Learning about Language全国优秀课堂实录

M8U4 Past Participle as Adverbial 余

娟

一．

教材分析

课题

学情分析

V-ed as adverbial 计划1 学时

课型

Grammar

教学目标

Students in this class are poor in English. But they are still interested in learning English and are trying their best to make up. Most of the students are introvert and seldom to answer questions in class. They need to be encouraged to think and speak in English in class.

1．知识目标

Know the sentence structure of V-ed as adverbial and its meaning.

Can tell the relationship between the subject and the V-ed as adverbial and the difference between doing and done as adverbial. Know V-ed as adverbial contain different kinds, such as time adverbial, reason adverbial, if adverbial, although adverbial ……

2．能力目标

Can transform V-ed as adverbial sentences with adverbial clause. Can express their ideas with sentences with V-ed as adverbial. Worked together with group members, can make up a story with V-ed as adverbial.

3．情感目标

Trained communicating ability by asking and answering questions with partner. Trained cooperation ability by make up a story with group members. Arisen interest in English learning 教1.

Know the sentence structure of V-ed as adverbial and its meaning 学2.

Know the relationship between the subject and the V-ed as adverbial and the 重difference between doing and done as adverbial 点

教1.V-ed as adverbial have different kinds, such as time, reason, if, although,

学To make up a story with others. 难2.Transform V-ed as adverbial sentences with adverbial clause. 点

过去分词作状语

板结构：v-ed短语, +句子

书意义：说明句子动作发生的背景和情况

设关系：

V-ed 与主语

被动关系

计

1

二．教学流程图

StepⅠ warming up (remember sentences as competition)

Input

StepⅡ analyze and conclude the given sentences

StepⅢ exercises with V-ed as adverbial

Output StepⅣ ask and answer questions

Stepⅴ make up a story with group members

三．教学过程

StepⅠ

Warming up (remember sentences as competition) (3minutes)

Ask students to remember five V-ed as adverbial sentences and speak out the sentences according to the given pictures. (students will stand up to tell the answers) [设计思路] 引入主题

(用比赛的方式记忆句子, 学生在理解句子的基础上看图片说出句子，输入对过去分词做状语的句子，为下一步的活动作铺垫)

StepⅡ

analyze and conclude( 10 minutes) By analyzing the five given sentences and another sentences together, students can draw conclusions as follow. 结构：v-ed短语，+句子

意义：分词短语作状语，说明句子发生的背景和情况，补充信息

V-ed 与逻辑主语

被动关系

V-ed作状语有不同种类，时间状语，条件状语，原因状语，让步状语和方式并可以转换成对应的的状语从句。

V-ed作状语与逻辑主语是被动关系，v-ing作状语与逻辑主语是主动关系

[设计思路] 利用比赛输入的5个句子以及老师补充的更多句子，引导学生观察分析，发现，和总结V-ed 的结构，意义，这种方法符合语法学习的规律，

有利于培养学生分析问题，解决问题的能力，培养学生的思维品质。

StepⅢ exercises ( 25 minutes)

1. Exercises with V-ed as adverbial to consolidate what students have concluded. 2. Work in two, ask and answer questions.

3. Make up a story with V-ed as adverbial.

[设计思路] 第一个练习活动是对知识点的操练巩固，需要学生自主完成

第二个练习活动安排pair work任务活动，从任务中获取信息，巩固所学知识点。

第三个练习需要学生发挥想象力，并且与人合作才能完成，活动可以练习知识点也培养学生的合作能力。

StepⅢ homework ( 2 minutes)

2

课后改写一篇小短文，将文中的句子改写成过去分词作状语的句子,将知识点与考点结合。

对语法专题设计的反思

因为根据学生基础薄弱和对英语语法感到枯燥的情况下，我这一节课的设计原则是按照语法教学的规律，观察-分析-总结，用游戏呈现句子，再让学生归纳语法结构，再巩固练习，最后模仿创造。

这样输入知识点，学生记忆深刻，而不是老师生硬的灌输。这样更有利于学生自主学习能力的培养。输入之后进行练习，练习的设计有简单的操练，有任务设计和合作学习，难度由浅入深。

3