（2021新牛津译林版）高中英语必修三Unit4 Lesson3 Grammar and usage 教案.docx

1、1 英语英语 （必修（必修第三册）第三册） Unit 4 Scientists who changed the world Grammar and usage I. Learning objectives By the end of the lesson, students will be able to: 1. understand the meaning of verb-ed forms as attributives, adverbials and object complements; 2. learn how to use verb-ed forms as attributives,

2、 adverbials and object complements in different situations; 3. write a passage using verb-ed forms, verb-ing forms and to-infinitives. II. Key competence focus Learn how to use verb-ed forms as attributives, adverbials and object complements in different situations. III. Predicted area of difficulty

3、 1. Use verb-ed forms as attributives, adverbials and object complements in new situations. 2. Write a passage using verb-ed forms, verb-ing forms and to-infinitives. IV. Teaching procedures Step 1 Lead-in T asks students to find to-infinitives, verb-ing forms and verb-ed forms in the reading passag

4、e and figure out their functions. 1. T asks students to find to-infinitives in the reading passage and point out their functions. (1) Tu Youyou has become the first female scientist of the Peoples Republic of China to receive a Nobel Prize, awarded for her contribution to the fight against malaria,

5、one of the deadliest diseases in human history.(to-infinitive as attributive) (2) To speed up the process and ensure its safety, Tu and her team volunteered to test qinghao extract on themselves first.(to-infinitive as adverbial of purpose) T: The above two sentences have to-infinitives that serve a

6、s attributive and adverbial of result. 2. T asks students to find verb-ing forms in the reading passage and point out their functions. (1) She completed further training courses in traditional Chinese medicine, acquiring a broad knowledge of both traditional Chinese medicine and Western medicine. (2

7、) When there was no research equipment, they had to extract herbs using household water containers. (3) Perhaps the next generation of scientists, drawing on the wisdom of traditional Chinese medicine, will indeed discover more medicines beneficial to global health care. T: The above three sentences

8、 have verb-ing forms that serve as adverbials. 3. T asks students to find verb-ed forms in the reading passage and figure out their functions. (1) Tu Youyou has become the first female scientist of the Peoples Republic of China to receive a Nobel Prize, awarded for her contribution to the fight agai

9、nst malaria, one of the deadliest diseases in human history.(verb-ed form as attributive) 2 (2) Thanks to her discovery of qinghaosu, malaria patients all over the world now have had a greatly increased chance of survival.(verb-ed form as attributive) (3) Even with large amounts of qinghao extract p

10、roduced, however, they still faced another problem.(verb-ed form as attributive) (4) Born in 1930, in Ningbo, Zhejiang Province, Tu studied medicine at university in Beijing between 1951 and 1955.(verb-ed form as adverbial) (5) Inspired by an over 1,600-year-old text about preparing qinghao extract

11、with cold water, Tu redesigned the experiments.(verb-ed form as adverbial) T: The above five sentences have verb-ed forms that serve as attributives and adverbials. 【设计意图： 学生在前面两个单元的语法部分已经学习了动词不定式和动词-ing 形式的用法， 对本单元的阅读文章内容也已经熟悉， 所以先在学生相对熟悉的语境中呈现含有动词不定式 和动词-ing 形式的句子，然后再呈现新的语法知识动词-ed 形式作定语和状语。用这个方 法帮

12、助学生建立新旧知识之间的联系，并让学生对动词不定式，动词-ing 形式和动词-ed 形 式的区别有初步感受，以顺利过渡到新知识的学习。 】 Step 2 Exploring the rules concerning verb-ed forms as attributives, adverbials and object complements 1. Explore and work out rule 1. (1) T asks Ss why in the above five sentences verb-ed forms are used rather than verb-ing forms

13、. (2) T asks Ss to work out rule 1. Rule 1: The verb-ed form can be used like an adjective or an adverb, indicating a passive meaning. 【设计意图： 通过对比分析已学过的课文句子里的动词-ed 形式和动词-ing 形式的使用场合， 让学生了解动词-ed 形式可以用作定语或状语，表示被动的含义，为最后在语篇中使用动词 -ed 形式打下基础。 】 2. Explore and work out rule 2 & rule 3. (1) T ask Ss to fin

14、d verb-ed forms in Part Aand fill in the table below. T: Please go through the passage, find verb-ed forms as attributives, adverbials and object complements in the article and fill in the table below. The first one has been done for you. Verb-ed forms as attributivessomething produced by the mould

15、the prepared mind Verb-ed forms as adverbialsSurprised by this Verb-ed forms as object complementsget its mass production started (2) Work out rule 2 & rule 3. The verb-ed form can appear before or after a noun or pronoun. It modifies the noun or pronoun like a relative clause. The verb-ed form can

16、be used as an adverbial or an object complement. 【设计意图： 通过分析所读文章句子中的动词-ed 形式的用法， 让学生了解动词-ed 形式可以 修饰名词或代词，类似一个定语从句，也能用作状语或宾语补足语。对以上三个规则的分析 为动词-ed 形式在语篇中的使用打下基础。 】 Step 3 Exploring verb-ed forms as attributives 1. T reminds Ss that the single verb-ed form as an attributive is usually used before the n

17、oun it modifies, while the verb-ed phrase can only be used as an attributive after the modified noun. (1) The results indicated that something produced by the mould had killed the bacteria. 3 (2) Fortune favours the prepared mind. 2. T reminds Ss that verb-ed forms usually indicate a passive meaning

18、 but the verb-ed form of an intransitive verb is an exception. Some examples are given. 3. T asks Ss to finish the following sentences, using verb-ed forms as attributives. (1) Most of the people(invite) to the party are famous scientists. (2) The EMS(post) yesterday will reach my brother in three d

19、ays. (3) There has been nothing(change) here since I left this city. (4) She is a(respect) teacher 【设计意图：这一步专门分析动词-ed 形式作定语需要注意的两个情况，在学生了解了动词 -ed 形式作定语的这些用法之后， 再做句子填空练习， 从而让学生对动词-ed 形式作定语有更 深刻的理解，为最后在语篇中使用动词-ed 形式作定语打下基础。 】 Step 4 Exploring verb-ed forms as adverbials 1. T reminds Ss that as adverbi

20、als, verb-ed forms often indicate time, reason, accompanying and so on. T asks Ss to figure out the meanings and functions of verb-ed forms in the following sentences. Seen from the top of the mountain, the river looks like a dragon. Greatly interested, I began to read the book. The professor entere

21、d the hall, followed by a group of students. 2. T reminds Ss that the logic subject of a verb-ed phrase must agree with the subject of the sentence. 3. T asks Ss to rewrite the following sentences, using verb-ed forms as adverbials. (1) He was buried in an ocean of loneliness and felt left out. Buri

22、ed in an ocean of loneliness, he felt left out. (2)As she was given advice by the famous detective, the girl was no longer afraid. Given advice by the famous detective, the girl was no longer afraid. (3) Even if he was laughed at by many people, he continued his research. Laughed at by many people,

23、he continued his research. 【设计意图：这一步专门分析动词-ed 形式作状语需要注意的两个情况，在学生了解了动词 -ed 形式作状语的这些用法之后， 再做句子改写练习， 从而让学生对动词-ed 形式作状语作状 语有更深刻的理解，为最后在语篇中使用动词-ed 形式作状语打下基础。 】 Step 5 Exploring verb-ed forms as object complements 1. T asks Ss to figure out what kind of verb is often followed by verb-ed forms as object co

24、mplements. (1) I heard him criticized many times. (2) You will see this product advertised wherever you go. (3) They will have you arrested if you dont pay your taxes. T: verb-ed forms as object complements are usually put after verbs like see, hear, notice, feel, have, make, keep, leave, etc. 2. T

25、asks Ss to fill in the blanks, using the correct verb forms as object complements. (1) I watched him step (step) off the pavement and disappear (disappear) into the post office. (2) The hall was too noisy for the speaker to make himself heard (hear). (3) We found all the rivers seriously polluted (p

26、ollute). 4 (4)Alice got her bad tooth pulled out (pull out) in the hospital. 【设计意图：这一步专门分析动词-ed 形式作宾语补足语需要注意的方面，在学生了解了动 词-ed 形式作宾补的这些用法之后， 再做句子填空练习， 从而让学生对动词-ed 形式作宾补有 更深刻的理解。 】 Step 6 Applying the rules 1.Apply the rules in sentence exercises. T asks Ss to finish B1 on page 49 of the textbook. 2.Ap

27、ply the rules in passage exercises. T asks Ss to review the grammar they have learned in Unit 2 and Unit 3 and finish B2 and B3 on page 49 of the textbook. 【设计意图：这个步骤为学生提供了更多的练习，旨在让学生在感受、熟悉动词-ed 形式、 动词-ing 形式和动词不定式作定语、状语和宾语补足语后再通过模仿和操练内化所学知识， 是语法知识在句子层面、新语境和语篇层面中的运用。层层深入的活动设计体现“学习理解 应用实践迁移创新”的英语学习活动观。 】 V. Homework Finish Part C on page 76.