Learning about Language国家优质课一等奖

课题：Unit 3 Inventors and inventions（Learning about language ）人教选修8 设计人：王敬杰（高中英语）

工作单位：葫芦岛市第二高级中学

课

型：

Learning about language 课

时：1课时

一、

整体设计思路、指导依据说明

本节课的整体设计理念，力求体现新课标的基本理念：“以学生为主体，通过自主学习、合作学习，培养学生合作、探究的能力，在学习过程中自主生成知识。”

本节课的整体设计思路如下：首先，通过复习本单元单词后缀和过去分词用法帮助学生再现基础知识，加深印象，夯实基础。既能整体把握教材内容，又能及时反馈学生课后复习情况，学生们在此过程中巩固了基础词汇和短语。学习了单词后缀、过去分词作定语、表语和宾语补足语的知识并完成相关习题，在操练不同题型的练习中提高了猜词能力和解题能力。最后由基础知识和过去分词的复习过渡到写作，引导帮助学生把所学知识运用到写作过程中，。巩固所学词汇并培养学生在真实语境中综合运用语言的能力，让学生懂得遣词造句的技巧，学会循序渐进地完成篇章写作。

最后，让学生以小组合作的方式完成篇章写作。并批改鉴赏。

二、

教学背景分析

教学内容分析：

本节课是这一单元的语言学习课，前面的Reading ，Warming up及pre-reading是该部分的铺垫，后面的comprehending等几部分都是Reading的延伸和扩展。Reading部分承载了本单元的主要信息。而之后对这部分的重点语言知识的复习至关重要，学习了单后缀和语法知识，起到承上启下的作用，也并为写作奠定了坚实的基础。

学生情况分析：

学生经过前一段时间的学习，学生的认知能力有了进一步的发展，渐渐形成用英语获取信息，处理信息，分析问题和解决问题的能力。学会把语言学习与现实生活和兴趣联系起来。不过学生不善于用英语表达，毕竟词汇量有限，所以在复习时应进行词汇铺垫，猜词技巧演练时必不可少的。最重要的是，学生已经掌握了基本的写作知识，但在写作的整体思路及句子润色方面还有待提高。

三、教学目标分析

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１、知识与技能：

通过学习本单元单词后缀和过去分词语法知识及写作训练，帮助学生夯实基础并初步运用相关词汇及写作技能完成篇章写作。

２、过程与方法：

教学过程：通过学生在学习过程中的交流

和小组讨论，帮助学生培养自主探究学习和合作学习的能力。

教学方法：利用计算机辅助教学手段，引发学生对本话题的兴趣，调动他们的学习积极性，加大课堂密度，让学生在有限的时间内获得更多的知识；通过讨论、归纳等方法，给学生提供思考的空间，激发他们思维，使他们积极主动地投入到学习中，并在实践中提高运用重点词汇和短语进行写作的能力。

３、情感态度与价值观：通过参与课堂活动和师生、生生之间的讨论，学生能养成利用单词后缀猜词习惯，提高英语的学习热情，加深对知识的了解和认识，并应用于现实生活中。

四、教学重难点分析

１、教学重点：单词后缀的学习和过去分词作定语表语和宾语补主语的用法。

２、教学难点：在写作中运用所所学知识连词成句，交流写作技巧并提高写作能力。

五、教学过程设计

Ⅰ.教材重组

基础检测

Complete the passage using the correct form of the words or phrases.

When I first applied for a patent I was very___1____(puzzle) by the criteria. I

produced a new type of lily. I was amazed when my ____2____(apply) was __3______ (abrupt) refused. The officer dealing with my file explained to me that a new plant variety is not a valid____4_____ (invent) as it is a result of adjusting growth_____5____

(science).

However, she suggested that I______6_______(produce) a perfume from my new lily. With her _____7_______(encourage), I decided to seize the opportunity to make a real ____8_______(invent), so I ___9______ (着手)my studies on ____10______(develop) my product, for which I hope I will succeed in applying _11__a patent.

Intension:

To create more knowledge background to stimulate students’ interests and involvement in the new lesson. By interacting, train students’ quick response and their abilities of thinking, speaking. It’s also a good way to know whether they can master the basic words and phrases.

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Ⅱ.重点研析

拓展延伸

1.Revision of word suffix

名词常见后缀：

ee: (受动者) employee; interviewee

er:( 施动者) employer; interviewer

ance: importance; performance

th: growth; truth

bility:

disability; possibility

ness:

carelessness

ment: punishment

(a)tion/sion:(行为结果)

correction

or/er/ist/cian:(表职业身份)

villager; musician ;journalist

形容词常见后缀：

ful:充满/富有/易于

powerful ;forgetful

less:无/不

careless; harmless

ous:有…性质的

dangerous; poisonous

ish:像

foolish;

childish

able:能…的

understandable

ese: 某国人

Chinese; Japanese

ing:倾向/属性

moving; touching

tive/sive:有…特点的

active; impressive

副词常见后缀：

ly: quickly; possibly

ward(s)// ways:朝…方向

upward; downwards

动词常见后缀：

en:使…更

quicken; sharpen

ify/ize:使…化

beatify; modernize Practice in time: (1)

Finish Ex 1 on page 23. (2)

Adapt Ex2 on page 23. The greengrocer at the corner is probably the ___________ (convenient) of all to reach. If you want to apply for a credit card, you must provide__________(official)acceptable identification.

You need to approach that animal with great __________(cautious) as it may bite.

Luckily the rainfall stopped ___________(abrupt) before I left.

In a courtroom it’s sometimes difficult to recognize who is ______ (innocence) and who is ___(guilt). The new ___________(invent) invented

a new phone designed for the old. 2. Revision of the past participle Use the past participle as the attributive, the predicative and the object complement.

Use the past participle as the attributive.

(1)The excited people rushed into building.

(=the people who were excited) (2)Lost time can never be found again．

(=time which is lost) (3)高个子的那个人是个归国留学生。The tall man is a returned student.

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=The tall man is a student who has returned.

(4)My parents are both retired teachers．= My parents are both teachers who have retired. ★

★不及物动词过去分词表示__________的动作。

(5) Do you like the bag bought by

Mary?=Do you like the bag that has been bought…?

(6)The coat designed for the singer is in fashion.=The coat that has been designed for the singer is in fashion. ★★及物动词的过去分词做定语表_______的动作. Use the past participle as the predicative. He seemed ___________ (disappoint) by the failure of his patent.(教材P24. Ex2) I was ___________(embarrass) to see our team beaten by a weaker team. (教材P24. Ex2) My mother appeared __________(please) with the lanterns she had made. (教材P24. Ex2) 过去分词作表语表示主语的状态或思想感情等。这时过去分词可以被看作一个形容词。

Use the past participle as the object complement. 作宾语补足语的过去分词一般都是及物动词,表示被动、完成或被动完成。

作宾语补足语的过去分词与宾语有逻辑上的动宾关系,即宾语是过去分词动作的对象。

可以带过去分词做宾语补足语的动词有：

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see, hear, watch, feel, think, find, consider等表感觉和心理状态的动词。

We found her greatly changed. 2.make, get, have ,help, leave等表“致使”意义的

动词。

You must have a plan designed to solve a particular problem. (教材

P24 Ex3) 3.like, want, wish, order 等表“希望，要求” 等意

义的动词。

He won’t want such questions discussed at the meeting.

Ex 4 on page 24 1.

We saw the play_________ on TV yesterday. 2.

He left the car lights on overnight and in the morning she couldn’t get the car_______.

3.

Catherine wants her paintings________ in the gallery. 4.

You’d better have your courtyard _____ before I get home from work. It’s in a mess.

(1.Perform

2.start

3.display

4.tidy)

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Intension: 1. Improve the students’ ability of understanding the basic words according to the suffix and have a better and deeper understanding of the new words. At the same time, try to enable the students to grasp proper ways to deal with different exercises. 2. Train students’ co-operation ability and try to develop students’ self-study ability. 3. Encourage students’ independent thought and speculation and train their ability of evaluation,

judging and using words and expressions. What’s more, guide them to put what learn into practice and change knowledge into ability. Ⅲ.写作训练

灵活运用

Where would you like to live when you grow up? In groups make a list of places and prepare to describe them to your partner using the past participle as the attribute, predicative or object complement.（P24）

EXAMPLE:

I would like to live in a well-designed house surrounded by trees…

Intension: 1. Based on the usage of words and the past participle, encourage students to describe a house they like to live in. The purpose is to develop their creative writing skills use the past participle properly. 2. Consolidate what they just learnt to have a better understanding of the text and become more involved in writing after class. It’s a good opportunity for students to consolidate what they learned and then change knowledge into ability. Ⅳ.精炼小结

记忆尤深

Summarize what has been reviewed today:

Use suffix to change words. Use past participle to do exercises. the ways to use the past participle in writing

Intension:

Help students develop the ability of analyzing and summarizing and improve their ability of solving practical problems. Ⅴ.课后作业

升华提高

Write a short article about your favorite singer.

Intension: 1. Based on the composition finished in class, encourage students to describe a favorite person by copying the one just learnt, using similar language and features of the

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composition. The purpose is to develop their creative writing skills. 2. Consolidate what they just learnt to have a better understanding of what has been learnt and become more involved in studying after class. 六．板书设计

Unit 3 Inventors and inventions (Learning about language ) 1. Revision of suffix

2. Revision of the past participle

3. writing

七．教学反思

教学策略：1.情境创设教学策略；2.示范-模仿教学策略；3. 启发式教学策略

4.协作式教学策略；5. 探究型教学策略

教学评价：1、本节课按照既定的教学思路及目标，较好的完成了教学任务。学生

能在教师的指导下，通过合作、探究的学习方式，循序渐进地生成

了相关知识体系。

2、不足之处：学生写作时间的还不够充分；作文欣赏应该更充分，回答问题人数应该增加；对学生个体的关注度还不够；给学生自由思考的时间不充分。

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