Learning about Language课程导入

Learning about Language Introduction

In this period students will be first helped by the teacher to discover and learn to use some useful words and collocations, and then to discover and revise the past participle as the adverbial. The following steps of teaching may be taken: Warming up by looking for the Past Participle as the Adverbial，Learning about the past participles used as the adverbials，Correcting and completing，Closing down by putting on a short play.

Objectives

To help students revise the Past Participle as the Adverbial.

To help students discover and learn to use some useful words and collocations. To help students discover and learn to use some useful structures. Procedures 1. Warming up by looking for the Past Participle as the Adverbial

Hi, class. Let’s go over the play Fateful Meetings to look for examples of the Past Participle as the Adverbial. ＊

Professor Higgins, an expert in phonetics，convinced

that the quality of a person’s English decides his her position in society．

＊

(surprised) For a pound? I’m afraid

I’ve got nothing less.

＊

(disappointed at the outcome but thinks it is better than nothing) Thank’ou, sir (sees a man/ taking notes/ and gets worried) Hey！

＊

(still worried) Then/ why did ‘ou take down my words/ for?

2. Learning about the past participles used as the adverbials The past participles are sometimes used as the adverbials. Look at the following examples:

＊

We went home exhausted (疲惫地). (逻辑主语we, 过去分词exhausted) ＊

Encouraged by my teacher, I decided to work hard. (逻辑主语

I，过去分词encouraged) ＊

Granted that he has enough money to buy the house, it doesn’t mean he’s going to do so.

＊

Told by the teacher, she knew she was wrong. (分词

told 用过去式分词表示被动) ＊

Now you are going to read the text for more examples of the past participles used as the adverbials.

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3. Correcting and completing Now you shall go on to do exercises 2 and 3 on Page 33.

First you are to read the 5 sentences and correct any mistakes in them. Check with a partner. Then read the uncompleted passage and complete it with suitable words, in the form of either the present or past participle. 4. Closing down by putting on a short play To end this period we are going to put on a short play.

Hamlet and the Heckler (a very short play) Hamlet: To be or not to be... Heckler: I knew it. I knew he was going to say that. Hamlet: that is the question... Heckler:

He’s going to say the rest of it, too.

Hamlet (to Heckler): Excuse me, do you mind? Heckler:

I didn’t know he was going to say THAT.

Hamlet:

I’m just trying do my job here.

Heckler: Yeah, but do you have to do it the same way every time? Hamlet: Well, this IS Shakespeare you know. Heckler:

Ooooo, Shakespeare. Why don’t you do Shakespeare with modern language?

Hamlet:

Shakespeare wrote it perfect the way it is. We can’t change it.

Heckler: Why not? Just change “To be or not to be...” into whatever the hell it means. [pause] By the way, what does it mean? Hamlet:

Well, he’s considering suicide. He’s considering which might be better, living or dying, being or not being. Changing it would sound stupid, wouldn’t it? It wouldn’t be memorable. Heckler: But the audience would understand it, for a change. Hamlet: But people do understand Shakespeare, at least most of it. And they figure out the rest from the context. Heckler:

I’ll bet the audience didn’t know what "To be or not to be" means from the context. Hamlet: Then how would you say it?

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Heckler:

How should I know? I’m just a heckler.

Hamlet:

Then why don’t you just shut the hell up?

Heckler: Not bad, was that Shakespeare? [curtain]

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