2/2Unit2UsingLanguage板塊教學(xué)設(shè)計(jì)UsingLanguage板塊教學(xué)設(shè)計(jì)（建議時(shí)長(zhǎng)60–70分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）課型Reading+Listening+Speaking主題語(yǔ)境人與自我——做人與做事內(nèi)容分析本板塊包括–edasattributive、詞匯部分Personalqualities和聽(tīng)說(shuō)部分Tobeavolunteer。-edasattributive部分包括三個(gè)活動(dòng)，即A1、A2和A3。A1中學(xué)生通過(guò)觀察語(yǔ)篇中-edasattributive的語(yǔ)言現(xiàn)象，理解-edasattributive的用法，并能與-ingasattributive進(jìn)行區(qū)分，能夠建立起-edasattributive與定語(yǔ)從句之間的關(guān)聯(lián)。A2中學(xué)生在語(yǔ)篇中將含有定語(yǔ)從句的句子改寫成含有-edasattributive做定語(yǔ)的句子，加深對(duì)于-edasattributive的理解。A3中學(xué)生在語(yǔ)篇中選擇-edasattributive和-ingasattributive，有助于學(xué)生加深對(duì)于-edasattributive的理解以及進(jìn)一步加強(qiáng)對(duì)于這兩種形式的辨析。Personalqualities部分共設(shè)計(jì)了3個(gè)活動(dòng)，即A4、A5和A6。A4提供了四篇描述人物品質(zhì)的短文，其中出現(xiàn)了大量的描述人物品質(zhì)的詞匯，有利于學(xué)生積累相關(guān)詞匯進(jìn)行人物描述。A5引導(dǎo)學(xué)生將描述人物品質(zhì)的詞分為positive、neutral和negative三類，有利于學(xué)生加深對(duì)相關(guān)詞匯的認(rèn)識(shí)，為學(xué)生提高語(yǔ)言能力奠定基礎(chǔ)。A6設(shè)計(jì)了對(duì)話練習(xí)，話題是談?wù)撊宋锲焚|(zhì)，意在促進(jìn)學(xué)生使用所學(xué)語(yǔ)言，提高語(yǔ)言運(yùn)用能力。Tobeavolunteer部分包括DidYouKnow和Learningtolearn兩個(gè)板塊和四個(gè)活動(dòng)，即A7、A8、A9和A10。DidYouKnow是背景知識(shí)介紹類板塊，提供了一篇介紹國(guó)內(nèi)外志愿者活動(dòng)的短文，有利于學(xué)生更多地了解國(guó)內(nèi)外志愿者活動(dòng)的開(kāi)展情況。Learningtolearn是學(xué)習(xí)策略指導(dǎo)類板塊，指導(dǎo)學(xué)生如何打電話進(jìn)行問(wèn)詢，特別是當(dāng)沒(méi)有聽(tīng)清楚時(shí)需要再次詢問(wèn)，確保獲取準(zhǔn)確的信息。A7中學(xué)生通過(guò)聽(tīng)對(duì)話獲取基本信息。A8中學(xué)生通過(guò)再次聽(tīng)對(duì)話獲取詳細(xì)信息并填寫登記表，同時(shí)學(xué)生要根據(jù)所聽(tīng)，學(xué)會(huì)如何進(jìn)行電話問(wèn)詢。A9中學(xué)生開(kāi)展pairwork，借助書后Communicationbank中的提示進(jìn)行對(duì)話練習(xí)，旨在運(yùn)用所學(xué)進(jìn)行電話問(wèn)詢。A10中學(xué)生開(kāi)展pairwork，思考可能從事的志愿者服務(wù)，并進(jìn)行電話問(wèn)詢，提高綜合語(yǔ)言運(yùn)用能力。教學(xué)目標(biāo)學(xué)生能夠歸納出-edasattributive的用法，能辨析-edasattributive和-ingasattributive的用法，并能在活動(dòng)提供的語(yǔ)篇中將定語(yǔ)從句轉(zhuǎn)換成-edasattributive。學(xué)生能夠運(yùn)用所學(xué)描述人物品質(zhì)的詞匯進(jìn)行人物介紹。學(xué)生能夠進(jìn)行電話問(wèn)詢。教學(xué)重點(diǎn)1.學(xué)生歸納出-edasattributive的用法，并能在語(yǔ)篇中加以運(yùn)用。2.學(xué)生能夠運(yùn)用所學(xué)描述人物品質(zhì)的詞匯進(jìn)行人物介紹。教學(xué)難點(diǎn)學(xué)生歸納出-edasattributive的用法，并能在語(yǔ)篇中加以運(yùn)用。教學(xué)策略歸納法、情境教學(xué)模式、PWP聽(tīng)力教學(xué)模式、3P口語(yǔ)教學(xué)模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TshowsthetwosentencestoSsandasksSstolookatthetwosentences.ThelpsSssumuptheusageof-edasattributive.Tshowsexamplesof-edasattributiveand-ingasattributiveandasksSstocompareandexplorethedifference.Tshowsexamplesof-edasattributiveandtheattributiveclauseandasksSstoexploretherelationshipbetweenthem.ObservationandExplorationSslookatthesentencesfromthereadingpassageandexplorethemeaningof-edasattributive.Sscomparetheexamplesof-edasattributivewiththeexamplesof-ingasattributiveandtellthedifferencebetweenthem.Sscomparetheexamplesof-edasattributivewiththeexamplesoftheattributiveclause.Ssareexpectedtorelatethemeaningofpastparticipletotheformofpastparticiplebylookingatthesentencesgiveninthefirstbox.Sscantellthedifferencebetween-edasattributiveand-ingasattributiveSscanrelate-edasattributivetotheattributiveclause.Activity2TasksSstorewritetheunderlinedsentencesusingthe-edformRewriteSsrewritetheunderlinedsentencesusingthe-edform.Ssareexpectedtoapplywhattheyhaveobservedandexplored.Activity3Taskstoreadthepassageandchoosethecorrectformofthewords.ChoosethecorrectformofthewordsSsreadthepassageandchoosethecorrectformofthewords.Ssareexpectedtostatethedifferencebetween-edasattributiveand-ingasattributiveandconsolidatewhattheyhavelearned.Activity4TasksSstoreadthefourdescriptions,underlinethewordsthatdescribepersonalqualitiesandaddtheunderlinedwordstotheform.TencouragesSstoaddmorewordswhichdescribepersonalqualitiestotheform.TencouragesSstoworkinpairstotalkaboutpeople’spersonalqualitiesusingthewordstheyhavelearned.ReadingSsreadthefourdescriptions,underlinethewordsthatdescribepersonalqualitiesandaddtheunderlinedwordstotheform.Ssaddmorewordswhichdescribepersonalqualitiestotheform.Ssworkinpairstotalkaboutpeople’spersonalqualitiesusingthewordstheyhavelearned.Sscansetuptheirvocabularywebaboutwordswhichdescribepersonalqualities.Ssareexpectedtoenhancetheirabilitytousetherelatedwords.Activity5TasksSstoreadtheshortpassageaboutvolunteeringinP19.Tmaygivethefollowinginstruction:Sincedifferentpeoplehavedifferentqualities,wecanchoosesuitablevolunteerworkaccordingtoourqualities.TplaysthetapeaboutthephoneenquiryandasksSstocompletetheactivities7-8inP19.ReadingandlisteningSsreadtheshortpassageaboutvolunteeringinP19.SsareguidedtothinkmoreaboutvoluntaryworkbyT’sinstruction.Then,Sslistentothephoneenquiryandcompletetheactivities7-8inP19Ssknowmoreaboutvoluntaryworkandknowhowtomakeaphoneenquiryaboutthetopic.Activity6TasksSstoactoutatelephoneenquirywiththehelpofcommunicationbankinP81andP84.SpeakingSsactoutatelephoneenquirywiththehelpofcommunicationbankinP81andP84.Sscanapplywhattheyhavelearnedabouttohowtomakephoneenquiryaccordingtothetopic.Activity7TencouragesSstothinkaboutothervoluntaryworkthatSswould