外研版（2019）必修 第三册Unit 2 Making a difference Using Language 名师教学设计
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| 名称 | 外研版（2019）必修 第三册Unit 2 Making a difference Using Language 名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 28.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-01 11:08:11 | ||
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Unit 2 Using Language 名师教学设计
课时内容
本课时涉及的部分是语言知识运用，包括-ed as attributive，Personal qualities
和 To be a volunteer三部分。
-ed as attributive部分讲解v.-ed形式作定语的含义和用法。
Personal qualities部分介绍了几个不同人物的性格特点，学习描写性格特征的
词汇和方法。
To be a volunteer部分主要以听、说的方式介绍了成为志愿者的条件及其职
责。
课时目标
1.掌握并记忆本课时的重点单词 extend，disability，generous，hesitate，
assistance，confirmation以及短语come up with，come across，be suitable for的用法，学会在真实语境中灵活运用。
2.通过学习v.-ed形式作定语，掌握其含义，并体会其用法和特点。
3.通过阅读不同人物的性格特征，了解描写人物性格的方法以及常用词汇，
加深对该部分内容的理解，扩大知识面。
4.通过该部分的学习，了解成为志愿者的条件及其职责，了解志愿者的作用
和意义，提高自己的文化素养，为国家发展和社会进步贡献力量。
重点难点：
重点：
v.-ed形式作定语的含义和用法。
难点：
辨别语境，学会灵活运用v.-ed作定语。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频材料。
2.准备好描写人物性格特征的语言材料和志愿者的相关视频材料。
学生准备：
1.课前查找描写人物性格特征的词汇和方法，并能用简短的英语描述不同
人物的性格特征。
2.收集含有v.-ed形式作定语的句子，体会其用法。
3.预习课本P17~19的内容，找出该部分的新词汇，并根据上下文猜测其含义。
教学过程：
Step Ⅰ Grammar
-ed as attributive—v.-ed形式作定语
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
1.Do Activity I on Page 17.
2.Give enough examples of the usages of -ed as attributive.
（1）We must adapt our thinking to the changed conditions.
（2）The retired man was very interested in painting.
（3）Please remember all the information mentioned above
（4）Nothing reported in the newspaper interested him.
Guide students to sum up the usages of-ed as attributive. Then ask students to give examples which they searched from the Internet.
3.Finish Activity 2&3 on Page 17.
（1）Rewrite the underlined sentences using the -ed form.
Keys:
①Ryan is a young man admired by a lot of people.
②The money raised by his foundation supports schools and communities in Africa.
③As in the words spoken by Ryan，we need to not only donate money but also get new ideas.
④I think the support needed includes new technology for recycling water and education on how to use and save water.
（2）Read the passage and choose the correct form of the words.
Keys:
known；based；needed；damaged developing；living；affected
Step Ⅱ Personal qualities
1.Read the descriptions and underline the words that describe personal qualities
2.Read the descriptions again and finish Activity 5.
Keys:
Positive Neutral Negative
independent honest confident creative easygoing generous sensitive serious shy bookish nervous kind of lazy
3.Do Activity 6 on Page 18.
Ask students to talk about people’s personal qualities using the words they have learnt.
Step Ⅲ To be a volunteer
1.Read “Did You know ” and learn about volunteers.
2.Do Activity 7&8 on Page 19.
（1）Listen to the phone enquiry and complete the sentences with the correct ending.
（2）Listen to the phone enquiry again and complete the form on Page 19.
Keys：（略）
3.Do Activity 9 ＆10 on Page 19.
（1）Act out a telephone enquiry in pairs.
（2）Ask students to think about other voluntary work they would like to be involved in，and have a similar conversation.
【设计意图】该部分的学习基本按照课本设置的顺序来完成，由浅入深，逐层加深难度，锻炼了学生读、听、写、说的能力。首先，阅读“Did You know？”部分，了解志愿者的职责和作用，然后听录音，记录听力的要点，完成Activity 7和8。最后，运用本节课掌握的基本句式和常见词汇，做对话练习。整个环节内容不多，但环环相扣，遵循了语言的认知规律，设置科学而合理。
Step IV Summing up
总结v.-ed形式作定语的含义和用法，并注意该部分新学词汇的运用。
Step V Homework
1.Give students some examples to fill in the blanks with v.-ed as attributive.
2.Master the usages of the new vocabulary.
板书设计：
Unit 2 Making a difference Period II Using language I. Grammar -ed as attributive: （1）We must adapt our thinking to the changed conditions. （2）The retired man was very interested in painting. （3）Please remember all the information mentioned above. （4）Nothing reported in the newspaper interested him. Ⅱ. Personal qualities 1.Read the descriptions and underline the words that describe personal qualities. 2.Read the descriptions again and finish Activity 5＆6. Ⅲ. To be a volunteer 1.Read “Did You Know ” and learn about volunteers. 2.Do Activity 7 & 8 on Page 19. 3.Do Activity 9 &10 on Page 19. IV. Summing up V. Homework
课时内容
本课时涉及的部分是语言知识运用，包括-ed as attributive，Personal qualities
和 To be a volunteer三部分。
-ed as attributive部分讲解v.-ed形式作定语的含义和用法。
Personal qualities部分介绍了几个不同人物的性格特点，学习描写性格特征的
词汇和方法。
To be a volunteer部分主要以听、说的方式介绍了成为志愿者的条件及其职
责。
课时目标
1.掌握并记忆本课时的重点单词 extend，disability，generous，hesitate，
assistance，confirmation以及短语come up with，come across，be suitable for的用法，学会在真实语境中灵活运用。
2.通过学习v.-ed形式作定语，掌握其含义，并体会其用法和特点。
3.通过阅读不同人物的性格特征，了解描写人物性格的方法以及常用词汇，
加深对该部分内容的理解，扩大知识面。
4.通过该部分的学习，了解成为志愿者的条件及其职责，了解志愿者的作用
和意义，提高自己的文化素养，为国家发展和社会进步贡献力量。
重点难点：
重点：
v.-ed形式作定语的含义和用法。
难点：
辨别语境，学会灵活运用v.-ed作定语。
教学准备：
教师准备：
1.做好该部分内容的PPT和音频材料。
2.准备好描写人物性格特征的语言材料和志愿者的相关视频材料。
学生准备：
1.课前查找描写人物性格特征的词汇和方法，并能用简短的英语描述不同
人物的性格特征。
2.收集含有v.-ed形式作定语的句子，体会其用法。
3.预习课本P17~19的内容，找出该部分的新词汇，并根据上下文猜测其含义。
教学过程：
Step Ⅰ Grammar
-ed as attributive—v.-ed形式作定语
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
1.Do Activity I on Page 17.
2.Give enough examples of the usages of -ed as attributive.
（1）We must adapt our thinking to the changed conditions.
（2）The retired man was very interested in painting.
（3）Please remember all the information mentioned above
（4）Nothing reported in the newspaper interested him.
Guide students to sum up the usages of-ed as attributive. Then ask students to give examples which they searched from the Internet.
3.Finish Activity 2&3 on Page 17.
（1）Rewrite the underlined sentences using the -ed form.
Keys:
①Ryan is a young man admired by a lot of people.
②The money raised by his foundation supports schools and communities in Africa.
③As in the words spoken by Ryan，we need to not only donate money but also get new ideas.
④I think the support needed includes new technology for recycling water and education on how to use and save water.
（2）Read the passage and choose the correct form of the words.
Keys:
known；based；needed；damaged developing；living；affected
Step Ⅱ Personal qualities
1.Read the descriptions and underline the words that describe personal qualities
2.Read the descriptions again and finish Activity 5.
Keys:
Positive Neutral Negative
independent honest confident creative easygoing generous sensitive serious shy bookish nervous kind of lazy
3.Do Activity 6 on Page 18.
Ask students to talk about people’s personal qualities using the words they have learnt.
Step Ⅲ To be a volunteer
1.Read “Did You know ” and learn about volunteers.
2.Do Activity 7&8 on Page 19.
（1）Listen to the phone enquiry and complete the sentences with the correct ending.
（2）Listen to the phone enquiry again and complete the form on Page 19.
Keys：（略）
3.Do Activity 9 ＆10 on Page 19.
（1）Act out a telephone enquiry in pairs.
（2）Ask students to think about other voluntary work they would like to be involved in，and have a similar conversation.
【设计意图】该部分的学习基本按照课本设置的顺序来完成，由浅入深，逐层加深难度，锻炼了学生读、听、写、说的能力。首先，阅读“Did You know？”部分，了解志愿者的职责和作用，然后听录音，记录听力的要点，完成Activity 7和8。最后，运用本节课掌握的基本句式和常见词汇，做对话练习。整个环节内容不多，但环环相扣，遵循了语言的认知规律，设置科学而合理。
Step IV Summing up
总结v.-ed形式作定语的含义和用法，并注意该部分新学词汇的运用。
Step V Homework
1.Give students some examples to fill in the blanks with v.-ed as attributive.
2.Master the usages of the new vocabulary.
板书设计：
Unit 2 Making a difference Period II Using language I. Grammar -ed as attributive: （1）We must adapt our thinking to the changed conditions. （2）The retired man was very interested in painting. （3）Please remember all the information mentioned above. （4）Nothing reported in the newspaper interested him. Ⅱ. Personal qualities 1.Read the descriptions and underline the words that describe personal qualities. 2.Read the descriptions again and finish Activity 5＆6. Ⅲ. To be a volunteer 1.Read “Did You Know ” and learn about volunteers. 2.Do Activity 7 & 8 on Page 19. 3.Do Activity 9 &10 on Page 19. IV. Summing up V. Homework