Unit 5 Music-Discovering Useful Structures 教案-2025-2026学年高中英语人教版必修第二册

Unit 5 Music-Discovering Useful Structures 内容导航 This section focuses on the past participles used as predicative and adverbial, integrating the theme of music. It guides students to discover grammatical rules through music-related sentences, master their usages, and apply them to express feelings and describe situations in English communication. 教学目标和重难点 1. 教学目标 Language Competence: Grasp the meanings and functions of past participles as predicative and adverbial, and use them correctly in sentences. Cultural Awareness: Understand the expression of music feelings in English, respect the diversity of music cultures, and enhance cross-cultural communication awareness. Thinking Quality: Develop logical thinking by analyzing grammatical structures and critical thinking by applying rules to practical scenarios. Learning Ability: Cultivate the habit of independent exploration and cooperative learning, and improve the ability to summarize and apply grammatical knowledge. 2. 教学重难点 Key Points: Master the basic usages of past participles as predicative and adverbial, including their grammatical meanings and sentence structures; correctly identify and use past participles in music-related contexts. Difficult Points: Distinguishing past participles as predicative from passive voice and present participles as predicative; correctly using past participles as adverbial with proper logical subjects and converting them into adverbial clauses. 教学过程 Step 1: Lead-in (Lead students into the grammatical topic through music scenarios) The lead-in part is designed to connect the unit theme of music with the grammatical content, arouse students’ interest, and lay a foundation for the subsequent discovery and learning of grammatical rules. First, the teacher plays a short piece of classic instrumental music, such as a segment of Eric Whitacre’s works, and asks students to share their feelings in English after listening. The teacher writes down some students’ answers on the blackboard, such as “I feel relaxed when I listen to this music.” “This music makes me moved.” Then, the teacher highlights the underlined parts, guides students to observe the structure of the sentences, and puts forward guiding questions: “What words are used to express feelings in these sentences?” “What is the part of speech of the word ‘moved’ in the sentence ‘This music makes me moved’?” Next, the teacher presents two more music-related sentences from the unit text: “Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988.” “Moved by this music, he said, ‘It was like seeing color for the first time.’” The teacher asks students to underline the words with the same form as “moved” in the new sentences, and then guides them to discuss in pairs: “What positions do these words occupy in the sentences?” “What do they express?” Through this link, students can initially perceive the form and function of past participles in sentences, naturally transition from the familiar music theme to the grammatical learning, and reduce their resistance to grammar learning. During the lead-in process, the teacher pays attention to interacting with students, affirms their answers, and guides them to focus on the key points of the sentences. At the same time, the teacher briefly reviews the basic form of past participles (regular and irregular changes) to help students recall relevant prior knowledge and lay a solid foundation for the subsequent in-depth learning. Step 2: Discovery and Explanation (Guide students to discover grammatical rules independently) 2.1 Past Participle as Predicative First, the teacher organizes students to read the following groups of sentences carefully, which are all closely related to the music theme, and asks them to discuss the function of the underlined past participles in groups of four. Group 1: ① Eric Whitacre was excited when he won an award. ② The audience was amazed by the wonderful performance. ③ After listening to the sad song, she felt depressed. Group 2: ① The concert is well-organized. ② The music played by the band is widely loved. ③ His composition is deeply moving. After the group discussion, each group sends a representative to share their findings. The teacher summarizes and sorts out the students’ opinions, and then formally explains the usage of past participles as predicative: Past participles used as predicative are usually placed after linking verbs (such as be, feel, become, get, seem, appear), mainly expressing the subject’s state, feeling or the characteristics of the subject. The teacher further distinguishes the key points: When past participles are used as predicative to express the subject’s feelings, they are usually related to people’s emotional states, such as excited, moved, depressed, amazed; when expressing the characteristics of the subject, they usually describe the properties or states of things, such as well-organized, widely loved. At the same time, the teacher emphasizes the difference between past participles as predicative and passive voice: Past participles as predicative focus on the state of the subject, while passive voice focuses on the action承受ed by the subject. For example, “The window is broken” (predicative, emphasizing the state of the window) and “The window was broken by Tom” (passive voice, emphasizing the action of breaking). To deepen students’ understanding, the teacher designs a small practice: Ask students to choose appropriate past participles (excited, moved, surprised, pleased, well-prepared) to complete the sentences, and explain the reasons. ① The musicians were ______ when they received the award. ② The music festival is ______ and attracts many people. ③ I was ______ by his touching music story. After students finish the practice, the teacher checks the answers and explains the common mistakes, helping students consolidate the usage of past participles as predicative. 2.2 Past Participle as Adverbial On the basis of mastering past participles as predicative, the teacher guides students to explore the usage of past participles as adverbial. First, the teacher presents the sentences from the lead-in part again: “Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988.” “Moved by this music, he said, ‘It was like seeing color for the first time.’” Then, the teacher asks students to convert these two sentences into compound sentences: ① When he was born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. ② Because he was moved by this music, he said, “It was like seeing color for the first time.” After the conversion, the teacher guides students to observe and compare the two groups of sentences, and puts forward questions: “What changes have taken place in the structure after conversion?” “Under what conditions can we omit the subject and the linking verb be?” Through discussion, students summarize that when the subject of the adverbial clause is the same as the subject of the main clause, and the predicate verb of the adverbial clause is a linking verb be plus a past participle, we can omit the subject and the linking verb be, leaving the past participle as the adverbial. Then, the teacher explains the functions of past participles as adverbial in detail, combining with music-related examples: Past participles can be used as adverbial of time, reason, condition, concession, etc., and they usually express passive or completed meaning. ① Adverbial of time: Seen from the stage, the audience is like a sea of lights. (When it is seen from the stage...) ② Adverbial of reason: Deeply attracted by the music, many students decided to learn to play musical instruments. (Because they were deeply attracted by the music...) ③ Adverbial of condition: Given more time, we can finish the music report better. (If we are given more time...) ④ Adverbial of concession: Though affected by gradual blindness soon after the performance, Henry was still capable of writing compositions. (Though he was affected by gradual blindness...) The key and difficult point here is to help students grasp the logical subject of the past participle as adverbial. The teacher emphasizes that the logical subject of the past participle as adverbial must be consistent with the subject of the main clause; otherwise, a logical subject should be added before the past participle to form an absolute construction. For example, “Weather permitting, we will hold a concert in the playground.” The teacher gives wrong examples and asks students to correct them, such as “Moved by the music, tears came to her eyes.” (Correction: Moved by the music, she burst into tears.) Through error correction practice, students can deeply understand the requirement of consistent logical subjects. In addition, the teacher compares past participles as adverbial with present participles as adverbial, helping students distinguish their differences: Past participles as adverbial usually express passive or completed meaning, while present participles as adverbial usually express active or ongoing meaning. For example, “Walking on the street, I heard a beautiful song.” (present participle, active) “Followed by his students, the music teacher walked into the classroom.” (past participle, passive) The teacher designs contrastive exercises, allowing students to choose present participles or past participles to fill in the blanks, which helps them consolidate the differences between the two. Step 3: Consolidation Practice (Strengthen students’ mastery of grammatical rules through multi-level exercises) Consolidation practice is divided into three levels: basic practice, intermediate practice and advanced practice, which are gradually improved to meet the learning needs of different students and ensure that students can master and apply the grammatical rules in depth. All exercises are closely combined with the unit theme of music to avoid the isolation and boringness of grammar practice. 3.1 Basic Practice: Identification and Correction The purpose of this level of practice is to help students correctly identify the usage of past participles as predicative and adverbial, and correct common mistakes. The teacher distributes practice sheets, which include the following exercises: Exercise 1: Identify the function of the underlined past participles in the following sentences (predicative or adverbial). ① The singer was deeply moved by the audience’s enthusiasm. ② Written by a famous composer, this song is very popular among young people. ③ After the performance, the musicians felt satisfied. ④ Invited by the school, the band will give a performance next week. Exercise 2: Correct the mistakes in the following sentences. ① Moved by the music, my eyes were filled with tears. ② The concert is exciting, so all the audience are excited. ③ Though defeated many times, he never gave up his music dream. (No mistake) ④ The music played by her is touching, and she feels touching. After students finish the exercises independently, the teacher explains the answers in detail, focuses on analyzing common mistakes, such as the inconsistency between the logical subject of the past participle as adverbial and the subject of the main clause, and the confusion between past participles and present participles when expressing feelings. For example, in sentence ④ of Exercise 2, “she feels touching” is wrong; it should be “she feels touched” because “touched” is used to describe people’s feelings, while “touching” is used to describe things that can arouse feelings. 3.2 Intermediate Practice: Sentence Rewriting The purpose of this level of practice is to help students master the conversion between adverbial clauses and past participles as adverbial, and flexibly use past participles in sentences. The teacher gives a passage about a musician’s experience, and asks students to rewrite the passage by using past participles as adverbial to replace the corresponding adverbial clauses. The original passage is as follows: Henry was highly interested in music when he was a child. He was taught to play the piano by his mother. He was praised by his music teacher because he had a talent for music. Though he was affected by gradual blindness soon after his first performance, he was still capable of writing compositions. When he was absorbed in his world of music, he felt as if he could “see” the beauty of the world around him. The teacher guides students to rewrite sentence by sentence, and reminds them to pay attention to the consistency of logical subjects and the correct use of past participles. After rewriting, students exchange their works in pairs, check each other’s mistakes, and then the teacher invites several students to read their rewritten passages and makes comments and corrections. Through this practice, students can flexibly apply the usage of past participles as adverbial and improve their ability to use grammatical rules. 3.3 Advanced Practice: Contextual Application The purpose of this level of practice is to integrate grammatical knowledge with practical communication, allowing students to use past participles as predicative and adverbial to express their own ideas in music-related contexts, and improve their comprehensive language application ability. The teacher designs two tasks for students to choose from: Task 1: Write a short passage (80-100 words) about your favorite song or musician, using at least 3 past participles as predicative and 2 past participles as adverbial. The passage should include your feelings about the song or musician and the reasons why you like it. Task 2: Work in groups of three to make a short dialogue about a music concert. The dialogue should include the introduction of the concert, the feelings of the audience, and the evaluation of the performance, and use at least 4 past participles (including predicative and adverbial). During the task, the teacher walks around the classroom, provides guidance for students who have difficulties, and helps them solve problems in using past participles. After the task is completed, each group sends a representative to present their works (reading the passage or performing the dialogue). The teacher makes comments, affirms the advantages of the works, points out the existing problems, and puts forward suggestions for improvement. This link not only consolidates students’ grammatical knowledge but also combines it with the unit theme, improving students’ interest in learning and their comprehensive language application ability. Step 4: Summary and Extension (Systematize knowledge and expand application scenarios) 4.1 Knowledge Summary First, the teacher invites students to summarize the key points of this lesson independently: the usage of past participles as predicative and adverbial, their differences from passive voice and present participles, and the key points for attention. Then, the teacher combs and supplements, and sorts out the knowledge points into a clear framework: 1. Past Participle as Predicative: Position (after linking verbs) → Function (expressing the subject’s state, feeling or characteristics) → Key points (distinguishing from passive voice). 2. Past Participle as Adverbial: Function (time, reason, condition, concession, etc.) → Key points (consistent logical subject, conversion with adverbial clauses, distinguishing from present participles as adverbial). Through the summary, students can systematize the grammatical knowledge learned in this lesson, form a complete knowledge system, and deepen their understanding and memory of the knowledge points. 4.2 Knowledge Extension To expand students’ knowledge and improve their ability to apply grammar in a wider range, the teacher introduces the extended usage of past participles: past participles used as attributive. The teacher presents music-related examples, such as “a composed song” (a composed song), “the musicians invited to the concert” (the musicians invited to the concert), and briefly explains that past participles used as attributive usually express passive or completed meaning and are placed before or after the modified noun. This extension not only enriches students’ grammatical knowledge but also lays a foundation for their subsequent learning of non-finite verbs. In addition, the teacher recommends some English music materials to students, such as English songs, music interviews, and music reviews, and asks them to find sentences with past participles as predicative and adverbial after class, record them, and share them in the next class. This link connects classroom learning with after-class practice, expands students’ learning scenarios, and helps students consolidate grammatical knowledge in real language environments. Step 5: Homework Arrangement (Consolidate and apply knowledge after class) The homework is designed to be hierarchical, meeting the needs of different students, and focusing on consolidating the grammatical knowledge learned in this lesson and improving students’ comprehensive language application ability. The specific homework is as follows: 1. Basic Homework: Finish the exercises on past participles as predicative and adverbial in the textbook, and review the key points of this lesson. This homework is aimed at helping all students consolidate the basic usage of grammatical rules. 2. Intermediate Homework: Rewrite the following adverbial clauses into sentences with past participles as adverbial, and make 5 sentences of your own using past participles as predicative (combined with the music theme). ① When he was asked about his music dream, he talked happily. ② Because they were impressed by the performance, they decided to watch it again. ③ If we are given enough support, we can hold a successful music festival. 3. Advanced Homework: Write a music review (120-150 words) about a recent music performance or a song you have listened to, using at least 4 past participles (including predicative and adverbial). This homework is aimed at students with better English foundation, helping them improve their ability to apply grammatical knowledge in practical writing. At the same time, the teacher reminds students to pay attention to the correct use of past participles when doing homework, especially the consistency of logical subjects and the distinction between past participles and present participles. The teacher will check and comment on the homework in the next class, focusing on analyzing common mistakes and helping students further consolidate and improve. Step 6: Teaching Reflection (Implied in the teaching process, guiding subsequent teaching improvement) In the whole teaching process, the teacher pays attention to observing students’ performance, records the problems encountered by students in learning, such as the confusion between past participles as predicative and passive voice, the inconsistency of logical subjects when using past participles as adverbial, etc. After class, the teacher will sort out these problems, analyze the reasons, and adjust the teaching methods and practice design in the subsequent review and consolidation links to ensure that students can truly master the grammatical knowledge and improve their comprehensive language application ability. In addition, the teacher pays attention to the integration of the music theme and grammatical teaching throughout the teaching process, avoiding the isolation of grammar teaching, and making students feel that grammar learning is closely related to practical communication, thus improving their interest in learning grammar and their initiative to participate in classroom activities. At the same time, the teacher pays attention to the individual differences of students, designs hierarchical exercises and homework, and ensures that every student can gain and improve in the learning process. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $