Using LanguageⅠ获奖说课稿

Book 5 Unit 1 Great Scientists

Teaching Design

Teaching Contents: Book 5 Unit 1 Great Scientist

Grammar--- The past participle as attribute and predicative Teaching Aims:

Language Abilities: 1．Enable the students to learn how to use past participle as attribute and predicative; 2．Enable the students to use past participle as attribute and predicative correctly and properly in context.

Logical Thinking: 1.

Get students to understand the grammar---the past participle as attribute and predictive; 2.

Get students to analyze the function of given forms of words. Culture Connotation: 1.

Appreciate the beauty of English expressions; 2.

Get students interested in exploring the rule of English grammar. Learning Abilities:

1.

Raise the students’ awareness of using English in their daily life; 2.

Encourage students to use the past participle of verbs in their daily life. Important Point: Get students to understand the usage of the Past Participle as Attribute and

Predicative.

Difficult Point: How to use the past participle correctly and properly in context. Analysis of the Text Book: This class explains the Grammar in Book 5 Unit 1--- The Past Participle as the Attribute and Predicative(过去分词做定语和表语).

Actually, grammar in this unit is widely used in English, so it is very important for students to understand it and use it in their study and daily life. As we have learned similar grammar in previous books, it is relatively easier for students to understand.

Analysis of students:

The students are in Grade Two. Their cognitive competence should be higher than Grade One. They have a better understanding of English phenomenon. In addition, they have learnt some similar knowledge of Non-finite verbs, such as present participle and gerund, which will help understand the usage of past participle easier. Of course, now they have the ability to acquire and deal with information from texts, to analyze and solve problems by locating them in context. So we will learn the certain grammar by assigning tasks and discussing problem in grops. Teaching Methods:

Task-based teaching; investigative study; self-solving study & cooperative study

Teaching Aids:

Multimedia and exercises Teaching Procedures: StepⅠ Greetings StepⅡ Lead in Personified past participle makes a self-introduction, thus introducing the topic for this class.

Step Ⅲ Presentation

In this part, I designed four groups of exercises for the students. After finishing each group of exercises, they are required to conclude the usage of past participle. In order to make the learning process more vivid and interesting, I use a lot of related pictures which are interesting, 1. Group 1

A summary of the reading passage in this unit:

John Snow was a famous doctor in London. He became inspired when he thought about helping people exposed to cholera. Thousands of terrified people died every time there was an outbreak. Through his hard work, he finally found that polluted water carried the virus. Thus, he saved the lives of many astonished people.

Pick out all the past participles in the summary and guide the students to draw the following conclusion：

过去分词真容易，动词后面加

ed ,

部分动词不规则，我们需要特殊记。

它的作用真不小，今天学习

定

(语)和

表

(语)。

Group 2

By appreciating a poem written for my birthday, I will guide the students to find the position of the past participle when it is used as attribute.

To my birthday Lighted candles, smiling faces, I made a wish buried in my heart for years. I wish I could heal the wounded earth. No polluted water, no grey sky,

No disaster caused by wars, No place stricken by earthquakes, No people tortured(折磨) by hunger. Conclusion:

单个分词作定语，

名词之

前

很好找。

分词短语名词

后，

记住这点错不了。

Group 3 There are three exercises about “v-ing & v-ed”, I will let students master the difference between these two kinds of words.

(1) I’m interested

in English.

The story is very interesting.

(2) The film is so moving that I am moved by it.

(3) We are all excited by the exciting news. Conclusion:

情感动词两分词，

意思不同要记牢。

现在分词是

令人…… , 过去分词表

感到…… .

Group 4 The sentences I choose in this part are all closely related to the students’ daily life, and related pictures are shown to make the sentences more vivid.

(1) Kentucky Fried Chicken is harmful to your health.

(2)There is a lovely girl in our class named Zhang Man.

(3) On Mother’s Day, Mother was happy to see the sweater made of my own wool.

(4) Baymax is a robot. It is designed as a healthcare companion.

改为：Baymax is a robot which is designed as a healthcare companion.

再改为：Baymax is a robot designed as a healthcare companion.

(Change the past participle into attributive clause)

Conclusion:

过去分词一出现，

及物

动词最常见，

它的作用很简单，表示

被动

记心间。

Next listen to a beautiful song.

Goodbye When you missed the train I was on, you could know that I was gone.

Watching the fallen leaves on the ground, listening to the sound of the falling rain, I said

“good-bye, my friend”.

Conclusion:

见到个别不及物，只表

完成

无被动。

Step Ⅳ Consolidation

Choose students at random to finish the following exercises:

1. Correction: Titanic and Avatar are two of the greatest films directing by James Cameron.

Titanic tells a heartbroken story. Avatar is a fascinated science fiction movie.

2. 用流动的水洗手

Wash hands under _______________(run)

喝开水

Drink ______________(boil)

吃熟食

Eat ______________ (cook)

3. 精“译”求精：静静地，我们相拥，在这用语言点亮的世界里。

---穆旦

4. 顺理成章：

I am _______(inspire) by the _____ (inspire) speech _____(give) by Steven Hawking, a great scientist _________(know) for his scientific theories.

5. A taste of humor:

有两件事可以让人抓狂。第一件是不把话说完, 第二件是……。

There are two things that drive a person crazy. One is _____ (finish) words. The other is …. 6. A guessing game: Describe Deng Chao in 4 sentences which are required to use past participle as attribute or predicative. Ask students to work in groups to write three or four sentences following the given example. Then the others guess what it is or who it is.

Step V: Homework

Make up a story by using part participle as attribute and predicative. Blackboard Design:

Book 5, Unit 1 Great Scientists Grammar The Past Participle as Attribute and Predicative

及物动词表被动

不及物动词表完成

Reflection: 学生之所以能够主动参与到课堂教学当中来，是因为他们对课堂感兴趣。怎么才能让学生对课堂感兴趣呢？作为教师，我们除了要分析课本，更重要的是要分析学生，读懂学生，清楚的知道自己的学生应该理解什么，掌握什么，更明白学生的薄弱点在哪，因人施教，才能更好的完成了预期的教学目标。在这节课当中，我设计了很多有趣的活动，尽可能的照顾到大部分的同学，让他们能够在课堂上更加自信地展示自我。

但是由于学生的基础薄弱，水平有限，尤其语法教学，还不太能接受教师全英文的教学，在课堂交流的时候，也只能用英语说一些简单的句子。为了让学生理解的更充分，我在授课的过程中也结合中文进行讲解。让学生开口说英语，教师也要更多地在课堂上使用英语，今后我会更加注重课堂英语的运用。