外研版（2019）必修 第三册Unit 1 Knowing me, Knowing you Using Language名师教学设计
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| 名称 | 外研版（2019）必修 第三册Unit 1 Knowing me, Knowing you Using Language名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 39.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-28 15:45:30 | ||
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Book 3 Unit 1 Knowing me, knowing you
Period 2 Using language
Teaching content
The grammar focuses on the verb-ed form as adverbial, which often refers to a past action or express a passive meaning. Students are expected to learn what the verb-ed as adverbial and how to use it. As for the vocabulary-learning part, students will learn words used to describe behaviour towards different people.
Teaching objectives
1. Guide the students to master the basic usage of the past participle and make them use the past participle instead of the adverbial clause properly.
2. Guide students to learn how to politely decline requests and master interpersonal skills.
3. Guide the students to use appropriate verbs to describe the behavior and make Suggestions in appropriate communicative terms.
Focal and difficult points in teaching
Guide the students to find and summarize the rules of using the past participle, and correctly use the past participle as adverbials.
Teaching procedures
Step 1 Grammar--ed as adverbial
Activity 1
Play a guessing game to arouse students’ interest in grammar and ask them to observe and summarize the characteristics of the two sentences used in the two situations.
Beaten by the sheep over and over again, Mr. Wolf would come back again.
Seen from the top, the National Stadium looks like a bird nest.
Activity 2
Look at the sentences in the passage and answer the questions.
1. Who was disappointed in sentence(a)
2. What is approached in sentence(b)
3. Why is -ed used instead of -ing here
Notes:
(1) The subject of the main clause is the same as the subject of the subordinate clause.
(2) The predicate of the subordinate clause is constructed in the passive voice(be +v-ed)
Activity 3
Find more sentences using –ed as adverbial in the reading passage.
Compare the two groups of sentences and answer questions.
What is the difference between the two groups of sentences
Activity 5
Complete each sentences using the right form of the verb.
1. __________ (frighten) by noises in the night, the girl no longer dared to sleep in her room.
2. The lady returned home, ________ (follow) by two policemen.
3. ________(build) in 1949, the exhibition hall is over 50 years old.
4. _______ (see) from a distance, the Opera House looks like ship sails.
5. _________(affect) by the epidemic, the economy in China, however, is generally on the right track.
6._______(test) positive for COVID-19, Feng was sent to a makeshift hospital for treatment.
Activity 6
Complete the sentences using –ed as adverbial.
Activity 7
Guide the students to summarize the usage of adverbials in the past participle.
(1) The students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbials.
(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate.
(3) When a participle is used as an adverbial, it can indicate the time, reason, degree and result of the predicate action.
Step 2 Practice
Activity 1
The students read a diary on Page 5 and rewrite the underlined sentences with the -ed form.
①. Anne was attracted by a particular article in a magazine, so she bought it. ____________________________________________, Anne bought it.
②. Anne was praised in class, and she felt happy as well as ashamed. _____________________, Anne felt happy as well as ashamed.
③. Anne was shocked by the decision and did not know what to do. ______________________________, Anne did not know what to do.
Discussion: If you were Anne, what would you do
Activity 2
Read the plot summary and use the correct form of the words to complete the following sentences . Students are supposed to distinguish verb-ed from verb-ing correctly.
① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones.
② ________(believe) that she is Riley’s most important emotion, Joy always tries to take the lead.
③ ________( prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.
④ ________ ( separate) 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.
⑤ ________ ( realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.
⑥ ________ ( move) to a new city, Riley has a hard time adjusting to her new surroundings.
Discussion: Talk about your feelings after reading the plot summary.
Step 3: Tips for good interpersonal relationships
Talk about interpersonal relationships and do Activity 4, 5 & 6.
1. Read the tips and underline the words describing behaviour towards others and do Activity 4.
Tip 1 Tip 2 Tip 3
Tip 4 Tip 5
2. Use the words to describe the different situation on Page 6 and do Activity 5.
I am really sorry. I didn’t mean it. _________
You’re so selfish! ________
I know you’re sorry. It’s ok. Don’t worry about it. _______
I can tell he is not easy to get along with. ________
I don’t want to wait for him all the time. ________
My pet parrot flew away with my homework. _____
3. Discuss what you react in some different situations of Activity 6 on Page 6. Pay and put forward reasonable suggestions.
Take Situation 1 for example and ask students to talk about other situations after model.
Situation 1 You forgot your best friend’s birthday, and you feel bad about it.
Your reaction
Your reasons
Step 4: Homework
1. Review the usage of v-ed form as adverbial.
2. Go over the words and expressions learned in this period.
1 / 4
Period 2 Using language
Teaching content
The grammar focuses on the verb-ed form as adverbial, which often refers to a past action or express a passive meaning. Students are expected to learn what the verb-ed as adverbial and how to use it. As for the vocabulary-learning part, students will learn words used to describe behaviour towards different people.
Teaching objectives
1. Guide the students to master the basic usage of the past participle and make them use the past participle instead of the adverbial clause properly.
2. Guide students to learn how to politely decline requests and master interpersonal skills.
3. Guide the students to use appropriate verbs to describe the behavior and make Suggestions in appropriate communicative terms.
Focal and difficult points in teaching
Guide the students to find and summarize the rules of using the past participle, and correctly use the past participle as adverbials.
Teaching procedures
Step 1 Grammar--ed as adverbial
Activity 1
Play a guessing game to arouse students’ interest in grammar and ask them to observe and summarize the characteristics of the two sentences used in the two situations.
Beaten by the sheep over and over again, Mr. Wolf would come back again.
Seen from the top, the National Stadium looks like a bird nest.
Activity 2
Look at the sentences in the passage and answer the questions.
1. Who was disappointed in sentence(a)
2. What is approached in sentence(b)
3. Why is -ed used instead of -ing here
Notes:
(1) The subject of the main clause is the same as the subject of the subordinate clause.
(2) The predicate of the subordinate clause is constructed in the passive voice(be +v-ed)
Activity 3
Find more sentences using –ed as adverbial in the reading passage.
Compare the two groups of sentences and answer questions.
What is the difference between the two groups of sentences
Activity 5
Complete each sentences using the right form of the verb.
1. __________ (frighten) by noises in the night, the girl no longer dared to sleep in her room.
2. The lady returned home, ________ (follow) by two policemen.
3. ________(build) in 1949, the exhibition hall is over 50 years old.
4. _______ (see) from a distance, the Opera House looks like ship sails.
5. _________(affect) by the epidemic, the economy in China, however, is generally on the right track.
6._______(test) positive for COVID-19, Feng was sent to a makeshift hospital for treatment.
Activity 6
Complete the sentences using –ed as adverbial.
Activity 7
Guide the students to summarize the usage of adverbials in the past participle.
(1) The students compare the two groups of examples and find the same function in the first half of the sentences: to act as adverbials.
(2) When the subject of the clause is the same as the subject of the clause, the subject of the clause is usually omitted, leaving only the past participle of the predicate.
(3) When a participle is used as an adverbial, it can indicate the time, reason, degree and result of the predicate action.
Step 2 Practice
Activity 1
The students read a diary on Page 5 and rewrite the underlined sentences with the -ed form.
①. Anne was attracted by a particular article in a magazine, so she bought it. ____________________________________________, Anne bought it.
②. Anne was praised in class, and she felt happy as well as ashamed. _____________________, Anne felt happy as well as ashamed.
③. Anne was shocked by the decision and did not know what to do. ______________________________, Anne did not know what to do.
Discussion: If you were Anne, what would you do
Activity 2
Read the plot summary and use the correct form of the words to complete the following sentences . Students are supposed to distinguish verb-ed from verb-ing correctly.
① ________ (influence) mainly by Joy, most of Riley’s memories are happy ones.
② ________(believe) that she is Riley’s most important emotion, Joy always tries to take the lead.
③ ________( prevent) from playing her role in Riley’s emotional development, Sadness feels annoyed.
④ ________ ( separate) 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.
⑤ ________ ( realize) that every emotion has a role, Joy understands it is okay for Riley to feel sad.
⑥ ________ ( move) to a new city, Riley has a hard time adjusting to her new surroundings.
Discussion: Talk about your feelings after reading the plot summary.
Step 3: Tips for good interpersonal relationships
Talk about interpersonal relationships and do Activity 4, 5 & 6.
1. Read the tips and underline the words describing behaviour towards others and do Activity 4.
Tip 1 Tip 2 Tip 3
Tip 4 Tip 5
2. Use the words to describe the different situation on Page 6 and do Activity 5.
I am really sorry. I didn’t mean it. _________
You’re so selfish! ________
I know you’re sorry. It’s ok. Don’t worry about it. _______
I can tell he is not easy to get along with. ________
I don’t want to wait for him all the time. ________
My pet parrot flew away with my homework. _____
3. Discuss what you react in some different situations of Activity 6 on Page 6. Pay and put forward reasonable suggestions.
Take Situation 1 for example and ask students to talk about other situations after model.
Situation 1 You forgot your best friend’s birthday, and you feel bad about it.
Your reaction
Your reasons
Step 4: Homework
1. Review the usage of v-ed form as adverbial.
2. Go over the words and expressions learned in this period.
1 / 4