高中英語 Unit4 Discover useful structures 教學(xué)設(shè)計(jì)

說課基于大觀念的

?丁三維動態(tài)語X

「.44——

PEPBook2Unit4HistoryandTraditions

Discoverusefulstructures

I

安徽省渦陽第一中學(xué)俞欣然

InterpretationofTeaching

PEPBook2Unit4HistoryandTraditions

Discoverusefulstructures

Dearjudges,hereismyinterpretationofteachingBook2Unit4History

andTraditions—Discoverusefulstructures.Iwillillustratemyteaching

interpretationfromsixperspectives.

PartOne—TheoreticalGuidance

Basedonmoraleducationprinciples,NewEnglishCurriculum

Standardhasguidedmetousebigideastodesignlearningactivities,

promotingeffectiveimplementationofthecorecompetences.

PartTwo—UnitandStudentsAnalysis.Withthethemeof'History

andTraditions9,themaindesignlineisfrom'Understandingthehistory

andtraditionalcultureofothercountries'to'UnderstandingChinese

historyandexcellenttraditionalcultureandtellingtheChinesestory,,

anddeeplyexplorestheinnerconnectionbetweendifferentpartsofthe

unit.Aboutthesmallideas,thefirstistounderstandthetraditional

historyandcultureofothercountriesanddevelopaninternational

perspective.Thesecondistostrengthenculturalexchangeswith

foreignfriendsandtounderstandeachother.Andthethirdistopass

onandpromotetraditionalChinesehistoryandcultureandbuild

culturalconfidence.Discoveringusefulstructuresisthefifthlessonof

theunit.Thethemeisto'expressfeelingsanddescribesituations'andits

sub-conceptis'Findingtherootsofhistoryandbuildingcultural

awareness'.Howtoteachgrammarincontextisachallenge.Luckily,

Larsen-FreemanandNewEnglishCurriculumStandardprovidemewith

abettermethod,thatis,aThree-DimensionalDynamicViewofGrammar

tointegrate'Form-Meaning-Use'.SoSixElementsIntegratedEnglish

LearningActivitywillbeappliedinthislesson.Idesigndifferentlevels

ofactivitiestoengagestudentsinlearningtargetgrammarfromRegents

ParktoScottishHighlandsoftheUKandatlasttoapplywhattheyhave

learnedappropriately,thatis,theESAlearningmethod.

Nexttargetstudentsanalysis.Accordingtotheresultsofthe

questionnaireonline,studentsknowbasichistoryandtraditionsofthe

UKandthebasicformoftargetgrammarthroughpreviouslearning.It's

thebesttimetodigdeeperthroughthecontextandthenobserveand

capturethestructures.Buttheycannotusethetargetgrammartodescribe

asituationandexpresstheirfeelingscorrectlyandproperlyinspeaking

andwriting.Theyareconfusedabouthowtousethem.That'swhythey

needtailoredlearningobjectives.

PartThree—LearningObjectives

Afterlearningthislesson,studentswillbeabletoobserveand

summarizethestructuresincontext.Secondly,theycanusethepast

participleastheattributeandtheobjectcomplementtodescribethings

andexpressemotionsinrealcontexts.Thirdly,beabletocompareand

contrastthebeautifulcountryside,ancientbridgesandbuildingsinthe

UKandChina.Lastly,studentscanexpressthemselvesmoreeasilyin

English,boostnationalprideandtellChinesestoriesbetter.

FocusandDifficultPoints

SoIbelievethemostimportantthinginthissectionistofocuson

perceiving,summarizingandpracticingthestructuresinthecontext.

Andtheymayfinditalittlebitdifficulttoexpressthemselvesafter

comparingandcontrastingthedifferentaspectsofhistoryand

traditionsintheUKandChina.Herearemysolutions,whichIwouldlike

toelaboratelaterinmyteachingprocedures.

PartFour—TeachingProcedures

Toachievethelearningobjectives,Idesignactivitiesfrom

understanding,practicingtotransferring.Thesearenotisolatedbut

highlyintegrated.Let'scometothispartindetail.Thefirstonerecall

andreview.Toreviewandactivatestudents'knowledgelearnedbefore,

theyenjoyacliprelatedtothelasttextandthenanswerthreequestions.

Duringthisprocess,theyobtaintheanswers,analyzethetarget

structuresandbecomesharpobservers.

Second,observeandsummarize.Studentsenjoytheclipofthe

fantasticautumnsceneryofRegentsPark,aparkonceasaRoyalparkof

theUK,andIaskthem:"Whatcanyouseeontheground?^^toguide

studentstoobserve'fallenleaves'andanalyzethebasicrelationbetween

thepastparticipleandthelogicsubject.Fromthisactivity,theybeginto

engagethemselvesinappreciatingthehistoryoftheUK.

Next,describeandpractice.Topracticeandinternalizeformand

meaningofpastparticiple,studentswatchthepictureoftowerbridge.It's

asymbolofLondon,witnessingthehistoryoftheUK.Andfillinthe

blankusingthepastparticipleproperly.Iaskthemtochangeitintoa

relativeclause.Inthisprocess,theybecomesmartsummarizers.

Afterthat,applyandpractice.Iguidethemtoappreciatethe

countrysideofCanterbury,aplacewithalonghistorydatingbacktothe

firstcentury,andaskthemtodescribethislovelyplaceinthemeaningful

context.Theypracticethepastparticipleastheattribute.Inthisway,

theyarefullyawareofhowtochangeitintoarelativeclauseandcan

describethingsvividly.

Nextcomestoobserveandsummarizepastparticipleastheobject

complement.Studentsgoonappreciatingthebeautifulautumnscenery

inCotswolds,avillagelistedasthemostbeautifuloneintheUK.To

guidethemtoexpressfeelings,Iaskthem:"Howwouldyoufeelifyou

weregivenachancetovisitCotswolds?^^Hence,afterdiscussingwith

theirpartnersandsharingtheanswers,theycanusethetargetgrammar

naturallyandcapturethisstructure.

Tohelpthemunderstandthestructures,Icontinuetoshowthemmore

sentencesaboutcastlesintheUKespeciallyWindsorCastle.Thestudents

discussingroupsandsummarizeotherstructuresofpastparticipleasthe

objectcomplementfromthecontext.Aftertheydiscussingroups,they

giveexamplesconnectedwiththeirexperiencetopracticethisstructure.

Then,topracticeandconsolidatewhatstudentshavelearned,thesix

groupsofthestudentshaveacompetition.Choosetherightwordsandfill

intheblankswiththeproperforms.Actthedialogueoutpassionatelyin

pairs.Othergroupsassesstheirperformanceusingmagneticflowers.

Theycanputtheflowersontheirgroupleaves.Aftertheyareawareof

howtoexpressvariousfeelingsusingthestructuresintheformofthe

dialogue,theyappreciatetheculture,customandhistoryoftheUK

betweenthelines.Asaresult,theybecomepracticallearners.

Nowcomesanotherinterestingbutchallengingactivity.Thestudents

haveseenthefantasticsceneryinEngland.It'stimetoenjoysplendid

sceneryinScottishHighlands.Ishowthemaclipmadeanddubbedby

myselfwithsomeofthesubtitlesoftargetgrammarmissing.Theyenjoy

thevideoaswellaslistenforanswerstofillintheirworksheets.During

thisprocess,theydeepentheirunderstandingoftheuseoftarget

grammar.

Thelastandmostimportantactivityistoreflectonwhatthe

studentshavelearnedinthislesson.Somehighorderthinkingquestions

aresethere.Theydiscussthemostimpressivepartingroups.First,

decoratepostersusingthepicturesfrommaterialbagstheygetasrewards

fromthepreviousactivities.ThenintroducethecounterpartsinChinaand

sharetheiropinions.Iofferthemthelanguagescaffold,allowingthemto

expressthemselvesmoreeasily.OnestudentsharesthebeautifulChinese

villagessheseesinherhometown.Onestudentmentionsthecastles

remindherofForbiddenCityofChina.Anotherstudentshareshisview

comparingtheTowerBridgeandZhaozhouBridge.Theydoagreatjob.

Afterthat,studentsboostculturalconfidenceandaredelightedand

proudtobeaculturalmessenger,tellingbetterChinesestories.

Together,wefeelthedifferenthistoryandcarryforwardourtraditions.

PartFive—AssignmentandBlackboardDesign

Hereareassignmentandblackboarddesignofthislesson.Individual

andgroupworkmakestudentsbetterconsolidatewhattheyhavelearned.

Compulsoryandoptionalworkgivestudentsmorelearningopportunities,

providingfluentlanguageoutputforListeningandTalking,andReading

forWriting.

Blackboarddesignisinspiredbythefallenleavesofthisseason.Itis

completedafterthelastactivity.

PartFive—EvaluationandReflection

Studentsassessthemselvesinthelessonusingtwoexittickets.During

thewholeprocess,studentsobtaintheassessmentfrompeersandteachers,

achievingthedialoguesbetweentheteacherandstudents,studentsand

peers,studentsandthecontexts.Besides,using'HistoryandTradition,as

athread,and'RootsofNation,HistoryandCulture'asahiddenthread,

studentsimmersethemselvesingrammarlearning.Through

'form-meaning-use'to'sense-discover-explore-apply-consolidate'the

targetgrammar,thestudentsbecomefullyengagedinthislesson.

Moreover,usingtheQuestionChain,thelearningactivitiesaredesigned

fromlowthinkingleveltohighone,promotingtheirdeepgrammar

learning.Iusethemulti-modalwaystopresentlearningcontentsothat

thelearningobjectivesareeffectivelyachieved.Abovearemyhighlights.

However,notallgrammaticalpointsarecoveredinonelessonfor

reasonsofdiscourseandtime.Andaccordingtotheexisttickets,notall

studentsarecapableofusingthestructuresinwriting.Thafswhythey

needtodrawamindmapofthetargetgrammarafterclass.Fromtheir

secondassignment,theyconsolidatepastparticipleastheattributeand

theobjectcomplementthroughcooperationandbecomeverycreativein

writing.

That'sallformyinterpretation.

Thankyou!

Attachment1

TeachingDesignofDiscoveringusefulstructures

尋歷史之根，樹文化自信以描述英國為主題語境表達(dá)情感和描述情景

人教版Unit4HistoryandTraditions

必修二Discoverusefulstructures-----Expressyourfeelingsanddescribesituations

單元分析

本單元整體教學(xué)設(shè)計(jì)，始終堅(jiān)持以單元大觀念為核心設(shè)計(jì)理念，以“了解他國歷史和傳統(tǒng)

文化”到“了解中國歷史和優(yōu)秀傳統(tǒng)文化，講好中國故事”為設(shè)計(jì)主線，深層次地挖掘單元各

語篇、課時之間的內(nèi)在聯(lián)系，并依據(jù)單元小觀念，整合單元教學(xué)內(nèi)容，調(diào)整單元各語篇、課

時的授課順序，建構(gòu)關(guān)聯(lián)，使單元內(nèi)容結(jié)構(gòu)化、系統(tǒng)化；并以主題為引領(lǐng)，以語篇為依托，通

過層層遞進(jìn)的教學(xué)活動，引導(dǎo)學(xué)生深層次、多角度地探究主題意義。

本單元的大觀念是歷史與傳統(tǒng)，培養(yǎng)具有中國情懷、國際視野、文化自信和跨文化溝通能

力的社會主義建設(shè)者和接班人，向世界講好中國故事。

小觀念一是了解他國傳統(tǒng)歷史文化，培養(yǎng)國際視野；小觀念二是加強(qiáng)與外國友人的文化交

流,并在交流中相互了解；小觀念三是傳承發(fā)揚(yáng)中國傳統(tǒng)歷史文化，樹立文化自信。

單元主題：HistoryandTraditions

1.教材

小觀念1：了解他國傳統(tǒng)歷史文化，培養(yǎng)小觀念2:加強(qiáng)與國際友人的文化交流,小觀念3:傳承發(fā)揚(yáng)中國傳統(tǒng)歷史文化,

分析國際嵋并在交流中相互了解樹立文化自信

ustenngUMetwigand

ReamgReaangtofwrtngDiscoverusefulstructures

樂力Taaong

大制*：儂歷客：量爾》慟H

語法語篇：欣常英格蘭和蘇聽說理■:介好

86裳色映匕0介密孔子m—

格蘭自然風(fēng)景及

歷史建筑

目標(biāo)：麗芯卓JifiJ庭第■同目標(biāo)：運(yùn)用過去分詞作定語酹麗WL子

航SRSKFW力三財(cái)3sme7xM8.并桃盧哥槎式.開電

<5時文本?河W和賓補(bǔ)描述英格蘭和蘇格蘭i；T：悔,期&州7白和個切球笠雜

5*塔式介盤3

景色并表達(dá)感受

子主題意義1：充分了解、正確認(rèn)識和理子主題意義2:加強(qiáng)中國與世界的交流,子主題意義3:傳播中國及地方歷史文

解他國文化，尊重差異在交流中碰撞不同的思維火花化，培養(yǎng)跨文化交流能力

培養(yǎng)具有中國情懷、國際視野、文化自信和跨文化溝通能力的

社會主義建設(shè)者和接班人，向世界講好中國故事

課時文本重構(gòu)分析

What活動主題:本版塊的活動主題為ExpressyourfeeIingsanddescribesituations

（表達(dá)情感和描述情景）,是對上一個閱讀話題的延伸，也是為接下來的聽說課做好語言鋪墊。

明線是描述英國各個風(fēng)景名勝的文本，暗線是本單元的語法項(xiàng)目。學(xué)生通過觀察、分析和歸納

總結(jié)，掌握過去分詞作定語和賓語補(bǔ)足語的用法，并運(yùn)用這一結(jié)構(gòu)表達(dá)情感及描述情景。

How設(shè)計(jì)理念:以新課程標(biāo)準(zhǔn)所倡導(dǎo)的英語教學(xué)語法觀為導(dǎo)向的“形式一意義一使用”三

維動態(tài)語法觀，本課采用發(fā)現(xiàn)式語法教學(xué)，給學(xué)生塑造自主學(xué)習(xí)的情境，教學(xué)過程采用“感知

一發(fā)現(xiàn)一總結(jié)一練習(xí)一運(yùn)用在以英國為主題語境中學(xué)習(xí)，賦予語法學(xué)習(xí)真實(shí)語境，實(shí)現(xiàn)語

法教學(xué)的意義驅(qū)動。

Why設(shè)計(jì)意圖:以沉浸式學(xué)習(xí)的語法學(xué)習(xí)方式，通過觀看視頻秋天的英國攝政公園的一花

一木，圖片英國的象征之一倫敦橋，視頻多次出現(xiàn)在大文豪筆下的英國古老鄉(xiāng)村坎特布雷，圖

片宏偉壯麗的英國溫莎城堡，學(xué)生在獲得視覺聽覺美的享受的同時，自然流露出對于美景的描

述和感受，在這過程中已經(jīng)在使用目標(biāo)語法——過去分詞作定語和賓語補(bǔ)足語，使得語法學(xué)習(xí)

發(fā)生她自然。最重要的是，英國的歷史與傳統(tǒng)正是扎根于這自然風(fēng)景中的一草一木，百年倫敦

橋和矗立了幾個世紀(jì)的古堡中。在最后的活動中，教師引導(dǎo)學(xué)生思考聯(lián)想到中國的哪些關(guān)于歷

史和傳統(tǒng)的載體，進(jìn)行比較分析，實(shí)則是對比中西文化，樹立文化自信，更自豪地講好中國故

事。

PastParticipleastheAttributeandtheobjectComplement

ObserveandSummarize

WinsorCastle

Cotswolds

知識基礎(chǔ):學(xué)生已經(jīng)在很多文本中遇到過去分詞作定語和賓語補(bǔ)足語的形式，對這種語法

表現(xiàn)形式有淺層的初步了解。但由于漢語中并不存在動詞此類變換形式，所以學(xué)生在組織句子

時經(jīng)常寫出在沒有并列詞或未出現(xiàn)從句的情況下，使用兩個謂語動詞這種中式英語錯誤。因此，

讓學(xué)生通過觀察、總結(jié)、練習(xí)，掌握這一語法規(guī)則至關(guān)重栗。

2.學(xué)情心理及技能:學(xué)生對于世界各地的歷史和傳統(tǒng)十分感興趣，然而因?yàn)樾鹿谝咔閷?dǎo)致無法出

分析國門，所以通過多模態(tài)語料呈現(xiàn)不同的歷史和傳統(tǒng)和城市風(fēng)光，會極大增加語法教學(xué)的趣味性，

使學(xué)生擁有全球視野。

學(xué)習(xí)需求:過去分詞作定語和賓補(bǔ)在閱讀文章和寫作中頻繁出現(xiàn)，學(xué)生尚未能完全掌握，

導(dǎo)致在寫作中錯誤頻出而被扣掉分?jǐn)?shù)，因此語言輸出和知識運(yùn)用的不匹配呈現(xiàn)的矛盾構(gòu)成了學(xué)

生學(xué)習(xí)本課的需求。

學(xué)完本課后，學(xué)生能夠:

1.掌握過去分詞作定語和賓語補(bǔ)足語在真實(shí)語境中體現(xiàn)的邏輯關(guān)系；

3.教學(xué)2.在真實(shí)語境中運(yùn)用過去分詞作定語和賓語補(bǔ)足語表達(dá)情感和描述情景；

3.對比中英文在動詞用法的不同，從而使用過去分詞作定語和賓語補(bǔ)足語生動細(xì)致描述事

目標(biāo)物、情境及個人情感。

4.討論英國歷史的根和中國歷史的根的相似和不同之處，從而對比中西文化，樹立文化自

信。

重點(diǎn)：引導(dǎo)學(xué)生在較為真實(shí)的以英國的攝政公園的一草一木、倫敦橋、美麗的坎特布雷鄉(xiāng)

4.*重點(diǎn)村風(fēng)景、宏偉壯麗的溫莎城堡、秋日美景最佳觀賞地科茲沃爾德以及蘇格蘭這些語境中，恰當(dāng)

運(yùn)用過去分詞作定語和賓語補(bǔ)足語的結(jié)構(gòu)，較為生動細(xì)致地描述事物、情境及個人情感等。

難點(diǎn)難點(diǎn)：如何引導(dǎo)串聯(lián)所看到的英國各處的美景和地標(biāo)式建筑物，聯(lián)想到中國的景色，并恰

當(dāng)?shù)剡\(yùn)用過去分詞作定語和賓補(bǔ)表達(dá)出個人見解。

教學(xué)目標(biāo)教學(xué)活動與步驟評價要點(diǎn)時間

與互

動模

式

Step1Recallandreview學(xué)生通過觀CW

1.感知與獲取

1.Watchavideoclip.看視頻中圖r

舊知帶新知，2.Studentsanswerthequestionsafterwatchingthe

片所附句子

激活對目標(biāo)語quickflashofthesentences.

快閃，捕捉答

法句的有意注Doyoustillremember?

案，復(fù)習(xí)所學(xué)

意。

?HowdomostpeoplecalltheUK?知識。

?Whataretheflagsofthesefourcountries?

?WhatdidtheNormansdoaftertheyconquered

England?

設(shè)計(jì)意圖：ToreviewwhathavebeenlearnedinthetextofReadingandthinkingandbeaware

ofthesentenceswithpastparticipleastheattribute.

Activity1--Beasharpobserver學(xué)生觀察并IW

2.感知與獲取

Askthestudentswhatthesentenceshaveincommon分析三個語2,

觀察并分析過andsummarizethebasicrules.

法項(xiàng)目句子

去分詞與邏輯Fromabovethreeanswers,workouttherules:

①Inoticeallthesentencesuse_________.初步總結(jié)規(guī)

主語之間的關(guān)

②Irealizetherelationbetween____________and律：過去分詞

系。

thelogicsubjectis_______(active/passive).與邏輯主語

存在被動關(guān)

系。

設(shè)計(jì)意圖：Toobserveandsummarizethebasicrelationshipbetweenthepastparticipleandthe

logicsubject.

Step2Observeandsummarize學(xué)生通過觀

3.感知與獲取CW/

ThehistoryoftheUKliesinitsgrassandwood.看視頻，切實(shí)IW

Watchaclip.Thestudentsenjoythesceneryin

訓(xùn)練與內(nèi)化感受到英國，

RegentsParkoftheUK.Answerthequestions.6

觀察并發(fā)現(xiàn)過①Whatcanyouseeontheground?歷史在于其

去分詞在句中一花一木、在

功能之一作定于其倫敦象

語。掌握描述征之一倫敦

英國景物時用橋。同時沉浸

過去分詞作定式地觀察并

語和定語從句分析探討過

轉(zhuǎn)換。去分詞作定

w-語的功能以

及與定語從

句進(jìn)行靈活

Activity2Beasmartsummarizer

轉(zhuǎn)換。

②What'sthefunctionof“fallen"?

Fallenisusedto__________leaves.

Guidethestudentstothinkaboutthefollowing

questions:

What'stherelationbetween“fallen"andleaves?Isit

passive?Ifnot,whatisit?

TowerBridgewitnessesthechangesofhistoryof

theUK.

I

r■一—

Moreexamples:

③TowerBridge,_______(locate)inThamesRiver,

wasbuiltin1886.ItisasymbolofLondon.

Question:Canyouchangethissentenceintoanother

form?

④TowerBridge,__________________inThames

River,wasbuiltin1886.ItisasymbolofLondon.

設(shè)計(jì)意圖：Toobserveandsummarizebasicfunctionofthepastparticipleastheattributeand

realizeitcanbederivedtoarelativeclause.

Activity3Beavividdescriber

4.訓(xùn)練與內(nèi)化學(xué)生觀看英GW/

ThehistoryoftheUKliesinitsancientvillages.國坎特布雷IW

欣賞英國坎特Thestudentsenjoyavideoclipaboutthetranquil

古老的村莊，6'

布雷古老的村sceneryinCanterbury.

Afterwards,thestudentsdescribewhattheyhave嘗試去描述，

莊，描述所看

seenusingthepicturestofillintheblankswiththe有意地選擇

到的景象。

rightforms.正確的過去

分詞作定語。

⑤Thehouses,_________(build)hundredsofyears

ago,witnessthechangesinhistory.

@Theman,_________(bury)inrowingtheboat,is

lostinhisinnerworld.

?Thecouple,_________(seat)intheboat,is

completelyattractedbythepeacefulvillage.

⑧Thegirl,__________(surround)bytheflowers,

issoimpressedbythepeacefulscenery.

設(shè)計(jì)意圖：Toapplyandpracticethepastparticipleastheattributewhileappreciatingthe

fascinatingsceneryofancientvillageinCanterburyoftheUK.

Step4ObserveandsummarizeGW/

6.感知與獲取學(xué)生欣賞英

ThebestseasonoftheUKisautumn.Thebest國美麗鄉(xiāng)村IW

訓(xùn)練與內(nèi)化sceneryoftheUKisinCotswolds.科茲沃爾德5，

Motivatethestudentstodescribethefeelings.

描述到英國鄉(xiāng)的秋景，并表

村科茲沃爾德達(dá)感受。

度假的心情

時，使用了過

去分詞作賓

補(bǔ)，語言項(xiàng)目

的學(xué)習(xí)和使用Howwouldyoufeelifyouweregivenachanceto

自然而然發(fā)visitCotswolds?

①

生。Ashortbreakorevenanextendedholidayinthe

Cotswoldswillleaveme________(attract)bythe

colorfulfallenleaves.

②Iwillfindmyself_________(impress)bythe

splendidnaturallandscapeandfindpeaceinmy

heart.

Activity4Beasharpobserver學(xué)生觀察句

Abovethetwoanswers,canyounamethestructures

子，概括出過

ofthesentences?

①Inoticethefirstsentence去分詞作賓

uses____________________________.語補(bǔ)足語的

②

Inoticethesecondsentenceuses語法結(jié)構(gòu)。

Thecentury-oldcastleswitnessthehistoryofthe

UK.

7.感知和獲取

朗讀描述英國

溫莎城堡的句

子，總結(jié)更多

關(guān)于過去分詞

作賓補(bǔ)的結(jié)

構(gòu)。Showthestudentsmoresentencesandaskedto學(xué)生朗讀描CW/

summarizeusefulstructures.

Qs:Canyousummarizethestructures?述溫莎城堡IW

Canyoumakeanotherexampleofeachstructure?的句子，總結(jié)5，

③TheNormanshadcastlesbuiltaroundBritian.

更多關(guān)于過

@Wecanseesomanyancientcastlesbuiltin

England,IrelandandScotland.去分詞作定

⑤Withsomanycastlesbuiltaroundthevillage,no語的結(jié)構(gòu)并

wonderpeoplesayyoucannotmissvisitingthese嘗試結(jié)合自

castlesifyouwanttoknowmoreabouttheEnglish

身經(jīng)驗(yàn)造句。

historyandtraditions.

設(shè)計(jì)意圖：ToobservethesentencesdescribingthesceneryofautumninCotswoldsand

WindsorCastleandtosummarizemorestructuresofpastparticipleastheobjectcomplement.

Step5Applyandpractice學(xué)生理解對GW/

8.運(yùn)用和創(chuàng)新

Activity5Beapracticallearner話意思，生動PW

學(xué)以致用，并Thesixgroupsofthestudentshaveacompetition.

演繹出對話5，

通過對話表演Actthedialogueoutwithpassionasapair.

Choosetherightwordsandfillintheblankswiththe中所表達(dá)的

的形式表達(dá)相

properforms.心情。運(yùn)用情

關(guān)的心情和感

景交際，透過

受。透過對話，boiladdicthidewritetrapplant=

1字里行間，感

感受英國歷

(1)A:Whatdoyouthinkoftheweather?受英國歷史、

史、文化和傳

B:Itdrivesmecrazysometimes!Thecontinuous文化、傳統(tǒng)。

統(tǒng)。heavyrainhadme___________athomelastweek.

(2)A:What'syourtravelplanforthisweekend?

B:I'msointerestedintheplaysby

ShakespearethatI'mgoingtoStratford-upon-Avon

thisweekend.

(3)A:DoyoulikeHarryPotterfilms?

B:Yes,itreallyhasme___________.

(4)A:Whydoyoulikethisparksomuch?

B:Weliketolookforthebirds______________inthe

trees.

(5)A:Doyouwantacupoftea?It'scoldoutside.

B:Yes,please.Ipreferthe___________waterwithsome

milk.

(6)A:Wow,look!It'samazing!

B:Withvariousflowers______________aroundthe

cottage,thehouselookslikeagarden.

設(shè)計(jì)意圖：Topracticeandconsolidatewhatthestudentshavelearned.Beconsciousofthe

variousfeelingswhenusingpastparticipleastheobjectcomplementandknowhowtodescribe

asituationusingpastparticipleastheattribute.

Activity6Bealivelydescriber學(xué)生欣賞蘇CW/

9.運(yùn)用和創(chuàng)新

Thestudentshaveseenthefantasticsceneryin格蘭的美景IW

欣賞蘇格蘭美England.

和地標(biāo)式建6，

景的視頻，字It'stimetoenjoysplendidsceneryinScottish

Highlands.筑----蒸汽

幕部分句子進(jìn)

Watchaclipcarefullyandfillintheblanks.火車、艾琳朵

行挖空處理，

Afterthat,readitoutasifatravelagent.娜城堡。通過

觀后填詞，通Hellothere,whatyoucanseenowisJacobite

視聽，填出缺

過語篇鞏固并SteamTrain,asthegreatestrailway

journeyintheworld.Thesteamengine,_______as失的字幕，在

掌握過去分詞

“HogwartsExpress“intheHarryPotterfilms,isthe真實(shí)語篇中

作定語和賓

trainthatexistsinyourdreams.鞏固過去分

補(bǔ)。EileenDonanCastle,________onitsownlittle

詞作定語和

island,isapopulardestinationinScotland.St.

Donanhadit________aroundthelakeinthe13th賓補(bǔ)用來表

century.Travellinghere,youwillfindyourself達(dá)感受和描

__________bythesplendidmountains.述情景。

TheScottishHighlandsareamazingcombinations

ofculture,history,architectureandpicturesque

scenery,_______withmagnificentlandscapes,big