高中英語 Book3 Unit4 Scientists Who Changed the World Book3 第四單元第四課時(shí)

授課類型：Grammarandusage教材版本：牛津譯林版（2020）授課內(nèi)容：Book3Unit4Pastparticiplesasattributives,adverbialsandobjectcomplements授課教師：賈立翌選送單位：蕪湖市教育科學(xué)研究所第4課時(shí)Grammarandusage(=1\*ROMANI)1.教材分析【W(wǎng)hat】本板塊圍繞單元主題“科學(xué)家”，介紹了改變世界的科學(xué)發(fā)現(xiàn)—青霉素。語篇中包含單元語法項(xiàng)目：過去分詞做定語、狀語和賓語補(bǔ)足語?！網(wǎng)hy】結(jié)合閱讀語篇，兩個(gè)與單元主題關(guān)系緊密的語篇為目標(biāo)語法的習(xí)得提供了合適的語境。在對(duì)語篇主題意義的探究中，幫助學(xué)生了解目標(biāo)語法本身的意義，以及在語篇中的交際意義?！綡ow】首先，采用單元閱讀語篇，以舊帶新的方式，在主題意義探究中引導(dǎo)學(xué)生注意并發(fā)現(xiàn)過去分詞的形式，了解過去分詞做定語、狀語和賓語補(bǔ)足語的功能和意義，促進(jìn)對(duì)目標(biāo)結(jié)構(gòu)的基本認(rèn)知。其次，通過小組討論，學(xué)生自主總結(jié)動(dòng)詞過去分詞的規(guī)則。結(jié)合主題相關(guān)語句，辨析相關(guān)語法項(xiàng)目。再者，通過閱讀亞歷山大弗萊明發(fā)現(xiàn)青霉素的語篇,在了解科學(xué)發(fā)現(xiàn)的過程中從語篇層面鞏固練習(xí)、內(nèi)化新知。最后將所學(xué)語法知識(shí)初步運(yùn)用于學(xué)習(xí)科學(xué)家優(yōu)異特質(zhì)的語篇中。2.學(xué)情分析知識(shí)基礎(chǔ)：學(xué)生經(jīng)過一個(gè)學(xué)期的高中英語學(xué)習(xí)，對(duì)從句及復(fù)雜句式有一定的掌握，且對(duì)過去分詞已經(jīng)有了初步的認(rèn)識(shí)。但是對(duì)過去分詞做定語、狀語和賓語補(bǔ)足語的功能和意義缺乏認(rèn)識(shí)。心理及技能特點(diǎn)：學(xué)生對(duì)各個(gè)領(lǐng)域的科學(xué)家都有一定了解，特別是閱讀語篇的屠呦呦。在熟悉的語境中引入過去分詞，可以有效幫助學(xué)生在意義建構(gòu)的基礎(chǔ)上，潛移默化地感受目標(biāo)語法在語篇中呈現(xiàn)的意義。學(xué)習(xí)需要：過去分詞做定語、狀語和賓語補(bǔ)足語是高中英語語法教學(xué)的重點(diǎn)之一，也是語篇構(gòu)成，特別是書面表達(dá)的需要。動(dòng)詞的過去式和過去分詞的辨析，也是高一學(xué)生容易混淆的點(diǎn)。3.教學(xué)目標(biāo)學(xué)完本課后，學(xué)生能夠：在語境中區(qū)分過去分詞做定語、狀語和賓語補(bǔ)足語的功能。歸納過去分詞做定語、狀語和賓語補(bǔ)足語的核心語法規(guī)則。理解過去分詞參與傳遞語篇的基本意義，并能在語篇中初步運(yùn)用過去分詞總結(jié)科學(xué)家在科學(xué)發(fā)現(xiàn)中呈現(xiàn)的優(yōu)異特質(zhì)。4.*重點(diǎn)難點(diǎn)1.在語境中辨析過去分詞在句子中做定語、狀語和賓語補(bǔ)足語的成分。2.區(qū)分done、havingbeendone和beingdone之間的差別。教學(xué)過程6.板書設(shè)計(jì)7.作業(yè)布置Youarerequiredtowritetheawardspeechforyourrespectedscientistonthecertificateinabout80words.設(shè)計(jì)意圖：創(chuàng)設(shè)真實(shí)語境，通過給科學(xué)家寫頒獎(jiǎng)詞，幫助學(xué)生內(nèi)化語法規(guī)則，在具體語境中恰當(dāng)、準(zhǔn)確地使用過去分詞，加強(qiáng)學(xué)生對(duì)科學(xué)家的了解。8.教學(xué)反思本節(jié)課為語法課的第一課時(shí)，體現(xiàn)了以語言運(yùn)用為導(dǎo)向的“形式—意義—使用”三維動(dòng)態(tài)語法觀。以語篇為依托，基于語篇并運(yùn)用語篇，賦予過去分詞學(xué)習(xí)以真實(shí)語境和主題意義，引導(dǎo)學(xué)生在自主學(xué)習(xí)和合作探究中對(duì)過去分詞做定語、狀語和賓語補(bǔ)足語進(jìn)行觀察、梳理和歸納，總結(jié)語法規(guī)則，促進(jìn)學(xué)生主動(dòng)學(xué)習(xí)。不同的語法知識(shí)，語法教學(xué)的側(cè)重點(diǎn)也會(huì)有所不同。過去分詞形式較易掌握，但其做定語、狀語和賓語補(bǔ)足語的功能的學(xué)習(xí)需要有意義的支撐。以往語法知識(shí)的講解過于僵化，灌輸式講解語法規(guī)則，布置大量機(jī)械重復(fù)的語法練習(xí)，忽略在主題意義探究中學(xué)習(xí)語法。如何基于主題語境，結(jié)合單元主題，引導(dǎo)學(xué)生在情境活動(dòng)中感知、理解和運(yùn)用目標(biāo)語法是新教材語法教學(xué)探索的方向。附：Grammarandusage(=1\*ROMANI)LearningsheetTask1:BlankfillingaboutTuYouyou.①TuYouyou,in1930,inNingbo,ZhejiangProvince,studiedmedicineatuniversityinBeijingbetween1951and1955.②TuYouyouhasbecomethefirstfemalescientistofthePeople’sRepublicofChinatoreceiveaNobelPrize,forhercontributiontothefightagainstmalaria.③Thankstoherdiscoveryofqinghaosu,malariapatientsallovertheworldnowhavehadagreatlychanceofsurvival.④byanover1,600-year-oldtextaboutpreparingqinghaoextractwithcoldwater,Turedesignedtheexperimentsandtriedextractingtheherbatalowtemperatureinordernottodamageitseffectivepart.⑤Evenwithlargeamountsofqinghaoextract,however,theystillfacedanotherproblem.Task2:Rewritethesentencesusingpastparticiples..①StephenHawkingisascientistwhoisadmiredbypeople.②Oncethisreportisfinished,itwillbeusefulforfutureresearch.③Hefoundthattheequipmenthadbeendestroyed.Task3:Classifythepastparticiplesaboveaccordingtotheirfunctions.AsattributiveAsadverbialAsobjectcomplementTask4:Concludetherules.Thepastparticiplecanbeusedlikeanadjectiveoranadverb,indicatinga(n)________(active/passive)meaning.Thepastparticiplecanappearbeforeorafteranounorpronoun.Itmodifiesthenounorpronounlikea(n)________________(relativeclause/adverbialclause).Thepastparticiplecanbeusedasanadverbialoranobjectcomplement.Task5:Readthearticle.Greatdiscoveriescancomefromunlikelysources.Penicilliniswidelyconsideredtobeoneofthemostimportantmedicaldiscoveriesinhistory,butitwasnotwhatAlexanderFlemingwaslookingforwhenhefounditinSeptember1928.Fleming,aScottishscientist,returnedtohislaboratoryafteraholidayandfoundsomemouldononeofhisplatesofbacteria.Heobservedthatthebacteriasurroundingthemouldweredead.Surprisedbythis,Flemingperformedsometests.Thesewereimportanttests

beingcarriedout

inthecountry.Then,theresultsindicatedthatsomethingproducedbythemouldhadkilledthebacteria.Hewasawarethatitcouldbeveryusefulfortreatingwounds.Havingbeenresearchedformorethan10years,penicillinwasn’tprovedtobeeffective.Finally,hisworkcaughttheattentionofsomeotherscientistswhowereabletodoit.Sinceitsmassproductionbeganinthe1940s,penicillinhassavedmillionsoflives.OnemightthinkFlemingdiscoveredpenicillinbyaccident,butactuallythisisfarfromthetruth.Hewasintelligentandexperiencedenoughtonoticeitspotential,andhishardworkanddeterminationhelpedgetitsmassproductionstarted.AsLouisPasteursaid,“Fortunefavorsthepreparedmind.”AlexanderFlemingNationalityDiscoveryTimeofdiscoveryUseofdiscoveryEffectofdiscoveryPrizeNobelPrize,1945AsattributiveAsadverbialAsobjectcomplementTask6:Completethepassage.scientistslikeTuandFlemingmadeworld-changingdiscoveries.fortreatingillnesses,themedicineshavesavedmillionsoflives.Onemightthinktheymadediscoveriesbyaccident,butactuallythisisfarfromthetruth.