Learning about Language课件配套优秀教案案例

Book 8 Unit4: Pygmalion

【教材版本与册数】人教版选修8

【单元名称】Unit 4 Pygmalion 【课时】第3课时

【课型】Grammar（语法课）

教材分析

本课主要是帮助学生复习归纳过去分词做状语的用法。过去分词做状语时，可以表示时间、原因、条件、方式、伴随状况等。过去分词做状语，其逻辑主语必须与句子的主语一致。练习1通过让学生在阅读课文中找到过去分词做状语的句子并自己造出两个含有此语法的句子。练习二是改错题，让学生改正句子中的错误，进一步熟悉和巩固动词-ing形式和过去分词做状语的用法。练习3通过短文填空的方式，让学生在具体的语境中体会-ing和过去分词的用法。练习4为学生创设情境，让他们在真实的语境中练习使用过去分词做状语。

教学目标

语言知识目标：

复习过去分词做状语(Revise the Past Participle as the adverbial) 1.

过去分词做状语时，可以表示时间、原因、条件、方式、伴随状况等。如：

But, sir, once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party.

2.

过去分词做状语，其逻辑主语必须与句子的主语一致。如：

Now once taught by me, she’d become an upper class lady.

语言能力目标：

1. 能理解动词-ing形式和过去分词做状语在具体的语言环境中的使用；

2. 能读懂此语法在故事中的用法和所表示的意义；

3. 能在情境中有效运用所学的词汇和语法表达自己的观点。

情感态度目标：

1.了解到社会环境对人的影响非常大；

2. 通过努力，固化的东西是可以改变和突破的；

3. 热爱祖国的大好河山，也热爱她的文化。

教学重难点

教学重点：

1. 学生通过勾画文本中的过去分词做状语的句子，学会总结归纳结构的形式与功能，培养学生的自主学习能力；

2. 让学生理解和掌握动词-ing和过去分词做状语的含义和用法；

教学难点：

动词过去分词形式在句子中的句法用途；

教法

本节课教学首先让学生在文章中熟悉语法结构，将目标语法放在具体的语言环境中，将语法和实际结合起来，语言形式和语言功能结合起来，让学生参与到语言交际中来。然后，通过完成句子，初步检测结构和使用。接着，通过老师详细讲解，让学生更深层次理解语法规则，最终，通过练习巩固和提高。

教学过程

Step 1 Lead-in

Look at these sentences, what do they have in common?

1. Once taught by me , she would become an upper class lady….

2. Once educated to speak properly, that girl could pass herself off as a duchess at a garden party in three months.

设计意图：遵循语言习得规律，让学生自己先发现。

Step 2 设疑自探

探究一

The functions of V-ed used as adverbial(过去分词作状语的功能) 1. Higgins gives Elisa the notebook when he is asked what he has taken down.

When asked what he has taken down, Higgins gives Elisa the notebook.

2.Because Elisa was ignored by Higgins all the time, she decided to leave him.

Ignored by Higgins all the time, Elisa decided to leave him.

3.Higgins was sure that if Elisa was taught by him, she’d become an upper class lady.

Higgins was sure that if taught by him, she’d become an upper class lady.

4.Higgins was sure that if Elisa was taught by him, she’d become an upper class lady.

Higgins was sure that if taught by him, she’d become an upper class lady.

5. Elisa went to

the party and she was accompanied by Higgins and Pickering.

Elisa went to

the party , accompanied by Higgins and Pickering.

探究结论：过去分词作状语，与主句主语之间是

关系，相当于一个状语从句,可表

、

、

、

、

。

设计意图：利用课文中的句子总结规律，深度挖掘文章。

探究二

Conjunction+V-ed （连词+过去分词）

when/while/if/once/unless/although+done When/While

educated by Higgins, Elisa learned to speak properly.

If / Once

educated by Higgins, Elisa would become an upper class lady.

Unless

educated by Higgins, Elisa would never become an upper class lady.

Although

educated by Higgins, Elisa failed to become an upper class lady.

before/after +being done

After being educated by Higgins, Elisa was accepted as an upper class lady.

探究结论：分词短语做状语，可带上相应的连词。

探究三

.Differences between V-ing and V-ed used as adverbial （现在分词和过去分词作状语的区别）

Seen from the top of the hill, the school is beautiful. Seeing from the top of the hill, we can see the school clearly 探究结论：

•

分词作状语，主语是问题。

•

逗号前后两动作，共用一主语。

•

主语找出后，再来判关系。

•

主动用-ing，被动用-ed, •

having done 表先后，千万要牢记。

Step 3Game:扫地雷

1

2

3

4

5

6

7

8

9

10

Fill the blank and translate it into an idiom.

1. Once _______, a word becomes a promise.

2. _________ by the beautiful scenery, I forgot to go back home.

3. Once _______, water cannot be taken back again.

4.

Once ______, twice shy.

5.__________ the enemy and yourself,

you can fight a hundred battles with no danger of defeat.

Fill the blanks and translate it into a peom.

6. When __________ (question) under a pine-tree, the pupil

answered, “The master’s gone alone for herbs”.

7.

____ (give) the talent by the heaven, I will employ it! 8. ________ (raise) my head, I see the moon so bright. Make a sentence with p.p according to the picture. 9.Discribe the following sentence with a sentence containing past paeticiple .

10. Discribe the following sentence with a sentence containing past paeticiple .

1.Given another chance, I will say “I love you” to the girl.

2.Touching his stomach，he says he’s full.

设计意图：利用游戏活跃课堂气氛，帮助学生理解过去分词的用法。

Step 4Summarizing （总结）

1. The functions of V-ed used as adverbial(过去分词作状语的功能)

2. Conjunction+V-ed （连词+过去分词）

3.Differences between V-ing and V-ed used as adverbial （现在分词和过去分词作状语的区别）

设计意图：老师讲解后，学生自己根据老师讲解的再次回顾和总结语法的规则，学会将学

到的东西内化为自己的知识。

STEP5 Homework

Discribe the following two pictures

设计意图：巩固学生所学，并产生兴趣。

Step 6 Blackboard design 探究一：过去分词做状语的功能

探究二：过去分词做状语可以带上相应的连词

探究三：现在分词和过去分词做庄羽的区别

设计意图：让学生清楚本节课所学内容。

Step7: Reflection 课后反思：

本节课作为选修八unit4 的语法课，面对主体是高二学生。过去分词做状语是在

必修五unit3语法就学过的，现在选修八unit4作为回顾和复习，所以在进行教学设计时更多地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，以学校的照片作引让同学们进行句型转换，一方面，同学们有亲切感并且感兴趣，另一方面，从学生熟悉的状语从句入手再切入到过去分词做状语，他们更容易接受。

导入过去分词做状语后，因为高中阶段过去分词做状语经常和doing、having done 、having been done一起考察，且很多学生总数混淆，所以通过一组例句让学生们讨论它们做状语各种的特点并完成表格。然而，在课堂上进行这一环节时，因为给的时间有点短并且例句存在局限性，有些同学并没有把表格内容补充完整。既然认识到了规律和各自的特点，就要多操练以巩固。在练习阶段，我设计了成语填空、诗词填空、看图说话、语篇填空这四个练习。设计的时候是这样考虑的：

成语诗词填空是初级因为只需要填空并尝试翻译，看图说话属于拔高因为要说出完成正确的句子，而语篇填空是整体综合练习并且为最后的Homework做铺垫。然而，在课堂上实际操练时，我发现因为没给出汉语翻译，有的同学在做成语和诗词填空时耗费了大量精力和时间。反思过后，我觉得可以尝试这样修改：诗词填空放成语填空前面并且给出中文意思，这样会降低很多难度，而且也可以增加同学们的信心。

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，让他们积极主动参与获取知识的全过程，让他们认识到英语的美，喜欢英语，乐学英语。