外研版（2019）必修第三册 -Unit 2 Making a Difference Using language 过去分词作定语教学设计
文档属性
| 名称 | 外研版（2019）必修第三册 -Unit 2 Making a Difference Using language 过去分词作定语教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 17.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-05-18 10:00:18 | ||
图片预览
文档简介
高中英语（外研版）必修三
UNIT-2 Making a difference
Using Language
教学设计
教材分析
教材中本课主要内容分为三个部分，即语法、表达和听力。
语法部分主要是动词-ed，即过去分词作定语。通过观察课文句子、改写句子练习帮助学生更好地理解该知识点，使印象更加深刻，从而在日后学习中能灵活使用。
表达部分是学会如何向他人介绍自己，包括基本情况、个性、优势等。此外，通过该练习还可帮助学生提高听力技巧，使学生在实际文本中提高语言的理解能力。
教学目标与核心素养
语言技能目标
Students can master the usage of the past participle as attributive.
Students can transform the phrases of the past participle as attributive to attributive clause.
Students can distinguish the past participle as attributive and the present participle as attributive.
语言知识目标
能够理解文章中长难句并准确翻译。
文化意识目标
了解国际公益组织、志愿者等相关话题；
了解人们对国际公益组织和志愿者理解和态度。
情感态度目标
正确认识国际公益组织的意义和重要性，以及思考如何能够积极地为社会、人类做贡献。
教学重难点
理解文章逻辑关系及架构，理解文章写作意图；
引导学生谈论成为志愿者的收获与感想。
教学过程
Step1:The usage of the past participle as attributive
Look at the sentences from the reading passage and answer the questions.
Q1. What was spoken in sentence (a)
What was finished in sentence (b)
Q2. Why does the author use -ed instead of -ing
Q3. What is the difference between the two groups of sentences
Q4. Why does the author choose to use -ed instead of
an attributive clause in the reading passage
Step2: Past participle as attributive and attributive clause
Read the discussion and rewrite the underlined sentences using the -ed form.
Step3: Past participle and present participle as attributive
Step4:Practice
Inspired by the Belt and Road Forum for International Cooperation
( hold ) in Beijing, Cao decided to cover the route by hiking as a tribute to the ancient Silk Road.
2. It can help to build a community with ( share ) future for mankind ," he said .
3. Earth Day, ( mark ) on 22 April , is an annual event aiming to raise public awareness about environmental First protection.
4. I like eating ( fry ) tomatoes with eggs, and I thought it must to be easy to cook.
UNIT-2 Making a difference
Using Language
教学设计
教材分析
教材中本课主要内容分为三个部分，即语法、表达和听力。
语法部分主要是动词-ed，即过去分词作定语。通过观察课文句子、改写句子练习帮助学生更好地理解该知识点，使印象更加深刻，从而在日后学习中能灵活使用。
表达部分是学会如何向他人介绍自己，包括基本情况、个性、优势等。此外，通过该练习还可帮助学生提高听力技巧，使学生在实际文本中提高语言的理解能力。
教学目标与核心素养
语言技能目标
Students can master the usage of the past participle as attributive.
Students can transform the phrases of the past participle as attributive to attributive clause.
Students can distinguish the past participle as attributive and the present participle as attributive.
语言知识目标
能够理解文章中长难句并准确翻译。
文化意识目标
了解国际公益组织、志愿者等相关话题；
了解人们对国际公益组织和志愿者理解和态度。
情感态度目标
正确认识国际公益组织的意义和重要性，以及思考如何能够积极地为社会、人类做贡献。
教学重难点
理解文章逻辑关系及架构，理解文章写作意图；
引导学生谈论成为志愿者的收获与感想。
教学过程
Step1:The usage of the past participle as attributive
Look at the sentences from the reading passage and answer the questions.
Q1. What was spoken in sentence (a)
What was finished in sentence (b)
Q2. Why does the author use -ed instead of -ing
Q3. What is the difference between the two groups of sentences
Q4. Why does the author choose to use -ed instead of
an attributive clause in the reading passage
Step2: Past participle as attributive and attributive clause
Read the discussion and rewrite the underlined sentences using the -ed form.
Step3: Past participle and present participle as attributive
Step4:Practice
Inspired by the Belt and Road Forum for International Cooperation
( hold ) in Beijing, Cao decided to cover the route by hiking as a tribute to the ancient Silk Road.
2. It can help to build a community with ( share ) future for mankind ," he said .
3. Earth Day, ( mark ) on 22 April , is an annual event aiming to raise public awareness about environmental First protection.
4. I like eating ( fry ) tomatoes with eggs, and I thought it must to be easy to cook.