Learning about Language教学设计第二课时

2018年“一师一优课”公开录像教学示范课教学设计

高中英语Book8 Unit3教学设计

Unit 3

Inventors and inventions

Grammar Revision: the usage of the Past Participle----the 1st period

教材：人教版《英语8选修New Senior English for China》

设计者：龙岩四中

张柳丽

2018年5月

一、

教学分析

1.教学内容分析

人教版高中英语第八模块第三单元语法的主要内容是动词过去分词的用法复习。这节课是本单元语法课的第一课时，只对动词过去分词在句中作定语、表语、宾补的用法进行复习，在第五模块的第一、第二单元该语法已经呈现学习过了，但我发现学生掌握得不是很全面，在练习和考试中遇到了该语法的考点，并不能很好地处理，因此本节课的系统复习还是很有必要的。另外，模块八第四单元语法是复习动词过去分词在句中作状语的用法，这个内容可以提前到本单元第二课时进行，这样该语法的复习就有了完整性，方便学生进行统一的复习整理。

2.教学思路设计

本节课是一堂语法课，采用呈现--观察--分析--运用这个框架的语法教学设计。该设计分为以下几个步骤：（1）在屏幕上呈现一些含过去分词的句子，并给这些词划线（2）围绕关键词，设计相应的任务，让学生观察过去分词在句中的位置（3）在老师的指导下开展相关任务，让学生分析过去分词在句中的用法（4）进行适时有效的训练，巩固所学的语法知识。学生们在掌握了过去分词的相关用法后，能够把它们用在英语的短文写作上，这就是一个提升的过程，达到了语言学习从输入到输出的功能目标。

3.教学目标设置

基于对教学内容的分析以及对教学思路的梳理，设置的教学目标如下：经过本节课的学习，学生能够（1）了解并掌握动词过去分词在句中作定语、表语、宾补的用法；（2）在习题训练过程中正确熟练地运用所学的语法知识；（3）能灵活运用所学的语法知识进行解题，写作，对过去分词掌控自如，圆满完成学习任务，促使学生在语法学习中达到学会、会学、会用的境界。

4.教学重难点：过去分词作定语、表语、宾补的用法及其运用

5.教学方法：以学生为主体的合作学习

6.教具准备: 多媒体教学设备

二、教学实施

Step 1. Lead in（2mins）

1. Polysemy report.

Let one student come to the Bb to report his /her polysemy to the whole class.

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It had better be a verb. Let the student say out its past tense and past participle .

2. Show the Ss a video about the Past Participle. 3. Present the learning goals on the screen. [设计意图] 一词多义是每天英语课必做的常规训练，以此来培养学生对英语单词的记忆能力。让学生说出该动词的过去式和过去分词。插播一个有关过去分词的动画视频，既能呈现本节课的教学目标，由此来引出本节课的教学重点，又能吸引学生注意力，激发他们学习语法的热情，使语法学习不再单调枯燥。

Step 2. Presentation（25mins）

Present some sentences on the screen.

1. We needed much more qualified workers. 2. The student dressed in white is my daughter. 3. He is a teacher loved by his students. 4. Tom was astonished to see his father. 5. The library is now closed.

6. Now when people refer to England you find Wales included as well. 7. To their surprise, the three countries found themselves united peacefully instead of by war. Let the Ss observe them, and find out the Past Participle from each sentence.

Let the Ss discuss for some minutes, and then ask some individual students to report their usage to the whole class.

1. Revise the Past Participle as the Attribute. Present some phrases and sentences. Ask one student to tell the differences between V.P.P and V.ing used as the attribute. And then do some practice.

1. Most of the artists

to the party were from South Africa.

A. invited

B. to invite

C. being invited

D. had been invited

2. The first text books

for teaching English as a foreign language came out in the 16th century.

A. having written

B. to be written

C. being written

D. written 3. The Olympic games,

in 776 BC, didn't include women players until 1912.

A. first playing

B. to be first played

C. first played

D. to be first playing 4. Mr. Smith started to read a ___novel, he fell asleep soon.

A. boring

B. bored

C. interested

D. interesting 2. Revise the Past Participle as the Predicative. Let the Ss think over. What’s the difference between V.P.P. used as the Predicative and the Passive Voice? What’s the difference between V.P.P and V.ing used as the Predicative? And then do some practice. 1. Cleaning women in big cities usually get ____ by the hour.

A. pay

B. paying

C. paid

D. to pay 2. As we joined the big crowd I got ____ from my friends.

A. separated

B. spared

C. lost

D. missed

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3. The pilot asked all the passengers on board to remain ____ as the plane was making a landing.

A. seat

B. seating

C. seated

D. to be seating

3. Revise the Past Participle as the Object Complement.

Let the Ss find out the differences between V.P.P and V.ing used as the Object Complement. And then do some practice. Compare:

1. Don’t keep the patients ______(wait ) for two hours.

2. Don’t keep the patients ______(wait) by the doctor.

1. I hear some girls ________(sing) in the next room.

2. I hear a song ______(sing) by some girls in the next room. 1. Lucy saw Lily ______(do) her homework. 2. Lucy saw her homework _____(do) by Lily.

Choose the best answer. 1. --- Good morning. Can I help you?

--- I’d like to have this package _____, madam.

A. be weighed

B. to be weighed

C. to weigh

D. weighed 2. The missing boys were last seen ___ near the river.

A. playing

B. to be playing

C. play

D. played 3. The managers discussed the plan that they would like to see ____ the next year.

A. carry out

B. carrying out

C. carried out

D. to carry out [设计意图] 通过在屏幕上呈现含过去分词的句子，提出问题“这些过去分词在句中分别充当什么句子成分?” 让学生带着问题顺利进入接下来的语法学习环节。通过课件呈现，让学生复习巩固动词过去分词作定语、表语、宾补的用法。同时让学生思考讨论一些重要问题，如：V.ing与V.P.P作定语、表语、宾补时有何区别？V.P.P作系表结构与表被动有何区别？引导学生学会自己概括总结，尽快地掌握这些语法要点，为下一步的语法训练积累思路和方法。

Step 3. Practice（15mins）

Let the Ss do some training in class to consolidate the grammar learning.

I. Fill in the blanks with the proper words.

1. When I arrived home one day, I found her ______ (seat) under the tall tree.

2. You can improve your mind by _______ (read) literary classics. 3. In order to make himself _____ (hear), he raised his voice a little bit. 4. The pool, _______ (cover) an area of 300 square meters, is big enough for you to enjoy. 5. The children will get ________ (confuse) if asked to learn too much at a time.

6. Do you like the book _____ (make) up of untrue stories? 7. Most of my classmates know that I like reading books _______ (write) by Zhang Ailing.

8. Don’t keep the visitor _______ (wait) for such a long time.

Ⅱ. Error corrections. 1. The match between Class 4 and Class 5 is sure to be excited.

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2. How I wish I could make myself understanding fully in English! 3. We met him at the giving time and place. 4. The villagers had many trees planting just then. 5. He made his house decorate by a famous company. III. Writing training. Dear Sir or Madam, I am 1._________ (apply) for the position of assistant editor 2.________ (advertise) in the newspaper. The position that you described sounds exactly like the kind of job I am 3.________ (interest) in. I’m 4.________(major）in English. My 5.________(train) in English will meet your requirement. I will graduate from the university next month. In addition to the English course 6._______(require), I have 7.______ (take)the 8._______(write) course. I also have the 9._______(edit) experience. I believe my training and experience will make me

10.________(qualify) for this job. I hope that you will consider me for the position. Yours sincerely, Li Hua [设计意图] 通过简化高考题型，把完型填空、短文填词题变成单句填空题，把短文改错变成单句改错，指导学生进行正确答题，从中掌握语法要点，增强答题的信心。引导学生们学以致用，完成一篇含有动词过去分词几种用法的英文小习作----写求职信，这对我们四中的学生来说是个很大的挑战，所以先从简单的填词入手，帮助他们制定写作的格式，并给出提示词，这样更有利于发挥学生的主观能动性，达到勇于尝试、大胆写作的目标。

Step 4. Summary (2mins) Let the Ss make a summary about this period in class. If time permits, ask one student to come to the blackboard to use the mind map to organize the speech .If not, make a summary orally. [设计意图] 如果时间充裕，引导学生通过思维导图进行总结归纳；如果时间不大够，则让学生口头复述归纳，以此来复习本课学过的语法重点，并要求学生们牢记心中，为下一步语言输出与运用做好语法铺垫，达到本节课的教学目标。

Step 5. Homework Assignment (1min)

1. Finish off the EXX. in the workbook. Finish Ex. 2~4 on Page 24 and Ex. 1~2 on Page 65.

2. Find out the Past Participle in the reading passage on P20-21. 3. Copy the writing again.

[设计意图]

引导学生通过课后作业复习本课学过的语法重点，回到主课文中再次查找过去分词，并能分析它们在句中的用法，重新抄正小作文，掌握求职信的写作技巧。

Record after teaching:

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