Unit 4 Period 2 Learning About Language（表格式教学设计）英语人教版选择性必修第二册

该高中英语教学设计聚焦选择性必修第二册Unit 4旅行主题核心词汇与过去分词作表语、状语语法，通过加拿大旅行图片情境导入，引导学生从课文原句中寻找含过去分词的句子初步感知，依托原句、例句、习题等学习支架衔接阅读课知识，为后续听说写作储备句型词块，形成闭环教学。 该资料以情境化任务链贯穿全程，通过“课文寻宝—词汇竞赛—语法归纳—句型改写—分层写作”活动培养学生思维品质与学习能力，如小组合作归纳语法规则提升逻辑思维，分层微写作（基础层80词含3个新词汇、1处过去分词结构，提升层100词含5个新词汇、2处过去分词结构）兼顾学情。助力学生整合词汇语法提升语言能力，为教师提供实操性强的一体化教学方案。

Unit 4 Journey Across A Vast Land Period 2 Learning About Language教学设计 教学基本信息 单元名称 选择性必修第二册Unit 4 Journey Across A Vast Land 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时（80 min） 课型 语言学习 教学设计理念 本课依据英语新课标四大核心素养，整合本单元词汇词块学习与语法（过去分词作表语和状语）两大板块，打破词汇、语法课时壁垒，践行词为句服务，句为篇服务，语境贯穿全程的教学理念。依托单元“加拿大跨地域旅行”主题，全部任务、例句、练习素材取自单元课文原句，摒弃碎片化机械刷题。设置情境化、游戏化、梯度化课堂任务，实现“词汇输入→语法归纳→句式改写→语段输出”闭环教学。以学生为主体，分层设计学习支架，在语言操练中感受异国自然风光与地域文化，落实语言能力、文化意识、思维品质和学习能力四大核心素养。 教材分析 1.知识主线：本节课整合单元两大核心语言板块。①词汇：本单元旅行主题核心课标词汇、名词形容词搭配、动词介词词块；②语法：过去分词作表语、过去分词作状语，包括连词+过去分词结构、过去分词独立结构，区分系表结构和被动语态、‑ing/‑ed形容词辨析。词汇为语法输出提供素材，语法让词汇表达更加地道高级。 2.内容重构：把教材零散填空习题、课文原句重构为探究任务，从找原句、归纳规则、句型改写，最后到语段微写作，避免知识割裂。 3.单元联动价值：本节课扎根单元阅读文本，巩固阅读课语言点，为本单元后续听说、写作储备句型和词块，实现读‑词‑句‑写一体化。 4.素养落地：借助加拿大旅行相关语句、语段，了解加拿大地理风光，训练学生识别、归纳语法规则的逻辑思辨能力。 学情分析 1.已有基础：高二学生已经完成Unit4阅读课学习，认识本单元部分旅行类词汇；学生已经学习过过去分词的基础概念，能识别简单被动语态，具备基础句子填空能力。 2.现存短板 ①词汇记忆碎片化，对bound for、arise、highlight、spectacular等词的固定搭配掌握不牢。 ②混淆过去分词作表语（表示状态）和被动语态（表示动作）；容易混淆‑ed和‑ing形容词。 ③过去分词作状语，不会判断逻辑主语，不会实现状语从句与分词结构互换。 ④很难把单元词汇和语法结合输出，造句、语段写作错误较多。 课堂对策：全部任务提供课文原句、例句、习题和参考答案，搭建学习支架；由浅入深，小组合作探究，分层任务兼顾学困生和学优生。 教学目标 语言能力 1.掌握本单元核心词汇pleasant, arise, massive, breath, bound, scenery, awesome, highlight, drill, freeze, anticipate, bunch, curtain, border, craft, antique, spectacular, peak，掌握重点词块；能在语句和语段中正确使用。 2.掌握过去分词作表语、作状语的用法；区分过去分词系表结构与被动语态；区分‑ed/‑ing感受类形容词；掌握“连词+过去分词”结构，能实现分词作状语和状语从句互相改写。 3.能够完成单句填空、句型改写、对话创编，能够结合旅行主题完成80词左右微写作，词汇搭配正确，过去分词结构使用恰当。 学习能力 1.掌握“文本找例句→归纳规则→习题巩固→仿写输出”语言学习策略。 2.通过小组竞赛、合作探究提升自主归纳语法规则、合作解决问题的能力。 文化意识 借助单元加拿大旅行主题语段，感受加拿大辽阔国土、山川风光，拓宽国际视野。 思维品质 1.通过对比辨析系表/被动、‑ed/‑ing形容词，培养严谨的语言逻辑。 2.通过分析过去分词与逻辑主语的关系，提升观察、归纳、推理的思维能力。 教学重难点 教学重点 1.单元旅行主题核心词汇与词块的语境运用。 2.过去分词作表语、作状语的基本用法；“连词+过去分词”结构；分词状语与从句互相转换。 教学难点 1.区分过去分词作表语（表状态）和被动语态（表动作）；区分‑ed与‑ing形容词。 2.判断过去分词作状语的逻辑主语，正确使用过去分词独立结构。 3.结合单元主题，综合词汇、语法完成连贯语段输出。 教学资源 PPT课件、教材、黑板、学案。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 旅行情境导入，课文原句寻宝 活动形式：教师展示加拿大山川、湖泊旅行图片，创设旅行情境；学生小组合作，从Unit4课文中寻找含有-ed 过去分词的句子，PPT 给出课文原句。 展示原句： 1.They were pleased to see the beautiful mountains looking out over the city. 2.Seen from the train window, the mountains and forests of Canada looked massive. 3.The girls were amazed to see such an open country. 设问引导思考 Q1：以上句子中划线的-ed形式分别在句中充当什么成分？ Q2：Seen from the train window这个分词的逻辑主语是谁？ Q3：这些-ed表达主动含义还是被动含义？ 依托单元课文原句导入，不空洞讲语法，让学生初步感知过去分词作表语、状语；激活单元旅行词汇。 5min Activity 2 单元词汇闯关赛——词块配对+首字母填空 活动形式：四人小组竞赛，分为两轮，学案给出习题，小组讨论完成，之后核对参考答案，小组计分。 Round1：短语填空（用方框短语完成Samuel旅行小故事）bound for a massive amount of money urban areas commercial world 1.In Canada, ________has been spent on preserving the forest, and the country's deforestation rate is among the world's lowest. 2.A growing number of woodworkers have decided to move to the ________for better jobs. 3.Aboard the plane________Toronto, Samuel, a young woodworker, began imagining a whole new life in the big city. 4.However, he also had some worries. Ideally, he wanted to make a living in the arts, but he also knew well that it was somewhat a ____. 参考答案： 1. a massive amount of money 2. urban areas 3. bound for 4. commercial world Round2：首字母填空（根据句意及首字母写单词） 1.It's f___________ （冰冻的） here—can't we shut a few windows? 2.Only in the southern part of Beijing have I seen such s__________ （风景） as this. 3.That question that we were worried about a____________ （出现）。 4.It's always p______ （令人愉快的） to do what you're good at doing. 5.He had left a huge b________ （束） of flowers in her hotel room. 6.200 peace activists are planning to set up a peace camp at the b_________ （边界）。 7.One of the h________ （最精彩的部分） of the trip was seeing the Taj Mahal. 8.With their volcanoes ，valleys and waterfalls , the islands of Hawaii have some of the most s_________ （壮观的） views on earth. 参考答案： 1.freezing 2. scenery 3. arose 4. pleasant 5. bunch 6. border 7. highlights 8. spectacular 以竞赛形式落实单元核心词汇，积累词块，为后续语法造句做素材储备。 12min Activity 3 语法初探：分组归纳过去分词两大功能 活动形式：结合Activity1的课文原句，小组合作完成规则归纳，教师补充板书。 学生观察句子，完成归纳： Group 1 1.They were pleased to see the beautiful mountains looking out over the city. 2.The girls were amazed to see such an open country. →过去分词放在系动词后，作表语，描述主语感受、状态。 Group 2 1.Seen from the train window, the mountains and forests of Canada looked massive. 2.When asked what the trip meant to him, the man said it was “the experience of a lifetime.” →过去分词作状语，表时间、条件、原因、让步，和句子主语是被动关系。 教师精讲两个关键点： ① 过去分词作表语：跟在be, feel, look, remain, get等系动词后，描述主语状态。 ② 过去分词作状语：逻辑主语=主句主语，存在被动关系；可以还原为状语从句。 Example: When people asked the man what the trip meant to him, he said it was“an experience of a lifetime.” →When asked what the trip meant to him, the man said it was“an experience of a lifetime.” 当堂小练 1.When the scenery was seen from the top of the mountain, the scenery was really fascinating. 2.When they heard that the Sea-to-Sky Highway was Canada’s most scenic drive, they made West Vancouver their first destination. 参考答案： 1.When seen from the top of the mountain, the scenery was really fascinating. 2.When hearing that the Sea-to-Sky Highway was Canada’s most scenic drive, they made West Vancouver their first destination. 学生自主探究规则，而不是教师单向灌输，培养观察归纳能力。 8min 应用实践 Activity 4 重难点辨析讲练 Task1: 辨析：过去分词作表语VS被动语态 系表结构：侧重状态；被动语态：侧重动作，有动作执行者。 1.This lake is badly polluted.（__________，状态） 2.This lake is badly polluted by a paper mill.（__________，动作） 3.This book is well written.（__________，状态） 4.This book was written by Lu Xun.（__________，动作） 参考答案：1. 系表结构；2. 被动语态；3. 系表结构；4. 被动语态 Task 2: 感受-ed /-ing区别 -ed：感到……的 surprised感到惊讶的 discouraged感到泄气的 frightened感到害怕的 -ing：令人……的 surprising令人惊讶的 discouraging令人泄气的 frightening令人害怕的 用括号内词正确形式填空。 1.We were __________(surprised) at what he said. 2.His speech was_________(discourage), which made many people _________(discouraged). 3.The ____________(frightened) look on her face showed she was ___________(frightened) by the __________(frightening) scene. 参考答案： 1.surprised 2.discouraging; discouraged 3.frightened; frightened; frightening Task3: 改写句子 把下列含有状语从句的句子改为“分词作状语”。 1. When seen from a plane, the Rocky Mountains look amazing. →___________________________________________________ 2.If we are given another chance, we will visit the Canadian national park. →___________________________________________________ 3.Because she was greatly inspired by the scenery, she wrote a travel journal. →___________________________________________________ 4.Though they were warned of heavy snow, the tourists still went on their trip. →___________________________________________________ 参考答案： 1.Seen from the plane, the Rocky Mountains look amazing. 2.Given another chance, we will visit the Canadian national park. 3.Greatly inspired by the scenery, she wrote a travel journal. 4.Warned of heavy snow, the tourists still went on their trip. 分层突破本课语法难点，习题有原句改写，降低难度。 14min Activity 5 综合句型闯关 Task1: 词汇语境应用 用方框里的词语完成单句填空。 antique beauty breath bay highlight curtain airline peak frost creature 1.After arising in the morning, the first thing he does is to draw the________________. 2.He was impressed by her ________________and charm. 3.The visitors were admiring the________________dating back to the 17th century. 4 .We all remember the________________of the trip—visiting the Huangguoshu Waterfall. 5.Protect the________________which are unique to Australia and their natural habitats. 6.What________did you fly? 7.It is one of the most difficult________________to climb in the Rocky Mountains. 8.The beauty of Qinghai Lake took the visitors’ ____________away. 9.In freezing cold winter, windows are often covered with________________. 10.We sailed into a beautiful________________in the southwest of Canada. 参考答案： 1.curtains 2.beauty 3.antiques 4.highlight 5.creatures 6.airline 7.peaks 8.breath 9.frost 10.bay Task 2: 情境对话输出（小组角色扮演） 情境：你和朋友谈论加拿大旅行经历，对话中至少要用上一处过去分词作状语或表语。 要求：小组准备2分钟，2‑3组课堂展示。 Example: A: How do you feel about your trip to Canada? B: I was amazed （表语） by its huge land. Seen from the train （状语）， the mountains are beyond description. 词汇语法再次融合，从写句子过渡到口头表达输出。 14min 迁移创新 Activity 6 话题微写作：A Trip across Canada 情境导入：假如你是李华，你刚刚结束一场横跨加拿大的火车旅行，你要在个人旅行博客发布短文，向网友分享旅途片段。请运用本节课学到的单元新词汇以及过去分词相关结构完成博客短文。 基础层写作要求： 词数：80词左右，博客短文，写加拿大旅途片段。 词汇参考：至少使用3个本单元新词汇（可选用：massive, spectacular, antique, craft, highlight, bay, peak 等）。 语法参考：至少1处过去分词作表语（描述人的感受，如be astonished /be pleased /be amazed）；至少1处过去分词作状语（放在句首或者句末，表时间、条件或伴随）。 基础层参考范文 I went on a trip across Canada last summer. I was astonished at its massive land. Seen from the train window, the rocky peaks looked spectacular. We visited local shops selling antiques and crafts. One of the highlights of our journey was watching the sunset in a quiet bay. Tired but pleased, we really enjoyed this unforgettable journey. 提升层写作要求： 词数：100词左右，旅行博客，增加细节描写。 词汇参考：至少使用5个本单元新词汇，尝试使用词块，如bound for、a bunch of等。 语法参考：至少2处过去分词作表语；至少2处过去分词作状语，其中一处尝试使用“连词 + 过去分词”结构。 提升要求：可以增加旅途心理感受、所见人文小细节，行文逻辑连贯。 提升层参考范文 Bound for the west of Canada, we spent two weeks travelling across the vast land. We were fascinated by the awesome natural scenery and were pleased with every unexpected surprise on our way. Surrounded by thick forests, small towns look peaceful. When asked about my favourite part of the trip, I would say the amazing mountain views. Greatly inspired by what we saw, I kept a travel journal every day and collected a bunch of local antiques. It was truly the experience of a lifetime. 创设真实博客情境进行语法练习，分层设置写作任务：对基础生降低要求，对学优生增加词汇与语法难度，鼓励使用“连词+过去分词”结构。通过当堂投影点评习作，及时反馈学生对过去分词用法的掌握，实现综合书面输出并兼顾不同学情。 10min Activity 7 课堂总结 师生共同梳理板书思维导图 1.词汇板块：核心名词、形容词、重点词块（bound for; a bunch of; arise from等）。 2.语法板块 （1）过去分词作表语：系动词之后，区分系表VS被动；-ed/-ing 形容词辨析。 （2）过去分词作状语：逻辑主语；含义（时间/条件/原因/让步/伴随）；从句互换。 本活动借助思维导图复盘单元词汇和语法重难点，整合教学材料，帮助学生内化知识、自主归纳，并衔接分层作业，以促进知识迁移，实现单元学习闭环。 5min Activity8 自我评价 从词汇运用、语法辨析、语言输出、学习合作四个维度开展自我检测，复盘课堂学习成效。 突出学生主体地位，引导自主反思薄弱点，落实分层学习，同步发展语言能力与思维品质。 2min Activity9作业布置：分层作业，难度有所区别 情境任务：学校英文报专栏 My Unforgettable Trip，号召同学们分享一次国内短途旅行经历。请你投稿，描写一处游览过的景点，介绍风景与你的旅行感受。 基础层写作要求： 1.交代旅行地点。 2.简单描写景点风光。 3.至少使用 3 个过去分词（作定语/状语）。 4.简单写出旅行感受。 基础层写作参考范文： My Unforgettable Trip Located in the north of our province, the mountain is a well‑known tourist spot. Surrounded by green trees, it attracts lots of visitors every year. Shocked by its amazing views, I climbed to the top with my friends. Seen from the peak, the whole town lay below. Delighted by this journey, I really enjoyed the relaxed time. This precious memory stored in my mind will never fade away. 提升层写作要求： 1.交代旅行背景。 2.运用过去分词作状语+定语多角度描绘景色。 3.结合所见抒发旅行感悟。 4.至少使用 4 个过去分词结构。 5.恰当使用衔接词，行文连贯。 提升层写作参考范文： My Unforgettable Trip Last weekend, I took a short trip to a mountain located in our province. Surrounded by thick forests, it is a popular tourist spot admired by thousands of visitors. Exhausted but excited, I reached the mountain top. Seen from here, the small villages buried in valleys looked extremely beautiful. Greatly impressed by the splendid scenery, I realized travelling broadens our horizons. Filled with joy, I hope to explore more attractive places in the future. 因材施教，闭环落实课堂词汇语法目标。 2min 板书设计 Unit 4 Journey Across A Vast Land Learning About Language 教学反思 亮点 1.全部素材源自单元课文原句，词汇语法深度融合，任务完整可直接用于课堂实操。 2.任务链条完整：寻宝→竞赛→辨析→句型改写→对话→微写作，层层递进，分层模板兼顾学困生和优等生。 3.以单元旅行主题贯穿全程，情境统一，不割裂词汇和语法，落实核心素养。 不足 1.过去分词独立结构属于难点，课堂时间有限，部分基础薄弱学生掌握不够到位。 2.口头展示时间有限，无法覆盖全部小组；部分学生容易混淆逻辑主语，改写容易出错。 改进 1.课前发放词汇语法预习学案，降低课堂接收压力。 2.课后补充过去分词专项小练习，聚焦逻辑主语判断易错点。 3.收集班级高频错题，下节课开篇集中讲评。 鼓励学有余力的同学在写作中尝试独立结构，不作全员硬性要求。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $