Learning about Language多媒体教学设计及其点评

设计者姓名:刘丽銮

设计者所在单位：潮州市绵德中学

指导教师：李必雄

一：教学材料

1.1授课年级：高中二年级

1.2教材：普通高中课程标准实验教科书

英语8 选修，2007年2月第2版，33页；

1.3单元名称:Unit4 Pygmalion 1.4主题:语法学习----Past participle used as Adverbial

1.5课型：语法课

二：教材内容分析

本节课的教学内容是选修8Unit4 Pygmalion第三课时Discovering useful structures--Past Participle used as Adverbial and Attribute, 课型为语法教学课。选修8的第三单元学习了过去分词作定语的用法。选修的内容是对前面必修5学过的知识点进行再一的回顾复习。但是本节课并没有按照复习的初衷来进行设计，而是从我们学生的实际学情出发，生源素质较差，学生对该部分语法知识早已遗忘。所以教师通过重构教学内容，创设全新的语言情境，来引导学生进行再一次的语法学习。本节课围绕的情境主题是当下的国际时事热点-中美贸易战，以华为CEO,任正非先生为教学内容设计的核心对象，重构语篇内容和练习习题。让学生在带有浓重的爱国情，及民族自豪感的氛围中去感知和获取知识。体现新课标中提及的核心素养的落实和运用。

本节课的教学内容：

2.1语篇内容：（作为预习任务，让学生自主预习，进而课堂探讨语法现象）

Recently, Ren Zhengfei, CEO of Huawei, responded to the questions of Apple and Huawei's future development in an interview with foreign media. During the interview, when

(ask) if he would boycott

(抵制）Apple, Ren said absolutely not. The United States has never bought Huawei products.So even if

(invite) by Trump, he would not negotiate with him. When

（interview）about his attitude towards the 5G plan, Ren said Huawei's 5G plan would not be affected by the US ban. Finally, he believes that if

(give）more time ,Huawei can do better. 2.2习题内容：

2.2.1 Practice---- Complete the sentences：（小组协作完成，分享答案）

,(当被问为什么禁止销售华为产品，) Trump said that Huawei stole their technology and endangered their national security.(禁止：forbid)

,he never feels conceited（自负）. 虽然被广泛赞赏

(赞赏：admire) Mr.Ren entered the canteen,

.

后面跟着他的同事。(colleagues同事)

2.2.3Practice-----单句改错

（以小组为单位，进行讨论，分享解题思路）

1.Hitting by the China- US trade war, employees of Huawei are now working even harder.

2.He stood there silently,moving to tears. 3.Used the book, I find it useful. 4.All the football player on the playground cheered loudly, say that I had a talent for football.

5.Dressing in a beautiful white dress, the bride looks very elegant. 6.Tiring of the speech, he left without saying a word.

2.2.4 Make sentences:（学生根据老师提供的图片信息和关键词进行小组任务）

As a Chinese student, can you share us with what changes have taken place in your life due to this trade war. (Please use the past participle as adverbial in your answer ).

（以下是学生完成的句子）

1.Although hit by the china-us trade war,

we should be positive to handle these questions. 2.Affected by this incident, we must seize any opportunities to study hard. 3.If we are united together,we will become stronger. 4.Inspired by Ren zhengfei,i am eager to be a worker of Huawei. 5.Encouraged by Ren zhengfei,I desire to own a Huawei cell phone. 6.Moved by Ren Zhengfei's words, I feel proud to be a Chinese. 三：学情分析

本班级学生虽为高二学生，但英语程度较为一般，日常英语学习缺乏自主学习能力。本节课是过去分词做状语的语法课。是高中阶段语法学习的一个重难点。学生普遍对非谓语语法系列的学习感很困难，觉很抽象。因此，教师需要将这样一个抽象的语法内容，通过设计一定的情景，进行引导启发式教学，降低学生在学习时产生的畏难排斥的心理。在前面单元学生已经学习了过去分词做定语，对过去分词的形式变化规律，以及过去分词的表达的意义上含有被动，和完成这些基本内容已经有所了解，所以，这节课在重点上就是让学生了解过去分词做状语时的句子结构特点，以及引导学生明白过去分词做状语时，主句主语必需和逻辑主语保持一致，且动作与逻辑主语间有被动关系或表示动作完成状态。确保内容主线清晰，不繁杂，学生能充分理解接受。

四：教学目标：

1）学生能够明白语法的学习是可以紧密联系生活的，它不只是书本上的教条内容，只要善于思考，联系生活实际，进行知识迁移，事半功倍。

2）学生能够运用思维导图，对零散的语法内容进行线索的整理归纳，让知识更加系统，记忆更加牢固。

3）能够通过自主学习，进行问题或现象的探究，以及开展团队互助学习，提高

自己的学习效率。

五.教学重难点：

5.1.重点：理解过去分词做状语的功能和结构特点。

5.2.难点：能用过去分词做状语进行表达运用。

六：设计理念：

本课根据«新课标»提出的六要素整合英语学习活动观，通过情景教学，激发学生学习的学习情感。《义务教育英语课程标准（2011年版）》指出，要让学生在具体语境中理解语法项目的意义和用法，要在实际运用中体会语法项目的表意功能。教师必须正确认识语法教学，要让学生在情境中体会语法现象，学习语法知识，感悟语法功能，并能在恰当的情境中正确合理地运用语法，表达自己的观点和意向。

创设情境就是引导学生走出呆板乏味的学习状态，通过文本信息的重构和教材其他板块的巧妙结合，让学生在一个他们熟知的语境中去经历“接触感受——理解体验——积极内化——运用自如”等阶段。

七．教学过程：

Stage 1.

Lead-in(2 min) Activity A1.Watch and talk Activity aim A1.To lead an topic of the class and arouse the students’ interest about the usage of past participle as adverbial. Activity description T:Show students a picture of the trade war between china and the us and a short video of an interview about Huawei CEO , Renzhengfei. Unfolding three questions: 1.what is the biggest event has happened between china and the us? 2.Who is the CEO of Huawei? 3.what is the video about? A2 Teacher check the homework for the preview and guide the students to perceive the phenomena of grammar. Students are required to answer the questions and perceive the phenomena of grammar.

2.Input and intake A2.Read and find

A2.To raise the independent learning capability and learn the grammar in the context.

A3.Read and think

A4 Discover and conclude.

A5 View and think: Sentence: He walked up and down the room, lost

A3.To allow the students to figure out the past participle used as adverbial in expression.

A4.To consolidate students’

understanding of the past participle used as adverbial.

A5.To guide the students to observe ,analyze and think.

A3Teacher give a

model example on how to analyze sentences’

structure and encourage

the students to analyze sentences’

structure by themselves and find out the characteristics of sentences. Students listen and

compare, analyze the other sentences to find out the rules of grammar.

A4.Teacher inspires the students to finish the conclusion part on the learning plan : 1. 以上画线部分所填词汇为

作

2.逻辑主语和真正的主是

3.所填过去分词和逻辑语

4:过去分词做状语的在句子的表达上，它的结构特点是什么？

5:括号中所给词汇为

（及物动词or不及物动词）

提示：

vt 过去分词作状语时与主句主语构成被动关系，表示被动和完成，

vi 过去分词表示状态或动作的完成。

. A5.Teacher show a sentence for students to stimulate students to think deeply and find out the difference

in thought.

A6.Practice conclude

and A6.To students consolidate improve.

between the transitive verbs and intransitive verb when they are used

as an adverbial. Students

try to translate the sentence and find out the difference.

enable A6.Teacher put forwards six to Sentences for students to and correct. Students think and discuss in groups.Then try to correct the mistake in each sentence and give the reasons why they would correct in that way.

3.Summarize the A7.Summarize and A7.To cultivate grammar points finish the mind map students’

ability of covered. obtaining key information.

4.Output

A8.Think discuss and A8.To motivate students to

make sentences by themselves and express their sentences. A7.Teacher guide the students summarize what they learned according to the mind map. Students finish the mind map . A8.Teacher prepare pictures for each group,and walk round in the classroom and communicate with students. Students cooperate with each other in their group to make sentence according to the pictures‘

information and then show in the class.

八：板书设计

九：教学特色:

特色一：创设情境，导入新课，激发学生对于所要学习的知识的兴趣。

本节课的语境创设环节首先采用问题式，教师铺设两个非常基础的问题让学生回答，引出语境话题：

Q1:What is the biggest event has happened between China and the US? Q2:Who is the CEO of Huawei? 其次，观看一段有关任正非的采访视频，让同学们从谈话中去了解这位企业家的不凡格局。

最后，将视频内容整理成语篇资料，形成学生当前熟悉的训练题型的形式----语法填空。让学生在语法填空的任务下，去感知语法现象，完成过去分词做状语的学习。因为语篇的内容就是采访视频中有关任正非的观点态度，学生们都能很好的代入语境，完成对该语法知识的理解。

特色二：巧用思维导图，发展学生的逻辑思维和创造性思维。

语法教学中，通常学生都会碰到这样的一个问题，零碎的知识点多，一堂课记了很多笔记，下课后，几乎就没什么印象了，遗忘率特别高。本节语法课，将思维导图作为记忆的工具，在每个知识点讲解后都有意识进行，语法的现象总结，在最后的总阶段，呈现一张思维导图，系统有条理地将知识点串联起来，提高了学生的理解力和课堂教学的学的效率。

特色三:设计应用实践类的活动，灵活运用语言知识。考虑到学生的具体学情，设计的活动任务难度适中，学生能比较好完成。在老师的信息引导下，学生围绕本节课的语言情境

用英语表达自己的观点，而这些句子也无形中在塑造学生的正确价值观。如：

1.Although hit by the china-us trade war,

we should be positive to handle these questions. 2.Affected by this incident, we must seize any opportunities to study hard. 3.If we are united together,we will become stronger. 4.Moved by Ren Zhengfei's words, I feel proud to be a Chinese. 总之，本节语法课紧紧围绕新课标提出的核心素养来设计展开，基于学生的学情，将语言能力，文化意识，思维品质和学习能力几个维度渗透其中。