Learning about Language教学设计实例

Unit 4 Pygmalion Period 3

Learning about language:

Grammar Teaching aims Knowledge aims: Get students to revise the use of the Past Participle （教学目的）

as the Adverbial.

Ability aims: Enable students to use the use of the Past Participle as the Adverbial to solve the problems. Emotional aim: 1. Get students to become interested in grammar learning. 2. Develop students’ sense of group cooperation.

学情分析

Most Ss have already mastered certain usages of the infinitive. However, some Ss’

basis is very

weak. So I choose a lot of typical examples to help them master the usages as a whole. Also, I write a short passage myself to give them a practical situation to practice using the infinitive correctly. Teaching emphasis Get students to learn and master the use of the Past Participle as the Adverbial. （教学重点）

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Teaching difficulties Enable students to learn how to use the rules of the Past Participle as the Adverbial correctly. （教学难点）

Teaching &learning

procedures

(教学与学习过程)

Learning Plan（学案）

Teaching Plan （导案）

Step1. Preparing lessons &self-study and exploring

the problems

(预习自学，探究问题) Finish the task given in the last period.

Step2.Finishing

plan & asking questions（完成学Step 1. Ask 案，提出问题）

Report the answers to the class and teacher. the Ss to the report Point out the sentences including the Past Participle answers and as the Adverbial

in the text.

read passage quickly to the point out the - 2 -

sentences including

the Past Participle as the Adverbial in the text.

Step3.Researching cooperatively& answering Step2. Encourage the Ss to sum up questions(合作探究, 解决问题)

And ask the Ss rewrite the following sentences. Now please look at the following examples. Can you the forms and rewrite these sentences? Show the following.

1. Given more time, we could do it better. functions the of Past Participle as 2. Heated to a high temperature, water will change the Adverbial

to vapour. 3. Frightened by the noise in the night, the girl did not dare sleep in her room. 4. Disturbed by the noise, we had to finish the meeting early. 5. Seen from the hill, the park looks very beautiful. 6. She walked out of the house, followed by her little daughter. - 3 -

Sample answers:

1. When / If we were given more time, we could do it better. 2. When / If it is heated to a high temperature, water will change to vapour. 3. As she was frightened by the noise in the night, the girl did not dare sleep in her room. 4. As we were disturbed by the noise, we had to finish the meeting early. 5. When it is seen from the hill, the park looks very beautiful. 6. She walked out of the house, and her little daughter followed.

Step4.Summing &chewing, summarizing Step 3. Help the Ss sum up knowledge（总结反刍

，知识梳理）

Get the Ss to learn and analyze the knowledge and use some of the grammar in groups .

-ed 分词作状语

knowledge of the -ed分词短语做状语可表示时间、地点、原因、条件、

Past 让步、伴随等意义。这种-ed分词状语相当于一个时间、Participle as 地点、原因、条件、让步等状语从句，若-ed分词作状the Adverbial. 语，句子的主语与分词所表示的动作构成动宾关系，- 4 -

即是该分词动作的承受者。

-ed分词（短语）作状语时，也可在其前面加上连词when,if,once,though,unless等，以便明确作何种状语。

①表时间，相当于一个时间状语从句，有时过去分词前可加连词when或while来强调时间概念。

从山顶上看，这个城市就像一个大花园。

_____________________ , the city looked like a big garden.

(Seen from the top of the hill) 入党以后，他决定献身于党的事业。

__________________________, he decided to devote his life to the cause of the Party. (Accepted by the Party ) ②表原因，相当于一个原因状语从句。

激动的人们被那个故事深深地感动了，停止了争吵。

__________________________, the young people made up their minds to take up the struggle. (Moved by the story)

③表条件，相当于一个条件状语从句，有时过去分词前可用if等词。

再给他一次机会，他会做得更好。____________________________

(Given another chance, he will do better.)

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④表让步，相当于一个though/although引导的

让步状语从句。

尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。

________________________________, they went on running after the robber. (Exhausted by the running) 尽管被许多人嘲笑，他还是继续他的研究。

______________________________

(Laughed at by many people, he continued his study).

⑤表方式或伴随情况。

那个老人在他的妻子的搀扶下走进了房间。

The old man went into the room, ______________.(supported by his wife) 我和父亲坐在桌子旁边讨论着我的工作问题。

__________________________, my father and I were talking about my job. (Seated at the table) Tips:过去分词作状语与现在分词作状语的区别在于: 过去分词与句子主语构成动宾关系, 而现在分词与句子主语构成主谓关系。

Seeing in this light, the matter is not as serious

as people generally suppose.（wrong）

Seen in this light, the matter is not as serious as - 6 -

people generally suppose.

Step5.Testing in class & improving skills：

(见随堂检测，落实考点)

Step4. Let the Ss use the knowledge of the Past Participle as the Adverbial to finish the following exercises. Step6. Assessment & Homework：

（课堂评价，布置学案）

Task1. The students in Class 1-2 should do the following exercises. Task 2. Homework: Finish off Exercises 1 on P33. Reflection after teaching（教后反思）

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