英语必修5译林牛津版unit3第7课时表格教案

《英语必修5译林牛津版unit3第7课时表格教案》由会员上传分享，免费在线阅读，更多相关内容在工程资料-天天文库。

1、英语必修5译林牛津版Unit3第7课时表格教案主备人执教人授课日期班级总课题M5U3总课时分课时1课型复习课题M5U3Grammar2tellthechffereneebetweentheverb-ingformandtheverb-edformwhen教学H标theyareusedtoexpressfeelings.2.analyzethesituationinwhichtouseverb-ingformsorverb-edforms3.useverb-edformstoexpresstime,reasonandc

2、ondition教学重点Words,phrasesandsentencepatterns教学难点Practicalusage教具Blackboard,slidesandhandouts教学内容教法学法Step1leadin(PPT4)Showstudentsacartoonwithexpressionsoftheverb-edformreferringtofeelings・[Explanation]这幅卡通画将会是本节内容的一个主线。同样的画面，不同的内容，给学生以不断的新鲜感。Step2verb-ingandver

3、b-edusedasadjectives(PPT5-7)1.Askstudentstofocusonsuchwordsasboredandchallenginginthecartoon.Andleadthemtothinkaboutinwhatsituationaretheseexpressionsused・2.Conclusion1:Weuseverb-ingformstodescribesomeone/somethingthatcausescertainfeelings.Theyareusuallyactivei

4、nmeaning.Weuseverb-edformstosayhowwefeelaboutsomeone/something.Theyareusuallypassiveinmeaningastheydescribehowsomeone/somethingisaffectedbyanaction.3.Introducemorewordsalike.[Explanation]第一次出现时画面所反映的是现在分词和过去分词表示心情等的词语，把这些词语归在一起，可以让学生根据以往学习经验很快归纳出其用法及其一类词。Step3v

5、erb-edphrases(PPT8-15)1.Showthesamecartoonbutdevelopitinadifferentwayusingdifferentexpressionslike"Brooksattherecomplaining,zHowbored!".2.Leadstudentstofocusonsuchexpressionsas"TomranfasthopingtojoinJimmyinnotime"andthinkaboutdifferentfunctions.3.Conclusion2:Li

6、ketheVerb-ingform,theVerb-edformcanbeaverb-edonitsown.Itcanalsobefollowedbyanobjectand/oradverbial..4.Introduceverb-formsusedasadverbialmod讦iertoexpresstime,reasonandcondition.5.Leadstudentstothinkabouttherelationshipbetweentheverbanditsunderstoodsubjectinthisk

7、indofexpressionbycomparison.6.Introduceverb-formsusedwithconjunctionslikeif,unless,etc.7.Conclusion3:differentsituationstouseverb-ingorverb-edforms.8.Drill:Askstudentstodevelopthesamestoryusingverb-edformsasadverbialmodifier.[Explanation]卡通画第二次出现，现在分词和过去分词作为分词短

8、语放在句末表示伴随的动作。将学生的注意点放在动词及其相应的逻辑主语的关系上，让学生明白什么时候运用什么类型的分词。过去分词作为状语表示时间、原因和条件的学习关键同样也是动词及其相应的逻辑主语的关系，不需要过多的解释，强调一下即可。介绍完过去分词作状语以及过去分词跟连词连用的情况后，再次呈现同一幅图，让学生根据所学的，把这幅图进行重新描述，要求运