高中英語(yǔ)優(yōu)秀教案新人教版 名師獲獎(jiǎng)

人教版必修五Period5Grammar教學(xué)設(shè)計(jì)Thisperiodlaysemphasisongrammar,thatis,thepastparticipleusedastheobjectcomplement,whichisalsooneofthedifficultpointsinSeniorEnglishgrammar.First,revisewhatthestudentshavelearntinthelastperiodbycheckingtheirhomework,includingsomeimportantphrasesandtranslatingsomesentencesfromChineseintoEnglish.Inthisunitthestudentsshouldlearnaboutthepastparticipleusedastheobjectcomplement.First,theteacherpresentsonesentencecontainingapastparticipleusedtheobjectcomplement,whichwastakenfromthereadingtriestoanalyzethefunctionofthepastparticipleandhelpthestudentshaveageneralideaaboutthestudentsareaskedtofindallthesentencesthatcontainapastparticipleusedastheobjectcomplementintheReadingthestudentscancometoaconclusionofthebasicstructureofthepastparticipleusedastheobjectcomplement,thatis,have/get/find/...+object+pasttheteacherwillexplainthedifferencesbetweenthepresentparticipleandthepastteachercomparesthemwhenareusedastheattributive,predicate,objectcomplementandordertodoso,theteacheralwaysshowssometypicalthat,thestudentswillfindoutthedifferencebetweentheyareprovidedwithsomeexercisesforthemtoconsolidatewhattheyhavelearned.Inordertoconsolidatethegrammarpoints,thestudentswilldosomeoralthispractice,thestudentswillaskandanswersomequestionsinpairs,usingthepastparticipleastheobjectstudentsshouldnotonlylearnaboutthegrammar,butalsolearnhowtousethem,whichismuchmorethispartcanhelpthestudentstocommunicatewitheachotherusingthelanguagethattheyhavelearned,andthisistherealpurposeoflearningthetargetlanguages.TeachingImportantPointLearngrammar:thepastparticipleusedastheobjectcomplement.TeachingDifficultiesKnowthedifferencesbetweenthepresentparticipleandthepastparticiplewhentheyareusedastheattributive,predicate,objectcomplementandadverbial.Learntomakeachoicebetweenthepresentparticipleandthepastparticipleaccordingtothedifferentcontext.TeachingAidsataperecorderaprojectortheblackboardThreeDimensionalTeachingAimsKnowledgeAimsLearnthepastparticipleusedastheobjectcomplement.Knowthedifferencesbetweenthepresentparticipleandthepastparticiplewhentheyareusedastheattributive,predicate,objectcomplementandadverbial.AbilityAimsLearntomakeachoicebetweenthepresentparticipleandthepastparticipleaccordingtothedifferentcontext.Learntocommunicatewitheachotherbyusingthelanguagethattheyhavelearned.EmotionalAimsLearntocooperatewitheachother.TeachingProcedureStep1GreetingsTeachergreetsthestudentsasusual.Step2RevisionT:Atthebeginningofthisperiod,let’scheckyour,pleasewritedownthephrasesaccordingtotheChineseexplanations.S:1)與……連結(jié)belinkedto2)令某人驚訝的是toone’ssurprise3)到處尋找,觀光lookaround4)睜大眼睛keepone’seyesopen5)在特殊的場(chǎng)合onspecialoccasions6)為了紀(jì)念……inmemoryof7)拍一張照片haveaphototaken8)展出onshow9)為……感到驕傲beproudof10)遺留,漏掉leaveoutT:,let’scheckyourtranslationsofthefivesentences.S1:WhenDavidBeckhamarrivedinJapan,thethrilledfansallwenttomeethim.S2:Inordertocelebratemycousin’swedding,myauntandunclehadaneveningpartyarranged.S3:Itisprobablypuzzling,buttosetanexamplecanhelptoclarifythepuzzle.S3:Don’tbeinfluencedbyhermustdecideforyourself.S4:Polartooktheplaceofherfathertotreattheguestsattheparty,sinceherfatherwasnotavailableto.Step3DiscoveringUsefulStructuresT:Inthelastunitwelearntaboutthepastparticipleusedasthelet’slookatthefollowingsentencetakenfromthetellmewhatfunctionisthepastparticiple.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.S:Itisusedastheobjectcomplement.T:Youareinthisunitwewilllearnaboutthepastparticipleusedastheobjectstructureisoftenformedwithhave/get/find/...+object+pastfindthreemoresentencesfromthereadingpassagewithpastparticiplesusedastheobjectcomplement.(Afterseveralminutes.)S1:Totheirsurprise,thethreecountriesfoundthemselvesunitedpeacefullyinsteadofbywar.S2:However,justastheyweregoingtogetIrelandconnectedtoformtheUnitedKingdom,thesouthernpartofthatcountrybrokeawaytoformitsowngovernment.S3:YoufindmostofthepopulationsettledintheSouth,butmostofthelargeindustrialcitiesintheMidlandsadNorthofEngland.T:Yes,youarevery,lookatPart2(Discoveringusefulstructures)onPagesthesentencesbyusingthewordsinbracketsandthestructurehave/get/findsomethingdone.T:Let’sdoasanarehavingthehousemendednow.(Afterseveralminutes.)S1:Youlookdifferentyouhadyourhaircut?S2:Doyouwanttogetthedictionarydeliveredtoyourhouseorwouldyouprefertocometotheshopforit?S3:Sorry,Ihaven’thadthefilmdevelopedyet.S4:OnmywaytothestationmycarbrokeIgottotherepairshopIfounditclosed.S5:Thecomputerdoesn’tseemtowork’dbettergetitrepaired.S6:JillandErichadalltheirmoneystolenwhiletheywereonholiday.S7:ChrishadsomeflowerssenttoSarahonherChrisaskedSarahtomarryhemandtheyhaditannouncedinthehadnotimetoarrangetheirownwedding,sotheyhaditorganizedbyacompany.T:participleusedastheobjectcomplementcanalsobeputaftersuchwordsassee,hear,notice,watch,keep,make,feel,putthefollowingsentencesintoEnglish.1.她高興地看到孩子們?cè)谕袃核艿胶芎玫恼疹櫋?.我感到心里輕松了好些。3.我們應(yīng)該讓他知道這兒發(fā)生的情況。4.你說(shuō)話至少要讓別人聽懂。5.他曾聽人用德語(yǔ)唱過(guò)這支歌。Suggestedanswers:wasgladtoseeherchildrenwelltakencareofinthenursery.feltagreatweighttakenoffmymind.shouldkeephiminformedofwhatisgoingonhere.youtalk,youhavetoatleastmakeyourselfunderstood.onceheardthesongsunginGerman.T:Youdidaverygoodlet’slookatthreesentenceswith“have/getPleasetrytofindoutthedifferencesbetweenthem.had(＝got)myteethfilledyesterdayafternoon.musthave(＝get)theworkfinishedbyTuesday.hadmylegbrokenwhenIgotoffthebus.T:Doyouthinkthestructure“have/get”hasthesamemeaninginthethreesentencesSs:No.T:Thencanyouexplainthedifferences?S:Inthefirstsentence,“have/getsth.done”means“toasksomeoneelsetodosth.”.Inthesecondsentence,thesubjecthimselforherselfmaytakepartintheinthethirdsentence,“have/getsth.done”means“tomeetwithsomethingunpleasant”.T:Youareveryclever.T:Now,let’scomparetheusebetweenthepresentparticipleandthepastatthefollowingexamples:Theboilingwaterishot.Youcanusetheboiledwatertomaketea.T:Canyoutellmethedifferencesbetweenboilingwaterandboiledwater?S:“Boilingwater”referstothewaterthatisboilingatthemoment,while“boiledwater”refertothewaterthathasbeenboiled.T:Yes,theyaredifferentbothinvoicesandtofinishthefollowingsentencesusingtheproperformsoftheverbs.tomorrowandgivetheapplicationtotheman__________(sit)atthatdesk.thisthebook__________(recommend)byourteacher?havetopaydutiesongoods__________(import)fromabroad.house__________(stand)atthecornerofthestreetwasbuiltin1955.(Teachergivesthestudentsseveralminutestothinkaboutthesesentences.)T:Now,let’scheckyouranswers.Suggestedanswers:T:Youarelookatthefollowingtwosentences.isthemostconfusingsystemIhaveeverseen.childrenwillgetconfusedifaskedtolearntoomuchatatime.T:Whatarethemeaningsof“confusing”and“confused”?S:“Confusing”means“令人困惑的”and“confused”means“感到困惑的”.T:Youarereferringtosomething,weoftenusethepresentparticiple,withthemeaningof“令人……的”.Whenreferringtosomebody,weoftenusethepastparticiple,withthemeaningof“感到……的”.Lookatthefollowingwordsandwritedowntheirmeaningsinthebrackets.amazing() amazed()annoying() annoyed()boring() bored()surprising() surprised()S:amazing(令人驚訝的) amazed(感到驚訝的)annoying（令人生氣的） annoyed（感到生氣的）boring（令人厭倦的） bored（感到厭倦的）surprising（令人驚訝的） surprised（感到驚訝的）T:Youarelet’slookatanothertwosentences:’tkeepthevisitorwaiting.didyougetyourbookprinted?T:Both“waiting”and“printed”areusedasobject’sthedifferencebetweenthem?S:Inthefirstsentenceitisthevisitorthatisthesecondsentenceyourbookisprinted.T:Sowecansummarizethedifferenceasfollows:iftheobjectisthelogicalsubjectoftheparticiple,weoftenusethepresenttheobjectistheobjectoftheparticiple,weoftenusethepast,trytotranslatethefollowingsentencesintoEnglish,usingthepresentparticipleandthepastparticipleastheobjectcomplement.1.忽然他聽見有人輕輕敲窗子。2．我進(jìn)屋時(shí)發(fā)現(xiàn)他在朗讀什么。3．你還是請(qǐng)人把鞋子補(bǔ)一補(bǔ)吧。4．他驚奇地發(fā)現(xiàn)房間給徹底地打掃了。(Teachergivesthestudentsseveralminutestofinishthetask.)T:Now,let’scheckyouranswers.Suggestedanswers:heheardsomeoneknockinggentlyonthewindow.Ienteredtheroom,Ifoundhimreadingsomethingaloud.’dbetterhaveyourshoesmended.wassurprisedtofindhisroomthoroughlycleaned.T:Youdidanexcellentweallknow,thepresentparticipleandthepastparticiplecanalsobeusedasatthefollowingtwosentences:theroom,shefoundthewallnewlypainted.inhaste,theessayhadsomeerrors.T:Now,Iwillexplainthedifferencebetweentheactthattheparticiplereferstoisdonebythesubjectofthemainclause,weoftenusethepresentthesubjectofthemainclauseistheobjectoftheparticiple,weoftenusethepastfinishthefollowingsentencesbyfillingintheblanksaccordingtothetranslationsinthebrackets.1.__________（順大路往前走）shesawatallbuilding.2.__________（由于不知道她的地址）,wecouldn’tgetintouchwithher.3.__________（由于在農(nóng)民中工作多年）,heknewthemverywell.4.__________（如果管理得好一些）,thecabbagescouldhavegrownbetter.5.__________（在他事跡的影響下）,theyperformedcountlessgooddeeds.(Afterafewminutes.)Suggestedanswers:downtheroadknowingheraddressworkedamongthepeasantsformanyyearsbetterattentionbyhisexampleT:Yes,youhavedoneaverygoodjob.Step4ConsolidationT:TurntoPage50,andlookatExercise1inUsingthefollowingquestionsusingthepastparticipleastheobjectthemwithyouryouhaveanytrouble,Iwillcometohelpyou.(Thestudentspracticeinpairs;meanwhiletheteachergoesaroundtheclassroomandhelpsthemiftheyhaveanytrouble.)T:NowIwillaskpairsoftoaskandanswerthesequestions.S:Whatdidyoufindhadhappenedtoyourflowerpotswhenyougothome?S:Ifounditbroken.S:Whatdidyoudowhenthepathswerecoveredinsnowandyouwereaway?S:Ihadthemclearedup.(Teacherasksotherpairstodemonstratetheirdialogues.)Step5HomeworkExercises2inUsingStructuresonPage51.thefollowingsentencesbyfillingintheblankswiththecorrectformoftheverbsinthebrackets.1)Idon’tknowthegirl__________(catch)inthesnowstorm.2)Doyouknowthegirl__________(seat)onthestone?3)Doyoustillremember__________(take)toyourhometowntenyearsago?4)CharlieChaplinisconsidered__________(make)agreatcontributiontothefilmindustry.5)When__________(heat),icechangesintowater.6)ProfessorLiisoftenseen__________(write)somethinginhisoffice.7)__________(compare)withyou,westillhavealongwaytogo.8)Theyhaven’tdecidedwhen__________(leave)forShanghai.Suggestedanswers:takenhavemadewriteleaveTheDesignoftheWritingontheBlackboardUnit2TheUnitedKingdomPeriod5GrammarⅠ.Example:NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.Ⅱ.have/get/find...+object+pastparticipleⅢ.ComparingpresentparticiplewithpastparticipleResearchandActivitiesPlaythegame“Whatdidtheyfind?”WriteonesentenceaboutwhatMrandMrsSmithfoundwhentheycamehomefromworkonetousethepastparticipleastheobjectcomplement.Example:Theyfoundthewindowbroken.Dividetheclassintogroupsofapieceofpapertothefirstpersonineachgroupwhofoldsthepaperoverhis/herwriting,sothenextpersoncannotseethepapertothenextpersoninthethelastoneinthegrouphasfinishedwriting,he/shecomestothefrontoftheclasstoreadalltheideasofhis/heronewiththemostinterestingideaswins.ReferenceforTeachinghave,have,havesb./與havedo等四種句型的區(qū)別(1)have常用來(lái)表示“(主語(yǔ))請(qǐng)別人完成某事”或表示“(主語(yǔ))遭受某種不幸的情況”,其中have可用get替換。例如:①Whydon’tyouhave(＝get)thatsuitcleaned?你為什么不請(qǐng)人把那套衣服洗一洗?②Ican’thave(＝get)thecarstarted.我不能啟動(dòng)這輛車。③Ihad(＝got)mywatchbroken.我的手表給弄壞了。“have”用于否定句中時(shí),表示“不允許……”“不讓”。例如:①Iwon’thaveanythingsaidagainsther.我不會(huì)允許有任何反對(duì)她的言論。②Iwon’thavemyhouseturnedintoahotel.我不會(huì)讓我的房子變成一個(gè)旅館。(2)have表示“請(qǐng)某人完成某事”,可以用“getdo”結(jié)構(gòu)來(lái)替換。例:①Ihadhimrepairmybike.(＝Igothimtorepairmybike.)我請(qǐng)他修理自行車。②Don’tforgettohavehimcome.別忘了叫他來(lái)。“have”結(jié)構(gòu)還有以下用法:1)表示主語(yǔ)無(wú)意識(shí)的行為,這時(shí)“have”作“有”解。例:Thesesmallanimalsseemgladtohavepeoplevisitthem.這些小動(dòng)物很高興有人看他們。2)主語(yǔ)“經(jīng)歷”某事。例:Hehadhismotherdie.他遭喪母。3)在否定句中,作“容忍”“允許”。例:Iwon’thaveyousaysuchthingsabouther.我不允許你說(shuō)她這樣的話。(3)havesb./常表示“讓某人做某事”,“讓某情況發(fā)生”之意,含有動(dòng)作正在進(jìn)行之意。例:①Hesoonhadthemalllaughing.他很快讓他們都笑了起來(lái)。②Ihaveacarwaitingforme.我讓一部車在等我。在否定結(jié)構(gòu)中,表示“不能讓”“不允許”。例:Wecan’thavethatsortofthinghappening.我們不能讓那類事情發(fā)生。(4)havedo表示“有某事要完成”,其中不定式作定語(yǔ),且常用主動(dòng)形式。例:①Ihavesomeletterstowrite.我有幾封信要寫。②Hehasalargefamilytosupport.他有一大家人要養(yǎng)活。如果不定式所表示的動(dòng)作不是由句子的主語(yǔ)來(lái)完成,該不定式則須用被動(dòng)形式。例:“Doyouhaveanyclothestobewashedtoday?”theservantasked.傭人問(wèn)道:“你今天有沒有衣服要(我)洗?”SomethingabouttheUKEnglishMannersandEtiquetteThefirstruleEnglishchildrencomeacrossatanearlyageistheimportanceofsaying“please”and“Thankyou.”Supplication,gratitudeand,mostimportantofall,apologyarecentraltoEnglishsocialintercourse.“Excuseme,”“I’msorrytotell...”whenapology,regretorfearhavenothingtodowithitareallformsofsociallubricationwhichspareothers’feelingsandmakelifealittleeasier.Itisdifficultforoutsiderstolearnhowtowieldthevocabularynecessary,butthestartingpointistounderstandthatitisalmostimpossiblelinguisticallytobeover-grateful,over-apologeticorover-politewhenitcomestothe,theEnglishmanorwomanwhosetoeyoutreadonwillbe“sosorry”presumablyorshewillthankyou“somuch”whenyoustoptreadingonitor,ifyoudonot,askyoutowitharoutineofpleasesandthank-yousthatwouldlastanyothernationalhalfa’sjusttheEnglishway.TheEnglishSenseofHumourTheEnglishhaveanislandculture-quirky(古怪的)andself-contained（持重的,有自制力的）.Muchoftheirhumourishighlysophisticatedandelusively（難以理解地）subtle（隱晦的,深?yuàn)W難測(cè)的）.TheEnglishrarelysaywhattheymeanandtendtowardsreticence（節(jié)制）andunderstatement.So,whileinconversationtheyavoidtruthswhichmightleadtoconfrontation,intheirhumourtheymock（嘲笑）thatinstance:Atdinnerinagreatcountryhouse,oneoftheguestsdrinkstoomuchwine,andslumps（陷落）acrossthehostringsforthebutlerandsays:“Smithers,couldyoupleaseprepareagentlemanhaskindlyconsentedtostaythenight.”TheEnglishoftenhappilypokefunataboutsomeaspectofEnglishlifethatisquiteawfulandtheywillgleefullytellstoriesoftrainsthatneverarrive,ofbureau-craticbunglingthathasdrivenhonestcitizenstosuicide,oroffoodsodisgustingevenadogwouldn’teatit.TheEnglishloveironyandexpectotherstoappreciateitexample,onehillwalkertoanother:“It’sonlysixmilesbythemap,yetyournavigationmadeitten.”Yes,butdoingitintengivesoneamuchgreaterfeelingofaccomplishment.”EnglishHomesandGardensItislargelythankstothevariableclimateinEnglandthattheEnglishlavishsomuchattentionontheirhomesandemploytheirleisurehourswithanendlesscycleof“homeimprovements”withoutwhichnohomecaneverbeconsideredfullyimproved.Insideandouttheybusythemselvesinstallingelectronicgadgets,shower,andbuilt-infurniture.TheEnglishmandriveshisimpeccablypolishedvehicleupontoramp,whichhebuysfromtheDIYshop,andtinkersaroundunderneathitforhoursonend.Youmightthinkthat,withalltheseself-servicing,self-decoratingandimproving,Englishskilledlabourerswouldbeoutofajoborthisisnottheorlater,theseexpertshavetobecalledintomakegoodforthedamagecausedbytheamateur.TheEnglishAdoreAnimalsItisanEnglishmaximthatapersonwholikesanimalscannotbeallEnglishadoreanimals—allkindsofkeepthem,not,asothernationsdo,primarilytoguardtheirproperty,forscientificinterestorforstatus,butforcompany.Animals,especiallypets,arevitaltoEnglisharenotalwaysverygoodattalkingtoeachother,buttheyexcelinconversationwiththeiranimal.Petowners’homesareshrinestotheirbestseats,thewarmestspots,thechoicestmorselsarehandedovertothesehouseholdgodsasamatterofBritishspendaroundbillionannuallyonpetfood,twiceasmuchasthetotalmarketforteaandcoffee.Catsanddogs,parrotsandguineapigsareexcusedbehaviourwhichifseeninthechildrenofthehouseholdmightwellendinaredeemedtobeincapableofalmostanywhendogbitesman,itisalwaysman’sfault,evenifheisjustapasser-by.MargaretThatcherMargaretThatcherwasBritain’sfirstfemaleprimegraduateofSomervilleCollege,Oxford,withamasterofartsdegreefromtheUniversityofOxfordsheworkedasaresearchchemistandabarrister,concentratingontaxlaw,beforebeingelectedtotheHouseofCommonsinheldseveralministerialappointmentsincludingeducationminister(1970-1974).ElectedleaderofherParty(theOpposition)in1975,shebecameprimeministerinasastrongleaderandan“astuteParliamentarytactician,sheknewhowtohandledisagreement,nomatterfromwhichbenchitissued.In1982sheorderedBritishtroopstotheFalklandIslandstoretakethemfromtookastrongstandagainstthetradeunionsduringtheminer’sstrike(1984-1985),andmovedBritaintowardprivatization,sellingminorinterestsinpublicutilitiestothebusinessalsointroduced“ratecapping”whicheffectivelytookcontrolofexpendituresoutofthehandsofcitycouncils,partofherpoliciesaimedatreducingtheinfluenceoflocal1989,sheintroducedacommunitypoll1990,hercabinetwasdividedoverissuesincludingtheEuropeanCommunitywhichforcedher1992,sheenteredtheHouseofLords,createdBaronessThatcherofmemoirsarebeingpublishedbyHarperfirstvolume,“TheDowningStreetYears”waspublishedin1993.OxfordUniversityOxford,UniversityofEnglishautonomousinstitutionofhigherlearningatOxford,Oxfordshire,liesalongtheUpperRiverThames,50miles(80km)north-northwestofLondon.SketchyevidenceindicatesthatschoolsexistedatOxfordassoonastheearly12thcentury.Bytheendofthatcenturyauniversitywaswellestablished,perhapsresultingfromthebarringofEnglishstudentsfromtheUniversityofParisaboutwasmodeledontheUniversityofParis,withinitialfacultiesoftheology,law,medicine,andtheliberalarts.DuringtheearlyhistoryofOxforditsreputationwasbasedontheologyandtheliberalitalsogavemoreserioustreatmenttothephysicalsciencesthandidtheUniversityofParis:RogerBacon,afterleavingParis,conductedhisscientificexperimentsandlecturedatOxfordfrom1247totheearly16thcenturyprofessorshipsbegantobeendowed,andinthelatterpartofthe17thcenturyinterestinscientificstudiesincreasedtheRenaissance,DesideriusErasmuscarriedthenewlearningtoOxford,andsuchscholarsasWilliamGrocyn,JohnColet,andSirThomasMoreenhancedtheuniversity’sthattimeOxfordhastraditionallyheldthehighestreputationforscholarshipandinstructionintheclassics,theology,andpoliticalscience.Inthe19thcenturytheuniversity’senrollmentanditsprofessorialstaffweregreatlyexpanded.Thefirstwomen’scollegeatOxford,LadyMargaretHall,wasfoundedin1878,andwomenwerefirstadmittedtofullmembershipintheuniversityinthe20thcenturyOxford’scurriculumwascametobetakenmuchmoreseriouslyandprofessionally,andmanynewfacultieswereadded,includingonesformodernlanguages,politicalscience,andstudiesalsoexpandedgreatlyinthe20thcentury.OxfordhousestheBodleianLibraryandtheAshmoleanOxfordUniversityPress,establishedin1478,isoneofthelargestandmostprestigiousuniversitypublishersintheworld.OxfordhasbeenassociatedwithmanyofthegreatestnamesinBritishhistory,fromJohnWesleyandCardinalWolseytoOscarWildeandSirRichardBurtontoCecilRhodesandSirWalterastronomerEdmondHalleystudiedatOxford,andthephysicistRobertBoyleperformedhismostimportantresearchMinisterswhostudiedatOxfordincludeWilliamPitttheElder,GeorgeCanning,SirRobertPeel,WilliamGladstone,LordSalisbury,ClementAttlee,AnthonyEden,HaroldMacmillan,EdwardHeath,SirHaroldWilson,andMargaretThatcher.UniversityofCambridgeUniversityofCambridgeisanEnglishautonomousinstitutionofhigherlearningatCambridge,Cambridgeshire,50miles(80km)northofLondon.Thestartoftheuniversityisgenerallytakenas1209,whenscholarsfr