Module 3 My First Ride on a Train 学案设计

My first ride on a train 学案设计(外研版英语高一)
Teaching?content:?Grade?One?in?Senior?High,?Module?Three,?the?Third?Period? Teaching?participants:?the?Eighth?Senior?High?School?in?Chongqing,? 40?students?in?total Teaching?items:?past?participle?as?attributives Teaching?method:?PPP,?Leaner-centered?Teaching?Approach,? Multimedia?Approach,?Inductive?Approach Teaching?aids:?PPT,?blackboard,?chalks,?printed?materials Teaching?objectives: By?the?end?of?the?lesson,?students?should?be?able?to: 1. understand?the?meaning?of?past?participle?when?it?is?used?as?attributive; 2. understand?the?fun_ction?of?“-ed+?noun”; 3. use?“-ed+?noun”?to?describe?something?that?is?in?the?certain?state; 4. use?“-ed+?noun”?flexible?in?different?situations,?especially?the?position?of?“-ed” Focal?point:?the?usage?of?past?participle?when?it?is?used?as?attributive Difficult?point:?the?position?of?past?participle?in?different?situations Teaching?procedures:? Step?1:?Warm?up? a)?ask?students?to?review?any?usages?of?–ed?form?they?have?leaned b)?choose?different?students?to?write?the?structures?of?the?–ed?form?they?have?learned?on?the?blackboard?and?then?speak?out?the?fun_ction?of?the?structures.? have/has/had+-ed?form?to?express?the?finished?action; be+-ed?form?to?express?the?passive?action. ???????c?)?choose?other?students?to?make?up?some?sentences?using?the?above?usages Step?2:?Presentation? a) show?students?three?pictures?on?PPT?and?ask?them?to?describe?the?pictures?in?Chinese.?(升起的太阳，落叶，破碎的杯子)
b) tell?students?we?can?use?the?new?usage?of?–ed?form?to?describe?“升起的太阳，落叶，破碎的杯子”?(the?risen?sun,?fallen?leaves,?the?broken?cup)?and?write?the?three?phrases?on?the?blackboard c) divide?the?students?into?four?groups?and?ask?each?group?to?discuss?the?structure?of?the?three?phrases?and?the?part?of?speech?of?“risen,?fallen,?broken”in?the?phrases?according?to?their?meaning Structure:?-ed?+?noun?Part?of?speech:?They?are?used?as?objectives? d)?ask?students?to?discuss?and?conclude?the?fun_ction?of”-ed+?noun”?according?to?the?meaning?of?the?three?phrases?and?the?part?of?speech?of?“risen,?fallen,?broken”?in?the?phrases. the?fun_ction:?-ed?form?is?used?as?objective?to?modify?noun e)?ask?students?to?speak?out?the?infinitive?form?of?“risen,?fallen,?broken”?and?analyze?their?infinitive?form?is?intransitive?verb?or?transitive?verb risen?rise?vi.??fallen?fall?vi.??broken?break?vt. ???????f)?ask?students?to?recall?the?difference?of?intransitive?verbs?and?transitive?verbs?and?discuss?the?different?fun_ction?between?the?–ed?form?of?intransitive?verbs?and?transitive?verbs?when?they?are?used?as?attributives ?????????Intransitive?verbs?can?not?be?used?in?passive?voice ?????????Transitive?verbs?can?be?used?in?passive?voice?to?express?passive?action ???????g)?The?teacher?concludes?the?detailed?fun_ction?of?“-ed+noun” ?????????Conclusion:?When?the?past?participle?(–ed?form)?is?used?as?an?attributive?to?modify?the?nouns,?it?expresses?finished?action?and?passive?action.?However,?the?past?participle?of?intransitive(Vi)?verbs?only?express?the?finished?action?or?a?state.?And?the?past?participle?of?transitive(Vt)?verbs?not?only?express?the?finished?action?but?also?the?passive?action. Step?3:?Practice?(?minuts?) a) give?each?student?one?printed?material?which?contains?three?interesting?and?funny?passages,?ask?them?to?fill?the?blanks?using?the?proper?form?of?given?verbs?and?speak?out?the?fun_ction?of?different?forms.?(in?order?to?enable?students?to?distinguish?the?three?usage?of?–ed?form?and?understand?the?fun_ction?of?–ed?form?further)
b) ask?each?group?to?discuss?the?word?order?of?the?underlined?part?of?sentences?in?Grammar?1,?page?24?of?their?textbook?and?choose?some?students?to?write?the?word?order?on?the?blackboard. c) ask?students?to?discuss?the?Question?C?in?Grammar?1?and?report?their?answers d) The?teacher?concludes?the?position?of?–ed?form?which?is?used?as?attributives?in?different?situations?and?give?them?more?examples. Conclusion:?When?the?past?participle?is?used?as?adjective?to?modify?noun?alone,?it?should?be?put?before?the?noun,?for?example,?fallen?leaves.?? However,?when?it?is?used?as?adjective?to?modify?noun?with?its?own?additional?part,?it?should?be?put?behind?the?noun,?for?example,?the?novel?written?by?LuXun,?the?guests?invited?to?your?party. Step?4:?Production a) show?students?four?pictures?on?PPT?and?ask?them?to?describe?the?things?on?the?pictures?using?proper?verbs?with?proper?phrases.?(They?can?used?different?verbs?to?describe?in?order?to?help?them?recall?any?verbs?which?they?think?can?be?used?here?) b) ask?each?group?to?make?up?one?short?passage?or?dialogue?using?the?past?participle?phrases?which?appeared?on?the?PPT,?blackboard,?printed?material?and?textbook?as?many?as?possible. c) ask?each?group?to?choose?someone?to?report?the?short?passage?or?dialogue Step?5:?Homework ??????Write?a?short?passage?to?describe?your?unforgettable?travel?according?to?the?text?“?My?First?Ride?on?a?Train”.?Please?use?the?past?participle(as?adjective)?as?many?as?possible?in?your?passage. Reflection:?(to?be?written?after?the?lesson) Blackboard?design: ?????????????????????????????????????????adj 1. have+?-ed?form????????????????????????????↗???????????↑????????↖ fun_ction:?to?express?the?finished?action 2. be+?-ed?form??????????????????????????the?risen?sun????fallen?leaves????broken?cup fun_ction:?to?express?the?passive?action 3. –ed?form+?noun????????????????????????????↓??????????↓????????????↓ fun_ction:?to?express?a?kind?of?state?or finished?action?or?passive?action? -ed+noun????-ed+noun??????-ed+noun ↓???????????↓????????????↓ rise?????????fall???????????break ↓??????????↓?????????????↓ vi??????????vi??????????????vt trained?camels→?-ed+?noun Homework:……….. abandoned?farms→?-ed+?noun meals?cooked?by?experts→?noun+?-ed the?novel?written?by?luxun→?noun+?-ed