【教學(xué)目標(biāo)】
1. 理解并熟練掌握本課的重要詞匯與句式；
2. 使學(xué)生能夠了解并掌握過去分詞作定語和賓語補(bǔ)足語的用法，并在真實(shí)語境中運(yùn)用。
【教學(xué)重難點(diǎn)】
1. 理解并熟練掌握本課的重要詞匯與句式；
2. 使學(xué)生能夠了解并掌握過去分詞作定語和賓語補(bǔ)足語的用法，并在真實(shí)語境中運(yùn)用。
【教學(xué)過程】
Step 1 Lead in
Review the main idea f WHAT’S IN A NAME? by asking sme students t retell the text.
Step 2 知識(shí)梳理
一、過去分詞作定語的意義
1. 及物動(dòng)詞的過去分詞作定語，在語態(tài)上表示被動(dòng)；在時(shí)間上，常表示動(dòng)作已經(jīng)發(fā)生或完成，有時(shí)也不表示時(shí)間性。
Our teacher watched us ding the experiment and gave us a satisfied smile at last.
我們的老師看著我們做實(shí)驗(yàn)，最后給了我們一個(gè)滿意的微笑。
The plan put frward at the meeting will be carried ut sn.
會(huì)上提出的計(jì)劃將很快被執(zhí)行。
2. 不及物動(dòng)詞的過去分詞作定語，它不表示被動(dòng)意義，只強(qiáng)調(diào)動(dòng)作完成。
Many little kids like gathering fallen leaves in the yard.
許多小孩子喜歡在庭院里收集落葉。
The risen sun is shining brightly in the mrning.
早上已升起的太陽正明亮地閃耀著。
(2019?北京卷)Earth Day, ____________(mark) n 22 April, is an annual event aiming t raise public awareness abut envirnmental prtectin.
解析：句意：地球日在4月22日舉行，是一項(xiàng)旨在提高公眾環(huán)保意識(shí)的年度事件。mark在這里是“慶祝，紀(jì)念(重要事件)”之意，是及物動(dòng)詞，Earth Day與之是被動(dòng)關(guān)系，此處的字面意思是“地球日在4月22日被慶?！?，故用過去分詞短語作定語。
二、過去分詞作定語的位置
1. 前置定語
一般情況下，單個(gè)過去分詞作前置定語，即放在所修飾詞之前。
The plluted water was t blame fr the spread f chlera.
被污染的水造成了霍亂的傳播。
We needed much mre qualified wrkers.
我們需要更多的合格的工人。
2. 后置定語
過去分詞短語作定語時(shí)往往作后置定語，即放在所修飾詞之后，它的作用相當(dāng)于一個(gè)定語從句。
He is a teacher lved by his students.
他是一位受學(xué)生愛戴的老師。
The bk published ten years ag is still a best-seller tday.
十年前出版的這本書現(xiàn)在仍然是一本暢銷書。
3. 過去分詞與現(xiàn)在分詞作定語的區(qū)別
例如：
As we all knw, China is a develping cuntry.
眾所周知，中國(guó)是一個(gè)發(fā)展中國(guó)家。
The visitr is frm a develped cuntry.
這位游客來自一個(gè)發(fā)達(dá)國(guó)家。
4. 過去分詞(dne)、現(xiàn)在分詞的被動(dòng)語態(tài)(being dne)
與動(dòng)詞不定式的被動(dòng)語態(tài)(t be dne)作定語的區(qū)別
例如：
The building built last year is ur classrm building.
去年建造的那棟樓是我們的教學(xué)樓。
The building being built nw is ur classrm building.
現(xiàn)在正在建造的那棟樓是我們的教學(xué)樓。
The building t be built next mnth is ur classrm building.
下個(gè)月將要建造的那棟樓是我們的教學(xué)樓。
三、常見的過去分詞作賓語補(bǔ)足語的情況
1. 過去分詞用在表狀態(tài)的動(dòng)詞keep, leave等詞的后面作賓語補(bǔ)足語。
He passed away, leaving his wrks unfinished.
他去世了，留下他的著作還未完成。
2. 過去分詞用在使役動(dòng)詞have/get和make的后面作賓語補(bǔ)足語。
(1)“have/get＋賓語＋過去分詞”表示“讓別人做某事”。
He wants t have/get his eyes examined tmrrw.
他明天想去檢查眼睛。
Jenny hpes that Mr. Smith will suggest a gd way t have her written English imprved in a shrt perid.
珍妮希望史密斯先生會(huì)建議一個(gè)好的方法以使她的英語寫作在短期內(nèi)得到提升。
(2)在“make＋賓語＋過去分詞”這種結(jié)構(gòu)中，過去分詞表示結(jié)果。
They managed t make themselves understd by using very simple English.
他們用很淺易的英語來設(shè)法使自己被理解。
3. 感官動(dòng)詞see, hear, ntice, bserve, watch, feel, find等后，可用過去分詞作賓語補(bǔ)足語。
When we saw the rad blcked with snw, we decided t spend the hliday at hme.
當(dāng)我們看到道路被雪封住后，我們決定在家過假期。
4. 表示“意愿；命令”的動(dòng)詞，如like, want, wish, expect, rder等可用過去分詞作賓語補(bǔ)足語。
The manager rdered the wrk finished at the end f this week.
經(jīng)理要求在本周末完成這項(xiàng)工作。
5. 過去分詞用在“with＋賓語＋賓補(bǔ)”這一結(jié)構(gòu)中，過去分詞與賓語之間是動(dòng)賓關(guān)系。
With every prblem settled, he began t think f a jurney.
每一個(gè)問題解決后，他開始考慮旅行。
Step 3 知識(shí)答疑
1. 核查同學(xué)們的自學(xué)情況，收集問題逐步答疑。
2. 根據(jù)課前自學(xué)內(nèi)容，對(duì)過去分詞作定語和賓補(bǔ)的相關(guān)知識(shí)進(jìn)行更詳細(xì)的補(bǔ)充說明。
3. 讓學(xué)生把從課文中找到帶有過去分詞的句子寫出來，并分析過去分詞在句子中充
當(dāng)什么成分。
Step 4 小試牛刀
用括號(hào)內(nèi)單詞的適當(dāng)形式填空。
1. In art criticism, yu must assume the artist has a secret message ______ (hide) within the wrk.
2. Michael put up a picture f Ya Ming beside the bed t keep himself ______ (remind) f his wn dreams.
3. Claire had her luggage ______ (check) an hur befre her plane left.
4. I was surprised t find my hmetwn _______ (change) s much.
5. Thse wds gave us all a sense f _______ (belng).
6. It culd be a bit prblematic, _______ (legal) speaking.
Step 5 Hmewrk
課后練習(xí)
Unit 4 HISTORY AND TRADITIONS
Listening and Speaking
【教學(xué)目標(biāo)】
1. 掌握本課的重要詞匯與句式；
2. 引導(dǎo)學(xué)生通過課內(nèi)聽力訓(xùn)練，提高聽力技巧，鍛煉聽力水平。
【教學(xué)重難點(diǎn)】
1. 本課時(shí)的重要詞匯與句式；
2. 引導(dǎo)學(xué)生通過課內(nèi)聽力訓(xùn)練，提高聽力技巧，鍛煉聽力水平。
【教學(xué)過程】
Step 1 Lead in
Lk at the pht n Page 37, and then get the Ss t ask and answer the questins.
1. What d yu knw abut the buildings in the pht?
2. What traditins f that city/cuntry d yu knw abut?
3. Why is it imprtant t prtect histric buildings and cultural traditins?
Then have sme Ss share their views n the questins.
Step 2 Share views n histric sites
1. Befre listening, get the Ss t lk at sme phts f Qufu in Activity 1 n Page 38. And ask “What can yu say abut these places?”
Get the Ss t discuss in grups, and then ask several vlunteers t share their views with the class.
2. Listen t a cnversatin between a British turist and a Chinese student in Qufu, and then write dwn what they say abut Cnfucius.
Finally check the answers with the class.
3. Listen again and decide whether these statements are true (T), false (F), r nt mentined (NM).
(1) Listen and judge, and check the answers.
1) Cnfucius said that learning withut understanding leads t cnfusin.
2) Xia Kng is ding a research prject n Cnfucius philsphy.
3) As ne f Cnfucius’ descendants, Xia Kng’s name is recrded in the family tree.
4) Dacheng Hall is the tallest building in Qufu.
(2) Then g thrugh the questin as bellw, and chse the right answer.
·Why d yu think William said his hmetwn was similar t Qufu?
A. There are famus halls in his hmetwn.
B. There are n tall buildings in his hmetwn.
C. Bth places have a famus persn wh was brn there.
D. His hmetwn desn’t allw ther buildings t be mre nticeable than the histric buildings.
4. Activity 4
(1) At first, g thrugh the Understand idims with the Ss.
An idim is an expressin which means smething different frm the meaning f the individual wrds. Sme idims present an idea r paint a picture that gives a hint as t the meaning. Other idims can nly be understd frm the cntext in which they appear.
(2) Write dwn the English idims that are used in the cnversatin. Explain their meanings and think abut sme Chinese equivalents.
5. Discuss the questins in grups, and then get sme Ss t share their answers.
(1) What d yu knw abut Cnfucius’ ideas n educatin? Think f tw r three examples. What else d yu knw abut Cnfucius and his philsphy?
(2) Think abut a histric site that yu have visited, and give an intrductin t its histry and imprtance.
Step 3 Prnunciatin
1. Read this part f the pem “If-” written by British pet Rudyard Kipling.
Ntice the linking sunds. Then mark the linking sunds after the mdel
If yu can make ne heap f all yur winnings
And risk it n ne turn f pitch-and-tss,
And lse, and start again at yur beginnings
And never breathe a wrd abut yur lss;
If yu can frce yur heart and nerve and sinew
T serve yur turn lng after they are gne,
And s hld n when there is nthing in yu
Except the Will which says t them: "Hld n!"
2. Repeat the pem after the recrding.
Step 4 Hmewrk
課后練習(xí)
Unit 4 HISTORY AND TRADITIONS
Reading and Thinking
【教學(xué)目標(biāo)】
1. 理解并熟練掌握本課的重要詞匯與句式；
2. 引導(dǎo)學(xué)生通過課內(nèi)閱讀，了解英國(guó)的歷史，全面培養(yǎng)學(xué)生的閱讀能力和技巧。
3. 指導(dǎo)學(xué)生按照識(shí)記—領(lǐng)會(huì)—應(yīng)用—交際的學(xué)習(xí)規(guī)律，由淺入深、有步驟、有次序地掌握詞匯知識(shí)。
【教學(xué)重難點(diǎn)】
1. 理解并熟練掌握本課的重要詞匯與句式；
2. 指導(dǎo)學(xué)生按照識(shí)記—領(lǐng)會(huì)—應(yīng)用—交際的學(xué)習(xí)規(guī)律，由淺入深、有步驟、有次序地掌握詞匯知識(shí)。
【教學(xué)過程】
Step 1 Lead in
Befre reading
(1) G thrugh sme infrmatin abut hw t read a map.
When yu lk at a map, think first abut what the map shws and what the symbls mean.
(2) Then discuss the questins in pairs.
Lk at the map belw. What des it shw? What is it used fr?
And at the end have sme Ss share their views n the questins.
Step 2 While reading
1. Read the text and answer the questins.
(1) What are the fur cuntries f the United Kingdm?
Which tw were the first t be jined tgether?
(2) Accrding t the text, what are tw chief advantages f studying the histry f a cuntry?
2. Read again and pay attentin t several pints.
(1) They use the same flag, knwn as the Unin Jack, as well as share the same currency and military defence. 像擁有同樣的貨幣和國(guó)防一樣，他們也使用同一面國(guó)旗。
the Unin Jack英國(guó)國(guó)旗，由英格蘭、蘇格蘭和愛爾蘭的旗幟組成。knwn as the Unin Jack,過去分詞短語作后置定語，修飾前面的名詞flag，相當(dāng)于非限制性定語從句which is knwn as the Unin Jack。
如：Yang Liwei, knwn as the first Chinese astrnaut t g int space, is regarded as an astrnautic her.
= Yang Liwei, wh is knwn as the first Chinese astrnaut t g in space, is regarded as an astrnautic her.作為第一個(gè)進(jìn)入太空的中國(guó)宇航員，楊利偉被稱為航天英雄。
單個(gè)的過去分詞一般用作前置定語。如：
He became ne f the well-knwn actrs f his day.他成為那個(gè)時(shí)代著名的演員之一。
currency貨幣。英國(guó)的貨幣是英鎊（pund)，符號(hào)是。如
Yu will need sme lcal currency when ging abrad, and f curse yu can use yur credit card. 出國(guó)時(shí)你需要準(zhǔn)備一些當(dāng)?shù)氐呢泿?，?dāng)然你也可以使用信用卡。
【思考】啟發(fā)學(xué)生思考：
①如何用英語表達(dá)我國(guó)的人民幣和其他國(guó)家的貨幣單位嗎？
②想出更多的過去分詞前置和后置定語的例子嗎？
(2) the Rmans 古羅馬人
公元前8世紀(jì)，古羅馬人建立了強(qiáng)大的中央集權(quán)國(guó)家。公元前58年以后的幾年間，羅馬統(tǒng)帥愷撒率領(lǐng)大軍征服了外高盧（今法國(guó)、比利時(shí)等）后，又占領(lǐng)了不列顛島北部。此后，古羅馬的文明傳入了不列顛。
(3) the Angl-Saxns 盎格魯—撒克遜人
歐洲古代日耳曼人的一支。由盎格魯和撒克遜人融合而成。公元9世紀(jì)，西撒克遜國(guó)打敗諸國(guó)，建立統(tǒng)一的英格蘭王國(guó)。此后，不列顛島上的部落逐漸發(fā)生融合，形成盎格魯一撒克遜人，成為后來英格蘭人的主要部族。
(4) the Vikings 北歐海盜
維京人，斯堪的納維亞人的一支。大約8世紀(jì)入侵不列顛，來自北歐的挪威和丹麥。
(5) the Nrmans 諾曼人
諾曼人來自歐洲西北部，1066年諾曼底公爵威廉入侵英國(guó)并實(shí)現(xiàn)了諾曼王朝對(duì)英國(guó)的統(tǒng)治。
3. Have the Ss read again and srt ut the infrmatin accrding t the timeline in Activity 3. Get them t cmplete the chart by themselves and then check the answers with the class.
4. Cmplete the cnversatin abut the UK using the phrases in their crrect frms in Activity 4. And then get sme Ss t shw their answers.
Finally check the answers with the class.
5. Wrk in grups.
Discuss the questins in grups, then have sme Ss t share their views with the class.
(1) Why is it imprtant t study the histry and culture f a cuntry befre visiting it?
(2) What imprtant things shuld visitrs knw abut befre they cme t China?
Step 3 Hmewrk
課后練習(xí)
Unit 4 HISTORY AND TRADITIONS
Reading fr Writing
【教學(xué)目標(biāo)】
1. 理解并熟練掌握本課的重要詞匯與句式；
2. 引導(dǎo)學(xué)生通過課內(nèi)閱讀，了解愛爾蘭的歷史傳統(tǒng)和美麗風(fēng)光，引導(dǎo)學(xué)生在情境中體會(huì)單詞的詞性、構(gòu)成方法、用法，提高學(xué)生的美文欣賞能力和詞匯運(yùn)用能力。
3. 鍛煉學(xué)生靈活使用學(xué)過的詞匯或句式描述一個(gè)感興趣的地方或任何有趣的事物。
【教學(xué)重難點(diǎn)】
1. 理解并熟練掌握本課的重要詞匯與句式；
2. 鍛煉學(xué)生靈活使用學(xué)過的詞匯或句式描述一個(gè)感興趣的地方或任何有趣的事物。
【教學(xué)過程】
Step 1 Lead in
1. Befre reading
(1) Try t ask ne student t retell the histry f Britain.
(2) Lk at the picture in Activity 1, and ask the Ss: What d yu think f Ireland befre yu reading the text? What kind f wrd will yu use t describe it first?
2. And have sme Ss share their views n the questins.
Step 2 While reading
1. Read the text and answer the questins.
(1) What makes the Irish cuntryside exciting and inspiring?
(2) What are the best ways t experience sme Irish traditins and culture?
(3) What is the meaning f “breathe in the sweet scent f fresh flwers while birds greet the new day with their mrning sng”?
(4) What are the best ways t experience Chinese traditins and custms?
Get the Ss t read the text carefully and then have sme Ss answer them and als check with the class.
2. Read again and learn t appreciate this sentence as bellw. Try t understand hw t describe gracefully.
The peaceful landscape f the “Emerald Isle” and its many green cunties is a true feast fr the eyes, with its rlling green hills dtted with sheep and cattle.
“綠寶石（愛爾蘭）島”風(fēng)光寧靜秀美，郡縣草木蔥蘢，青山連綿起伏，牛羊點(diǎn)綴其中，堪稱一場(chǎng)名副其實(shí)的視覺盛宴。
a feast fr the eyes 視覺盛宴，賞心悅目的事物。如：
We went t a painting exhibitin yesterday, which was really a feast fr the eyes. 我們昨天去看畫展，那真是一場(chǎng)視覺盛宴。
2. Analyse the descriptive paragraph in Activity 2.
(1) Identify and underline the paragraph’s intrductry sentence(s) and the ending sentence(s).
(2) The paragraph talks abut different senses in different places. Write the senses and places in the rder that they appear.
(3) Have the Ss t cnsider abut the questin: “What wrds des the writer use t describe sensry details?” Practice asking and answering.
3. G thrugh Activity 3.
Tell the Ss: “Use what yu have learnt in this unit t describe an interesting, exciting, r surprising place.”
(1) Wrk in pairs. Chse ne f their favurite places and tell a partner why they think it is interesting, exciting, r surprising.
(2) Use the questins belw t describe the place they have chsen.
·What can yu see?
·What can yu hear?
·Hw des the place feel?
·What can yu smell?
·What can yu taste there?
·What des the place make yu think r feel?
(3). Have them t use their answers t draft a passage abut the place.
4. Tell the Ss t exchange drafts with their partner.
(1) Use the checklist t help evaluate his/her draft.
√ Des the writer start with an image, qute, r questin?
√ Is the descriptin well-rganised and easy t read?
√ Has the writer included sensry details?
√ Des the writer use specific wrds and give examples?
√ Is the ending effective?
√ Can yu find any grammar r spelling mistakes?
(2) Give the cmments t partner and ask him/her t revise the draft.
5. Have the Ss put up their passage in the classrm r make a class bk abut favurite places.
Step 3 Hmewrk
課后練習(xí)
Facts/Opinin abut Cnfucius
William
Xia Kng
Senses:
1____________
Places:
1____________
2____________
2____________
3____________
3____________
4____________
4____________

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這是一份人教版 (2019)Unit 4 History and traditions公開課教案，共3頁。教案主要包含了教學(xué)目標(biāo)，教學(xué)重難點(diǎn)，教學(xué)過程等內(nèi)容，歡迎下載使用。

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