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1、Unit 2 Iconic attractions Section B Learning about Language 教学设计科目：英语 课题：Section B Learning About Language 课时：1课时教学目标与核心素养：知识目标：复习过去分词的知识，在语篇中恰当的使用过去分词能力目标：能够熟练运用本节单词和过去分词情感目标：培养学生学习语法的兴趣教学重难点教学重点：能够熟练运过去分词教学难点：培养学生学习语法的兴趣课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：教师运用思维导图帮助学生回顾博客中提到
2、的澳大利亚的代表性风物，复习学过的话题词汇。二、 While-class Build up your vocabulary（1） 学生活动：学生完成活动1,通过英文释义、造句、互评等方式巩固、提升词汇学习策略。学生根据英文释义，从Reading and Thinking板块所学的词汇中搜索单词进行匹配。教师引导学生通过关注黑体词来确定匹配的单词。学生回归博客文章，提取包含这些词汇的句子并注意上下文语境，观察词汇用法后，结对活动，由一方提供一种情景，另一方造句，然后互相评价。教师提供评价标准：Aspect Self-editing Tick herePeer editingTick hereCo
3、mments&suggestionMeaning I read my sentences and all of them make sense.I read my partners sentences and all of them make sense.GrammarI checked all the new words in my sentences and there are no grammar mistakes. My partner used the new words to make sentences in the right way and there are no gram
4、mar mistakes.Spelling I checked spelling and fixed the words that didnt look right.Spelling is correct.Punctuation I read my sentences aloud to see where to stop or pause for periods, question marks, or commas.I read my partners sentences aloud to see where to stop or pause for periods, question mar
5、ks, or commas.Capital letterI checked for capitals at the beginning of each sentence. I checked for capitals at the beginning of each sentence.（2）学生完成活动2,分析句子，比较词义，掌握同形（同音）异义词。学生识别每组两个句子中画线单词的意义和词性，对比判断，完成活动2。根据学生情况，教师可以开展词汇的拓展学习。对于学习能力强的学生，教师可以要求学生查找单词的英文释义，结合字典的例句总结其用法，并尝试造句；对于基础弱的学生，教师可以提供英文释义，让学
6、生在教师的指导下开展学习。（2） 学生完成活动3,复习并拓展学习词汇，通过补充的阅读语篇了解泰国的标志性风物。教师可以在学生做题之前，引导学生理解文本的主要内容和写作目的，可以提问：What type of writing is it and what does it talk about?What kind of iconic attractions can you find in this passage?What is the writing purpose of this passage? How do you know that?Review useful structures（1）
7、 学生浏览语篇完成活动1。并且分小组将句子按照过去分词所充当的成分进行分类，并说明使用的原因。功能例句使用过去分词的原因表语Im more interested in meeting people in Australia and experiencing their culture, food, and way of life.I was convinced that I could never make a musical sound with this instrument!过去分词interested用作表语，修饰人，即主语I。过去分词convinced用作表语，修饰人，即主语I。定语
8、Most of their musical instruments are really just sticks found on the ground, among which there is an amazing instrument called the didgeridoo.A skilled player can play for a long time without stopping to breathe.过去分词found与所修饰名词sticks为被动关系。过去分词called与所修饰名词instrument为被动关系。过去分词skilled用作定语，修饰人，即player。
9、宾补Although the main cultural influence since1788 has been Western culture, minority cultures have also played a part in shaping the unique Australian culture, with many of the new cultural influences contributed by immigrants.过去分词contributed与所修饰名词influences之间为被动关系，即：cultural influences which are con
10、tributed by immigrants,其结构为：with+宾语过去分词。状语Located to the south of the equator, below many other countries on the globe, its often informally referred to as down under.过去分词located与全句主语it有一定的被动关系。（2）学生完成活动2,比较改写前后句子的异同。教师先提问：What information can you get from each sentence?，帮助学生建立对句子的整体感知。教师追问：From wha
11、t kind of passage might you read these sentences? And why do you think so?，引导学生把握这类句子所呈现的语篇特征。学生完成填空，并进行小组分享。学生改写并朗读句子，然后比较异同。（3）学生完成活动3的改错练习，了解埃菲尔铁塔有趣的建造历史。学生阅读语篇，获取文章大意。教师可提问：What does this passage mainly talk about? What is the topic sentence?学生完成纠错任务，与同伴核对答案。三、After-class学生再次阅读语篇，以思维导图的形式整理并展示埃菲尔铁塔的建造历史。 四、 Summary 老师根据课堂内容，总结课上语法。