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人教课标版高中英语必修5 Unit1_Grammar_名师教学设计(一)

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Unit1 Grammar 名师教学设计（一）

《The past participle as attribute and predicative》

教学基本信息

课 题 《The past participle as attribute and predicative》

指导思想与理论依据

课程标准为指导思想和理论依据，针对高中英语教材难度大、分量重的特点，坚持从学情出发，进行“教材分析”和“教材重组”。充分利用网络与多媒体教学资源，充分发挥学生的创造性与积极性。努力做到“知识与高考联系，能力与实践联系”。

高中英语课程是普通高中的一门重要课程。高中英语课程可以为提高学生多元化文化背景下的交际能力奠定良好的基础；为不同学生的发展需要提供多种选择。高中生学习英语，既可以促进心智、情感、态度与价值观的发展和综合人文素养的提高，也可以掌握一门国际通用的语言，为学习国外先进的文化、科学、技术和进行国际交往创造条件

教学背景分析

★学习内容分析：本节课是人教版高中英语必修五Unit 1---Great Scientists中Grammar部分的讲解。必修五是高中二年级的教材，本部分的语法是The Past

Participle as the Attribute and Predicative(过去分词做定语和表语)。通过课堂讲解及练习，使学生能熟练掌握并正确运用这一语法功能。 2 / 7

★学生情况分析：教学对象为高中二年级学生，他们的认知能力比初中阶段，甚至是高一阶段，有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，能够主动参与到课堂活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个学年的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过一个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑并勇于阐述见解，从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的英语水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾到各个层次的学生，使他们都能所收获。

★教学方式：任务型教学方式；研究性学习方式；自主学习和合作学习方式

★教学手段：多媒体辅助教学；讲练结合

★技术准备：多媒体计算机

教学目标

★知识与技能：

1、Enable the students to learn how to use past participle as attribute and predicative;

2、Enable the students to use past participle as attribute and predicative correctly and

properly in context,

★过程与方法：

1、Communicative teaching method;

2、Task-based activities to get the students to comprehend the usage of past participle,

★情感态度与价值观：

1、Get the students to become interested in grammar learning;

2、Develop the students’ team spirit;

3、Raise the students’ awareness of using English in their daily life, 3 / 7

教学重点和难点

★教学重点：Get students to understand the usage of the Past Participle as the

Attribute and Predicative,

★教学难点：How to use the past participle correctly and properly in context,

教学资源

★教学硬件：多媒体教学设备。

★教学软件：windows 7或XP、自制的PPT教学课件

教学过程

Teaching Procedures:

StepⅠ Greetings

StepⅡ Lead in

Personified past participle makes a self-introduction, thus introducing the topic for

this class,

Step Ⅲ Presentation

In this part, I designed four groups of exercises for the students, After finishing each

group of exercises, they are required to conclude the usage of past participle, In order

to make the learning process more vivid and interesting, I use a lot of related pictures

which are interesting, and the exercises are varied,

1, Group 1 A summary of the reading passage in this unit:

John Snow was a famous doctor in London, He became inspired when he thought

about helping people exposed to cholera, Thousands of terrified people died every

time there was an outbreak, Through his hard work, he finally found that polluted

water carried the virus, Thus, he saved the lives of many astonished people,

Pick out all the past participles in the summary and guide the students to draw the

following conclusion,

Conclusion:

过去分词真容易，动词后面加ed, 4 / 7

部分动词不规则，我们需要特殊记。

它的作用真不小，今天学习 定 (语)和 表 (语)。

2, Group 2

By appreciating a poem written for my birthday, I will guide the students to find the

position of the past participle when it is used as attribute,

To my birthday

Lighted candles, smiling faces, I made a wish buried in my heart for years, I wish I

could heal the wounded earth, No polluted water, no grey sky, No disaster caused by

wars, No place stricken by earthquakes, No people tortured(折磨) by hunger,

Conclusion:

单个分词作定语， 名词之 前 很好找。

分词短语名词 后 ，记住这点错不了。

3, Group 3:

There are three exercises about “v-ing & v-ed”, I will let students master the

difference between these two kinds of words,

(1) I’m interested in English, The story is very interesting,

(2) The film is so moving that I am moved by it,

(3) We are all excited by the exciting news,

Conclusion:

情感动词两分词， 意思不同要记牢。

现在分词是 令人……, 过去分词表 感到…… ,

4, Group 4：The sentences I choose in this part are all closely related to the students’

daily life, and related pictures are shown to make the sentences more vivid,

(1) Kentucky Fried Chicken is harmful to your health,

(2) 我们班有一个可爱的女孩叫张曼。

There is a lovely girl in our class named Zhang Man,

(3) On Mother’s Day, Mother was happy to see the sweater made of my own wool,

(4) Baymax is a robot, It is designed as a healthcare companion,

改为：Baymax is a robot which is designed as a healthcare companion,

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人教课标版必修一英语Unit3_Reading_名师教学设计(一)

人教课标版必修一英语Unit3_Reading_名师教学设计(一)

Unit 3 Reading 名师教学设计（一）

Book1Unit3 Travel journal 教案

Reading: Journey down the Mekong

Teaching Aims:

1. Know what should be included in a travel plan.

2. Know the six elements of narration and can use them to find the key information in

the reading passage.

3. Be able to analyze the personalities of Wang Wei and Wang Kun based on the

information in the passage.

Teaching Important Points:

1. What are the six elements in narration and how to use them to read a passage?

2. How to use the information to judge what kind person he is.

Teaching Difficult Points:

1. How to help the students to use the six element of narration to understand the story.

2. How to help the student to analyze the personalities of Wang Wei and Wang Kun

3. How to give their speech by using their own words.

Teaching steps:

人教课标版高中英语必修5 Unit5_听说课名师教学设计

人教课标版高中英语必修5 Unit5_听说课名师教学设计

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Unit5 听说课名师教学设计

Section 4 听说课框架单

教材版本：人教版 册数：Book 5 单元：Unit 5 课型（课时）听说课-Section4

教

材

分

析 本单元主题为“急救”，通过听说读写的练习，扩展学生对急救方面的知识，提升急救意识，增加急救方面词汇，表达，从而提升学生在生活中面对问题的应对能力。这一板块是听说部分，主要听力内容是对各内意外事件的急救处理方式，如，流鼻血、扭伤、噎住等。通过听力练习，从能力上提升学生的听力能力，同时通过听力增加学生了解相关词汇，再者让学生了解更多急救措施与知识，提高学生的急救和自我保护意识。这一板块根据PPP的教学模式，分为三个主要部分。首先是准备部分，通过复习回顾学过的单词，并为听力过程做出词汇准备。然后进行听力练习，通过不同类型的题目设置，多维度，多角度训练学生听力能力。最后通过学生自主进行情景设置，进行急救措施设计，复习本课听力内容，同时让学生在生活中得以运用，做到学以致用。

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教

学

目

标

语言目标：

1. 学生通过听力练习提升听力能力。

2. 学生通过听力材料增加关于急救方面的词汇和表达。

3. 学生通过设计急救措施，对口语表达进行练习。

语义目标：

1. 学生能完全理解听力材料内容。

2. 学生能通过听力材料了解不同情境的急救措施。

语用目标：

1. 学生能正确运用学到的表达词汇来设计生活中的急救措施。

2. 学生能在不同的情景中正确表达各类急救措施。

情感目标：

1.学生增加自我保护和急救意识；

2.学生增加面对困难解决问题的意识和能力。

学习策略：

1. 通过复习与扩展进行词汇准备；

2. 通过多种题型进行多维度，多角度进行听力练习；

3. 通过情景设计，将听力内容进行内化，并进行口语练习。

教

学 教学重点：

1. 通过练习巩固学生关于急救的词汇和表达；

2. 通过学习学生运用听力技巧听懂听力材料内容。

人教课标版高中英语必修3Unit2_词汇课_名师教学设计(一)

人教课标版高中英语必修3Unit2_词汇课_名师教学设计(一)

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Unit2 词汇课 名师教学设计(一)

Book3 Unit 2 Healthy Eating

Period 2 Learning about language

Analysis of the teaching materials (教材分析)

This is the second period of unit 2, which centers on the vocabulary and grammar.After students read the stories Come and eat here I&II, they will learn words and expressions about healthy eating. This period will help them consolidate vocabularies they learn in the story. For the grammar, the exercise will help students review the function of modal verbs and explain the meaning in context.

Analysis of the students(学情分析)

Students have learned the basic function of modal verbs in unit 1, so it will not be too difficult for them to finish the task. Students learn a lot of words about various kinds of topic, but they have no idea of how to keep so many words in mind. In this period, a word bank will be recommended for them. They should learn to sort out the words according to different topics and this will help them memorize vocabularies.

人教版高中英语必修1 Unit5 Grammar 学案

人教版高中英语必修1 Unit5 Grammar 学案

The Third Period Grammar学案

Task1. Go through the text quickly, then find out the sentences with attributive clauses which uses

where, when, or preposition + which/whom.

Example: The time when I first met Nelson Mandela……

1)(where)_________________________________________________________________________________________________________________________________________________________________________________________________________________

2)(when)____________________________________________________________________________________________________________________________________________

_____________________________________________________________________

3)(prep+which)__________________________________________________________________

________________________________________________________________________________________________________________________________________