Unit3ScienceandnatureGrammar1表格教案（牛津版必修5）.doc

英语必修5译林牛津版Unit 3第6课时表格教案 主备人执教人授课日期班级总课题M5U3总课时分课时 1课型复习课题M5U3 Grammar 1教学目标know different functions of verb-ed forms as an adjective or an adverb. the passive meanings and past meanings of verb-ed forms. relationship between the verb and its understood subject. adopt verb-ed forms in their expressions.教学重点Words , phrases and sentence patterns教学难点Practical usage教具Blackboard , slides and handouts 教学内容教法学法Teaching procedures: Step 1 lead in (PPT 4-9) Review the usage of verb-ing in general Ask students to compare two attributive clauses and rewrite them. Ask students to do the verb-ing one, and the verb-ed one can be done by the teacher. Then ask students to tell what has caused the difference. ( The relationship between the verb and its understood subject) Conclusion 1: The v-ed from can express passive meaning. [Explanation] 此处用彩色的图表跟学生一起回忆动词现在分词的形式，让学生视觉上感觉到不那么乏味。然后跟学生一起看一些相对应的例子，有个直观的感觉。在此基础上让学生对比两个句子，让学生用现在分词改写其中一个定语从句，另一个由老师做，然后让学生对比改写前和改写后所不同的地方，让学生观察不同的原因，从而引出过去分词的一个重要语法意义：即表示被动。 Step 2 Function of the verb-ed form with passive meanings (PPT10-15) Present sentences containing the verb-ed form, and asking students to find out what functions it serves in different sentences. Conclusion 2: V-ed can be used like an adjective or an adverb in a sentence, serving as attribute, predicative and object complement. A verb-ed can act as adverbial to modify a verb like stand, lie. Ask students to fill in the form which tells different functions of the verb-ed form. Ask them to give an example for each. [Explanation] 由于学生已经有一定的分词基础，因此没有必要一项一项推导，而是采取归纳的方法，罗列出能反映过去分词表示被动意义时在句子中充当不同成分的情况，让学生根据具体句子进行分析过去分词充当的成分，发现该动词跟其逻辑主语的关系，从而强调过去分词与现在分词在语法意义上被动与主动的区别。 Step 3 The verb-ed form with past meanings (PPT16-17) Use the phrases “developing countries” and “developed countries” to explain this usuage. More phrases. [Explanation] 同样，在这一步骤上，采取现在分词与过去分词在句中不同意义对比的方法，让学生发现过去分词表示过去或完成的意义，并介绍一些常见的表示过去或完成意义的过去分词，如retired等。 Step 4 Drills (PPT18-22) Ask