Grammar公开课教案

The Third Period

Grammar

Teaching goals教学目标

1. Target language

目标语言

a. 重点词汇和短语

shy, lonely, confront, count, underneath, chat, argue, on the phone, get to know, make good friends, move house

b. 重点句式

Having lost all my old friends, I felt...

Having left something ..., I went inside to get it.

That weekend, having thought about the situation ..., I decided to...

2. Ability goals能力目标

Enable the students to use the adverbial clauses: having done correctly.

3. Learning ability goals学能目标

Help the students learn how to use the adverbial clauses: having done.

Teaching important points

教学重点

1. “Having done” used as the adverbial clauses.

2. Let the students try to use the new language in the grammar section to tell part of the text.

Teaching difficult points教学难点

How to teach the students to master the usage of “having done” as the adverbial clauses.

Teaching methods

教学方法

Concluding and summarizing; practice.

Teaching aids

教具准备

A projector and a computer.

Teaching procedures & ways

教学过程与方式

Step I Revision

T: Good morning / afternoon, everyone!

Ss: Good morning / afternoon, Sir / Madam!

T: Have you finished your homework?

Ss: Yes!

T: That’s good. First, work in groups of four and check your endings of the story one by one in your group. When all of you have finished, put up your hands and I’ll check one of you. Clear?

Ss: Yes!

The students will tell the endings of the story to each other in their groups. When they have finished, make random sampling. Someone can be chosen to tell in the class.

Possible sample 1:

... Seeing that I was standing there with the money in my hands, Roy went bright red and couldn’t speak. I asked him what happened, but he wouldn’t tell me. Then I said to him that we were good friends and he should trust me. Slowly, he told me that his family met financial problem and he needed money to help his mother. He had no other way but to steal. Then he begged me not to tell others. Having listened to that, I persuaded him that he should put the money back and I would help him to find a part-time job to earn some money to help his family. Also I promised him to keep his secret and help him to catch up with other students. I asked him to set up confidence and get out of the dark. I would be always his friend and be ready to help him at any time. These days, he looks much better than before.

Possible sample 2:

When Roy saw me in his room with the money in my hands, he realized that I had known what happened. Then he became angry and asked me to go out. I was angry too and quarreled with him that no matter how, he shouldn’t have stolen money. I said that he should ask friends for help when he felt sad but not give himself up. I said he was such a good student before that I felt how proud being his good friend, but now, he became a thief! A short silence later, Roy burst out crying. He cried so badly that he made me begin crying with him together, taking him in my arms, I comforted him and told him that we were good friends and he should trust me. Having heard the financial problem with his family, I persuaded him to put back the money and I would keep secret for him. Then we decided to find part-time jobs to earn money to help his family. Now Roy is going out of the dark.

T: That’s perfect. Your endings of the story are very good.

Step II Grammar

Lead the students to learn the grammar and do the exercises.

T: Now, please turn to page 24 and look at the three sentences in Activity 1. Do the words in bold refer to the present or the past?

Ss: The past!

T: Do the two parts of each sentence refer to the same person?

Ss: Yes!

T: Now please do Activity 2.

S: He felt shy and lonely because he had lost all his old friends.

S: He went inside because he left something in the cloakroom.

S: He decided to confront Roy after he thought about the situation for a while.

T: Very good! Now, come to Activity 3. Please match the two parts of the sentences, using “having done” as the adverbial clauses.

After the students finish the activity, devise some more activities, such as: letting the students translate the sentences into Chinese or change “having done” into adverbial clauses led by “after, when, because” and so on. After that, manage the students to deal with Activities 4 and 5 and then check the answers.

T: Just now we’ve done a lot of exercises about the grammar. Let’s make a summary.

Show the summary on the screen.

Two situations when “having done” used as an adverbial clause:

1. The action “having done” happens before the action of predicate.

2. The two parts of the sentence have the same person as the performer of the actions.

e.g. Having known Roy for years, I did not expect him to behave like this.

Explanation: About time: First “know”, then “not expect” About the performer: “I” know and “I” not expect

Step III Speaking

T: Do you have any questions about the grammar? If you have no problem, we’ll do group work in this way: take turns to tell part of the story and try to use 揾aving done? as the adverbial clauses. Let’s begin.

Sample group 1:

A: Having listened to the story told by Roy, everyone burst out laughing.

B: Having lived in the north of England many years, our whole family moved here.

C: Having lost all my old friends, I felt shy and lonely at my new school.

A: Having been invited to join his particular group, I started getting to know people.

B: Having been knocked over by a car, Roy’s father died a few days later.

C: Having lost his father, Roy became silent and moody.

...

Sample group 2:

D: Having lost all interest in his work, he was not a clever and hard-working student any longer.

E: Having left something in the cloakroom, I went inside to get it.

F: Having gone bright red, Roy said he would put it back right then.

D: Having had a big fair in order to raise some money for a charity, we made about ￡500.

E: This weekend, having thought about the situation for a while, I decided to ask Roy about the theft.

...

Then come to Activity 2 and have a discussion.

T: Very good, and it seems that you’ve learned the grammar well and can use it freely. We’ve learned the text in last period and can you remember what Daniel’s problem at the end of the story is?

Ss: Yes!

T: Have a short discussion to tell each other: What do you think Daniel should do?

The students will have a discussion about that and then, ask some groups to tell the class about their ideas.

Sample group 1:

A: I think Daniel should help his old friend. Every-one knows that a friend in need is a friend indeed. At this time, Roy needs help most.

B: Yes. I agree. Daniel should try to persuade Roy to put the money back and keep the secret for him. Then try his best to help Roy get out of the dark.

C: Daniel should find all Roy’s old friends to help him together. In that way, Roy could be moved and come back to his friends.

Sample group 2:

D: Daniel should take actions at once. First, try to persuade Roy to put the money back. Then, have a talk with Roy and make him know that his friends never forget him. Daniel should comfort him and help him to set up confidence again.

E: Also, Daniel may ask all his old friends to help him. For example, organizing them to raise some money for Roy to help him settle some financial problems, or finding a part-time job for him to support his family.

F: The most important thing, I think, is that Roy needs comfort, understanding and support from friends, so Daniel should see him more often and talk with him more, making him feel the warmth of friendship.

Step IV Practice (P79)

Ask the students to do Ex. 1 in Grammar on page 79 to consolidate their grammar knowledge just learned, joining the two sentences using “having done” or “not having done”. Ex. 2 requires the students to work in pairs, completing the sentences in their own words. A few minutes later, check the answers.

Step V Homework

T: Homework for today:

1. Revise the grammar and learn to use them in the sentences.

2. Write five sentences with “having done” as the adverbial clauses and we will cheek them tomorrow.