外研版 (2019)必修第三册Unit 2 Making a difference教学设计

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这是一份外研版 (2019)必修第三册Unit 2 Making a difference教学设计，共5页。

课题		Unit 2 Making a difference（Using language）2课时
教材版本		2019外研版必修三	备课组教师
主备人			审核人
教学目标		1. Help the students to master the basic usage of the past participle and use the past participle instead of the attributive clause. 2. Guide the students to use proper adjectives to describe personal qualities in the conversations. 3. Help students develop their listening ability and learn how to make a phone enquiry as a volunteer. 4. lead students to learn about voluntary work and strengthen the sense of social responsibility
教学重点		1. Guide the students to discover and summarize the rules of using the past participle. 2. Lead the students to learn more vocabulary used for describing personal qualities and apply the relevant words to interpersonal communication.
教学难点		Develop students’ listening skills to get key information in listening and complete the contents of registration form .
教学方法		Communicative approach; Task-based teaching method
学情分析及学习方法		Communicative teaching method, and Task-based teaching method to improve students’ language ability.
素养水平		Level 2 of learning ability and critical thinking
信息技术应用		PPT and other information techniques
教学过程
环节	教学活动			学生活动	设计意图	素养提升点
问题情境导入	T shows the two sentences to Ss and asks Ss to look at the two sentences. T helps Ss sum up the usage of -ed as attributive.			Observation and Exploration Ss look at the sentences from the reading passage and explore the meaning of -ed as attributive.	Ss are expected to relate the meaning of past participle to the form of past participle by looking at the sentences given in the first box.	language ability thinking quality
教学过程	Step 1 T asks Ss to rewrite the underlined sentences using Step 2 T asks to read the passage and choose the correct form of the words. Step 3 T asks Ss to read the four descriptions, underline the words that describe personal qualities and add the underlined words to the form. T encourages Ss to add more words which describe personal qualities to the form. T encourages Ss to work in pairs to talk about people’s personal qualities using the words they have learned. Step 4 T asks Ss to read the short passage about volunteering in P19. T may give the following instruction: Since different people have different qualities, we can choose suitable volunteer work according to our qualities. T plays the tape about the phone enquiry and asks Ss to complete the activities 7-8 in P19. Step 5 T asks Ss to act out a telephone enquiry with the help of communication bank in P81 and P84.			Rewrite Ss rewrite the underlined sentences using the -ed form. Choose the correct form of the words Ss read the passage and choose the correct form of the words. Reading Ss read the four descriptions, underline the words that describe personal qualities and add the underlined words to the form. Ss add more words which describe personal qualities to the form. Ss work in pairs to talk about people’s personal qualities using the words they have learned. Reading and listening Ss read the short passage about volunteering in P19. Ss are guided to think more about voluntary work by T’s instruction. Then, Ss listen to the phone enquiry and complete the activities7-8 in P19. Speaking Ss act out a telephone enquiry with the help of communication bank in P81 and P84.	Practise using the target grammar in a given situation. Ss are expected to state the difference between -ed as attributive and -ing as attributive and consolidate what they have learned. Ss can set up their vocabulary web about words which describe personal qualities. Ss are expected to enhance their ability to use the related words. Ss know more about voluntary work and know how to make a phone enquiry about the topic. Ss can apply what they have learned about to how to make phone enquiry according to the topic.	learning ability language ability critical thinking thinking quality learning ability language ability learning ability thinking quality learning ability
小结	Help Ss summarize what they have learnt in this class.
板书设计	Unit 2 Using language - v.-ed as attributive 1. Help students identify the part of speech of the verb-ed form in the following sentences. 2. Identify the part of speech of the verb-ed form in the following sentences.