Unit 4 History And Traditions Discovering Useful Structures 说课参赛 课件-2024-2025学年高中英语人教版（2019）必修第二册

Book 2 Unit4 HISTORY AND TRADITIONS Discovering Useful Structure Express feelings and describe situations Part 1 Teaching theory Part 2 Analysis of teaching material Part 3 Teaching aims Part 4 Teaching & Learning methods Part 5 Teaching procedures Part 6 Teaching Assessment & Reflection 目录 /Contents 教学理念 1. 运用以语用为导向的三维动态语法观，即“形式——意义——使用”。 2. 围绕人与社会主题语境，创设学生描述自己去过的地点以及相应感受情景。 3. 践行英语学习活动观，培养学生在“用中学、做中学”。 4. 信息技术赋能英语语法，采取多模态教学。 学习理解类 应用实践类 迁移创新类 Learn about the history and traditions of a country Talk about the history and traditions of a historic site Describe and introduce the history and traditions of a place Learn about a brief introfuction of UK history (Reading and Thinking) Share views on Qufu, Confucius (Listening and Speaking) Descriptions of Ireland's scenery and traditions (Reading for Writing) An introduction of historic London (Video Time) Talk about a visit to a historic tourist destination Pingyao (Listening and Talking) Design a poster to introduce the traditions of a country/city/village (Project) Express feelings and describe situations (Discovering Useful Structures) 拓宽国际视野→加深跨文化交流→传承优秀传统文化→增强文化自信 Analysis of the Teaching Material HISTORY AND TRADITIONS Analysis of the Teaching Material Teaching Material The content of my lesson is History and Traditions Book2, unit4 Express feelings and describe situations---- “Discovering useful structure” 语篇分别描述在伦敦和苏格兰游览的经历，在这些真实的情境中运用过去分词作定语和宾补来更细致生动的描述事物情境以及个人的感受。在此过程中，学生感知发现并总结过去分词作定语和宾补的用法，在练习中不断加以运用。 Interested in cultural background:Interested in exploring and understanding historical and cultural traditions from around the world. Interactive Learning: Using video to impress students these concepts, making learning more enjoyable. Real-World Application: Setting a situational-based task to bolster their understanding. Strengths Opportunities Complexity of Concepts: Difficult to understand . Lack of Engagement: Fnding grammar rules dry or uninteresting, affecting their motivation to learn. Weakness S Collocation Errors: Grammar mistakes,such as incorrectly using the past participle form of irregular verbs. Incorrect Positioning: Placing the past participle in the wrong position,leading to awkward phrasing or ambiguity. Problem Students Analysis O W P 6 identify and master the past participle as the attribute and object complement to express feelings and describe situations be able to learn about structure,function and usage of past participle as the attribute and object complement to improve their ability about how to express their feelings of historical traditions Language competence Learning ability understand British historical traditions and develop cross-cultural awareness Cultural awareness realize the importance of historical and cultural inheritance, enhancing cultural self-confidence and inherit our own excellent traditional culture Thinking quality Teaching aims 7 Teaching points Important points Difficult points 1.learn about structure,function and usage of past participle as the attribute and object complement 2.master the past participle as the attribute and object complement to express feelings and describe situations 1.how to cultivate students’ interest to learn the past participle as the attribute and object complement 2.how to guide students to use them to express feelings and describe situations proficiently How to highlight key points and break through difficult points? Teaching methods and Learning strategies 1. Teaching methods Teaching methods Total Situational Action CAI（computer-assisted instruction） 希沃白板 Task-based Language Teaching Communicative Approach 2. Learning Strategies 1. The Individual/Pair/Group Work 2. Cooperative Communication Method 3. Evaluating learningMethod Teaching methods and Learning strategies Teaching Procedures Step 1 Leading in(2m) Step 2 Discovery (20m) Step 3 Practice (8m) Step 4 Application (8m) Step 5 Conclusion (1m) Step 6 Homework 准备 (激发兴趣) → → → → 引导发现归纳规则（重点） 加强运用（难点） 迁移创新（亮点） Lead-in Watch a video about a brief introduction of UK. Find out the past participles it involved. Purpose: To catch students’ attention and curiosity about the history and traditions of UK, and lead in the grammar for the past participles. Underline the past participles.Discuss their function in pairs. 1.Most people just used the shortened name... 2.They use the same flag, known as the Union Jack... 3.They had castles built all around England. 4. It is a house built by the Britain. Discovery 过去分词可以充当定语和宾补。 当过去分词作定语和宾补时，其与相关联名词的逻辑关系是被动关系。 单个过去分词作定语时，通常放在被修饰的名词前。过去分词短语作定语时，通常在被修饰的名词后。 the differnt form of irregular verbs: A-A-A:set,cut,put,shut,hurt,etc. A-B-B:make,build,say,think,buy,feel,etc. A-B-C:see,take,show,know,give,etc. (通过希沃小游戏，加深学生对于不规则动词的过去分词的印象） Past Participles as the Attribute (1) tired visitors a well-organised trip beautifully dressed stars state-owned company hand-made gifts heart-felt thanks Past Participles as the Attribute (2) visitors_____of the long wait/... a trip_____well by my workplace/... stars_____beautifuly at the event/... 当过去分词是复合词形式，或者前有副词修饰时，一般放在被修饰词前面作前置定语。 过去分词短语作定语时，通常在被修饰的名词后。 Have you seen anything changed? There was nothing changed. 当被修饰词是不定代词时，过去分词放在不定代词后，做后置定语。 即学即练 1. Many ______(use) computers will be sold in this market. 2. Those are the problems _____ (leave) over by him. 3. This was the problem _____ (discuss) at the meeting 4. The girl _____ (name) Kate is my student. 5. I have collected the money (need). used left discussed named needed a picture painted by Leonardo da Vinci a woman dressed in white 1) It’s a picture __________ _____ painted by Leonardo da Vinci 2) There was a woman ________ ____ dressed in white that/which was that/who was 过去分词短语作定语：通常_后置____， 其作用相当于定语从句 结构上：过去分词短语作定语通常在被修饰名词前或后，但是定语从句通常跟在名词后。 表达效果上：过去分词短语作定语较为简洁，而定语从句更加适用于需要详细说明的情况。 策略：根据表达需要，恰当使用过去分词短语和定语从句 Underline the past participles.Discuss their function in pairs. 1.Judy and I had our car parked in an underground car park near Trafalgar Square, where could get our car battery charged. 2.When we finally reached the service desk to ask for audio guides, we heard it announced that there were no audio guides left. 3.We found ourselves very surprised by the large number of visitors at the entrance of the National Gallery. 4.Judy had her eyes fixed on Van Gogh's Sunflowers. 5.She had a copy of the painting boxed to ensure that it was delivered safely. 过去分词可以充当宾补。当过去分词作宾补时，对被修饰名词的起补充说明作用。 常见结构为：have/get/find/feel/...+宾+v-ed 1. When he came to himself,he found himself ___________ (surround) by a lot of people. 2.The writer made efforts to have his newly written book __________ (publish). 3.He walked into the room quietly in order not to make himself _______ (notice). 4.I was glad to see the child well (take). 5. Claire had her luggage ______ (check) an hour before her plane left. 即学即练 surrounded published noticed taken checked Application Judy: Let’s park our car in an underground car park near Trafalgar Square, where we can get the car battery charged. Betty: That’s convenient! But when I finally reached the service desk to ask for audio guides, I heard it announced that there were no audio guides left. Judy: I know! I find myself surprised by the large number of visitors and the amount of noise at the entrance of the National Gallery. Betty: It was overwhelming. I noticed you had your eyes fixed on Van Gogh's Sunflowers. It was hard to approach the painting because there were so many people around. Judy: Yes, it was. But I managed to get a copy of the painting boxed to ensure that it would be delivered safely. Betty: That’s great! I can’t wait to see it. Complete the dialogue and role play with your partner. 1 Loch Ness was surrounded by beautiful natural landscape, which made it look amazing. 2 Carl and his friends stayed with a generous family who offered them bread with butter and honey that was homemade. 3The family's ancestors once attended to soldiers who were wounded in the First World War. 4 The young people were attracted by the legend of Loch Ness. They watched over the lake with their cameras and binoculars, which were positioned on the hill. Group discussion: You and your good friend have been to Loch Ness.Here are some materials to help you.Please discuss and rewrite them with past participles as the attribute,and then share your story. A Magical Visit to Loch Ness Loch Ness is a breathtaking destination, surrounded by natural landscape look amazing. Recently, my good friend and I stayed with a generous family who offered us homemade bread with butter and honey.The warmth of the family's hospitality made us feel moved. As we learned about the history of our hosts, we discovered that the family's ancestors once tended to wounded soldiers during the First World War. Besides, we attracted by the legend of Loch Ness watched over the lake with our cameras and binoculars positioned on the hill.As we gazed out at the waters, the beauty of Loch Ness—combined with its rich history and captivating legends—created an unforgettable experience for us. Summary Assessment（评价） at the end of the class, I can:√ Self-assessment(自我评价) Great job Not bad Try harder 1. master the past participle as the attribute and object complement 🟊🟊🟊 🟊🟊 🟊 2. realize the importance of historical and cultural inheritance. 🟊🟊🟊 🟊🟊 🟊 3. understand British historical traditions and develop cross-cultural awareness 🟊🟊🟊 🟊🟊 🟊 4.improve their ability about how to express their feelings of historical traditions. 2.Optional 拓展作业: write a visit to a historic tourist destination with the past participles as the attribute and object complement. 1. Basic 基础性作业: Memorize the past participles form of irregular verbs and the usage of the past participles as the attribute and object complement. Pre-reading While-reading Post-reading Summary Homework the past participle form of irregular verbs: A-A-A:set,cut,put,shut,hurt,etc. A-B-B:make,build,say,think,buy,feel,etc. A-B-C:see,take,show,know,give,etc. the past participle as the attribute 意义： 位置 the past participle as the object complement. 意义： 常见搭配动词： 常见结构： Express feelings and describe situations Points Group 1 Group 2 Thanks for your listening $$