Learning about Language教案公开课一等奖

指向“三维语法”的教学实践

----过去分词作状语教学设计

华亭市第一中学（744100） 朱改转 《普通高中英语课程标准》（2017年版）指出，本课程标准所倡导的英语教学语法观，是以语言运用为导向的三维动态语法观，是以语言运用为导向的“形式—意义—使用”的统一体。在语言运用中，语音、词汇、语法、语篇和语用知识总是交织在一起，并非是一些死板的语法规则。本文以过去分词（短语）作状语教学为例，从语用的角度出发，尝试在高中英语语法教学中践行三维动态语法观，力争实现“形式，意义和使用”三者的有机结合。

一、教材分析

人教版选修八第四单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处。而本单元的语法部分重点是学习过去分词作状语的用法，在教材阅读文本中设计时主要通过大量的例句和习题要求学生自主学习，总结过去分词（短语）在句子中作状语的用法。

二、教学设计

（一）Learning aims: By the end of this class, you will be able to 1.know about different functions and right places of the past participle used as adverbial. 2. understand the differences between the present participle and the past participle. 3. know the conversion between the past participle and the adverbial clauses. 4. rewrite the passage using past participle to make it brief and advanced. （二）Teaching important and difficult points 1.To memorize the grammar rules and make full use of them freely. 2.To rewrite the passage using past participle to make it brief and advanced. (三)Teaching methods Task-based language teaching; Cooperation learning;

Asking-and-answering activity. (四)Teaching procedures Step1. Learning aims 【设计意图】教学目标不仅是教学活动的出发点和归宿，也是课堂教学评价的重要参照。本节课所有的教学活动设计都围绕教学目标的落实与达成展开，课前展示目标，课中落实目标，课后对照目标进行课堂小结。这样，学生的课堂学习便有了明确的目标和方向,为完成目标而努力学习。

Step2. Leading in Show the words and related pictures, asking the students to guess what they are about. Then the following sentences are generated:

1.Seen from the top, the National Stadium looks like a bird nest. 2.Beaten by the sheep over and over again, Mr. Wolf would come back again. 3.Chosen to act as one of the four judges, Na Ying is more famous than ever before. 4.President Xi Jinping attended the Fourteenth Summit of the Group of Twenty on June.28, 2019, followed by many officials. 【设计意图】在设计语法教学时，教师应重视在语境中呈现新的语法知识，在语境中指导学生观察所学语法项目的使用场合、表达形式，基本意义和语用功能（教育部）。故笔者在该环节选取学生耳熟能详的鸟巢、灰太狼的经典台词、那英当选好声音评委以及***于本月在28日参加的二十国集团领导人峰会的消息相关图片和文字，让学生在很接地气的图文并茂的情境中感知过去分词作状语的使用，并顺利导入新课。

Step3. Knowing about different functions and right places of the past participle used as adverbial. 1.

观察下列句子，确定过去分词（短语）在句中做何种状语

2.

小结：过去分词(短语）作状语的功能及位置

【设计意图】英语中有句名言：Tell me, I will forget; show me, I may remember; involve me, I will understand. 故本环节不是直接给学生灌输语法规则，而

是采用启发引导的方法，指导学生运用观察、对比、分析、阅读、理解、发现和归纳总结的学习策略，独立思考归纳总结过去分词可作状语的种类以及充当不同成分时所处的不同位置，内化掌握相应的语法规则。 Step4. Understanding the differences between the present participle and the past participle. Seeing nobody there, he turned off the lights. Seen from the top, the stadium

looks like a bird’s nest.

Following two policemen, the lady returned home. Followed by two policemen, the lady returned home. 探究一：如果句子的主语与分词是主动关系，用__________; 如果句子的主语与分词是被动关系，用____________. 探究二：过去分词作状语是否都是表示被动？

以下分词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。

be dressed in be lost in be devoted to be supposed to be located in be faced with be tired of be absorbed in be born in… be occupied in be determined to do 【设计意图】“语法概念具有内在的一致性和系统性，组成了英语语法的模型”（潘素洪）。在平时的学习以及关于该语法点的考查中，现在分词和过去分词的区别始终是语法教学的重难点。本活动通过展示两组分别由现在分词和过去分词作状语的句子，让学生观察、比较、分析并归纳，通过小组合作学习，小结现在分词和过去分词作状语的区别以及如何选择恰当的分词形式作状语。同时也总结出一些作状语时不表被动而表主语状态的常见表达。

Step5. Knowing the conversion between the past participle and the adverbial clauses. 1. Given another chance, he will do better. → If he is given another chance, he will do better 2. Laughed at by many people, he continued his study. →Although he was laughed at by many people, he….

结构：连词+句子主语+系动词(注意时态)+过去分词；作伴随状语或方式状语则转换为并列结构的句子

Aunt Wu came in, followed by her daughter.

= Aunt Wu came in, and she was followed by her daughter. 【设计意图】对学生而言，掌握分词作状语和状语从句的区别是又一难点。通过对比，“可以使学生在巩固旧知的同时，开拓新知识”（张茹芳）。本环节主要通过设置一些过去分词作状语和状语从句相互转换的练习，让学生在相互比较和练习中明白其主要区别，并对其认识由感性上升到理性。随后的合并句子和句子翻译训练更强化了学生对所掌握的语法规则的理解，体现了“在学中用，在用中学”的原则。

Step6. Rewriting the passage to make it brief and advanced. 原文：Our school, No.1 Middle School, is located in the west of Huating. It covers an area of 231acres. It is a key school in Huating. It is very beautiful and is surrounded by many trees and flowers. As many students are attracted by its beautiful scenery and high teaching quality, many students choose our school including us. 改写文段：Located in the west of Huating and covering an area of 231acres, our school, No.1 Middle School, is a key school in Huating, which is very beautiful and surrounded by many trees and flowers. Attracted by its beautiful scenery and high teaching quality, many students choose our school including us. 【设计意图】在学生掌握了过去分词作状语这一语法规则的基础上，教师创设一定的教学情境，从语篇改写的角度让学生在亲身体验的过程中明白使用过去分词可以使描述自己所在学校的文段语言更加优美，更加简洁明了，实现了“用最简单的语言表达最复杂思想”的目标，体验了语言的魅力。

1._________(lose) in deep thought, he didn’t hear the sound.

2.__________(catch) in a heavy rain, he was all wet. 3._________(walk) on the street, he came across one of his old friends. 4._______(hear) the news, he jumped with joy. 5.Once _________(speak), a word becomes promise. 6.Once _________(pour), water can not be taken back again. 7.__________(impress) by the beautiful scenery, I forgot to go back home in time. Step7. Test 【设计意图】“练习是课堂教学中必不可少的组成部分。程晓堂认为在练习中，学习者应该围绕语言项目本身进行一些旨在复习或巩固该语言知识的活动”（转引自张茹芳）。笔者所在学校已将课堂检测作为考核、评价教师上课环节是否齐全的标准和依据。故长期以来，

教师们已养成了课后检测的习惯。在本环节教学中，根据所学语法，设计了一些针对性很强的单句语法填空，练习巩固本课所学语法。

Step8. Summary 【设计意图】小结课堂内容，重现教学目标。让学生在巩固课堂内容的同时，还能对照学习目标对照检测本节课学习的情况。

反思：本节课根据学情和学生认知发展的规律，结合单元文本语言素材，紧紧围绕核心素养目标开展各个环节的教育教学活动。引导学生通过观察例句掌握语法形式，通过改写语段、翻译和合并句子，在使用中理解了语言意义，并将语法教学活动融入到听、说、读、写、看等各种语言技能的活动中，体现了语法教学的实用性、情境性和趣味性，使学生乐于学习，易于接受，提高了语法课教学的效率，从而实现了过去分词作状语的语法层面—形式、意义和使用三个维度进行有机结合，

【参考文献】

[1] 普通高中英语课程标准（实验）

人民教育出版社,2017年版

[2] 潘素洪.高中英语语法概念教学的困境及其破解「J]. 中学外语教与学, 2016.(10) [3] 张茹芳.高中英语三维语法教学的实践「J]. 中学外语教与学, 2013.(4)