外研版（2019）必修第三册Unit 1 Knowing me,knowing you SectionB Using language教案
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| 名称 | 外研版（2019）必修第三册Unit 1 Knowing me,knowing you SectionB Using language教案 |  | |
| 格式 | zip | ||
| 文件大小 | 16.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-01-19 10:03:09 | ||
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Unit 1 Knowing me, knowing you
Using language教学设计
科目：英语 课题：Using language 课时：1课时
教学目标与核心素养：
1. 学生能够掌握v.-ed形式作状语的含义和用法。
2. 学生能够运用语法知识完成本节课的练习。
3. 学生能够加深对本单元语法主题的理解，提高语言的运用能力。
教学重难点
教学重点：引导学生理解 v.-ed形式作状语的含义和用法。
教学难点：学生能够使用语法知识完成练习。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
Activity 1 Look at the sentences from the reading passage and answer the questions.
a Disappointed by his behaviour, I said all this to my best friend.
b Approached in this way, your friendship will soon be repaired.
1 Who was disappointed in sentence (a) What is approached in sentence (b)
2 Why does the author use -ed instead of -ing here
Compare them with the following sentences and answer the questions.
c Because I was disappointed by his behaviour,I said all this to my best friend.
d If it is approached in this way, your friendship will soon be repaired.
3 What is the difference between the two groups of sentences
4 Why does the author choose to use -ed instead of an adverbial clause in the reading passage
Now look for more sentences with -ed as adverbial in the reading passage.
教师引导学生回到Understanding ideas板块的课文中，自己去发现、总结过去分词作状语的使用规则，仅在必要时为学生提供支持性信息。
第一步：学生以小组为单位，观察、对比方框中的两组例句，发现过去分词作状语与状语从句之间的相同点和不同点。
第二步：全班通过师生互动或生生互动，总结过去分词作状语的用法。
第三步：学生独立在课文中找出其他过去分词作状语的句子。
○参考答案
1 "I" was disappointed in sentence (a).
"Your friendship" is approached in sentence (b).
2 Because -ing is used when the action is done by the subject of the sentence, while -ed is used when the action is done to the subject of the sentence. Here, both "disappoint" and "approach" are actions done to the subjects.
3 Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses.
4 Because -ed makes the sentences shorter and sound more formal as written language.
二、While- reading
语法详解
动词-ed形式是一种动词的非谓语形式，它具有动词的一些特点，同时也具有形容词、副词的句法功能，在句中可用作表语、定语、状语和宾语补足语等，一般表示完成或被动的意思。过去分词作状语主要有以下功能。
1）表示时间
动词-ed形式作状语可表示时间，相当于一个时间状语从句。例如：Seen from the tower, the city looks beautiful.（从塔上往下看，城市显得很美丽。）
(= When the city is seen from the tower...)
2）表示原因
动词-ed形式作状语可表示原因，相当于一个原因状语从句。例如：Moved by the heroic deeds, the children couldn't help crying. (孩子们被英雄事迹感动，情不自禁地哭了起来。) (=Since they were moved by the heroic deeds…)
3）表示条件
动词-ed形式作状语可表示条件，相当于一个条件状语从句。例如：Heated, water changes into steam.（水经过加热就变成了蒸汽。）（=If water is heated…）
4）表示让步
动词-ed形式作状语可表示让步，相当于一个though/ although 引导的让步状语从句。Exhausted by the running, they went on running after the robber.
（尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。）(=Although they were exhausted by the running...)学生活动：完成活动2。Rewrite the underlined sentences with the -ed form.
Last week, Anne was attracted by a particular article in a magazine, so she bought it. Three days ago, to complete her homework quickly, she copied part of the article without thinking. Her teacher was very satisfied with her homework. Anne was praised in class, and she felt happy as well as ashamed. Then, the teacher wanted to enter her homework into a writing competition. Anne was shocked by the decision and did not know what to do. If she told the truth, the whole class would find out. They would look down on her. If she kept silent, maybe no one would ever find out.….
What should Anne do
教师带领学生思考如何帮助Anne摆脱她因为一念之差在学校造成的窘境，在真实语境中巩固学生对过去分词作状语的理解，引导学生进一步思考单元主题。
第一步：学生独立阅读文段，掌握语境和大意。
第二步：学生将画线部分的句子转换为过去分词作状语的结构。
第三步：请个别学生朗读改写后的句子，全班核对答案。第四步（适合程度较好的班级或学生）：学生分组，为Anne出谋划策，每组选出一个最佳建议，在全班分享。
参考答案
Last week, attracted by a particular article in a magazine, Anne bought it.
Praised in class, Anne felt happy as well as ashamed.
Shocked by the decision, Anne did not know what to do.
三、After-reading
背景信息
Inside Out
Inside Out is a 2015 American 3D computer-animated comedy film produced by Pixar Animation Studios and released by Walt Disney Pictures. The film is set in the mind of a young girl named Riley, where five personified emotions – Joy, Sadness, Anger, Fear and Disgust – influence her ways of doing things via a control console. Joy acts as the leader, and since she and other emotions do not understand Sadness's purpose, she tries to keep Sadness away from the console.
Like many other animations, Inside Out ends with a happy ending, showing love can solve all the problems. With all the experiences and memories, happy or sad, it is important to value the people around you.
学生活动：完成活动3。
教师可以先播放头脑特工的片段，提高学生的学习兴趣。
教师引导学生选择正确的非谓语动词形式完成电影《头脑特工队》的剧情简介，并引导学生正确看待自己的各种情绪，进一步探究单元的主题意义。
第一步：学生独立阅读文段，掌握大意。
第二步：学生独立选出正确的非谓语动词形式，完成文段。
第三步：请个别学生朗读完整的文段，全班核对答案。
第四步（适合程度较好的班级或学生）：学生以小组为单位，分别用自己的话向组内其他学生介绍这部影片（鼓励使用过去分词作状语的结构）。
Influencing /Influenced mainly by Joy, most of Riley's memories are happy ones.
Believing / Believed that she is Riley's most important emotion, Joy always tries to take the lead.
Preventing /Prevented from playing her role in Rile emotional development, Sadness feels annoyed.
Now separating/separated from her friends and her beloved hockey team, Riley starts to feel lost and helpless, and wants to run away from her parents and new school.
Eventually, realising/realised that every emotion has a role, Joy understands it is okay for Riley to feel sad sometimes.
参考答案
Influenced; Believing; Prevented; separated; realising
四、Summary
总结课上所学
五、Homework 完成本节课同步练习
Using language教学设计
科目：英语 课题：Using language 课时：1课时
教学目标与核心素养：
1. 学生能够掌握v.-ed形式作状语的含义和用法。
2. 学生能够运用语法知识完成本节课的练习。
3. 学生能够加深对本单元语法主题的理解，提高语言的运用能力。
教学重难点
教学重点：引导学生理解 v.-ed形式作状语的含义和用法。
教学难点：学生能够使用语法知识完成练习。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
Activity 1 Look at the sentences from the reading passage and answer the questions.
a Disappointed by his behaviour, I said all this to my best friend.
b Approached in this way, your friendship will soon be repaired.
1 Who was disappointed in sentence (a) What is approached in sentence (b)
2 Why does the author use -ed instead of -ing here
Compare them with the following sentences and answer the questions.
c Because I was disappointed by his behaviour,I said all this to my best friend.
d If it is approached in this way, your friendship will soon be repaired.
3 What is the difference between the two groups of sentences
4 Why does the author choose to use -ed instead of an adverbial clause in the reading passage
Now look for more sentences with -ed as adverbial in the reading passage.
教师引导学生回到Understanding ideas板块的课文中，自己去发现、总结过去分词作状语的使用规则，仅在必要时为学生提供支持性信息。
第一步：学生以小组为单位，观察、对比方框中的两组例句，发现过去分词作状语与状语从句之间的相同点和不同点。
第二步：全班通过师生互动或生生互动，总结过去分词作状语的用法。
第三步：学生独立在课文中找出其他过去分词作状语的句子。
○参考答案
1 "I" was disappointed in sentence (a).
"Your friendship" is approached in sentence (b).
2 Because -ing is used when the action is done by the subject of the sentence, while -ed is used when the action is done to the subject of the sentence. Here, both "disappoint" and "approach" are actions done to the subjects.
3 Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses.
4 Because -ed makes the sentences shorter and sound more formal as written language.
二、While- reading
语法详解
动词-ed形式是一种动词的非谓语形式，它具有动词的一些特点，同时也具有形容词、副词的句法功能，在句中可用作表语、定语、状语和宾语补足语等，一般表示完成或被动的意思。过去分词作状语主要有以下功能。
1）表示时间
动词-ed形式作状语可表示时间，相当于一个时间状语从句。例如：Seen from the tower, the city looks beautiful.（从塔上往下看，城市显得很美丽。）
(= When the city is seen from the tower...)
2）表示原因
动词-ed形式作状语可表示原因，相当于一个原因状语从句。例如：Moved by the heroic deeds, the children couldn't help crying. (孩子们被英雄事迹感动，情不自禁地哭了起来。) (=Since they were moved by the heroic deeds…)
3）表示条件
动词-ed形式作状语可表示条件，相当于一个条件状语从句。例如：Heated, water changes into steam.（水经过加热就变成了蒸汽。）（=If water is heated…）
4）表示让步
动词-ed形式作状语可表示让步，相当于一个though/ although 引导的让步状语从句。Exhausted by the running, they went on running after the robber.
（尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。）(=Although they were exhausted by the running...)学生活动：完成活动2。Rewrite the underlined sentences with the -ed form.
Last week, Anne was attracted by a particular article in a magazine, so she bought it. Three days ago, to complete her homework quickly, she copied part of the article without thinking. Her teacher was very satisfied with her homework. Anne was praised in class, and she felt happy as well as ashamed. Then, the teacher wanted to enter her homework into a writing competition. Anne was shocked by the decision and did not know what to do. If she told the truth, the whole class would find out. They would look down on her. If she kept silent, maybe no one would ever find out.….
What should Anne do
教师带领学生思考如何帮助Anne摆脱她因为一念之差在学校造成的窘境，在真实语境中巩固学生对过去分词作状语的理解，引导学生进一步思考单元主题。
第一步：学生独立阅读文段，掌握语境和大意。
第二步：学生将画线部分的句子转换为过去分词作状语的结构。
第三步：请个别学生朗读改写后的句子，全班核对答案。第四步（适合程度较好的班级或学生）：学生分组，为Anne出谋划策，每组选出一个最佳建议，在全班分享。
参考答案
Last week, attracted by a particular article in a magazine, Anne bought it.
Praised in class, Anne felt happy as well as ashamed.
Shocked by the decision, Anne did not know what to do.
三、After-reading
背景信息
Inside Out
Inside Out is a 2015 American 3D computer-animated comedy film produced by Pixar Animation Studios and released by Walt Disney Pictures. The film is set in the mind of a young girl named Riley, where five personified emotions – Joy, Sadness, Anger, Fear and Disgust – influence her ways of doing things via a control console. Joy acts as the leader, and since she and other emotions do not understand Sadness's purpose, she tries to keep Sadness away from the console.
Like many other animations, Inside Out ends with a happy ending, showing love can solve all the problems. With all the experiences and memories, happy or sad, it is important to value the people around you.
学生活动：完成活动3。
教师可以先播放头脑特工的片段，提高学生的学习兴趣。
教师引导学生选择正确的非谓语动词形式完成电影《头脑特工队》的剧情简介，并引导学生正确看待自己的各种情绪，进一步探究单元的主题意义。
第一步：学生独立阅读文段，掌握大意。
第二步：学生独立选出正确的非谓语动词形式，完成文段。
第三步：请个别学生朗读完整的文段，全班核对答案。
第四步（适合程度较好的班级或学生）：学生以小组为单位，分别用自己的话向组内其他学生介绍这部影片（鼓励使用过去分词作状语的结构）。
Influencing /Influenced mainly by Joy, most of Riley's memories are happy ones.
Believing / Believed that she is Riley's most important emotion, Joy always tries to take the lead.
Preventing /Prevented from playing her role in Rile emotional development, Sadness feels annoyed.
Now separating/separated from her friends and her beloved hockey team, Riley starts to feel lost and helpless, and wants to run away from her parents and new school.
Eventually, realising/realised that every emotion has a role, Joy understands it is okay for Riley to feel sad sometimes.
参考答案
Influenced; Believing; Prevented; separated; realising
四、Summary
总结课上所学
五、Homework 完成本节课同步练习