最新人教版必修五高中英语unit 3 life in the future period 5教学设计.docx
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最新人教版必修五高中英语unit 3 life in the future period 5教学设计.docx
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最新人教版必修五高中英语unit3lifeinthefutureperiod5教学设计
www.ks5u
Period5Grammar
TheGeneralIdeaofThisPeriod
Thisisthefifthperiod,whichwillcenteronthegrammar:
usingthepastparticipleastheadverbialandattribute.Atthebeginningoftheperiod,theteachershouldoffersometimetogooverwhatthestudentslearnedinthelastperiod.
Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheadverbialandattributeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Whiledoingit,thestudentsshouldbegivensomeexplanationabouthowtousethepastparticiple.
Thefollowingstepistopractisemoreaboutthegrammar.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheadverbialandattribute.Thenaskthemstudentstomakesomesentencesusingthepastparticiple.
Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.
Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencebetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.
TeachingImportantPoints
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.
TeachingDifficulties
Toknowthedifferencebetweenthepastparticipleandthepresentparticiple.
TeachingAids
Multi-mediaclassroomandothernormalteachingtools.
ThreeDimensionalTeachingAims
KnowledgeAims
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.
AbilityAims
Tousethepastparticipleusedastheadverbialandtheattributefreelyandproperlyinspeakingandwriting.
EmotionalAims
Encouragethestudentstostudybythemselves.
Makethemknowonlybydoingmoreexercisescantheylearnthegrammarwell.
TeachingProcedure
Step1Greeting
T:
Hello,myfriends.
Ss:
Hello,MissWang.
Step2Revision
T:
Doyoustillrememberwhatyoulearnedinthisunit?
Pleasesaysomethingaboutthelifeinthefuture.
S:
Thelifeinthefutureisquitedifferentfromthepresentlife.
S:
Peopleinthefuturewilltravelbyhoveringcarriage,whichwillbedrivenbycomputer.
S:
Peoplewillsufferfromthelackoffreshair,buttheywillwearmaskstofeelmuchbetter.
S:
Inthefuture,equipmentwillmakelifemuchmoreconvenientthannow.
Ss:
...
T:
Good.Nowpleaseanswersomequestionsaccordingtothepassage:
IHaveSeenAmazingThings.
Wheredidhevisitinthefirstplace?
Whatdidhefindthere?
S:
Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,whichspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Inside,itisdividedintozoneswithextraordinarilydifferentatmospheresandgravities.Therethealiencreatureslivewhiletheyworkwithhumanspacescientistssearchingfornewworlds.
T:
Excellent.Wouldyoupleasedescribethefriendliestcreatureshemet?
S:
Thefriendliestcreaturesarethemu-mu,afamilyfromthePleiadesgroupofstars.Theycanseeinthedarksotheyliveinanareawithoutlightofanykind.TheyhaveassistedinthediscoveryofplanetsroundthefourthstarinthePleiadessystem.Theyspeakinwhispersandeatfoodthatcontainscarbon.Theyhavesixarmsandoneshell-coveredleg.Theymovedforwardbyslowlyshakingfromsidetosideandtheyaretallandthinwithwhiteandblackfaces.
T:
Youdidagoodjob.Whataboutthemostinterestingcreatures?
S:
ThemostinterestingcreaturesarethetinydimpodsfromagalaxynearNGC6240.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Theyrequirethesameatmosphereashumansandaregreatengineers.Theywillbeabletotravelmanylightyearsawayfromtheearth.Theyalsocanproduceaspecialliquidfromtheirbodies.Theyarenoteasytotalkto,becauseyouhavetousealanguage-changertohelpandtheyshoutloudlyinyourear.Theyareverysmallwithmanyarmsandlegs.Theyarepurpleorblueandthecolorchangesdependingontheirmood.
Step3Presentation
T:
Canyoufindthefollowingsentenceinthereadingpassage?
Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.
T:
Inthissentencethepastparticipleisusedasanadverbialphrase.Itisawayofjoiningtwoclausestogether:
AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Nowpleasepickoutthreemoresentencesfromthereadingpassageswithpastparticiplesusedastheadverbial.Youareallowedtofindasmanysentencesaspossibleintwominutes.
(Twominuteslater,askthestudentstoreportwhattheyhavefound.)
S:
Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.
S:
Confusedbythenewsurroundings,Iwashitbythelackoffreshair.
S:
Exhausted,Islidintobedandfellfastasleep.
S:
Describedasanenormousroundplate,itspinsslowlyinspacetoimitatethepulloftheearth’sgravity.
T:
Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheadverbials.Besidesusingastheadverbials,thepastparticiplescanalsobeusedastheattributes.Canyoufindthesentenceswithpastparticiplesusedasattributes?
Finishitintwominutes.
(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesastheattributes.)
S:
Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.
S:
Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.
S:
SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer.
S:
Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.
S:
Themu-mudrinkastrangemixtureofcarrotjuiceandcocoa,whilethedimpodsdrinklemonademixedwithherbs.
S:
Theymoveforwardbyslowlyshakingfromsidetosideonashell-covered“leg”.
Step4Practising
T:
Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesasadverbialsandattributes?
S:
Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether,whichisanattributiveclause.
T:
Yes.过去分词作定语,在语态上,表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。
过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语。
过去分词作定语表示动作在谓语动作之前发生,已经完成并具有被动意义。
有时也不表示时间性。
作定语的过去分词一般由及物动词变来,因为只有及物动词才有被动意义。
例如:
Heisateacherlovedbyhisstudents.他是个很受学生爱戴的老师。
也有用不及物动词的过去分词作定语的情况,一般作前置定语,它不表示被动意义,只表示主动意义,强调动作完成。
不能像及物动词的过去分词那样放在名词后面作定语。
例如:
fallenleaves落叶
retiredworkers退休工人
therisensun升起的太阳
T:
Nowcombinethesetwosentencesusingthepastparticipleastheattribute.
Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.
S:
SoonwelostsightofthatfamousastronomercalledLiQiang.
T:
Iamgoingtobuyapainting.ItiscopiedfromVincentVanGogh.
S:
IamgoingtobuyapaintingcopiedfromVincentVanGogh.
T:
Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.
S:
Ilikethatoldprivatehousebuiltofwoodandmud.
T:
Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.
S:
Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.
T:
Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbyfourhorses.
S:
Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.
T:
Thevehicleismentionedinthebook.Thevehicleisunknowntome.
S:
Thevehiclementionedinthebookisunknowntome.
T:
Thecastleisunderrepair.Itwasbuiltin1432.
S:
Thecastlebuiltin1432isunderrepair.
T:
Justnowwepracticedpastparticiplesusedasattributes.Therearestillsomenotesweshouldpayattentionto.
注意下面过去分词作定语的几种情况:
1.单个的过去分词作定语一般放在被修饰的名词之前。
例如:
Weneededmuchmorequalifiedworkers.我们需要更多的合格工人。
Myfriendisareturnedstudent.我的朋友是个归国的留学生。
单个分词也可以作后置定语,用以强调动作。
例如:
Theydecidedtochangethematerialused.他们决定更换使用的材料。
2.过去分词短语作定语要放在被修饰的名词后面,作后置定语,其作用相当于一个定语从句。
例如:
Thestudentdressedinwhiteismydaughter.(=Thestudentwhoisdressedinwhiteismydaughter.)穿白色衣服的学生是我的女儿。
3.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时,即使一个单一的分词作形容词用,也要放在被修饰词的后面。
例如:
Isthereanythingunsolved?
还有没解决的问题吗?
ThereisnotingchangedheresinceIleftthistown.
自从我离开这个城镇以来,几乎没有什么变化。
4.单个过去分词前加一个名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。
分词前加的名词表示分词的动作或行为主体,所加的副词表示方式、时间、程度、性质等意义。
例如:
Thisisastate-ownedfactory.这是一家国有工厂。
Thisisourschool-runfactory.这是我们的校办工厂。
T:
Nowlet’slearnpastparticiplesusedasadverbials.
分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。
分词作状语时,它的逻辑主语与句子的主语一致。
作状语的分词相当于一个状语从句。
例如:
Accompaniedbyhisfriend,hewenttotherailwaystation.
Givenbetterattention,theplantscouldgrowbetter.
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:
主谓关系用现在分词,动宾或被动关系用过去分词。
例如:
1.Nothavingenoughhands,weturnedtothemforhelp.(Wedon’thaveenoughhands.)
2.Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter.(Wearetaughtbymistake
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