高一英语（外研版）-必修三 Unit 2 Making a difference(2)-1 教学设计.docxVIP

教 案 教学基本信息 课题 Module 3 Unit 2 making a difference(2) Understanding ideas Grammar: “-ed” as attributive 学科 英语 学段：高中 年级 高一年级 教材 书名：普通高中教科书英语 出版社：外语教学与研究出版社 出版日期：2019年 7 月 教学设计参与人员 姓名 单位 设计者 实施者 指导者 课件制作者 其他参与者 教学目标及教学重点、难点 教学目标：在本课结束后，学生能够： 1.通过发现、分析和比较，归纳出过去分词作定语的用法； 2.在语篇中正确使用过去分词作定语改写定语从句； 3. 在语篇中正确选择过去分词和现在分词作定语； 4.在所写的与环保相关的短文中使用过去分词作定语。 教学重点：发现、分析和比较，归纳、使用过去分词作定语。 教学难点：在所写的与环保相关的短文中使用过去分词作定语。 教学过程(表格描述) 教学环节 主要教学活动 设置意图 Step1 Lead-in Teacher leads students to recall what the reading passage is about and ask students what they can learn from Ryan. To help students activate schemata that they have already possessed. Step2 Finding 1.Teacher asks students to scan the passage quickly and find the sentences containing “-ed” form。 To encourage students to focus on the “ed” form in the passage. 2.Teacher asks students to present sentences. Step 3 Analyzing 1. Teacher asks students to read sentence a and sentence b in activity 1, think about the questions given below and voice their opinions. 1. What was spoken in sentence (a)? What was finished in sentence (b)? 2. Why does the author use -ed instead of -ing? To analyze the “ed” form as attributive and compare them with attribitive clause 2. Teacher asks students to read sentence c and sentence d in activity1, think about the questions given below and voice their opinions. 3 What is the difference between the two groups of sentences? 4 Why does the author choose to use the “ed” form instead of an attributive clause in the reading passage? Step 4 Summarizing Teacher encourages students to summarize the “ed” form as attributive. To summarize the useage of the “ed” form as attributive. Step 5 Application 1. Teacher asks students to rewrite the rest of the sentences containing the “ed” form using attributive clause. To apply the rules of “-ed” form as attributive in the context. 2. Teacher asks students to rewrite the underlined sentences using the “ed” form, after getting the main ideas of the two discussio