Learning about Language教学设计思路

2019中山市高中英语晒课教学设计

执

教：中山市杨仙逸中学

邹敏

学

生：中山市杨仙逸中学

教

材：人教版

人教版高二下（选修8）Unit 4 Pygmalion Learning about language---

Revise the Past Participle as the Adverbial 课

型：

语法课

上课时长：45分钟

一、主题语境

人与社会

二、语篇类型

Lyrics, small diary，sentence examples，social events 三、语篇分析

本节语法课选自人教版选修八第四单元“Pygmalion”，这一单元选自英国著名剧作家萧伯纳的名篇，该剧本是根据一个经典的希腊传说改编而成的Pygmalion。而本单元的主要语法是过去分词（past participle）作状语，学生可理清复杂的人物关系，分析剧中人物的性格特点，体会人物的心理活动，领会作者在剧本中所表达的主题思想。为让学生更有效的发现、学习语法结构，并能真实使用，本课主要设置了4篇围绕该语法的语篇，让学生能够基于语篇开展听、说、看、写等活动，最后通过合作探究的方式用过去分词作状语对日常事件进行表达

语篇1选自歌曲“I am you”,这一语篇材料属于语调学习的初级材料，其中涉及语法结构“past participle”。语法知识是“形式-意义-使用”的统一体，与语音、语篇紧密相连，因此，通过语篇1的呈现，学生可根据lyrics发现本课堂涉及的主要语法结构，以及通过文本材料的接触来发现语法结构的使用条件（被动），最终达到在语境中有效理解语法知识的目的。

语篇2通过和学生日常息息相关的一些语境和例句来呈现本课语法结构重

点“过去分词作状语”，有利于激发学生对这一语法结构的兴趣，让学生在语境中巩固语法意义。

语篇3是基于教师经历写的一篇观看2019年中山市划龙舟比赛的一篇小日记，该语篇不仅迎合了即将到来的端午节，同时巧妙结合了过去分词作状语表被动的语态，让学生自己发现学习。

语篇4主要针对语法项目的巩固，先以高一学过的课本知识举例，然后通过引导学生小组合作来用过去分词作状语的句子结构介绍中山地理位置和回忆不久前发生的火烧巴黎圣母院。学生可以在学中用，在用中学，巧妙地达到语言输入和输出的双重效果。

四、学情分析

本课授课对象为广东省中山市杨仙逸中学高中生。杨仙逸中学是中山市市直属学校之一，有着健全的教学体制和师资配备。本班在高二年级12个班级中属于平行班，学生较为活泼也较为单纯，对高中的学习和生活还是具备着较高的热情。大多数学生累积了一定量词汇量和语法知识，也能听懂一些基本的课堂用语。“过去分词作状语”是本模块的重点之一，学生之前已接触过过去分词和现在分词的用法，头脑中都已具备基本的概念，这为学生学本课的新语法奠定了一定基础。然而，学生用英语提取信息、处理信息的能力还较为欠缺，在具体语境中使用语法的能力也有待加强。

五、教学目标

本课的终极目标是：通过本课的学习，学生能够正确掌握“过去分词作状语”的用法，并能结合现实生活具体使用。

1.语言知识目标

（1）学生能够在巩固“过去分词用法”的基础上理解

“过去分词作状语”的语法结构并掌握其重难点；

（2）能在语篇中恰当运用该语法结构。

2.文化知识目标

学生通过本单元剧本的学习已了解到人的发展受所处社会地位和环境的影响，但可通过人的后天努力来改善。通过新语篇的设计，让学生更加热爱生活，热爱

英语语言的学习。

3.语言技能目标

（1）能够基于语篇，通过听、看发现提取语法结构，通过说、写正确使用语法结构，进而达到形式与意义的统一；

（2）能够通过观察和合作学习创造新的语篇。

4.学习策略目标

能够利用发现学习掌握英语语法规律，并通过合作学习和探究学习对语法结构学以致用。

六、教学活动

步骤

Step 1 Lead-in. 1.First, play a song “I am you” so that students can be exposed to the pattern “past participle”

2.Then students themselves find out the grammar pattern (past participle) in sentences quickly and judge their functions in sentences with teacher’s guidance

and form the concept that “past participle” can be used as subject, object complement, adverbial. predicative and 过程

Greet students 意图

首先通过歌曲让学生在语篇语境中发现本课重点语法结构“过去分词”过去分词，然后引导学生回忆过去分词在句中的功能成分，最后引出“过去分词作状语”的语法目标。

媒介

音频”I am you”.

2. Guide students to answer “what is past participle” and explore its four tenses based on its using rule.

Step 2 Continue to explore 1.Present the grammar participle used as adverbial” in

common knowledge:

1.发现学习，在真实“past 语境中通过例句吸引学生注意力，并通生已有图式。学生再通过把“状语从句”转换为“过去分词作状语”进一步加深对新语法结构和功能的认识。

2、学生通过对教师观看2019龙舟比赛1.图片；

2.例句

3.日记

sentences that related to Students’ 过句型转换激活学

的实记和实录观察得出过去分词在句中作状语时和主句主语的逻辑关系。

3、通过练习加强巩固语法规律。

then let students observe and summarize “what are the functions of past participles when they are used as adverbial”.

Finally, the students consolidate the rules by rewriting the sentences by using the past participles. 2. Observe the small diary (seeing the dragon boat race in 2019) written by the teacher as well as the spotting record, students try to answer “what is the relationship between the past participle and the subject in main clause”.

3. Exercises. 4. Students judge the positions of the past participles that used as adverbial sentences.

according to three Step 3 Key points and difficult points 引导学生留心注意人教版英语必修1. Some exceptional cases that not to 本课语法的重难点express the passive relationship 知识，尽可能规避不when

past participles are used 必要的语法错误，最as 后让学生在练习中一书上21页第二道情景对话练习

adverbial. Such as the emotional 进行深化理解。

words that used to express the status. 2. The differences among the present participle, past participle and to do when they are used as adverbials.

3. some phrases and small sentences that need to be noticed, like” judging from/by… ”

Check Students correct the mistakes in sentences.

Step 4 Using language 1.教师提前设计的图片

1. Teacher’s arranged example was 例子呈现让学生头shared with students, teach students 脑中形成用过去分how to write a long sentence 词作状语造句的框including “past participle used as 架，激发他们使用语adverbial” to express some certain 言、输出语言的兴趣information:

Charlie Chaplin 1.

喜剧演员

2.

出生于贫困家庭

3.

几乎没有接受学校教育

1.Charlie Chaplin is a comic star. 2. He was born in a poor family. 3.He received little school education. Final version:Born in a poor family, Charlie Chaplin, a comic star, received little school education. 2. After students are familiar with the mode, then give the chances to students. They are asked to work in groups to introduce the geographic positions of zhongShan and the accident happened in Pairs, which requires them to use “past participle used as adverbial”:

和热情。

2.基于学生的元认知，引导学生组内开展讨论，听、说技能并用，鼓励学生尽可能在真实情境中输出语法知识，并能为生活服务。

3、Share the final versions with the whole class. Summary Homework Students review what learned today.

巩固所学,掌握诀窍

1. Using the grammar “past participle 语言学习判断最终

as adverbial” to describe a thing, and 标准在于语言输出。then in next class, playing a guessing 小的写作任务能够game. 更进一步促进学生们语用知识的发展。

附学案：

Unit 4 Pygmalion

Grammar

Revise the Past Participle as the Adverbial

(过去分词作状语)

自主探究，发现学习

一．Revision, please find out the past participles in following sentences and judge their functions (状、表、宾补、定).

1.The stolen car was found by the police. 2.The window is broken. 3.Mary had her bike repaired. 4.When seen from the hill, zhong Shan looks beautiful. 二．What is Past Participle? 过去分词（past participle）是分词的一种。规则动词的过去分词一般是由动词加-ed构成；不规则动词则有各自构成。过去分词表示完成或被动，在句中可充当：定语、表语、宾补、状语。作状语时，表示动作发生的背景或情况，在意义上相当于一个状语从句，其省略的主语（逻辑主语）是主句的主语。

三．Four forms of past participle.

一般式

现在进行时

完成时

将来时

done ？

？

？

不强调动作的先后关系

强调分词的动作与谓语动词的动作同时发生

表示分词的动作发生在前，谓语动词的动作发生在后。

表示“将要被”

四．Thinking（自主探究，小组讨论）

1. 过去分词在句中作状语具体表什么？

2. 过去分词和主句的主语是什么关系？

3. 过去分词作状语时的位置？

1）例句观察：



When asked questions by Fox, Liu Xin was very calm and wise. = When Liu Xin was asked questions by Fox, she was very calm and wise. 

Because exhausted, he fell asleep at once. 

If given another chance by God, I will say “I love you” to the girl.



Although laughed at by many people, he continued bringing happiness to others. 

I was sitting there, surrounded by many colleagues. Conclusion 1 1.过去分词在句子中可以作_________、________、________、________和

_______________等。相当于相应的状语从句。注意：当过去分词作方式状语或伴随状语时，没有相应的从句可替换，相当于一个并列分句。

2.为表强调，过去分词可与连词（_______、_______、_______、_______ …）构成“连词＋过去分词”结构作状语,但连词也可省略。

Exercise:

Rewrite the following sentences by using the past participles.



Because I was greatly moved by the film, I was in tears. _______________________________________________



If I am given more time, I’ll catch up with you.

_______________________________________________



Although they had been defeated many times, they continued to fight. _______________________________________________



Once the mistake is made, it will never be forgiven. _______________________________________________



When water is heated, water turns into steam.

_______________________________________________

2）语篇观察

On May 26th, accompanied by my friend, I went to see the Dragon Boat Race along the Shi Qi River. However, it started to rain in the morning. Influenced by the weather, I felt a little upset. Therefore, I asked my friend if we could go home. At last, encouraged by my friend, I agreed and watched the Dragon Boat Race. Seen from the riverside, the race looked wonderful. Conclusion 2 过去分词在句子中状语，一般和主句共享同一个_____，分词的动作和主语之间主要构成一种_____关系。

Exercise：Fill in the blanks with correct forms of the given words. 











_______ (leave) to itself in the room, the baby began to cry ______(give) more time, I will finish my work on time. ______ (do) in a hurry, his homework was full of mistakes.

_______ (defeat) again, he didn’t lose heart.

The old man entered the meeting room, ________(support) by a young fellow. _______ (see) from the hill, you will find the city looks like a big garden.

3）

例句观察

Followed by his assistant, Ma Yun walked out of the hall.

= Ma Yun walked out of the hall, followed by his assistant. =Ma Yun, followed by his assistant, walked out of the hall. Conclusion 3 过去分词作状语，多放在_____ ；也可放在 _______ 或插在句子在______，均需有______与主句隔开。

课内探究，重难点辨析

1.

有些动词的过去分词（短语）源于系表结构，作状语时不表动作而表状态。

be dressed in穿着

be prepared for 准备

be lost in沉浸在

be determined to do 决心做

be devoted to 致力于

be tired of 厌烦

be supposed to 应该

be absorbed in 沉浸于

be located in位于

be born in 出生于

be buried in专心于

be occupied in 忙于

Exercise：Fill in the blanks with correct forms of the given words.



___________in deep thought, he didn’t hear the sound. 因为沉浸在思考之中,所以他没听到那个声音。(absorb) 

________

in white, she looks more beautiful.(dress) 

He stays up too late every night, ________ to catch up with his classmates. (determine) 2.

由某些与心理感受有关的词后面加-ed转化来的形容词也表状态不表被动。

e.g.Surprised at

what had happened, Tom didn’t know what to do.

3.

现在分词、过去分词和不定式作状语的区别

。

1) v-ing作状语时，分词表示的动作与句子主语之间构成 关系。 e.g. Seeing from the top of the tower, we can get a wonderful view of our city.

2)v-ed作状语时，分词表示的动作与句子主语之间构成 关系。 e.g. Seen from the top of the tower, our city looks more beautiful. 3)to do作状语，一般表示 。

e.g. To get a wonderful view of our city, we climbed to the top of the tower. Exercise：Correct mistakes. (one of the sentences is right) 

Seen from the top of the tower, we can get a wonderful view of our city. 

Getting the position, she devoted herself to managing to complete mountains of extra work. 

The computer center, opening last year, is very popular among the students in this school.



Even if taken a taxi, I will still be late for the meeting. 

Having lost his key, he couldn’t enter the room.

4. 英语中也有一些分词，其逻辑主语不是句子的主语，它们已变成固定词组，表示说话人对所说的话的一种态度。如: 

judging by/from…

根据……判断；由……断定; 

provided/providing (that)…

假如，倘若……；



given…

倘若……；假定……;



generally / strictly speaking一般说来/ 严格说来; 

talking of / speaking of

说到，提到;



all things considered 从整体来看;



Considering…

考虑到…;



taking all things into consideration

全面看来; Exercise：Fill in the blanks.



(judge) by his appearance, he is a wealthy man. 从外表判断他是一位富翁。



（一般来说）, the more you pay, the more you get.

合作探究

Summary