Learning about Language教学实录

Teaching design Module8 unit4 learning about language(grammer)

-----liaijun

一整体教学设计思路，指导依据说明

英语教学是一种动态教学或活动教学，教学过程是交际活动的过程。只有从组织教学活动入手，大量的进行语言实践，使英语课堂教计划才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“发展听说读写的基本技能，提高初步运用英语进行交际的能力教学背景分析。”

二教学背景分析

（1）内容分析

本课时是人教版高二英语选修八，第四单元第三课时，教师通过生动的动画引出本节课的语法话题：过去分词作状语。在课堂教学中让学生观察及总结，同时引导学生将自己所总结的内容加以运用，培养学生实际运用英语的能力

（2）学生情况分析

本节课的教学对象是高二学生，他们对过去分词作状语有了一定的了解，但是对他的正确运用还存在着较大的困惑，学生们已经具有一定的分析和解决问题的能力，因此要设计出符合他们认知范围和感兴趣的内容，因材施教，让全班学生都投入到教学活动中来

三教学目标分析

知识目标(Knowledge aims) 复习过去分词作状语的重点用法

作时间，原因，条件，让步等状语，相当于一个状语从句；

过去分词和现在分词作状语的区别

过去分词的逻辑主语和句子的主语一致

能力目标(Ability aims) 熟练掌握过去分词作状语的用法，能正确的运用它在各种题型中，尤其是高考链接题型 情感目标( Emotional aims) 1让学生在课堂中轻松的学习，提高学生的观察力的自主学习的能力。. 2.鼓励学生要有勇气和决心，不言放弃，提升自己,在老师的鼓励下，父母的期待中进步成长 四教学重点和难点（teaching important points and difficult points）

1.复习和巩固过去分词作状语的用法

2. 过去分词和现在分词作状语的区别

五教学方法（teaching methods）

1.自主探究，总结 2.任务性教学 3.合作探究

六教具（teaching aids）

Power point courseware

七教学过程(Teaching procedures)

Step1.Leading-in

Show them a picture of my daughter watching the famous cartoon the

lion King, then present a sentence, lead in the topic of this lesson the Past Participle as adverbial

When it is compared with other cartoons,

The lion king

is more encouraging Compared with other cartoons,

The Lion King is more encouraging. 设计意图：通过非常契合本单元主题的动画片狮子王来激发学生的学习兴趣，引出本节课的语法话题，为后面的情感目标埋下伏笔

Step2.Discovering and concluding

Get the students to review

the Past Participle as adverbial

as well as to look back the story of

the lion king. Read the story and find out what adverbial the past participle is used in the sentence, then get them to draw a conclusion.

1.Seen from the top of hill, the kingdom of lion looks more beautiful.(adverbial of time) 2. Born as the prince of the kingdom of lion, Simba would be the next king.(adverbial of cause) 3.Warned of the danger, Simba and his friend Na

na explored the graveyard of elephant. Luckily, his father turned up in time.( adverbial of concession )

4.

Given another chance, Scar, Simba’s uncle would kill him. (adverbial of condition ) 5.Simba was fainting, surrounded by his new friend Timon and Pumbaa. (adverbial of accompanying )

Conclusion1: the Past Participle is used as the adverbial of time, condition, concession, cause, accompanying and so on. 设计意图：让学生在轻松的故事中习得知识，激发他们自主探究和总结精神

Step3Comparing and Discussing

Get students to read the story and compare two groups of sentences, find out the different use of V-ed and V-ing

1.

Pushed down the cliff by Scar, Simba’s father died.

Pushing the lion king down the cliff,Scar took his place and became the new king. 2. Seen from the top, the stadium looks like a bird nest.

Seeing from the space, the astronaut can not discover the Great Wall.

Then do some gap-filling exercises to consolidate the different use of V-ed and V-ing Make them know the V-ed also can be used to show the condition of the subject and there are some special V-ing structures.

Conclusion2 V-ed shows a passive or/and finished action (被动，完成)

V-ed also Shows the condition of subject

V-ing shows an

active

and

continuous

action（主动进行)

some special V-ing structures 设计意图：利用合作探究式教学，让学生自己复习并总结过去分词作状语的用法，真正发挥学生的学习的主体性，让他们有成就感。

Step4 Analysing and Concluding

Enable the student to analyse the sentence and find out wether the logical subject of the past participle is the same as the subject of sentence.

(Simba)逻辑主语

Encouraged by his friends, Simba decided to take his place in the circle

of life.

(Simba)逻辑主语

Expected by all the supporter of

kingdom, Simba defeated his uncle Scar and came to power. Conclusion3: The logical subject of the v-ed form is in agreement with the sentence’s subject(过去分词作状语时其逻辑主语与主句的主语

) 设计意图：通过这个环节，培养他们的分析总结的能力

Step5 summary

Summarize what they have learned today with students, especially what they have learnt from Simba.

设计意图：点出本节课的情感教育目的鼓励学生像辛巴遇到困难不言放弃，提升自己，成为自己和亲人朋友期许中的人

Step5 group work

Prepare eight pairs of exercises for groups to choose, some are easy while others are difficult ,Some are from college entrance exams, after finishing ,the group leaders will present their answers in class.

设计意图：通过这个环节，考察学生对于本节课的掌握效果，随机抽题的方式让学习的趣味性更强，试题也进行了分层次的设计，鼓励他们挑战五星试题，翻译题为半开放题，考察学生对所学知识的灵活应用，为本单元的写作提供素材。

Step6：homework 1.

go over the the Past Participle as adverbial

2.

do exercises 2and 3 on page 33 3.

the students are required to write a literary review Oliver Twist based on the sentences they have written. 设计意图：家庭作业是让学生巩固所学知识完成本单元的写作主题-文学评论，

板书设计：