人教版（2019）选择性必修第二册 Unit4 Journey Across a Vast Land Discovering useful structures 名师教学设计
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| 名称 | 人教版（2019）选择性必修第二册 Unit4 Journey Across a Vast Land Discovering useful structures 名师教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-03-12 17:48:44 | ||
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Unit4 Discovering useful structures 名师教学设计
内容分析：本单元的主题语境是Journey across a vast land. Discover useful structures是本模块的第三个课时，本课时将学习-ed和-ing做表语和状语的用法。
设计理念：本课通过让学生感知文本中的语言，自主探究、分析和比较-ed和-ing做表语和状语的用法和区别，引导学生总结语言规律并在语境中操练用法，教师创设模拟情景，让学生将所学到-ed和-ing做表语和状语写一篇旅行日记。
教学目标：
感知文本语言，分析和比较-ed和-ing做表语和状语的区别并总结语言规律
掌握并熟练运用-ed和-ing做表语和状语在创设的模拟情景中的用法
教学重难点：
使学生理解和掌握–ed和-ing做表语时，-ed表示“(某人)感到…”之意而-ing则表示“(某物)是令人…”之意并在语境中熟练运用
让学生理解和掌握–ed和-ing做状语时，其逻辑主语是句子的主语，-ed与逻辑主语间是被动关系而-ing则是主动关系，能在具体语境中熟练并准确运用
教学过程：
Step 1 Discovering the form
(Para 1)For both of them, the thought of crossing the whole country by rail was exciting. (Para 2)They were pleased to see the beautiful mountains looking out over the city. (Para 5)However, they did not anticipate seeing such an open country, and were truly amazed.
What is –ing/-ed form used as
【设计意图】：通过感知文本中的-ed和-ing做表语的句子，使学生对-ed和-ing做表语有基本的认知。
Step 2 Comparing the usage
-ing form as a predicative is used to
while -ed form is to .
【设计意图】：让学生自主探究，分析和比较-ed和-ing形式做表语的用法，感知-ed做表语时，表示“(某人)感到…”, -ing做表语时，表示“（某物）是令人…”之意。
Step 3 Comparing and practising
Compare the differences between –ing form and –ed form
Describe feelings Describe places, things, or people
interested interesting
disappointed disappointing
excited exciting
frightened frightening
tired tiring
amazed amazing
A: Are you in visiting the newly built museum downtown？
B: Not really. I’d rather go to the new theme park, which is more .
A: Don’t you think that dog is Better not get close to it.
B: Actually, I think that the dog is just because there are so many
people around.
A: Do you feel after a whole day’s hike along the river.
B: Yes. It is so that I’m almost worn out.
The girls were to see such an open country.
The farms covered a very large area, which was .
(5) Going into the wilderness alone can be .
Do you feel when going into the wilderness alone
(6) We became when thinking about those beautiful locations in Finland. We expected to experience a lot of things there.
(7) We went to bed as soon as we arrived at the hotel because we were so . The eight-hour train ride was quite .
(8) I was not with the hotel. It was not as clean as I had expected.
But we had a meal at the hotel’s restaurant, so I felt a bit better later on.
(9) It was raining hard the next day, so we just stayed in the hotel and watched TV.
Sadly, the TV programmes that day were really .
As we had nothing to do, we felt pretty .
【设计意图】：教师创设语境，让学生分析和比较-ed和-ing形式做表语的用法并能熟练运用。
Step 4 Summarizing the usage
(Para3) Looking at the beautiful scenery, they both agreed that it was the most awesome journey they had ever taken. (Para3) Seen from the train window, the mountains and forests of Canada looked massive.
What is –ing/-ed form used as
【设计意图】：通过感知文本中的-ed和-ing做状语的句子，使学生对-ed和-ing做状语有基本的认知。
Step 5 Discovering the function
-ing/-ed as an adverbial is used to
【设计意图】：让学生自主探究，分析和比较-ed和-ing做状语的区别，-ed和-ing做状语时，其逻辑主语是句子的主语，-ed与其逻辑主语间是被动的关系, -ing则是主动的关系。
Step 6 Comparing and practising
1.(1) from the top of the mountain, the scenery was really fascinating.
the scenery from the top of the mountain, I was fascinated by the autumn colors.
(2) eastwards, you will pass the Canadian Rockies.
Finally, the company-- by its new manager—started to make a profit.
Rewrite the sentences using –ed/-ing form.
Butchart Gardens was transformed from a quarry. It has now become a famous destination for travelers.
If you compare Quebec City with other cities in Canada, it seems more like a charming European village.
They did not know where to start their sightseeing in Luoyang, so they went to the Tourist Information Center.
When they heard that the Sea-to-Sky Highway was Canada’s most scenic drive, they made West Vancouver their first destination.
【设计意图】：教师创设语境，让学生分析和比较-ed和-ing形式做状语的用法并能熟练运用。
Step 7 Summarizing the usage
(1 ) Caught in a heavy rain in Vancouver, they were all wet.
=Because they were caught in a heavy rain in Vancouver, they were all wet.
(2) Taking a boat ride out into the bay, they could see marvelous scenery.
=Because they took a boat ride out into the bay, they could see marvelous scenery.
When passing through the Canadian Rockies, they saw beautiful mountains and forests.
=When they were passing through the Canadian Rockies, they saw beautiful mountains and forests.
When/If given another chance, they will pay a visit to Vancouver once more.
=When/If they are given another chance, they will pay a visit to Vancouver once more.
(5) A plane trip to Vancouver is thrilling for Li Daiyu , then followed by a train one.
=A plane trip to Vancouver is thrilling for Li Daiyu and then it is followed by a train one.
(6) The two girls arose early to take the train to Lake Louise, passing through the Canadian Rockies.
=The two girls arose early to take the train to Lake Louise and at the same time, they passed through the Canadian Rockies.
【设计意图】：让学生感知-ed和-ing形式做状语时，可表示原因、时间、条件和伴随状语等，-ed形式与其逻辑主语之间是被动关系，而-ing形式则表示主动关系。
Step 8 Summary:
-ed form -ing form
做状语（其逻辑主语是句子的主语） 与其逻辑主语间是被动关系 与其逻辑主语间是主动关系
做表语 通常用于说明人，表示“某人感到…”之意 主要用于说明事物，表示事物的性质或特征，有“某物是令人…”之意；
【设计意图】：由学生总结-ed和-ing形式做状语和做表语的用法。
Step 9 Creating a paragraph
Suppose you are Li Daiyu, write a paragraph about your feelings or experience in Vancouver using some words in their -ed or –ing forms.
【设计意图】：教师创设模拟情景，使学生在创设的模拟情景中熟练使用-ed和-ing形式做状语和做表语。
Step 7 Assignment
Suppose you are Li Daiyu, you are writing a diary on the train to Totonto, reflecting the days in Canada mostly using –ed or –ing forms.
【设计意图】：教师创设模拟情景，让学生在创设的模拟情景中熟练并准确运用-ed和-ing形式做状语和做表语。
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内容分析：本单元的主题语境是Journey across a vast land. Discover useful structures是本模块的第三个课时，本课时将学习-ed和-ing做表语和状语的用法。
设计理念：本课通过让学生感知文本中的语言，自主探究、分析和比较-ed和-ing做表语和状语的用法和区别，引导学生总结语言规律并在语境中操练用法，教师创设模拟情景，让学生将所学到-ed和-ing做表语和状语写一篇旅行日记。
教学目标：
感知文本语言，分析和比较-ed和-ing做表语和状语的区别并总结语言规律
掌握并熟练运用-ed和-ing做表语和状语在创设的模拟情景中的用法
教学重难点：
使学生理解和掌握–ed和-ing做表语时，-ed表示“(某人)感到…”之意而-ing则表示“(某物)是令人…”之意并在语境中熟练运用
让学生理解和掌握–ed和-ing做状语时，其逻辑主语是句子的主语，-ed与逻辑主语间是被动关系而-ing则是主动关系，能在具体语境中熟练并准确运用
教学过程：
Step 1 Discovering the form
(Para 1)For both of them, the thought of crossing the whole country by rail was exciting. (Para 2)They were pleased to see the beautiful mountains looking out over the city. (Para 5)However, they did not anticipate seeing such an open country, and were truly amazed.
What is –ing/-ed form used as
【设计意图】：通过感知文本中的-ed和-ing做表语的句子，使学生对-ed和-ing做表语有基本的认知。
Step 2 Comparing the usage
-ing form as a predicative is used to
while -ed form is to .
【设计意图】：让学生自主探究，分析和比较-ed和-ing形式做表语的用法，感知-ed做表语时，表示“(某人)感到…”, -ing做表语时，表示“（某物）是令人…”之意。
Step 3 Comparing and practising
Compare the differences between –ing form and –ed form
Describe feelings Describe places, things, or people
interested interesting
disappointed disappointing
excited exciting
frightened frightening
tired tiring
amazed amazing
A: Are you in visiting the newly built museum downtown？
B: Not really. I’d rather go to the new theme park, which is more .
A: Don’t you think that dog is Better not get close to it.
B: Actually, I think that the dog is just because there are so many
people around.
A: Do you feel after a whole day’s hike along the river.
B: Yes. It is so that I’m almost worn out.
The girls were to see such an open country.
The farms covered a very large area, which was .
(5) Going into the wilderness alone can be .
Do you feel when going into the wilderness alone
(6) We became when thinking about those beautiful locations in Finland. We expected to experience a lot of things there.
(7) We went to bed as soon as we arrived at the hotel because we were so . The eight-hour train ride was quite .
(8) I was not with the hotel. It was not as clean as I had expected.
But we had a meal at the hotel’s restaurant, so I felt a bit better later on.
(9) It was raining hard the next day, so we just stayed in the hotel and watched TV.
Sadly, the TV programmes that day were really .
As we had nothing to do, we felt pretty .
【设计意图】：教师创设语境，让学生分析和比较-ed和-ing形式做表语的用法并能熟练运用。
Step 4 Summarizing the usage
(Para3) Looking at the beautiful scenery, they both agreed that it was the most awesome journey they had ever taken. (Para3) Seen from the train window, the mountains and forests of Canada looked massive.
What is –ing/-ed form used as
【设计意图】：通过感知文本中的-ed和-ing做状语的句子，使学生对-ed和-ing做状语有基本的认知。
Step 5 Discovering the function
-ing/-ed as an adverbial is used to
【设计意图】：让学生自主探究，分析和比较-ed和-ing做状语的区别，-ed和-ing做状语时，其逻辑主语是句子的主语，-ed与其逻辑主语间是被动的关系, -ing则是主动的关系。
Step 6 Comparing and practising
1.(1) from the top of the mountain, the scenery was really fascinating.
the scenery from the top of the mountain, I was fascinated by the autumn colors.
(2) eastwards, you will pass the Canadian Rockies.
Finally, the company-- by its new manager—started to make a profit.
Rewrite the sentences using –ed/-ing form.
Butchart Gardens was transformed from a quarry. It has now become a famous destination for travelers.
If you compare Quebec City with other cities in Canada, it seems more like a charming European village.
They did not know where to start their sightseeing in Luoyang, so they went to the Tourist Information Center.
When they heard that the Sea-to-Sky Highway was Canada’s most scenic drive, they made West Vancouver their first destination.
【设计意图】：教师创设语境，让学生分析和比较-ed和-ing形式做状语的用法并能熟练运用。
Step 7 Summarizing the usage
(1 ) Caught in a heavy rain in Vancouver, they were all wet.
=Because they were caught in a heavy rain in Vancouver, they were all wet.
(2) Taking a boat ride out into the bay, they could see marvelous scenery.
=Because they took a boat ride out into the bay, they could see marvelous scenery.
When passing through the Canadian Rockies, they saw beautiful mountains and forests.
=When they were passing through the Canadian Rockies, they saw beautiful mountains and forests.
When/If given another chance, they will pay a visit to Vancouver once more.
=When/If they are given another chance, they will pay a visit to Vancouver once more.
(5) A plane trip to Vancouver is thrilling for Li Daiyu , then followed by a train one.
=A plane trip to Vancouver is thrilling for Li Daiyu and then it is followed by a train one.
(6) The two girls arose early to take the train to Lake Louise, passing through the Canadian Rockies.
=The two girls arose early to take the train to Lake Louise and at the same time, they passed through the Canadian Rockies.
【设计意图】：让学生感知-ed和-ing形式做状语时，可表示原因、时间、条件和伴随状语等，-ed形式与其逻辑主语之间是被动关系，而-ing形式则表示主动关系。
Step 8 Summary:
-ed form -ing form
做状语（其逻辑主语是句子的主语） 与其逻辑主语间是被动关系 与其逻辑主语间是主动关系
做表语 通常用于说明人，表示“某人感到…”之意 主要用于说明事物，表示事物的性质或特征，有“某物是令人…”之意；
【设计意图】：由学生总结-ed和-ing形式做状语和做表语的用法。
Step 9 Creating a paragraph
Suppose you are Li Daiyu, write a paragraph about your feelings or experience in Vancouver using some words in their -ed or –ing forms.
【设计意图】：教师创设模拟情景，使学生在创设的模拟情景中熟练使用-ed和-ing形式做状语和做表语。
Step 7 Assignment
Suppose you are Li Daiyu, you are writing a diary on the train to Totonto, reflecting the days in Canada mostly using –ed or –ing forms.
【设计意图】：教师创设模拟情景，让学生在创设的模拟情景中熟练并准确运用-ed和-ing形式做状语和做表语。
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