Learning about Language名师教学设计1

☆教学基本信息

人教课标选修八

Unit 4 Pygmalion 课题

Learning about language

作者及工作单位

王海茹 秦皇岛市实验中学

☆指导思想与理论依据

英语新课程标准明确指出：教授语法不是最终目的，而是学习语言的有效手段，其最终目的是让学生将语言的形式与其意义、交际功能有机地结合起来，通过在实际的语言运用中去内化语言规则，从而达到准确运用语言进行有效交际的目的。

在语法复习的过程中，我时刻以“精讲巧练、以练促教、点到为止、注重运用”为指导思想，让学生在练中有悟、在练中获得“四会”技能，从而使学生获得扎实的语言基础知识和语言运用能力。

☆教材分析

本节课是学习本单元Learning about language的一节课，里面包括词汇和语法的学习。本节课的语法过去分词经常出现在高考题中，所以掌握本节课内容很重要。又由于过去分词作为非谓语这一语法结构是高中学生最难理解的语法之一，对学生来说，掌握起来有些困难。

☆学情分析

我所教授的高三一班学生英语基础不好，大部分同学认为词汇和语法课枯燥、难掌握，对词汇和语法学习没有兴趣，课上不活跃。所以作为老师，应在课上设置各种活动，充分调动学生的积极性，多给学生机会去说去练，而不是一味地讲授语法，让学生背单词，并且要简化语法词汇课教学，使之有趣味性，使学生在愉快的气氛中学到知识，通过个人努力及小组合作完成教学任务，达成教学目标。

☆教学目标

1、带学生复习本单元重点词汇。

2、使学生掌握过去分词作状语这一语法结构，并将其应用到高考写作中。

3、提高学生学习词汇和语法的兴趣，培养学生对英语学习的自信心。

☆教学重点和难点

1、复习本单元词汇和巩固done 作状语的用法。

2、在真实的情境和语境中使用 done作状语。

3、过去分词作状语时有一些可以表状态的情况。

☆教学策略选择与设计

任务型教学 启发性教学 独立完成任务 小组合作 思维导图

☆教学环境及资源准备

黑板 多媒体 投影仪 学案纸

☆教学过程

Lead—in (2mins)

A competition about words

Ask 3 students to compete how many words in this unit they can recognize in 30 words. Task 1 Word study (5mins) Step 1 Find friends Ask students to speak out the English word according to the definition. 1. final result of sth (n.) 2. good or bad luck (n.) 3. comments (n/v.) 4.to be disloyal (v.) 5.to strongly blame (v.) 6.high sound made by blowing air (n.) 7.causing problems (adj.) 8.extremely clever or very bright (adj.) 9.sth written in a different form (n.) Step 2 Fill in the blanks using the words given Ask students to fill the words in the blanks and pay attention to the word transformation. mistaken hesitate status classify adaptation pass betray

Pygmalion is

an _________ of a Greek story.

Interested in the way

people speak, its author George Bernard Shaw argues that he is never_______about a person's _______. He thinks lower class people _________themselves with their remarks and that

he can __________people's social position after a few minutes' observation.

In the play, professor Henry Higgins takes a bet from Colonel Pickering without___________, convinced that the quality of a person's English decides his social position. Henry insists that once educated, the girl Eliza can_______ herself off as a duchess.

Task 2 Grammar (10mins) Step 1 Find out the grammar Ask students to read the passage together and find out the sentences containing done as adverbial.

Step 2

Observation and discovery 1.

Ask students to answer the following questions by observing the sentences. 1). Conclude the sentence pattern of done as adverbial. 2). What’s the left out subject?

3). What’s the relationship between the verb and the subject? 4). What’s the function of done?

2.Tell what kind of clause it is ?

1.Seen from a distance, the island looks like a cloud. 2.Given enough time, I could do it better.

3..Although made twenty years ago, the TV is still in perfect order.

4.Surprised at the news, I was unable to say a word. 5.She turned up, dressed in pink. 6.He hurried in, followed by two guards.

Step 3 Cooperation and probe Ask students to look at some of the examples again and answer the following two questions. 1.

Does done only represent passive? 2.

Can all the done as adverbial be rewritten into an adverbial clause? Step 4 Group work Ask students to discuss their given assignment and be ready to answer the other students’ questions. Group 1----Translate the proverbs 1.Once bitten, twice shy. 2.United, we stand; divided, we fall. 3.Once poured, water cannot be taken back again. 4.Once spoken, a word becomes a promise 5.Impressed by the beautiful scene, I forgot to go back home in time. Group 2-----Choose the correct answer 1.Every evening after dinner, if not___ from work, I will spend some time walking my dog. A. being tired B. tiring

C. tired D. to be tired 2.Michael’s new house is like a huge palace, ______with his old one.

A. comparing B. compares C. to compare D. compared 3._______many times, he still made the mistake. A. Having been told

B. told

C. telling D. To tell Group 3----Which one is correct? 1. Hearing the bad news, tears ran down her cheeks. 2. Hearing the bad news, she cried.

3. Though defeated again, he didn't lose heart. 4. Defeated again, but he didn't lose heart.

Group 4---Complete the sentence : 1. Given another chance, ... 2. .... , he didn't cry.

Group 5---Guess what am I ?

1. When heated, I will turn into gas.

2. If taken half, I will leave nothing.What number am I?

3.Made of gold, I often live on the woman's finger.

Group 6---Rewrite the sentences: 1. Taken three times a day, the medicine will work better. 2. Invited by him, I won't take part in the party. 3. Although he was much tired, he still kept on working.

Task 3 Show time (20mins) Each group presents their assignment and be ready to answer the students’ questions.

Task 4 Summary-finish the mind map (2mins) After-class reflection: Can you think out doing as adverbial according to what we have learned today? Homework: 1.Review the words in this unit.

2.Correct your composition using done as adverbial.

教学环节

教师活动

预设学生行为

设计意图

Ask 3 students to

com比赛同学激烈竞争，用记忆挑战赛的形势导入，Lead—in

e to the front and comp其余同学当裁判，全作为一个热身活动，可以让(2minutes) ete who can recognize t体同学都能参与到学生在愉快的学习氛围中，

he most words in this u背单词的过程中。

快速进入学习状态。既激发

nit in 30 seconds.

学生学习词汇的兴趣，又复

习了本单元词汇，形成小组

之间的竞争，达到激趣乐学

最佳状态。

1. Find friends:

Ask students to speak out the English word according to the definition.

Task 1.

Word study

(5mins)

同学们抢答，知道答给释义说单词释为了加深同学们对单词的理解、记案的同学直接站起忆，用抢答的形式，是为了来回答。

让全体同学都参与进来，也

活跃了课堂气氛。

2.Fill in the blanks: Ask students to fill the words in the blanks.

全班同学一起将所给词填入文章。

学生们齐声念出三个语法句子。

学生说出句型模式为：done,主句/主句，done

省略的主语与主句主语一致。

动词表被动。

逗号把done与主句隔开。

Done相当于一个状语从句。

这部分的设计是为了让学生在语境中理解词汇的用法，同时也为过渡到下边的语法学习做铺垫。

这部分的设计是为了让学生们在填完的文章中找出接下来要学习的语法，很自然的从词汇过渡到语法的学习。

Task 2. Grammar (10mins) 1.

Find out the grammar Show students the

text to read together and then ask them to find out the sentences containing done as adverbial.

2.

Observation and discovery Ask students to observe the three sentences and conclude the grammatical rules by answering the following questions: 1). Conclude the sentence pattern of done as adverbial. 2). What’s the left out subject? 3). What’s the relationship between the verb and the subject?

这部分的设计意图是让同学们通过观察例句，自己总结归纳语法规则，能够加深他们对这一语法的理解，也符合新课改下的语法教学模式。

4).Is there a punctuation mark to separate done and the subject clause? 5)What’s the function of done?

Give students some examples and ask them what adverbial they are.

3.Cooperation and probe Ask students to look at the examples again and discuss the following two questions: 1)

. Does done only represent passive? After students speak out the answer, show them the phrases which represent the state and ask them to read. 2)

Can all the done as adverbial be rewritten into an adverbial clause?

4.Group work Ask students to discuss their given assignment and be ready to answer the other students’ questions.

Ask the groups to present their assignment

学生们齐声说出答案。

引导学生们说出done 还可以表被动。

学生们齐读表状态的过去分词。

引导学生说出

done作状语还可以改写成一个并列句。

学生们以小组为单位讨论出本组任务。

这一步的设计是为了让同学们在自己的归纳总结后，再通过更多例句，进一步理解过去分词作状语分别可以作什么状语。

这一步是为了让同学们知道done作状语有一些特殊情况。

充分调动成员的积极性，让差生带动好生一起学习。

Task 3 Show time (20mins)

Task 4 Summary (2mins)

After-class reflection

Ask students to finish the mind map.

Ask students to think out doing as adverbial according to what we have learned today.

学生们以小组为单位展示每组的任务，并解答同学们的疑问。

学生对本节课知识点进行总结。

让学生们之间解答疑问，给同学们机会来展示本节课所掌握的知识，增加学生们的自信心，锻炼学生的综合能力。

对本节课知识点进行总结，让学生再回顾一下本节课所讲的语法。

让学生通过将done 和doing 作对比，自己理解出doing 作状语的情况。

☆板书设计

Unit 4 Pygmalion Word & Grammar ☆

教学反思

1、有目的地布置作业，效果截然不同。

2、在教学过程中，教师可以根据实际教学需要，对教材中不太合适的内容进行替换。

3、教师备课还不够仔细充分。