Learning about Language教学设计实例

The Teaching Design for Unit4 ,Book 8 Grammar---the past participle used as the adverbial

Analyzing the teaching material:

This lesson is the third teaching period of this unit. In this period，

we mainly deal with the grammar—the past participle used as the adverbial. Students feel it abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. What’ more , design some simple exercises to make the lesson more interesting and get students to master the usages of it.

Analyzing the students: Most students in the class think the grammar rules are boring and are not interested in learning grammar. It is difficult for them to put what they have learned into practice. In order to make the grammar lesson interesting and lively, I design different tasks according to different students’ level and let them join in to arouse their interest.

Teaching Objectives:

1.Knowledge Objectives:

Get students to learn the past participle used as the adverbial 2. Ability Objectives:

Enable students to use the past participle used as the adverbial correctly and properly according to the context.

3.Emotion Objectives: 1) Get students to become interested in grammar learning

2) Developing students’ sense of group cooperation.

Teaching important points:

1) Guide students to learn about the different patterns of the past participle used as the adverbial and their figures.

2) Have students master the difference between the past participle used as the adverbial and the V-ing used as the adverbial.

Teaching methods:

1) Task-based teaching and learning

2)Cooperative learning

3) Discussion and practicing

Learning methods:

Pair-work, group-work ,and observing

Teaching aids:

Multimedia facilities

Teaching procedures: Step1: Lead-in

At the beginning of the class, let students enjoy an English song, and then fill in the blanks.

1. I________________enough windows, and I wish you should know you can never look back.

2. If you___________and alone, you must carry on. 3. I can cheat all to make up for the times I ________________________. 4. When I ______________for dead, I was found and now I don’t roam these streets.

(Purpose: To arouse the students’ interest and lead in the topic of this lesson.)

Step 2:Observing and Discovering (pair work)

1. The context of use should be considered:

Show students some typical examples and guide them to pay attention to the context of use.

T：

“Fun” is a rock band from America, made up of three members. The band was set up in 2008 and their most famous song may be “We are young”. Now let’s learn something about them. Can you fill in the blanks with proper conjunctions(连词)？Discuss in pairs. 1). Considered as one of the best bands in the world, Fun got Grammy Awards in 2013. (=_________ they were considered as one of the best bands in the world…)

2). Left for dead, I was found and now I don’t roam these streets.

(=__________ I was left for dead…

3). Being lost and alone, you must carry on. (=__________you are lost and alone...) 4). Not having been awarded any prize before 2012,the members were not discouraged and practiced even harder.．

(=__________they had not been awarded any prize before 2012…)

5). Their single “We Are Young” got six consecutive titles on the list, followed by other successes.

According to the sentences , students in each pair discuss and get the context of use about the past participle used as the adverbial. 2. Sum up the key points with the help of examples: ①过去分词作状语，其逻辑主语是句子的主语；过去分词动作与句子主语是被动关系。

•

The teacher entered the lab ,followed by many students. •

Questioned by the policeman , the thief was nervous . 强调过去分词表示的动作发生在谓语动词之前时，用having been done结构

•

1. ______such heavy pollutions already, the river may now be too late to clean up. •

A. Having suffered B. Suffering

C. To suffer

D. suffered •

2. _______ in the rain for two hours, he was wet to the skin. •

A. Be caught

B. Catching

C. Caught

D. Having been caught ②.-ed分词短语做状语可表示___________________________________等意义。这种-ed分词状语相当于一个__________________________从句. 若-ed分词作状语，句子的主语与分词所表示的动作构成__________，即是该分词动作的承受者。

(Purpose: To develop students’ abilities of analyzing and investigating)

Step3: A game （Group work）

Work in your groups, and try to translate the verses( 诗句) into English using the past participle used as the adverbial .

_____________ (move) by what I said, she stood there for a moment.

______________ (give) the talent by the heaven, I will employ it!

____________ (wake) at dawn from a misty dream, I read, a year later, news from home . When ________________ (question) under a pine tree, “My

teacher,” the pupil answered, “went for herbs”.

(Purpose: To make students make use of what they have learned. In addition, to develop students’

cooperation.

Step 4:

Make it clear the difference between the Present Participle and the Past Participle 1.

Compare:

Following the old man, we went upstairs. (---------we followed) Followed by the old man, we went upstairs. (-----------we were followed) 2.

Discuss: 1). ________ for almost ten years, the two sisters were delighted to see each other. A.

Having been separated

B.

Having separated

C.

Being separated

D.

They were separated 2). __________for a long time, but he insisted on (坚持）writing the novel. A.

Having been will B.

Although being ill C.

Being ill

D.

He was ill Step 5: Consolidation 1.

P33 (2) Correct the errors. 2.

P33 (3) Complete the passage with suitable words. Homework: Must: The textbook P72 1)\2)\3) Optional: Describe one of the most beautiful or interesting places you know. Make a short speech and be careful to use the past participle as the adverbial.

Blackboard design:

Unit 4 Pygmalion Grammar---the past participle used as the adverbial

The context:

It can be exchanged with an adverbial clause to clear up

The key points: 1. the passive relationship

2. having been done The difference between the Present Participle and the Past Participle: