Learning about Language教学实录及点评

新课标高中英语选修8 Unit 4 Pygmalion

Period 4 The Past Participle used as Adverbial 教学设计与反思

白水中学

英语组：王莉

一、Teaching content (教学内容)

（全日制普通中学教科书人教版新课标选修8第四单元

Pygmalion的Learning about language部分

）语法课：

The Past Participle used as Adverbial—过去分词作状语。

二、The basic theory of teaching plan（教学设计的理论依据）

根据《高中英语新课程标准》的要求，教师在教学中要使学生在义务教育阶段英语学习的基础上，

进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力；还要求老师必须树立全新的语法教学观：首先，要让学生知道虽然英语语法课是英语教学中必不可少的一部分，但是语法是为语言运用服务的；其次，要结合语境对语法进行讲解，脱离语境的纯语法讲解会使语法变得枯燥难懂；再次，要在练习和运用中去学语法；最后，积极主动总结、归纳语法规则。因此，本节课设计以例句为主，教学案辅，学生围绕例句，结合学案，在教师指导下，由浅入深，从易到难，在完成教学案任务的同时获取语法知识。课堂采用生生互动、师生互动等形式，充分体验学生的主体地位，变学生的被动学习为主动学习。

三、The analysis of student（学生分析）

教学对象为高中二年级学生，由于这个班的大部分学生我校其他班级的英语基础较差，学生对英语学习的兴趣、积极性和主动性很低。那么在高效课堂的建设中，如何将学生的让每个学生都能参与到英语课堂活动中来，我们英语教学中就面临着严峻的挑战。在英语教学中，利用导学案让英语学习好的学生带动学习差的学生一起预习，从而提高学生合作学习的效率，努力做到课堂活动任务兼顾到各个层次的学生，使他们都有不同程度的收获。

四、The analysis of textbook（教材分析）

在英语教学中，我们对每个单元做了合理的划分：阅读课，语言知识课，语法课，话题写作课。本节课作为选修八unit4 的语法课，面对主体是高二学生。虽然过去分词做状语在必修五unit3语法就学过的，现在选修八unit4作为回顾和复***多数学生对这一语法并没有很好地掌握，所以在进行教学设计时更多地是想让学生自己习得并且反复操练以期达到认识、掌握、运用的目的。

五、Design of teaching objectives（教学目标设计---三维目标）

Knowledge goals& Ability aims (知识与能力目标):

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1.能够掌握过去分词作状语的使用准则；

2. 正确判断过去分词在句子中所作成分；

3.根据所学语法知识会做相关练习。

Emotional aims (情感目标):

1. 培养学生对英语学科浓厚的学习兴趣和持久的学习动机。

2. 培养学生独立思考、合作学习的意识

六、Teaching important points & difficult points (教学重点) 1.Key points (教学重点)：

引导学生归纳过去分词作状语的语法规则和要点。

2.Difficult points(教学难点)：

过去分词和现在分词作状语的区别。 七、

Teaching methods

(教学方法) 1、Task-based approach to interesting learning（任务型学习法）

2、Skimming for the general idea of the passage（略读策略）

3、Scanning for the detailed information（细读策略）

八、Teaching aids (教具) A blackboard, a computer, a projector, a computer for the multimedia and the textbook 九、Teaching procedures (教学过程) Step I. Pre-view Translate the following sentences and analyze the functions of the underlined parts. Then, think over whether they can be rewritten into the past participle used as adverbial. Because it was done in a hurry, his homework was full of mistakes. 2. Although he was beaten by the enemy, he refused to let out the secret. 3. The teacher entered the classroom, and he was followed by a group of students. 4. If we were given more time, we could do it much better.

5. When it is seen from space, the earth looks blue. 设计意图：此环节采用例句呈现的形式旨在让学生复习状语从句，回顾、思考之前所学过去分词作状语的用法。）

Step II. Presentation

Task 1:Analyse the following sentences and make a summary.

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When they were given the gifts, they felt very happy.

= Given the gifts, they felt very happy. 2.

As Lily classroom is surrounded by water, it looks beautiful.

=Surrounded by water, Lily classroom looks beautiful. 3.

If I am given a time machine, I will pay a visit to the future.

= Given a time machine, I will pay a visit to the future. 总结：

1.

一般来说，这一结构的逻辑主语是_____________。

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2.

过去分词作状语表示______或_______，或二者兼之，分词与句中的主语是_______关系。

3. 从完整句子转换成过去分词作状语：

去掉完整句子中过去分词的__________（与句中主语一致）,有从句引导词的去掉________，去掉_______ 。

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从过去分词转换成完整句子：

去掉完整句子中过去分词的__________（与句中主语一致）, 从句引导词的去掉________，去掉_______ 。

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从过去分词转换成完整句子：加上相应词语。

（设计意图：结合图片，引导学生用过去分词作状语改写含有状语从句的句子，使他们明白过去分词作状语的功能，加深理解） Task 2: Rewrite the sentences by using the past participle as the adverbial and talk about their functions. 1. Because it was done in a hurry, his homework was full of mistakes.

______________________________________

2. Although he was beaten by the enemy, he refused to let out the secret.

______________________________________

3. The teacher entered the classroom, and he was followed by a group of students.

______________________________________

4. If we were given more time, we could do it much better.

______________________________________

5. When it is seen from space, the earth looks blue.

______________________________________

归纳：过去分词在句中可以作时间状语、原因状语、条件状语、让步状语、方式/伴随状语。

（设计意图：通过自主学习---课堂展示，归纳过去分词在句中的作用） Step III. Exploration

探究一: 过去分词作状语是否都是表示被动？

Worried about the journey, I was unsettled for the first few days. ___________________________________________________________ Dressed in white, the bride

looks very elegant and attractive.

_____________________________________________________ 总结：有些过去分词因来源于________结构，作状语时________而表__________。

探究二: 现在分词与过去分词作状语有何区别？

1. _________ (follow) the old man, we went upstairs. 2. ________ (follow) by the old man, we went upstairs 总结：选择现在分词还是过去分词，关键看主句的__________。如果分词的动作

是主句的主语发出，分词就选用_____________，反之就用_____________。

（设计意图：通过合作探究、分析讨论，总结过去分词作状语是否都表被动和与现在分

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词的区别，过去分词一般式和完成式的用法区别）

Step IV. Practice

1.

用所给动词的正确形式填空。

1)_________ (use) in this way, the world shouldn’t be taken as a verb.

2)________(frighten) by the loud noise, I went to see what was happening. 3) The teacher stood there _________ (surround) by the students. 4) _______ (give) more time, I’ll catch up with you.

5) ______

（see）from the hill, we can see a beautiful park. 6) ______ (see)from the hill, the park is beautiful. 7) _______ (dress) in white, the bride looks very elegant and attractive.

8) Unless __________ (invite) , I will not attend the party.

2. 朗读下列例句：（每个同学都要背熟，并且掌握英汉互译）

1. Once spoken, a word becomes a promise. 一言既出,驷马难追

2. Given the talent by the heaven, I will employ it 天生我才必有用。

李白

《将进酒》

3. Moved by what I said, she stood there for moments.

感我此言良久立

白居易

《琵琶行》

4. Impressed by the beautiful scenery, I forgot to go back home.流连忘返

5. Once poured, water cannot be taken back again.

覆水难收殆。

6. Knowing the enemy and yourself , you can fight a hundred battles with no danger of defeat.

知己知彼，百战不殆

（设计意图：单句语法填空和朗读，进一步巩固过去分词作状语的运用）

Step IV. Summary

Subject & relationship

1.

一般来说，这一结构的逻辑主语是_____________。

2.

过去分词作状语表示______或_______，或二者兼之，分词与句中的主语是_______关系。

Changing ways

1. 从完整句子转换成过去分词作状语：

去掉完整句子中过去分词的__________（与句中主语一致）,有

从句引导词的去掉________，去掉_______ 。

2. 从过去分词转换成完整句子：加上相应词语。

Functions & meanings

作用相当于状语从句，表时间、原因、伴随、条件、让步等。

Step IV. Homework

Summarize the use of the past participle as the adverbial. Step IV. Teaching Reflection （教学反思）

本节课在复习上一单元过去分词作定语、表语、宾补的用法基础上，引出过去分词作状语的用法，结合例句，呈现出过去分词作状语的各种功能，并区分了过去分词和现

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在分词作状语的区别，精讲多练，让学生在各种形式的练习中掌握过去分词作状语的用法。不足之处在于学生参与课堂活动的积极性不够，今后在这方面应多采用多种方式鼓励学生积极、主动的参与课堂活动。

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