Learning about Language优质课教案内容

NSEFS Module 8 Unit 4 Grammar —Revise the Past Participle Used as the Adverbial 语法与写作教学设计

长汀一中范雨萱

一．教学内容分析

本设计是人教版《普通高中课程标准实验教科书·英语（选修）8》第四单元第三课时Learning about Language 中的Grammar部分，该部分着重复习过去分词作状语的用法，要求学生学会在写作中使用过去分词。本节课将语法和写作两者优化好整合，为学生创设情景，让他们在真实的语境中使用过去分词作状语，将语法课堂教学情景化，生动化，实用化。

二．学生学习情况分析

在知识方面，学生在Module5中已经学习了过去分词作定语、表语、宾语补足语及状语的用法，而Module8的第三单元再次对过去分词作定语、表语和宾语补足语进行了复习，学生已经熟练掌握过去分词作定语、表语和宾语补足语，为复习过去分词作状语奠定了很好的基础。

在能力方面，学生具备了一定的利用观察、分析、发现和归纳方法来接受、加工和处理知识的能力。

在情感方面，在教师的鼓励、启发和引导下，学生能逐步解决学习中遇到的问题，获得成功的体验，增强信心，从而掌握教学内容。

三．设计思想

根据语法学家Larsen- Freeman提出的建立在Form, Meaning和use三个不同维度上的三维语法教学法，将本课的语法教学定位于语言的形式、意义和运用的有机结合。通过设计形式多样、层层递进的活动和情境激发学生的学习兴趣，引导学生在自主合作中发现探究、归纳总结进而实践运用。让学生在熟练掌握过去分词作状语这一语言结构的Form和Meaning后，学会在写作中运用和内化其规则。

四．教学目标

1. 知识和技能：在熟悉阅读中重点词汇的基础上，能够在语篇中运用；在熟悉了解了过去分词作状语这一语言现象的基础上，能基本正确地使用目标语言。

2. 学习策略：通过各种活动，培养学生合作学习和自主探究的学习策略。

3. 情感态度：通过自主、合作学习，积极参与课堂教学活动，提高学生学习语法的热情，并获得一定的成功体验。

五．教学重点和难点

教学重点

1.

学生在大量的语言输入中发现、归纳、总结出过去分词作状语的结构特征和使用规则，提高他们自主学习、合作探究的能力。

2.

学生在所设计的活动中巩固过去分词作状语的知识，并在实践中练习构建过去分词作状语的句型。

教学难点

学生在认识过去分词作状语这一语言结构的Form和Meaning后，学会在写作中运用和内化其规则。

六．教学过程设计

Step1. Revision Fill in the blanks 给出了三组图片和句子，让学生根据图片和句子的提示进行填空，通过观察、分析得出所填词在句子中的语法功能。

1.

These are babies who are cloned.

They are_________ (clone) babies. 2.

This is a bowl that was found in the tomb.

This is a bowl _______ in the tomb. Answers: cloned

found Function: attribute

3.

When the cat found all fish gone, it felt________ (surprise).

4.

The boys are playing football. They are very ________(delight). Answers: surprised

delighted Function: predicative

5.

After the robbery(抢劫), they found that the window was broken.

After the robbery, they found the window________. 6.

With the work

(finish), they went to Hainan for vacation. Answers: broken

finished Function: object complement 设计意图：本环节为复习环节，通过观察图片和分析句子，让学生进行填空，在锻炼学生观察和分析能力的同时，复习了过去分词作定语、表语和宾语补足语，为复习过去分词作状语奠定了基础。

Step2. Lead-in 通过对《大话西游》电影中经典台词的翻译，导入过去分词作状语。

A Chinese Odyssey

如果上天可以给我机会再来一次的话，我会跟那个女孩说我爱她。

If I were given another chance by God, I would say to the girl, “I love you”.



another chance by God, I would say to the girl, “I love you”.

Although they are exhausted by the climb, they continued their journey.  (Although)

by the climb, they continued their journey. Answers: Given

exhausted Function : adverbial

attribute done

predicative object complement adverbial ( our focus today) 设计意图：上一环节刚复习完过去分词作定语、表语或宾语补足语的用法，需要自然过渡到过去分词作状语这一新的语言现象。以旧带新，自然过渡，观察-思考-发现新的语言现象，符合学生认知的规律。以大话西游中的经典句子作为导入的语言媒介，又能增添学习的趣味性。

Step 3. Presentation 通过将表示时间、让步、原因、条件、方式及伴随的方式状语从句转化成对应的过去分词状语的句子，引导学生总结过去分词充当时间、让步、原因、条件、方式及伴随状语。

1.

When he was asked why he did not finish his homework, he said that he had forgotten.

why he did not finish his homework, he said that he had forgotten. Answer: (When) asked Function:adverbial of time

2.

Though you are faced with many difficulties, you should get over them and finish your homework on time.

with many difficulties, you should get over them and finish your homework on time. Answer: (Though) faced

Function: adverbial of concession

3.

Because it was done in a hurry, his homework was full of mistakes.

in a hurry, his homework was full of mistakes. Answer: DoneFunction: adverbial of reason

4.

If these seeds are grown in rich soil, they can grow fast.

in rich soil, these seeds can grow fast. Answer : Grown Functions: adverbial of condition

5.

Catherine was leaving the classroom and she was followed by her students. Catherine was leaving the classroom,

by her students. Answer: followed Function: accompany adverbial伴随状语

6.

Mr. Han was walking around the classroom and he was lost in thought. Mr. Han was walking around the classroom,

in thought. Answer: lost Function: adverbial of manner

Conclusion attribute done

predicative

adverbial of time object complement

adverbial of concession adverbial

adverbial of reason

adverbial of condition

adverbial of manner

accompany adverbial 设计意图：这一环节的目的是通过实例一步步引导学生总结出过去分词作状语的各项功能，并通过分词和从句之间的转换来体会过去分词作状语，其逻辑主语与句子主语的一致性，以及主语和分词间的被动关系。

Step 4. Practice one

Fill in the blanks. A new student 1.

(call) Ye Ming, came to our classroom last month. When 2.

(introduce) to the classmates, he looked kind of nervous. Gradually, we found his homework always3.

(finish) and he seldom talked to others and participated in outdoor activities. 4.

(ask) what happened, he always lowered his head and said nothing.5.

(see) this situation, Catherine said to him, “I know there is something wrong with your left leg. 6.

(avoid) knee pain, you can run on the soft surfaces and do exercise7.

(strong) your leg muscles. Everyone will be your side to accompany you. ” What Catherine said was struck into his heart. He stood there silently, 8.

(move) to tears. 9.

(courage) by Catherine and our classmates, he obtained great motivation. Since then, he 10.

(become) an optimistic student. Though11.

(beat) by various sufferings, we should not lose heart. 12.

(have) confidence and bravery, we will overcome all barriers. Answers: 1. called

2. introduced

3. unfinished

4. Asked

5.seeing

6. to avoid

7.strenghten 8 moved

9 encouraged

10 has become

11beaten

12 having

设计意图：本部分是关于动词的综合能力填空，该部分不仅考察了过去分词作状语的用法，还考察了现在分词与过去分词的区别，以及动词时态的用法等综合运用能力。

Step 4. Practice two 在足够的语言输入和体验过过去分词作状语之后，进入操练语言阶段。给出四个简单句子，先分别将两个简单句连接成含有过去分词的句子，再将含有过去分词句子连成一段话。

Suppose that your pen pal, Paul, wants to know about Diantou Jie Street. Can you write a brief introduction of it to your pen pal?

1. The Diantou Jie Street is located in the heart of

Changting . 2. It is a century-old street. 3. Diantou Jie Street

was paved（铺设）

with slabstones (青石板）and decorated with wood walls

and gray tiles（灰瓦）. 4. It reflects the workmanship（手艺）

of ancient craftsman(工匠）. Link sentence One and Two into one sentence and try to use past participles 1. The Diantou Jie Street is located in the heart of Changting . 2. It is a century-old street.

Answers: Located in the heart of Changting, the Diantou Jie Street is a century-old street. Link sentence Three and Four into one sentence and try to use past participles 3. Diantou Jie Street was paved（铺设）with slabstones (青石板）and decorated with wood walls and gray tiles（灰瓦）. 4. It reflects the workmanship（手艺）

of ancient craftsman(工匠）. Paved with slabstones and decorated with wood walls and gray tiles, Diantou Jie Street reflects the workmanship of ancient craftsman Link the revised sentences into one

Located in the heart of Changting, the Diantou Jie Street is a century-old street paved with slabstones and decorated with wood walls and gray tiles, which reflects the workmanship of ancient craftsman. 设计意图：本部分以具有长汀文化历史名街—店头街的为描述对象，将简单句子改写成含有过去分词的句子和语段，在这个过程中学生不仅可以体会过去分词的语用功能，还可以加深对长汀历史文化的理解，将文化渗透在设计中。

Step 5. Consolidation Writing 假定你是李华，你的新西兰朋友Terry将要来长汀一中参观，发邮件询问你长汀一中的基本情况。请你回复邮件，内容包括：

1.地理位置

2.校内环境

3.学生情况

注意：

1.词数100左右

2.可以适当增加细节，以使行文连贯

3. 尽量使用过去分词

Writing 1.地理位置

2.校内环境：新建的教学楼，绿树、繁花环绕，小池装饰……

3.师生情况

Dear Terry, How are you doing these days? I learn from your last letter that you are going to visit our school. Here are some relevant details about our school.

…

I hope you will enjoy your stay in our school. I am looking forward to your coming

Show Time

Pick some writings from the students and ask them to revise the writing. 设计意图：让学生把刚学习的语法结构运用到写作中，并为学生提供一定的语境，让他们灵活地运用目标语法结构来解决生活中实际问题，让他们感知语法就在身边，学得会，用得上。所设置的作文题目贴近学生生活实际，学生有话可说，学生可以立足于自己的实际水平，运用过去分词结构来描绘自己的学校，在实现该语法语用功能的同时，也让学生能欣赏自己的学校。展示环节，采取生生互评的形式，一方面，不仅可以提高学生英语评价水平还能很好的锻炼自己的口头表达能力，另一方面，采取生生互评的形式，学生积极参与到课堂中，课堂会更为生动活泼，印象深刻。

Step 6. Homework 1. Make up a story and try to use past participle 2. Preview the next lesson 设计意图：写作任务的布置是对课堂教学的落实巩固和课外延伸。编写故事，让学生发挥想象力，有自由发挥的空间，激发学生的兴趣。允许过去分词作定语、表语、宾语补足语和状语，有利于学生融会贯通过去分词的各种用法。