Learning about Language教案3

课题：Book8

Unit 4

the Past Participle as adverbial

(

Grammar)

科目 授课者

英语

宣振红

教学对象

单位

高二学生

课时 1课时

河北省秦皇岛市卢龙县木井中学

一、Teaching aims（教学目标）

1. Knowledge aims: Enable the students to understand the function of the past participle and the rules of the the Past Participle as adverbial

2. Ability aim: Enable students to use the Past Participle as adverbial properly and use it to improve their writing ability

3. Emotional aim: Develop students’ sense of cooperative learning

二、Analysis of the material

（教学内容及模块整体分析）

1. 模块整体分析：

New Senior English for China Student’s Book 8 unit4 the part of learning about language mainly deals with the Past Participle as adverbial, based on the grammar learning in Unit3 about the Past Participle as the Attribute, Predicative and Object Complement.

which can help students understand the basic grammar concepts and rules, and also promote the students to further improve the language expression ability in practical applications.

2. 学习内容的分析：

New Senior English for China Student’s Book 8 unit4 the part of learning about language mainly deals with the Past Participle as adverbial. Combining with the Past Participle as the Attribute, Predicative and Object Complement, students should set up a whole system of the use of the Past Participle. In this part students should understand the function of the past participle and the rules of the the Past Participle as adverbial, learn to use the Past Participle as adverbial properly and use it in practical applications to improve their writing ability.

三、Analysis of the students（学情分析）

I am teaching in a countryside senior high school. Students have many problems in the grammar’s concept and application. Therefore, in the course of teaching, I mainly adopt the teaching strategy of observation and induction, summary application and practice improvement, which aims to help students gradually understand and deepen the understanding of knowledge points through the paving of small steps. At the same time, every step will have the participation of students so that students can become the master of classroom learning.

四、Teaching methods（教学方法）

inductive method，

Cooperative learning and Discussion

五、Teaching important and difficult points(:教学重点及难点)

Teaching Important Points:

1. Knowledge aims: Enable the students to understand the function of the past participle and the rules of the the Past Participle as adverbial

Teaching Difficult Points: 2. Ability aim: Enable students to use the Past Participle as adverbial properly and use it to improve their writing ability

3. Emotional aim: Develop students’ sense of cooperative learning

六、Teaching procedures (教学过程)

教师活动

学生活动

设计意图

Step1 Leading-in (Guessing Find something to match the game) riddles（猜谜）

(1) when heated, I’ll turn into gas,

What can find you from the what am I?

(

) (2) If taken half, I will leave sentences. nothing, what number am I?

(1)

when heated,water ’ll turn (

) into gas. (3)Made of gold, I

often live on (2) If taken half, eight will leave the woman's finger,what am I?

nothing (

) In English class, I can attract students' attention and arouse their learning enthusiasm by doing a interesting guessing and help the students to experience the Past Participle as adverbial.

(3)Made of gold, rings often live on the woman's finger.

Step 2 cooperation and discussion (合作探究与讨论) 探究一：如果句子主语与分词是On the basis of activating the 主动关用

;original knowledge of the students, 如果句子主语与分词是被动关系，用

。

show the main tasks of this class, Make certain of the tasks of this class

探究二：

过去分词通常在句中充and let the students further know 当以下几种状语？

about the teaching important and 探究三：过去分词做状语是否都difficult points

是表示被动？

重难点辨析（一）：过去分词

VS 现在分词作状语

① When visiting London at night, you’re a bit like in a dream.

②

When visited at night, you make

sure the visitor is really your friend.（visit）

① Seeing from the hill, we can see a beautiful park. ②

Seen from the hill, the park is beautiful.(see) 自主归纳: 如果句子的主语和分词之间是主动关系, 用

_______；如果句子的主语和分词之间是被动关系，用_________。

Task1. Analyse the sentences, paying Through the problem set, let the attention to the Past Participle and the

students

analyse the sentences, pay attention to the Past Participle and the subject of the sentences,then draw a conclusion.We should use group discussion to further arouse students' interest and develop their cooperative inquiry ability.

Read the sentences and classify the types of adverbials in the sentences, let the students learn the grammar in real language situation.

subject of the sentences,then draw a conclusion.

重难点辨析（二）：过去分词通常Task2. Read the sentences and 在句中充当以下几种状语

classify the types of adverbials in the ①（When）Asked what had sentences, especially the part of the happened, he kept silent.

Past Participle

（

）

②（Though）Left alone at home,

the little boy didn’t feel

afraid at

all. （

）

③（If）Given more time, we would

be able to do the work much better.

（

）

④

Choked by the heavy smoke,

he could hardly breathe.

（

）

⑤

The old man went into the

room, supported by his wife.

（

）

Task 3.比一比，变一变

We were followed by the old Task 3.比一比，变一变

man, and we went upstairs.

We were followed by the old Learn to transform the adverbial clauses into the Past Participle =

man, and we went upstairs.

Though Mr. Wolf was beaten =

as adverbial.

by the sheep again and again, Though Mr. Wolf was beaten by

he would come back again. the sheep again and again, he

=

would come back again.

=

重难点辨析（三）：不表被动

Task4. Read the phrases and patterns

Let students experience and learn 的特殊情况

and learn the special usage of past the special usage of past participle ①

表人的情感的动词

常见的有：

excite, surprise, participle to express the state not to express the state not adverbial .

amuse, interest, frighten, adverbial .

And .

satisfy, disappoint,... ____________ at his son’s

exam results, the father said

nothing but asked him to work

hard next time.

(disappoint)

②

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。

常见的有：lost (迷路); seated

(坐); hidden (躲); lost /

absorbed in (沉溺于); born

(出身于); dressed in (穿着)；

based on （基于）；

Lost / Absorbed in deep

thought, he didn't hear the

sound.

Step3 Practice makes

perfect(实践练习) Step3 Practice makes let students look at the pictures

(一)

看图填空

perfect(实践练习) and fill in the blanks using the Past Once ______, a word becomes Task4. 看图填空

Participle , so that students can a promise. ( speak )

Once ______, a word becomes a

learn the use of the Past Participle

Once ______, water cannot be promise. ( speak )

in a short time.

taken back again.( pour )

Once

______, water cannot be

__________ by the beautiful taken back again.( pour )

scenery, I forgot to go back __________ by the beautiful

home in time.( impress ) scenery, I forgot to go back

home in time.( impress )

The purpose is to train the students （二）Rewrite the sentences,

using the past participle as the Task5 Rewrite the sentences, to use the language in actual adverbial. using the past participle as the situations, that is, the ability to use

adverbial.

the language in practice, to

1. Because it was done in a encourage them to master the usage

hurry, his homework was full of and use it more appropriately.

mistakes.

understand and use the

Students

2. If it is taken according to the grammar by practical use. So we

instructions, the medicine has no can grasp the knowledge points of

side effect. this lesson and use it from word

sentence to a short passage step by

Step4 能力提升：过去分词做

step. 状语在写作中的运用

Task6. Step4 能力提升：过去分

1.

查尔斯.狄更斯（Charles 词做状语在写作中的运用

Dickens）

3.

查尔斯.狄更斯（Charles (1)

.英国著名小说家

Dickens）

(2)

.出生于一个贫困的家庭

(4)

.英国著名小说家

(3)

.几乎没有接受学校教育

(5)

.出生于一个贫困的家庭

Charles Dickens is a famous (6)

.几乎没有接受学校教育

British novelist.

Charles Dickens is a famous He was born in a poor family.

British novelist.

He received little school He was born in a poor family.

education. He received little school →Born in a poor family, education. Charles Dickens, a famous →Born in a poor family, Charles British novelist, received little Dickens, a famous British school education. novelist, received little school 2.

事件：一起森林火灾；

education.

时间：上周；

地点：我省西南部；

4.

事件：一起森林火灾；

起因：一次野餐；

时间：上周；

损失：几百万

地点：我省西南部；

A forest fire broke out in the 起因：一次野餐；

southwestern part of our 损失：几百万

province last week. A forest fire broke out in the It was caused by a picnic. southwestern part of our It caused millions of loss. province last week. →

It was caused by a picnic.

Step 5 HomeworkFinish a composition using the past participle as adverbial.）

连句成篇（Finish a composition using the past participle as adverbial.）

1.秦皇岛地处河北省东北部，是中国重要的港口城市。（located in）

2.以秦始皇的名字命名的，秦皇岛具有悠久的历史。(named after) 3.以旅游业为基础，秦皇岛有许多名胜古迹，吸引成千上万的游客每年来这里观光旅

游。

( based on)

It caused millions of loss. →

Task 7: Finish a composition using the past participle as adverbial.）

1.秦皇岛地处河北省东北部，是中国重要的港口城市。（located in）

2.以秦始皇的名字命名的，秦皇岛具有悠久的历史。(named after) 3.以旅游业为基础，秦皇岛有许多名胜古迹，吸引成千上万的游客每年来这里观光旅游。

( based on)

七、Blackboard design

(一)自主归纳: 如果句子的主语和分词之间是主动关系, 用

_______；如果句子的主语和分词之间是被动关系，用_________。

(二)过去分词可以在句子中做

状语；

状语

状语；

状语

状语。

(三)过去分词表状态：（1）表人的情感的动词（2）

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。

八、Teaching evaluation(教学评价设计)

评 价 等 级

评价内容

优（5）

良（4）

中（3）

评价目的

能否认真专注

I can listen to the teacher carefully

I can volunteer to answer questions

I can express myself loudly I can take an active part in discussion

I can think and express different ideas

I can answer questions fluently

能否主动参与

能否大胆表达

能否善于合作

能否独立思考

能否自由表达

I have a habit of taking notes

I have a sense of achievement

是否有良好习惯

是否兴趣浓厚

九、 Teaching Reflection（教学反思）

1. Teaching design and the overall effect: The content is module 8 unit 4 , learning about language. In this section, I use inductive teaching method to design this class. I adopt the group work to finish some tasks . It aims to make students master grammar knowledge through the training . The form of practice is also diverse. The goal is clear and focused, It can fully mobilize the enthusiasm, initiative and creativity of students. The whole class enables students to get a sense of achievement in learning English.

2.Effect of the students’ learning

By making group discussions, guessing games and filling in the blanks, students can understand and grasp the knowledge points better and use it properly.

3 Insufficient and improvement

What is worth improving in this lesson is that the group discussion can be further improved to allow more students to participate in the group activities.