Learning about Language教学设计一等奖

Book8 Unit4 Pygmalion Learning about Language教学设计

宁夏青铜峡市高级中学

包红霞

Teaching aims: By the end of the lesson, students will be better able to: 1.acquire the rules of past participle used as adverbial. 2.distinguish the four forms of participles used as adverbial. 3.use the past participle as adverbial correctly and properly. 4.handle the related exercises. 5.appreciate Chinese culture and cooperate with others actively. Teaching Methods Grammar-translation approach, Audio-lingual method,

Independent study method, Inquiries into the study method, Cooperation study method Teaching aids Multimedia devices,PPT documents, and guided learning plan Important and Difficult Points 1. To acquire the rules of past participle used as adverbial. 2.To distinguish the four forms of participle used as adverbial Teaching Procedure StepⅠ: Lead-in 1.Greetings 2.T: A few days ago, when I was walking in our school I took some photos. Do you want to have a look? Show picture one and instruct students to say the following sentence : As it is decorated with flowers, the school looks like a garden. T: What kind of clause is it? Ss: Adverbial clause. T: If I don’t want to use clause, how can we rewrite the sentence?

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Show the following sentence with a blank and instruct them to say the answer. = _________with flowers, the school looks like a garden. Then instruct them to rewrite the next sentences based on the photos. When they are seen from the hill, the buildings are pretty small. = Seen from the hill, the buildings are pretty small. As it is surrounded by water, it is very beautiful. = Surrounded by water, it is very beautiful. When they are dressed in uniform, these students are more handsome than usual. =Dressed in uniform, these students are more handsome than usual. T: Pay attention to these words----decorated, seen, surrounded and dressed. They are all______? Ss: Past participle. T: And they are all used as______? Ss: Adverbial. StepⅡ Acquire the Rules T: Good. Then why do we use past participle instead of other forms? For example, can we use –ing form here? Ss: No. 因为句子主语跟分词动作之间是被动的逻辑关系。

T: Yes, but there are also other forms of participles that can be used as adverbial. 1.Show the following sentences on PPT: Seen from the top of the hill, the school is beautiful. Seeing from the top of the hill, we can see the school clearly. Having eaten his dinner, the boy rushed out. Having been criticized by the teacher, the boy gave up smoking. T: Now, look at your handouts. Work in groups to discuss the difference and finish the form. Five students in a group and two minutes for you. Hurry up! 2.Two minutes later, ask one volunteer to write the answer on the blackboard. Check the answers and show the tips:

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Forms 分词动作与句子

主语的逻辑关系

分词动作与主句

谓语动作发生的先后

---------- 几乎同时发生

先于主句发生

先于主句发生

done doing having having been done

分词作状语，主语是问题。

被动

主动

主动

被动

逗号前后两动作，共用一主语。

主语找出后，再来判关系。

主动用-ing，被动用-ed, having done 表先后，千万要牢记。

StepⅢ: Practice 1.Chinese Idioms T: Since we’ve found the rule, let’s do some exercise. Are you ready? Four minutes for you to finish exercise2. Check the answers: (Invite the first volunteer to read his answer to the first idiom and Chinese translation. Then he will choose next student.) ○1. Once spoken, a word becomes a promise. 一言既出，驷马难追。

○2.Attracted by the beautiful scenery, I forgot to go back home. 流连忘返。

○3. Once poured, water cannot be taken back again. 覆水难收。

○4. Once beaten, twice shy. 一朝被蛇咬，十年怕井绳。

○5.United , we stand; divided, we fall.

团结则存，分裂则亡。

○6.Knowingthe enemy and yourself, you can fight a hundred battles with no danger of defeat.

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知己知彼，百战不殆。

2. Chinese Poems T: As we all know, Chinese culture includes many things, not only Chinese idioms butalso poems. So I’ve selected some beautiful poems for you. Look at your handouts and four minutes for you to finish exercise 3. Check the answers: (Invite the first volunteer to read his answer to the first idiom and Chinese translation. Then he will choose next student.) ○1. When questioned(question) under a pine-tree, the pupil answered, “The

master’s gone alone for herbs”.

松下问童子，言师采药去。贾岛《寻隐者不遇》

○2. Given (give) the talent by the heaven, I will employ it! 天生我材必有用李白《将进酒》

○3. Moved (move) by what I said, she stood there for moments. 感我此言良久立白居易《琵琶行》

○4. After experiencing (experience)the magnificence of the ocean, I consider all other sources of water inferior. 曾经沧海难为水元稹《离思》

○5. Raising (raise) my head, I see the moon so bright. 举头望明月李白《静夜思》

○6.Having searched(search) for him hundreds and thousands of times in the crowd, suddenly you turn back, and he is there by the dim light. 众里寻他千百度，蓦然回首，那人却在灯火阑珊处。 辛弃疾《青玉案·元夕》

3. Talking about Pictures T: Well done! Now let’s move to next stage. In this stage, some pictures will be shown to you and you are expected to say some sentences based on them. Show the pictures one by one and lead them to say sentences like: ○1.Given another chance, I will say “I love you” to the girl. ○2.Beaten by the sheep again, Mr. Wolf said he would be back soon.

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○3.Touching his stomach, he says he’s full. ○4.Lying with a cat, the baby sleeps tight. ○5.Scared by the mouse, Doraemon jumped high. 4. Fill in the Blanks T: Excellent! You know the final exam for junior three students is coming, right? And yesterday I received a letter from Li Hua, a junior three student. Now I’ll give you five minutes to finish the blanks in the letter. Check the answers: （Two volunteers. One reads English and the other gives translation.）

This is Li Hua, a junior three student. Raised(raise) in the poor countryside, I have been always dreaming(dream) about having(have) college education. My parents told me that I would be half into top universities once admitted(admit) to Nanbai High School. Located(locate) in Bozhou District, the school is very famous. When built(build) in 1956, it was called No.1 High School in Zunyi County. A few days ago, I went(go) there with my parents. Standing(stand) outside the school gate, I was impressed(impress) by the scene. Seen(see) from the gate, it seems grand and spectacular. I really hope that I can get education here, can you give me some help? Step Ⅳ: Review T: What have we learnt in this class? StepⅤ: Homework Write a reply to Li Hua and try to use past participle as adverbial in your composition. Step Ⅵ: Reflection 课后反思：

本节课作为选修八unit4 的语法课，面对主体是高二学生。过去分词做状语是在必修五unit3语法就学过的，现在选修八unit4作为回顾和复习，所以在进行教学设计时更多地是想让学生自己习得并且反复操练以期达到认识、掌握、运用的目的。在导入部分，以学校的照片作引让同学们进行句型转换，一方面，同学们有亲切感并且感兴趣，另一方面，从学生熟悉的状语从句入手再切入到过去分词做状语，他们更容易接受。

导入过去分词做状语后，因为高中阶段过去分词做状语经常和doing、having done

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、having been done一起考察，且很多学生总数混淆，所以通过一组例句让学生们讨论它们做状语各种的特点并完成表格。然而，在课堂上进行这一环节时，因为给的时间有点短并且例句存在局限性，有些同学并没有把表格内容补充完整。既然认识到了规律和各自的特点，就要多操练以巩固。在练习阶段，我设计了成语填空、诗词填空、看图说话、语篇填空这四个练习。设计的时候是这样考虑的：

成语诗词填空是初级因为只需要填空并尝试翻译，看图说话属于拔高因为要说出完成正确的句子，而语篇填空是整体综合练习并且为最后的Homework做铺垫。然而，在课堂上实际操练时，我发现因为没给出汉语翻译，有的同学在做成语和诗词填空时耗费了大量精力和时间。反思过后，我觉得可以尝试这样修改：诗词填空放成语填空前面并且给出中文意思，这样会降低很多难度，而且也可以增加同学们的信心。

总之，课堂是教学的主阵地，是学生展示的舞台。教学要变学生被动学习为主动学习，让他们积极主动参与获取知识的全过程，让他们认识到英语的美，喜欢英语，乐学英语。

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