Learning about Language优质教案设计

基于语用的语法教学----Participles used as Adverbials 教

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河北省武安市第一中学 高二英语组 刘玉增

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【课题】

人教2003课标版

选修8 Unit4 【课型】

语法复习课

【教学目标】

在本课学习结束时，学生能够：

1. 熟记分词做状语的基本用法。

2. 归纳分词做状语的用法，提升灵活运用分词做状语的能力。

3. 正确认识和处理中学阶段的男女同学关系，从而为实现自己理想的大学梦而努力学习。

【教学重、难点】

重点：通过本节课，让学生熟记分词做状语的基本用法。

难点：提升学生灵活运用分词做状语的能力。

【教材、学情分析】本节课的语法项目在教材中设计为“ Review the Participles used as Adverbials”,

学生到高二之后虽然已经了解分词做状语的基本知识, 但在灵活运用方面还存在较大的问题, 这也是本节课的教学重难点。本节课意在从语用的角度，让学生能够正确判断分词在句子中所作成分，能够熟记分词作状语的使用规则，能在句子灵活运用分词做状语，使句子简洁和高级化。教学设计上用贴近学生生活的话题（正确处理中学阶段的男女同学关系）进行导入，让学生在故事的进展中通过对语法知识的运用，达到本节课的教学目标，采用理论——实践，实践——能力的方法，在教学方法上本课主要采用学生为主、教师为辅的教学策略，充分发挥学生的主观能动性，亲身体验知识的形成和应用, 更好的完成本节课的复习教学任务，提高教学目标达成度。

【教学策略与手段】

1、教师引导、点拨；学生自主学习；合作探究，展示点评等。

2、利用多媒体计算机、网络资源、自编故事等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。

【课前预习】

分词做状语的基本用法：一般来说，-ing形式表示主动、进行；过去分词表示被动、完成。

1. 分词或分词短语作状语时，可以表示时间、原因、让步、条件，方式或伴随状况。通常可转换成相应的状语从句；表示方式或伴随状况时可以转换成并列句或非限制性定语从句。如：

﹡Seen from the top of the hill, our school looks beautiful. =When it is seen from the top of the hill, our school looks beautiful.

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﹡Attracted by the beauty of nature, the girl decided to spend another two days on the farm. = Because she was attracted by the beauty of nature, the girl decided to spend another two days on the farm. ﹡Invited, I will not take part in the party. =Even if I am invited, I will not take part in the party. ﹡Given another chance, he will do better.

= If he is given another chance, he will do better.

﹡Moyan stood there, surrounded by many reporters. =Moyan stood there and he was surrounded by many reporters.

= Moyan stood there, who was surrounded by many reporters. 2.

有时为了强调，分词前可带when, while, if, although , though, as if, unless等连词一起作状语，以便使句子的意思更清楚、更连贯。如：

﹡Lacking money ,his parents managed to send him to university. = Although / Though lacking money, his parents managed to send him to university. ﹡Working hard, you will succeed. = If working hard, you will succeed. 3. 现在分词和过去分词作状语时的用法比较：主语与分词是主动关系时, 用现在分词；主语与分词是被动关系时，用过去分词。如：

﹡When visiting London at night, you’re a bit like in a dream. ﹡

When visited at night, you make sure the visitor is really your friend. 4. 现在分词有两种时态和语态：一般时doing和完成时having done以及完成被动式having been done。一般时通常表示分词与主句的谓语动词所表示的动作同时发生或无先后；完成时则强调分词所表示的动作先于谓语动词所表示的动作，如：

﹡Hearing his father’s voice, the boy turned off the TV set at once. （分词和主语构成逻辑上的主谓关系且前后两个动作同时发生时用现在分词一般时的主动式doing）

﹡Having watered the flowers, he had a rest. （“浇水”先于谓语动词“休息”, 且分词和主语是主动关系）

﹡Having been told many times, he still repeated the same mistake. （“告诉”先于谓语动词“重复犯错误”, 且分词和主语是被动关系）

5. 分词否定式的构成: not +分词。如：

﹡Not knowing his address, I can’t get touch with him.

﹡Not invited, I will attend his wedding. 6. 不需要判断主、被动关系，直接由过去分词+介词用于句首做状语的常用词有：

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seated, bored, burdened, located, devoted to, supposed, engaged, determined, worried, satisfied, pleased, frightened, tired, surprised, excited , delighted , disappointed, puzzled, shocked, filled, dressed, crowded equipped, experienced, born, addicted, intended, faced with, etc. Absorbed in deep thought, he didn’t hear the sound.

Dressed in white, she looks more beautiful. 7. 如果分词的逻辑主语与所修饰的句子的主语不一致，就要有自己的逻辑主语，这种结构称为独立主格结构(the absolute construction)。如：

More time given, we should have done it much better. 如果给我们更多的时间，我们会做得更好。

Weather permitting, we’ll go to the countryside and enjoy the fresh air.

【课堂流程】

Step1：Greetings Step2：Lead-in & Warming up Recently, there are some students in our class and other classes whose grades are becoming worse and worse, and also something unusual arise. First, let’s look at these unusual things. 1. A student began to spend some time making herself up. 2. A student began to care about his appearance. 3. A student cried strangely. 4. A student began to write strange poems. 5. A student’s grades are going down very quickly.

6. A student suffered from sleeplessness at night. We can clearly see that these students cannot deal with the boy-girl relationship correctly from these things, so their grades fall behind others quickly. But if they deal with it in a proper way, it can make a big difference. Today I will tell you a story about my former classmate, Anderson, and see how he dealt with it.

One day I met him on the train by chance. We chatted for a long time and he told me about his story about 15 years ago when he was in high school…

Anderson: When I was in high school, I fell in love with one of the lovely girls of my class, whose English is very good. So for the first time in my life, I decided to write a love letter to her in English…

Now, look at the first love letter 1. The first letter I consider it for a long time. And I decided to write you this letter. In this letter I’ll tell you how much I love you. I don’t have the courage to tell you face to face. So I have to use this way.

I seat beside you and I cannot help being attracted by your charm. I always secretly watch you when you get into

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the classroom and talk and laugh. And many times, you leave the classroom and are followed by many other girls and you leave me in uncontrollable daydreams. I am bored with everyday routine. I really want to make life colorful. I regard myself as handsome. So I think you’ll accept me and my love.

If you accept me, you’ll have an unforgettable romance with me during the following years of our life. If I am refused, I will not give up but go on writing letters to you. But that’s impossible, isn’t it?

Her First Reply…

I guess you need to go on writing. Your English is too poor. After reading her first reply, he checked his letter carefully, finding that most of the sentences were Simple Sentences, so he learned English grammar hard in the following days. Several days passed by, he wrote his second letter with some Complicated Sentences using Participles used as Adverbials …

Now, let’s look at his second letter carefully, pay attention to the usages of Participles used as Adverbials and find out whether there is something wrong with it. 2. The second letter Considering it for a long time, I decided to write you this letter, told you how much I love you. Having not the courage to tell you face to face, I have to use this way. Seating beside you, I cannot help being attracted by your charm. I always secretly watch you when you get into the classroom talked and laughed. And many times, you leave the classroom following by many other girls, left me in uncontrollable daydreams. Being bored with everyday routine, I really want to make life colorful. Regarded myself as handsome, I think you’ll accept me and my love.

Accepted me, you’ll have an unforgettable romance with me during the following years of our life. Refusing, I will not give up but go on writing letters to you. What about this time? Her Second Reply…

Well, you did improve. But there’re too many mistakes for me to read. I will give you the last chance.

Step3: Group work

Now，let’s help Anderson to correct the mistakes. 5-minute discussion and then I will ask some of you to write your results on the blackboard.

Step4: Display and explain the mistakes After step 4, now, let’s continue to read the following stories about Anderson. After receiving her second reply, he read his letter again and again seriously. Meanwhile, he made a further study about the Grammar Book in the following days, finding the mistakes and making corrections. Several days

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passed by, he wrote his third letter cautiously…

Step5: The third letter

Having considered it for so long, I decided to write you this letter, telling you how much I love you. Not having the courage to tell you face to face, I have to use this way. Seated beside you, I cannot help being attracted by your charm. I always secretly watch you when you get into the classroom talking and laughing. And many times, you leave the classroom followed by many other girls, leaving me in uncontrollable daydreams. Bored with everyday routine, I really want to make life colorful. Regarding myself as handsome, I think you’ll accept me and my love.

Accepting me, you’ll have an unforgettable romance with me during the following years of our life. Refused, I will not give up but go on writing letters to you. But that’s impossible, isn’t it?

Step6: The final reply Having received three love letters from you, I think I should tell you what I think. Watched by such a handsome boy every day, I feel very good. Feeling happy and excited, I really cannot bear this love. Burdened with so many subjects, I have little time for romance. Accepting you, I’ll soon get lost. Not wanting to hurt you, I should say I’ll consider it after

the college entrance examination. I just write this letter telling you that I can’t do it now, hoping you can understand. Anderson’s last statement,

As you see, I was refused. But I was so proud of myself because not only did I write such beautiful English now but also I realized that the most important thing I should do was to study harder to pursuit my dream of entering the longing university. Let’s

look at my progress and appreciate these wonderful sentences together…

Step7: Compare the first letter and the third letter, and find out the progress Step8: Exercise for consolidation Rewrite the composition (using doing, done, having done, or having been done)

On May Day, my friend and I visited several places in China. First, we went to the Yun Tai Shan park. When we entered the park, we fell in love with it at once. Because it is covered with lots of trees, it is very beautiful. When it is seen from the top of the mountain, the park seems so splendid! Many people are there and they are playing happily.

After we explored the park, we went to the People’s Square. It is located in the city center, so it attracts more people.

Although we were very tired, we spent a meaningful day.

The more beautiful composition On May Day, my friend and I visited several places in China. First, we went to the Yun Tai Shan park. Entering the park, we fell in love with it at once. Covered with lots of trees, it is very beautiful. Seen from the top of the mountain, the

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park seems so splendid! Many people are there, playing happily.

Having explored the park, we went to the People’s Square. Located in the city centre, it attracts more people.

Although tired, we spent a meaningful day.

Step9：Summary

Step10：Homework

Create your own love letters, using participles as adverbials! (Boys --a love letter to a girl, Girls -- a reply to a boy) 【板书设计】

Participles used as Adverbials

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【课后反思】

通过本节课，有很多的心得和体会，现在从本课的设置意图、环节安排、目标达成、学生反映、课堂反馈等方面反思自己的成功与不足，以便更好的完成今后的教学工作，让自己的教学能力有所提高。

一、设置意图上

在新课改背景下，究竟如何优化语法教学？目前语法教学的现状是：部分教师则片面强调学生语言交际能力的培养，误认为现在的中学英语教学中语言基础知识教学特别是语法教学已经不重要了，部分教师甚至简单地认为实施新课标就是淡化语法教学，淡化就是不必重视。部分教师过度强调语法教学在语言学习中的重要性。

课标的实施，并不是要否定语法教学在英语教学中的重要性，淡化语法教学，而是对语法教学提出了新的、更高的要求。英语语法要从“用”的角度出发进行教学。也就是说，语法教学不应仅停留在语法知识的传授和学习上，而是应将语言形式、意义、交际功能有机结合起来，让学生在听、说、读、写的实际语言交际过程中自觉地去运用语法知识。要以学生为主体，引导学生在不断的观察、探究、发现、运用等过程中，展开自主、探究、合作式的学习。

二、授课环节安排上

本课使用了故事导课，充分的调动了学生的积极性和兴趣，授课环节简单直接，围绕了新课标的要求即通过学生的自主学习和团队合作，环节由简到难，环环相扣，符合学生的认知规律和方式。

三、课堂目标的达成上

通过授课各环节的设置，很好的达成了教学目标，熟知了教学重点，突破了教学难点。

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四、学生课堂反映上

通过课堂观察的结果发现,我较好的注意了课堂的参与广度和深度。让每一个学生都参与了课堂，一些基础比较差的学生也得到了提高，学生的学习兴趣浓厚。我在提问时，力求更好的照顾到每一个学生，让每一个学生都能注意到老师，学习到新的知识点，让课堂成为真正的道德课堂。

五、课堂反馈上

通过反馈信息发现学生很好的掌握了本节课的重难点，达到了本节课要求的教学目标。

总之，高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。争取以后继续进行这方面的尝试，优化语法教学。

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