributives,adverbialsandobjectcomplementsinthearticleandfillinthetablebelow.Thefirstonehasbeendoneforyou.Verb-edformsasattributivessomethingproducedbythemouldthepreparedmindVerb-edformsasadverbialsSurprisedbythisVerb-edformsasobjectcomplementsgetitsmassproductionstarted(2)Workoutrule2&rule3.?Theverb-edformcanappearbeforeorafteranounorpronoun.Itmodifiesthenounorpronounlikearelativeclause.?Theverb-edformcanbeusedasanadverbialoranobjectcomplement.【設(shè)計(jì)意圖：通過(guò)分析所讀文章句子中的動(dòng)詞-ed形式的用法，讓學(xué)生了解動(dòng)詞-ed形式可以修飾名詞或代詞，類(lèi)似一個(gè)定語(yǔ)從句，也能用作狀語(yǔ)或賓語(yǔ)補(bǔ)足語(yǔ)。對(duì)以上三個(gè)規(guī)則的分析為動(dòng)詞-ed形式在語(yǔ)篇中的使用打下基礎(chǔ)。】Step3Exploringverb-edformsasattributives1.TremindsSsthatthesingleverb-edformasanattributiveisusuallyusedbeforethenounitmodifies,whiletheverb-edphrasecanonlybeusedasanattributiveafterthemodifiednoun.(1)Theresultsindicatedthatsomethingproducedbythemouldhadkilledthebacteria.(2)Fortunefavoursthepreparedmind.2.TremindsSsthatverb-edformsusuallyindicateapassivemeaningbuttheverb-edformofanintransitiveverbisanexception.Someexamplesaregiven.3.TasksSstofinishthefollowingsentences,usingverb-edformsasattributives.(1)Mostofthepeople(invite)tothepartyarefamousscientists.(2)TheEMS(post)yesterdaywillreachmybrotherinthreedays.(3)Therehasbeennothing(change)heresinceIleftthiscity.(4)Sheisa(respect)teacher【設(shè)計(jì)意圖：這一步專(zhuān)門(mén)分析動(dòng)詞-ed形式作定語(yǔ)需要注意的兩個(gè)情況，在學(xué)生了解了動(dòng)詞-ed形式作定語(yǔ)的這些用法之后，再做句子填空練習(xí)，從而讓學(xué)生對(duì)動(dòng)詞-ed形式作定語(yǔ)有更深刻的理解，為最后在語(yǔ)篇中使用動(dòng)詞-ed形式作定語(yǔ)打下基礎(chǔ)?！縎tep4Exploringverb-edformsasadverbials1.TremindsSsthatasadverbials,verb-edformsoftenindicatetime,reason,accompanyingandsoon.TasksSstofigureoutthemeaningsandfunctionsofverb-edformsinthefollowingsentences.Seenfromthetopofthemountain,theriverlookslikeadragon.Greatlyinterested,Ibegantoreadthebook.Theprofessorenteredthehall,followedbyagroupofstudents.2.TremindsSsthatthelogicsubjectofaverb-edphrasemustagreewiththesubjectofthesentence.3.TasksSstorewritethefollowingsentences,usingverb-edformsasadverbials.(1)Hewasburiedinanoceanoflonelinessandfeltleftout.＝Buriedinanoceanofloneliness,hefeltleftout.(2)Asshewasgivenadvicebythefamousdetective,thegirlwasnolongerafraid.＝Givenadvicebythefamousdetective,thegirlwasnolongerafraid.(3)Evenifhewaslaughedatbymanypeople,hecontinuedhisresearch.＝Laughedatbymanypeople,hecontinuedhisresearch.【設(shè)計(jì)意圖：這一步專(zhuān)門(mén)分析動(dòng)詞-ed形式作狀語(yǔ)需要注意的兩個(gè)情況，在學(xué)生了解了動(dòng)詞-ed形式作狀語(yǔ)的這些用法之后，再做句子改寫(xiě)練習(xí)，從而讓學(xué)生對(duì)動(dòng)詞-ed形式作狀語(yǔ)作狀語(yǔ)有更深刻的理解，為最后在語(yǔ)篇中使用動(dòng)詞-ed形式作狀語(yǔ)打下基礎(chǔ)?！縎tep5Exploringverb-edformsasobjectcomplements1.TasksSstofigureoutwhatkindofverbisoftenfollowedbyverb-edformsasobjectcomplements.(1)Iheardhimcriticizedmanytimes.(2)Youwillseethisproductadvertisedwhereveryougo.(3)Theywillhaveyouarrestedifyoudon'tpayyourtaxes.T:verb-edformsasobjectcomplementsareusuallyputafterverbslikesee,hear,notice,feel,have,make,keep,leave,etc.2.TasksSstofillintheblanks,usingthecorrectverbformsasobjectcomplements.(1)Iwatchedhimstep(step)off