2020 新教材高中英语必修第一册 Unit1 Discovering Useful Structures 教学设计 .doc

1、Unit1 Teenage life Discovering Useful Structures 教学设计 一、内容分析 该部分的活动主题为“润色文稿”（Improve a draft）,学生在熟练掌握名词 短语、形容词短语和副词短语的形式意义后，能够将其运用到语篇中，使语言表 达更加充实、生动和准确。教学活动设计遵循“感知-发现-总结-练习-运用”的 思路，在具体语境中让学生学会如何恰当使用短语。 二、学情分析 本课授课对象为高一学生。高一学生对词汇和短语的掌握达到了一定的水 平，具备了一定的语言技能水平。但是如何有效使用名词短语、形容词短语、副 词短语提高表达和灵活运用短语对于学生来说还是

2、有一定困难。 三、学习目标 经过本节课的学习，学生能够： 1、学习了解名词短语、形容词短语和副词短语的形式和功能。 2、理解名词短语、形容词短语和副词短语的意义，掌握短语的用法。 3、运用短语丰富语篇表达内容，提高语篇质量。 四、教学过程 教学活动 设计说明 核心素养 提升点 Activity 1 创设语境，通过对比发现名词短语、形容 词短语、副词短语的形式和意义。 1. T shows two students introductions. Joyce: Hi, my name is Joyce. Im a student. My school is beautiful. I like it

3、. Adam: Hi, my name is Adam. Im a senior high school student of America. My school is really beautiful with a lot of trees. I like it very much. T: Whose introduction contains more information? Why? 2. Analyze the three phrases: “ a senior high school student of America.” Noun phrase(NP): word group

4、 with a noun as its head 通过创设语 境， 比较两名 高中生 Joyce 和 Adam 的 自我介绍， 使 学生感知短 语在丰富表 达上所起的 作用，more informative/ more detailed/more vivid。 此步骤 是完成目标 1，并为目标 2 做好铺垫。 思维品质： 学生根据 情境观察 比较， 感知 短语的形 式和功能， 培养学生 比较和分 析能力。 word. “really beautiful with a lot of trees.” Adjective phrase(AdjP): word group with an adject

5、ive as its head word “ very much.” Adverb Phrase (AdvP): word group with an adverb as its head word Activity 2 总结概括名词短语、形容词短语、副词短 语的组成和功能。结合练习巩固其组成方式。 1. Students observe more examples and conclude the formation and function of these phrases. 短语类型 组成 功能 例子 名词短语 (Noun Phrase) 名词短语： （限定词）+ （形容词）+ （描述性

6、名 词）+名词+ （介词短 语） 在句中当 作名词 用，一般 用作主 语、 宾语、 标语或宾 语补语 My English teacher is very helpful. I have joined some school clubs. 形容词短 语 (Adjective Phrase) 形容词短 语： （副词）+形 容词+（介词 短语） 在句中当 作形容词 用，可以 修饰名词 或代词， 还可以用 作宾语或 者宾语补 语 The question is really very confusing. This lesson is so interesting. 副词短语 (Adverb Phr

7、ase) 副词短语： （副词）+副 词 在句中当 作副词 用，可以 修饰动 词、形容 词或副 词。 He finished his homework very quickly. You did it quite well 2. Combine the following words to form noun /adjective /adverb phrases. (a/an difficult really test very teacher well much kind quite quickly so interesting 通过提供更 多的典型例 子让学生分 析名词短语、 形容词短语、

8、副词短语的 组成， 概括其 功能。 完成短 语组合练习 以巩固其组 成方式。 此步 骤为完成目 标 2，并为目 标 3 做准备。 语言能力: 培养学生 分析句子 成分的能 力。 思维品质： 培养学生 总结概括 的能力。 lesson ) Noun phrases_ Adjective phrases_ Adverb phrases_ Activity 3 结合阅读文本和单元话题巩固练习短语的 组成和功能, 熟悉短语在句子中的使用方法。 Students help Joyce to find out the NP/AdjP/AdvP in Adams writing. T uses the fi

9、rst sentence as an example. Being a freshman at senior high school is a really big challenge. Its a little confusing to choose suitable courses and extra-curricular activities. To choose suitable courses, I have to think very carefully and ask the school adviser for help. My adviser recommended that

10、 I should sign up for advanced literature. I have to study harder and be responsible for a lot more. Im a bit worried about keeping up with the other students in my advanced course. 结合阅读文 本语境， 基于 文本主题围 绕目标语法 结构展开语 法操练活动， 有意义地理 解、 运用目标 语法。 此步骤 为完成目标 2，为目标 3 做准备。 语言能力： 识别并理 解文本中 短语的意 义及用法。 思维品质： 培养学生

11、分析和解 决问题的 能力。 Activity 4 创设语境熟悉短语的用法 1.Students make up dialogues between Joyce and Adam with the topic of school life. Joyce: Have you joined any club? Adam: I have joined a volunteer club. Joyce: Do you play football well? Adam: I dont play well enough. 通过对话练 习让学生进 一步熟悉名 词短语、 形容 词短语、 副词 短语的用法， 在实际

12、运用 中巩固语法 知识。 此步骤 为完成目标 2，为目标 3 做准备。 语言能力： 通过创设 情境进行 语法教学， 学生在完 成任务的 过程中将 孤立和零 碎的语言 知识转化 为灵活运 用语言进 行表达的 能力。 学习能力： 合作学习。 NP AdjP NP school life classmate diet teacher homework sports test club Activity 5 学以致用，仿练内化 Improve a draft: Joyce has just written a draft. Help her improve it by using noun/ adje

13、ctive /adverb phrases to add more information. (T uses three sentences as examples to show how to improve and give students some tips.) 1. Students work in groups to discuss how and where to use phrases to improve the draft. 2. Some students write and share their improved versions. 教师引导学 生完成 “润色 文稿”

14、的活 动， 学生先观 察例句， 教师 讲解例句并 给出提示后 学生小组讨 论如何添加 名词短语、 形 容词短语和 副词短语为 语篇增色, 完成文稿的 改进。 写后展 示环节让学 生进一步理 解短语在丰 富语言表达 上所起的作 用，more informative/ more detailed/more vivid.此步骤 为完成目标 3 语言能力： 学生在语 言使用中 深化和巩 固语法知 识。 学习能力： 采用小组 合作的方 式完成任 务， 提高探 究学习能 力和主观 能动性。 Assignment: write a passage about your school life and use

15、 as many noun/ adjective /adverb phrases as possible. 作业设计让 学生用所学 语法进行写 作练习， 促使 其对该语法 项目进一步 的理解、 掌握 和运用。 此项 作业为完成 目标 3. 思维品质： 培养学生 的创造性 思维。 附：附： Worksheet Activity1: Observe the self-introductions of two students and conclude the formation and function of noun/adjective/adverb phrases. Joyce: Hi, my

16、 name is Joyce. Im a student. My school is beautiful. I like it. Adam: Hi, my name is Adam. Im a senior high school student of America. My school is really beautiful with a lot of trees. I like it very much. Activity2: Combine the following words to form noun /adjective /adverb phrases. Noun phrases

17、（名词短语）: _ _ Adjective phrases（形容词短语）: _ _ Adverb phrases（副词短语）: _ _ Activity3: Find out noun /adjective /adverb phrases in Adams writing. 1. Being a freshman at senior high school is a really big challenge. 2. Its a little confusing to choose suitable courses and extra-curricular activities. 3.To ch

18、oose suitable courses, I have to think very carefully and ask the school adviser for help. 4. My adviser recommended that I should sign up for advanced literature. 5. I have to study harder and be responsible for a lot more. 6. Im a bit worried about keeping up with the other students in my advanced

19、 course. a/an difficult really test very teacher well much kind quite quickly so interesting lesson Activity4: Continue the dialogue between Joyce and Adam with the topic of school life. Joyce: Have you joined any club? Adam: I have joined a volunteer club. Joyce: Do you play football well? Adam: I

20、dont play well enough. Activity5: Improve a draft written by Joyce. Joyce has just written a draft. Help her improve it by using noun/ adjective /adverb phrases to add more information. Cheerleader Try-outs Ive always wanted to be a cheerleader. Yesterday, I tried out for the team. It was hard. Firs

21、t, we had to dance. The teacher showed us how to move, and then we tried. Second, we practiced singing a song about the school basketball team. Finally, some girls had to lift their partners. The other girls jumped and cheered. I think I did well, but the other girls were better. Im not sure if I will make the team or not. _ _ _ _ _ _ _ _ _ Assignment Write a passage about your school life and use as many noun/ adjective /adverb phrases as possible. school life classmate diet teacher homework sports test club