Using LanguageⅡ公开课教案

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教学设计方案

课题Book 5

Unit 1 Great Scientists

名称

年级学科

一、教学内容分析

本节课是高二英语人教版必修5第一单元的语法课。过去分词作定语和表语是历年来高考的重点语法项目，因此学生对此板块也很重视。本课的语法教学设计是依据新课标所提倡的呈现，发现，归纳，

实践和活用的教学模式来进行的。在教学中也充分依托课本内容，利用简易多媒体硬件，设计了几个具有层次性的练习，旨在让学生尽力掌握并能活用所学语法结构。

Grammar

The Past Participle used as the Attributive & Predicative

高二英语

教材版本

人教版必修5

二、教学目标

知识与能力目标

1.Through learning, make students know Past Participle used as the Attributive & Predicative 2. Through practice,make students know how to use the P.P. correctly.

过程与方法目标

Teach students using “Memory（Match Game）”, “Placemat” “Jigsaw” and exit cards (4 kinds of teaching methods) 情感态度与价值观目标

Students can overcome the difficulties by communicating with others in groups while learning the usage of the Past Participle used as the Attributive & Predicative .

三、学习者特征分析

I have lovely students

of Grade Two. Most of them have a basic understanding of Attributive & Predicative .They are familiar with my new teaching ways, such as memory, jigsaw, exit cards, word wall, placemat…（used in other lessons before）

Though their average scores are always 60 to 70 (150 full mark),

my students have to work very very hard to learn English better.

四、教学过程

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第一步，通过Memory连词游戏（翻翻乐），让学生在上节课中所学的课文教材中翻出含有过去分词的短语和它相应的含义，找出其共同之处，目的是让学生初步了解其语法结构。(呈现) 第二步，通过仔细观察所给的短语，简单归纳和总结过去分词作表语和定语的用法。并从文中找出其他相关例子，旨在让学生加深该结构的用法。（发现和归纳） 第三步，通过直观性的练习并运用“Place mat”方法，拓展过去分词与现在分词作定语和表语的区别，让学生在自主学习与合作学习中掌握其语法在实际中的灵活运用。（实践）

第四步，为了巩固本节课所授语法结构并增加一定的趣味性，让学生就大家熟悉的泰坦尼克号电影情节用“Jigsaw”的方法展开故事串联，并尽可能运用到刚学的过去分词的结构。（活用）

第五步，课堂内容小结与布置作业：对课堂中所学的内容进行讨论并总结，应用exit cards; 再布置作业:写下整个故事并完成课本和练习册中的语法作业。

五、教学策略选择与信息技术融合的设计

教师活动

Step 1 Leading in 1.Match game:

预设学生活动

设计意图

Stick the word cards on the blackboard and guide

students to finish the game. 1.terrified people

2. the tired audience

惊恐的人们

疲惫的观众

1.Students come to Step 1 the blackboard one To get a

basic by one to open the understanding of card and try to the –ed form

match the phrases

and their meanings

看上去震惊

3.ordinary people exposed 患上霍乱的普通人

to cholera

4. the river polluted by 被脏水污染的河流

the dirty water 5.become interested in 对两种理论感兴趣

two theories 6.look astonished 2 Ask students to read the phrases and try to find

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what they have in common. （PPT）

-ed form (The Past Participle)

are used in each part

2. Read the phrases on the screen and try to find what they have in common. Step 2 Concluding（PPT）

1.Summarize how to use the Past Participle used as

the Attributive & Predicative: (1)过去分词作定语

单个的过去分词作定语一般放在所修饰的名词之1.Discuss the rules

in groups of 4.

Step 2 Guide students to conclude One student

rules the by and 前(1、2)；过去分词短语作定语一般要后置（3、4）。

过去分词具有被动或，和完成的含义

(2)过去分词作表语

过去分词可放在系动词be, get, feel, remain, seem, 2. look, become等之后作表语，表示主语的状态、性reads the sentences observing 质或情绪，此时的过去分词相当于一个形容词（5、on the screen while discussing 6）。

others find them in

books and

2.Ask one student to read the sentences on the their screen to emphasize the Past Participle used as the underline them. Attributive & Predicative）

Step 3 Practising 1.Placemat Show 4 pictures on the screen and ask students to describe them in a group of 4, then write down on a piece of paper. When they describe, they’d better use Past Participle as Attributive & Predicative. （PPT and paper）

Step 3 1.Students describe To help Students them in a group of 4, grasp the usage then write down on of a piece of paper.

Picture 1

P2

-ed

P3 –ed form by phrases individual study and cooperating

P4

4

2.Expanding exercise（PPT）

2. 1）Try to find the

1)Show 2 different pictures ( falling leaves & fallen difference between leaves; the rising sun& the risen sun) and ask the 4 pictures. students to find the difference.

2).Try to find the difference between the following

sentences: （PPT）

①develop

America is a developed country.

China is a developing country. ②inspire He made an inspiring speech yesterday.

I saw the inspired children in the room. ③tell The story told by Miss Ma is interesting. The woman telling stories is Miss Ma. Step 4 Consolidating（PPT and paper）

2）Try to find the difference between the sentences.

1.Try to translate the Step 4 into To guide students following [来源学+科+网Z+X+X+K]

1.Guide students to translate the following sentences sentences using the method

“Jigsaw”. Chinese in their own to understand the

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1) 这是一部以真实的故事为根据的电影，它发生在一艘名为“Never sink”的船上。

2)

这部电影讲述了Jack 和Rose 的感人故事。

3) 一开始，船上的所有人都很兴奋，没有担心他们的安全。

4)船长也下定决心进行一次完美的航行。

5) 不幸的是，船撞上了冰山。下沉中的船使得所有人都很紧张, 害怕，大哭。

group. Each number –ed form used in for one group, then the sentences by

exchange, like the telling a story following: 1111/2222/3333/ 4444/5555/6666/ 7777/8888/9999

and cooperating

6) 人们最后还是把生的希望留给了女士和孩子。

123456789/ 7)Jack为了救他深爱的Rose 也牺牲了自己的生命。

8) 看完这部电影后，每个人都感动的落泪。

9)我相信你们也会对这部电影感兴趣。

123456789/ 123456789/ 123456789

2. Teacher gives help if necessary. After discussing

it , the teacher gives the sample sentences on the

screen . 2.Students try to their 1).It is a movie based on a true love story,which correct happened on a ship called “NeverSink”.

2).It tells us a moving story of Jack and Rose. mistakes in each chunk, and make up 3).At first ,

all people on the ship were very their own complete excited and no one worried about their safety.

4)The captain was determined to take a perfect voyage. 5).Unfortunately,the ship was hit by an iceberg. The sinking ship made people nervous and terrified, crying

6). At last, the hope and opportunity of being alive was given to women and children. 7)Jack lost his life in order to save his beloved Rose. 8).After watching the movie, we are moved to tears. story.

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9)I believe you’ll be interested in the movie. Step 5 Conclusion

Students 1.Ask students to discuss what they have learned in evaluate themselves

To groups and then get a general idea of the usage of actively by filling in students draw a the P.P. used as the Attributive & Predicative the form of self-eval2. Finish their own “Exit Cards”----“self-evaluation uation questionnaire”

Step 6 Homework 1. Write down the complete love story. 2. Finish the exercise-fill in the blanks..

conclusion help

六、教学评价设计

Self- evaluation

The things I can do I can know the form of the past participle. Evaluation 5 4 4 3 3 2 2 1 1 I can understand the usage of of the P.P. used as 5 the attributive & predicative. I can tell the difference between the P.P. as the 5 predicative and the P.P. as the attribute. I can use the –ing form and –ed form correctly. 4 3 2 1 5 4 4 3 3 2 2 1 1 I can make sentences using the P.P. as the 5 predicative and the P.P. as the attribute. Answer the following questions using the P.P. as the A. & P. Question 1: How did you feel during the holidays?

Question 2:What did you see at the fireworks display?

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七、教学板书

Unit 1 Grammar

-ed

-ing

Titanic:

base ,call/name, move, excite, determine, sink, terrify,give, interest …

八、教学反思

本节课是必修五第一单元第三课时，我的教学内容是语法学习“过去分词作定语和表语”。这是历年来高考的重点语法考查项目。本课的语法教学设计是依据新课标所提倡的呈现，发现，归纳，

实践和活用的教学模式来进行的。

在具体的教学过程中，我的设计思路分成五个环节：

第一步，通过Memory连词游戏（翻翻乐），让学生在上节课中所学的课文教材中翻出贴在黑板上含有过去分词的短语和它相应的含义，观察出其共同之处，（老师同时在屏幕上展示其内容）目的是让学生初步了解其语法结构。

反思：由于学生在词汇学习时已经熟悉了此游戏的过程，学生在本环节中表现积极，争先恐后去猜测所翻短语含义的位置。作为导入环节

，立即就把学生带到了学习氛围中。

第二步，通过仔细观察所给的短语，简单归纳和总结过去分词作表语和定语的用法。并从文中找出其他相关例子，旨在让学生加深该结构的用法。 反思:让学生自己归纳出该部分语法特征是引导学生自主学习与合作学习的表现之一。由于每组学生的英语学习程度不同，在组内讨论中既锻炼了优秀生的讲解能力又能让学困生有所收获。但通过观察，我还是发现每组中总是会有偷懒的不参与的学生，我就让这些学生代表本组回答问题。有点费时间，但几乎人人参与。

第三步，通过直观性的练习并运用Place mat Activity方法，拓展过去分词与现在分词作定语和表语的区别，让学生在自主学习与合作学习中掌握其语法在实际中的灵活运用。[来源:学科网ZXXK]

反思：本环节利用Place mat Activity的方法，即4人一组每组一张活动表格（见教学过程中表格），让学生就老师提出的问题进行“头脑风暴”，然后让组内发言人与大家分享他们的所学的内容。由于时间有限，我只叫了2组同学。

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拓展环节中，学生的表现很是积极主动。

第四步，为了巩固本节课所授语法结构并增加一定的趣味性，让学生就大家熟悉的泰坦尼克号电影情节用“Jigsaw”展开故事串联，并尽可能运用到刚学的过去分词的结构。为方便大多数学生，在浏览所有句子时，在我的提示下与学生分享了一些能使用到的词汇。

反思：本环节的设计旨在训练学生会使用过去分词前提下对句式的表达能力。全班分9组（每组4人），每组翻译一句。小组讨论完写下译文后，重新结合新的小组，形成四个故事链：1111/2222/3333/4444/5555/6666/7777/[来源:学科网]

8888/9999 123456789/123456789/123456789/123456789.同学们个个都是本部分译文的专家，然后在新组中讲解自己在本组的讨论结果，其他同学记录并提问自己的困惑。本环节课堂气氛很是热闹，每个同学都很投入，老师也随时解答同学的问题。最后，老师展示范例，补充多种译法，而同学们纠正自己的错误。时间太紧张，有些组没有进行完讨论，有些遗憾。

第五步，课堂内容小结与布置作业：先利用最后3分钟，对课堂中所学的内容进行讨论并总结（老师展示在屏幕上）。然后每位学生在老师发的“出门卡”上完成本次”出门”的任务(本次是自我评价表)。再布置作业。

反思：出门卡是在每节课下课前2、3分钟布置给每位同学的，每次的问题都会根据不同的授课内容而不同。同学写完后交给老师方能下课。这一方面检验了同学们上课的学习效果，也为老师的下一节课做好调整和准备。

有些方法的使用蜻蜓点水，不够深入，建议一些方法可用在不同的课型中，每节课突出一种方法和一种常态方法。