Learning about Language优质课教案内容

Lesson plan

Book8 Unit3

learning about language Teaching Objectives: By the end of the lesson ,students will be better able to: 1.

acquire the rules of past participle used as attribute ,predicative and object complement. 2.

Use the past participle correctly and properly. 3.

Relate the past participle with the life. 4.

Cooperate with others actively. Teaching methods: Grammar-translation approach. Audio-lingual method. Independent study method. Inquiries into the study. Cooperation method. Teaching aids: Multimedia devices. ,PPT documents, and guided learning plan

important and difficult points 1.

To acquire the rules of past participle used as attribute ,predicative and complement. 2.

To apply the past participle to the life . 3.

To train the whole competence. Step 1. lead-in Good morning ,boys and girls. Let’s begin our lesson with a guessing game.

Show the students pictures one by one. Picture 1:

The man ,continuously elected

as president of Russian in March kept Russian changed

greatly.

Picture 2：Reader

hosted by her, is popular now .

She is a talented

hostess. Picture 3:1 He is 87 years old now. 2.He made an inspiring speech in English 3.His speech made Chinese people inspired

4.Before giving the speech, he said modestly:

I speak broken English

5.He is known

as China’s father of Hybrid Rice. Pay attention to the words in red. They are all past participle（板书）

What’s the function （板书）of past participle? 1,2,3,4 are used as attribute.5 is predicative. 6is object complement. Conclusion 1 过去分词四功能，定表补状很简单。

今天学习前三个，作用不小快来记。

Step 2.Study time What’s the position（板书） of past participle when used as attribute? 1.

a

talented

hostess

2.

broken English

3.

the man ,continuously elected as president of Russian

4.

Reader

hosted by her

We find when the participle is simple--only one word, we put it before the modified word. When the participle is a phrase, we put it after the modified word. you read the rule together. Conclusion2:

分词做定看长短,

单个分词要放前。

分词短语须放后，记住这点就OK.

We find these words have two forms -ed form and -ing form. They all express our mood or feeling.so we call them verbs of emotion.-ing form means something makes somebody feel…;-ed form means somebody feel….

Read the rule together. Conclusion 3:

情感动词两分词，意思不同要记牢。

现在分词是令人…，过去分词是感到…

Which verbs can be followed by object and then object complement?

Read these six sentences together. 1.He watched the balloon blown away.

2.I heard my name called

3.The 2018 World Cup makes

Made-in-China known to the whole world.

4.The girl got the flowers watered.

5.We wished the subway built in our hometown.

6. He won’t like such questions discussed at the meeting.

感官心理，：See, watch, observe, listen to, hear ,notice, feel.

使

：have make ,let,

get ,keep ,leave

想要

：want, wish, consider, know, think

爱憎

：

like, hate Conclusion 4: 过去分词作宾补，

四类动词要熟悉。

Have后补挺有趣，两种译法要注意

Translate the sentence into Chinese . 1.She had her hair cut . 2.She had her wallet stolen.

Step 3. Practice time Divide the students into groups.

Show the students an apple tree, asking them to choose the topics they are interested in .Then the related exercises will be on the screen.

Step 4: Watching time Watch the Titanic video and try to remember more related sentences . 精彩回放



Now keep your eyes closed. 

Now make sure that’s tied up nice and tight. 

It’s just going to take a couple of minutes to get the boats

organized. 

But I intend to write a strongly-worded

letter…



Wining that tickets was the best thing that ever happened to me. Step 5: Application time Give the topic :shared-bikes. Require the students to write a short composition in limited time. Show the related structures . Show the assessment on the blackboard. the shared-bikes带给了人们方便，但也遇到了一些问题，请就以下要点写一篇英语短文。



我们发现共享单车在西安被广泛使用find （ shared-bikes used widely ）



它很方便,可以被放在任何地方

。



但是问题也随之而来。（

come into being ）.



有些人请人把单车涂成其他颜色，，有些人把单车锁在院子里。(Have the shared-bikes painted, have the bikes locked ）



5 因此，许多单车丢了，还有些被破坏的单车得不到及时修理。（ be gone , some damaged bikes , get repaired ）

Step 6:Show time Ask the students to show their compositions on the screen. The students read it and then according to the assessment , Give remarks and points. Step 7: Homework

After class, make your composition polished. Then hand in your polished ones. Step 8:Reflection 课后反思：

本节课是选修八unit3的语法课。过去分词作定语，表语，宾语补足语是在必修五学习过的，现在选修八作为回顾和复习，所以在进行教学设计时更多的是想让学生自己习得并且反复操练以期达到认识，掌握，运用的目的。

在导入部分，我设计了一个猜谜活动，为的是引起学生兴趣，快速进入状态来，学生意犹未尽。

我觉得我本节课的亮点在于例句和练习的例句设计比较新颖，生活化。例如我用到了2018巴西世界杯的话题例句，有诗词英译汉，有马云，姚明等学生渴望了解的人物例句，有礼仪文化例句等等。另外，我的练习形式不拘一格，有改错题型，根据图片造句题型，有填空题，翻译题等。我比较喜欢课堂随机生成教学，所以当堂的限时话题写作我觉得学生写得很不错。毕竟这些学生大部分都是来自农村，基础不好，知识储备不足。

当然，这节课也有不理想之处。因为自己的学生已经高三毕业了，所以是借班上课，没有时间和学生提前互动熟悉。这给我的一些教学设计环节和课堂组织带来了一些小小的trouble.例如我在设计猜谜

活动时，本来是要在增加一个根据句子来猜本班学生，但是没有相关图片，也不知道学生的特征，所以没有第一手资料制作。这一个环节的设计有点单薄，要是最后继续增加一个猜本班学生的环节，就会进一步拉近枯燥的语法学习和学生的距离。在Practice time环节，因为提前不知道学生具体人数，所以Apple tree 上的topic竟然少了一个，还好，提前设计了一个Watching a video ，于是灵机一动，把这个看视频记句子的任务顺理成章的抛给了最后一个group.似乎这样的处理衔接的很自然。

总之，课堂是教学的主阵地，是学生展示的舞台。教学要变学生被动学习为主动学习，让他们积极参与获取知识，让他们认识到

语言的美，语言和生活息息相关，学习语言就是为了应用。