Unit 1 Knowing me,knowing you Using Language -ed做状语说课课件+说课稿-2024-2025学年高中英语外研版必修第三册

高中英语-ed as adverbial语法说课稿 Dear judges, i'm going to interpret my lesson from the following 8aspects first,the theoretical foundation. according to English curriculum standards. We need to develop students core competences by designing a series of interrelated progressive theme-based activities,in order to achieve this goal, we need to integrate six components,and also set objectives in accordance with bloom's taxonomy.Only when we teachers use this effective method and approach can students learn something and get something from this. Secondly,according to Three-dimensional Grammar Framework,Grammar and second language learning is the unity of form meaning and use. ”that is to say,we need to teach students what is the structure form ,how is the structure formed and What does the structure mean and also,when and why should we use this kind of structure. Here comes the analysis of teaching materials.it’s from book3 unit1,the thematic context is human and self,specifically speaking,it’s about self-awareness and growth through conflicts. I design a series of progressive activities based on three passages in the textbook.The three passages is about three teenagers,and all these three teenagers have suffered from interpersonal problems,which echoes with the theme of the whole unit. And then comes to the analysis of my students .they are active in English learning,and they are willing to challenge themselves and based on previous learning,they have already understood the usage and function of v-ing form as adverbial,but they have some difficulty in telling the difference between the ing form and also the eg form and also.They have some trouble in integrating grammar knowledge with their own writing. So based on the guiding theory,the analysis of the students,and the analysis of the teaching material, i set today's learning objectives first,summarize the rules of ed form as the adverbial by observing the sentence structures in the context second,apply and practice the rules of ion g form as the adverbial in different context,third,give suggestions using -ed form or -ing form as adverbial,fourth,emotional aims,improve the development of social skills and self-awareness;cultivate cooperative attitude and sense of competition . . one and two are the key points of today's lesson,and the rest are the difficulty points . in order to better solve this difficult point. in today's lesson,i use task based learning method, situational teaching method and also students need to learn this,language individually and cooperatively.Then comes the teaching procedures，which are the most important parts of today's lesson i'm going to illustrate them one by one so first,i begin this lesson with video,and ask ss what the red words in the subtitles have in common.My intention is i,to arouse ss’ interests,2.provide students a chance to perceive and notice the target grammar by presenting them a familiar context,and based on this i guide students to analyze the form of target grammar.and after the analysis, i design an instant practice,ask volunteers to the blackboard to do the quick quiz.ma aim is to1.deepen and consolidate students' understanding. 2.stimulate Ss’sense of accomplishment and the passion for further exploration. And task3,i guide them recall the types of adverbial and analyze the meaning of the target grammar,and then after the analysis of the first sentence,students need to analyze the following four sentences by themselves,and also in this part.I will tell students it is important to translate the sentence into Chinese,so that we can better understand the logical relationship,my intention is to activate their prior knowledge andtask4. we will draw a conclusion here to let students to further understand the basic rules of the ed form. 练习部分 And then we come to exercise part so task1 i will ask students to make up the story based on a video and given information, task2,i will guide them to change adverbial clause into ed form as adverbial.in this part,i want students to consolidate what they have learned in more contexts. And then comes the applying part,i will ask ss to give Anne some suggestions using the target grammar in groups..i will provide more scaffolds to help ss.at first, guide ss to recall from which aspects we can give suggestions to others,and then i’ll give them reference word.My intention is students can have a chance to apply what they have learned into practice and also paves a way for their homework. Homework ，Write a suggestion letter to Anne using -ed or -ing form as adverbial as much as possible.my intention is1.To help students further process what they have learned.2.improve their communication skills And this is my blackboard design。 Lastly comes to my teaching reflection ，at the end of this class,i think all my teaching objectives are basically achieved,and also all these activities and learning objectives are interrelated,progressive and each one serves as a scaffolding for the next one.And for the improvement if given more time if i think more students will have the chance to express their meaning and to show their writing to all of us okay,so that's all for my presentation thank you. 学科网（北京）股份有限公司 $$ 2 3 4 5 6 7 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 8 目录 CONTENTS Theoretical Foundation理论基础 1 Teaching reflection教学反思 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 1 Theoretical Foundation理论基础 English curriculum standards Six components of the curriculum 六要素整合的英语课程内容 core competencies 高中英语学科核心素养 An effective class Bloom's Taxonomy 1 Theoretical Foundation理论基础 Three-dimensional Grammar Framework”（三维语法框架） Form-Meaning-use 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 1 Analysis of the teaching materials教材分析 Book 3 Foreign language teaching and research press Thematic context: Human and self Self-awareness Growth through conflict 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 ✔Highly-motivated cheerful,enthusiastic No idea about the features of the -ed form as the adverbial; Not a clear distinction between the -ed form as the adverbial and the -ing form as the adverbial. have some trouble in integrating grammar knowledge with their own writing properly; 3 Analysis of the students学情分析 Known ✔some words and phrases about thematic context ✔The usage and function of the -ing form as adverbial Unknown 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 summarize the rules of -ed form as the adverbial by observing the sentence structures in the context apply and practice the rules of -ed form as the adverbial in different contexts; give suggestions using -ed form or -ing form as adverbial . improve the development of social skills and self-awareness; cultivate spirit of cooperation and competition . 4 Teaching aims教学目标 After this class, students will be able to: Key points Difficult points 11 Knowledge aims 知识目标 Ability aims 能力目标 Emotional aims 情感目标 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 C Cooperative learning approach B Situational teaching method A Task-based language teaching method Teaching and Learning methods教法学法分析 5 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 02 10mins 03 12mins 04 15mins 05 1mins Consolidate Task1.make up a story Task2.Rewrite adverbial clause Homework Apply Task:give suggestions Explore Task1.explore the form Task2.quick quiz Task3:Explore the meaning Task4:Summarize the rules 6 Teaching procedures 01 2mins Lead in watch and perceive 6 Teaching procedures教学过程 01 2mins watch the video and answer what the red words in the subtitles have in common. Design intention: 1.arouse Ss’ interest 2.provide students a chance to perceive and notice the target grammar. 02 10mins Task1.Explore the form of the target grammar. 6 Teaching procedures教学过程 Design intention: learning and understanding 02 10mins Task2. Volunteers come to the blackboard to do the quick quiz. 6 Teaching procedures教学过程 Design intention: 1.deepen students' understanding. 2.stimulate Ss’sense of achievement and the passion for further exploration. 02 10mins Task3. Recall the types of adverbial and explore the meaning of the target grammar. 6 Teaching procedures教学过程 Design intention: 1.learning and understanding 2.activate their previous knowledge and integrate it with new knowledge. 02 10mins Task4. Summarize the rules of the target grammar. 6 Teaching procedures教学过程 Design intention: 1.learning and understanding 2.help Ss further understand the basic rules of the ed form. 03 12mins Task1.Based on a video and given information, make up a story . 6 Teaching procedures教学过程 Design intention: applying and practicing 03 12mins Task2.change the underlined sentences into ed form as adverbial. 6 Teaching procedures教学过程 Design intention: applying and practicing 04 15mins Task.give Anne some suggestions using the target grammar in groups. 6 Teaching procedures教学过程 Design intention: transferring and creating 05 1mins Homework:Write a suggestion letter to Anne using -ed or -ing form as adverbial as much as possible 6 Teaching procedures教学过程 Design intention: 1.To help students further process what they have learnt. 2.improve their communication skills 6 Teaching procedures教学过程 learning and understanding applying and practicing transferring and creating core competences interrelated progressive theme-based 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 Design intention: To guide students to summarize what is learned in this period. Blackboard Design(板书设计） Unit 1 Knowing Me, Knowing You using language:-ed as adverbial 1.The logical subject the same 2. relation active -ing form passive -ed form 3.time,condition,concession,reason,accompayment 4.shorter,more formal and advanced PK G1 G2 G3 tip: translate 2 3 4 5 6 Analysis of the teaching materials教材分析 Analysis of the students学情分析 Teaching aims教学目标 Teaching and Learning methods教法学法分析 Teaching procedures教学过程 Blackboard design板书设计 目录 CONTENTS Teaching reflection 教学反思 Theoretical Foundation理论基础 1 7 8 Teaching Reflection improvements Given more time,more students will have chances to present their writing. highlights - sufficient context; “problem chain”; efficient scaffolding; - unity of “form-meaning-use” of grammar learning, not an isolated process - students’ impressive performance; - logically, naturally and smartly connected class; 8 Thank you！ $$