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高中英语选修八unit4 Grammar教学设计

卢姝伶

一．教材内容分析

本节课为人教高中英语选修八unit4Learning about language第二课时Revising useful structures过去分词作状语。之前在必修五学过此语法，所以我设置了一系列的活动帮助学生复习巩固且真正能运用实际的语言情景中。通过任务型教学及学生自主探索模式，采用不同的方法激发学生学习兴趣，充分发挥学生的主观能动性，实现学生为主导的课堂，提高他们的综合语言运用能力。

二．学习者特征分析

本班大部分学生英语基础较薄弱，学习动力不足，所以教学活动设置上要有新意，能够激发他们的学习兴趣，提高全班学生的参与度。这部分学生面前教师的引导显得非常重要，从教学生“学会”转移到教学生“会学”，只有这样才能使学生获得独立自主探求和掌握新知识的本领，使学生始终处于自觉、积极的学习状态中。

三．Teaching aims Knowledge aims：

1.

To revise the basic grammar rules of V-ed form as the adverbial. 2.

Learn to distinguish the differences between the past participle and the present participle. Ability aims：

1.

Enable the student to use the past participle as the adverbial flexibly . 2.

Develop students’ability of thinking and expressing in English. Emotional aims：

Help the students to form the good habit in learning and encourage the students to take part in the activities actively to develop their sense of teamwork. Teaching important&difficult points：

1.

Enable the students to master the usage of the past participle as the adverbial. 2.

Encourage the student to deal with some problems by themselves and apply the past participle to the actual situation to consolidate their knowledge about it. Teaching methods：Task-based teaching method，Question-and-answer activities，individual，pair，group work.

; Teaching aids：Multimedia，flying chess，dice and other normal teaching tools. Teaching procedures：

StepI Warming up and Lead-in 1.

Divide students into four groups and play flying chess together.Who answer the questions will have a chance to play dice. 2.

Get students to enjoy a fairy tale named The Little Match Girl read by a student. Story text：It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she had her shoes lost. She looked very worried because there were lots of matches left. She wished all her matches sold but nobody bought a single one. She was so cold that she sat in a corner with her legs huddled（蜷缩）up. She lit a match and saw a Christmas tree decorated very beautifully. The lighted candles were burning brightly and she seemed very delighted. She lit another one and saw her grandmother. Requested to take her away, her grandmother went away with her .The next day, people saw the girl frozen to death. What a poor girl ! 3.

Review what they have learned about V-ed as attribute，predicative and object complement in unit 3. Let the students find out the past participle and tell what role the past participle play in the sentences.（连一连）

…she had her shoes lost…

She looked very worried… V-ed 形式作定语

…she wished all her matches sold … V-ed 形式作表语

…she sat in a corner with her legs huddled up… V-ed 形式作宾补

…saw a Christmas tree decorated very beautifully . V-ed 形式作状语

…there were lots of matches left. The lighted candles were burning brightly ...and she seemed very delighted. …people saw the girl frozen to death… Requested to take her away, her grandmother went away with her . StepII Revising useful structures Task1.Brainstorming：presenting some questions and discuss in groups. (1)Do you know the usage of the past participle as the adverbial？

; (2)Do you know the differences between the past participle and the present participle？

Task2 The teacher present the answer to the questions by doing the following exercise. 1) fill in the blank . 过去分词（短语）表示_______,表示__________，其逻辑主语则为_____________。过去分词作状语时，可单独使用，也可以在其前面加上适当的______，可表示_____、_____、______、______、_____、______等。

2）改错题：

①

The paintings being stolen from the museum haven't been found. ②

Do you think the workers can get the job finishing on time? ③

Being taught by the two gentlemen，great progress was made by Eliza. ④

Been forced to leave his job，he set up his own company. 3）Combine the two sentences 1)When our future school is seen from the space, our future school looks like a plate. 2)When it is seen from the hill, the park looks very beautiful. 3)Because She is surprised at the schoolbag, she turns her head back to find out what happens. 4)Because the boy was greatly touched by his teacher’s words, he did a lot of things to help his classmates. 5)If I am given a time machine , I will pay a visit to the future. 6)Unless you are asked to speak,you should remain silent at the meeting. 7)Though they had been warned of the storm, the farmers were still working in the fields. 8)Even if I’m invited, I won’t take part in the party.

9)The teacher entered the classroom, and he was followed by a group of students. 10)The teacher stood there, surrounded by the students.（改写状语从句）

Task3 Review the differences between the past participle and the present participle and let the students write down the tips. 如果句子的主语和分词是主动关系,用现在分词；句子的主语和分词是被动关系，用过去分词。Give some exercises as follow：

1.________（see）from the hill, you will find the city looks like a big garden. 2.________（see）from the hill, the city looks like a big garden.

; 3._________(use) for a long time, the book looks old. 4._________(use)the book, I find it useful.

5.________(follow) the old man, we went upstairs.

6.________(follow) by the old man, we went upstairs.

Step III Practice and consolidation Task1 Let the student do the exercise on page71 before class.Deal with their puzzles and encourage them to raise their hands to ask. Maybe the following questions：

1.

___________(absorb）in painting，John didn't notice evening approaching. 2.

___________(caught）in a heavy traffic jam，the taxi driver began to chat with his passenger to kill time. 3.

We set out for a journey，____________(fill） with excitement. 4.

All the students__________(seat），the class began. 5.

___________(face）with such a difficult problem，he decided to ask for some good advice from his colleagues. Tips：

1）有些过去分词因来源于系表结构，作状语时不表被动而表主语的状态。

lost (迷路);

seated (坐);

hidden (躲); lost / absorbed in (沉溺于); born (出身于); dressed in (穿着); 2）由某些动词后面加-ed转化来的形容词也具有此用法。

如：frightened, satisfied, tired, disappointed等。

Lost / Absorbed in deep thought, he didn't hear the sound. 因为沉溺于思考之中 , 所以他没听到那个声音。

补充知识点：Ask the students 如果分词逻辑主语与句子主语不一致时怎么办？

用分词短语作状语时，她逻辑上的主语要和句子的主语保持一致，否则分词短语就要有自己的逻辑主语，这种结构称为独立主格结构。With复合结构是典型的独立主格结构。

After the project was finished,they had a two weeks’ leave.

The work done, they went out to have a rest.（改写为原因状语从句）

Task2 各组组长猜拳胜出者充当小老师讲解语法填空题。先说出文章的主旨大意，然后对空格考点进行分类。2.4.6.9.10 词性转换题， 1 V-ing作状语 3 what引导主语从句，表所……的. 7固定搭配in addition to 除……之外 8 过去分词作定语

; StepIV Summary 过去分词（短语）作状语具体用法：表被动、完成。分词逻辑主语要与主句主语一致。

可转换为相应的状语从句，表时间，原因，条件，让步，方式，伴随等

系表结构作状语时及某些动词后面加-ed转化来的形容词不表被动而表主语的状态

独立主格结构

StepV Homework Exercise2.3 on page33 from the textbook.We will check the answers next time. 教学反思：教学设计以打破传统的语法教学，让学生在游戏与竞赛中学习语法，不断地练习中探索归纳，让他们学会自主思考与团队合作。热身部分以一个大家熟知的童话故事，激发他们的学习兴趣，复习上单元学习的语法知识的同时，引入我们今天新的学习内容。任务安排上也是以他们的基础程度设计的，学生较易接受。问题式的嵌入让他们可以带着问题去探索，思路会比较清晰。在课前预先布置的练习中，学生不断地提出问题，充分发挥了学生的主观能动性，师生间，生生间互动默契，创造了和谐友善的课堂氛围。在飞行棋游戏中添加了新进参与者前进两格，鼓励更多的学生参与，整堂课下来参与课堂的人数较多，但也存在许多学困生。我想学困生的引导与关注上还需要加强，多些时间与精力设置些他们较为感兴趣的话题，让他们多些开口，多一些互动，同时可以给他们多一些的思考时间。