Learning about Language教学目标

Unit 4 Learning about Language Grammar: the Past Participle as Adverbial 过去分词做状语

教学设计

潮州市饶平县华侨中学

康婉贤

一．设计思路：本节课是关于过去分词作状语的用法。过去分词是非谓语动词的一种，是高中英语语法的难点和重点，鉴于此，本节课主要用探究式进行教学，结合高考考点，以学习小组为单位，课前完成学案内容，在课堂上由学习小组组组长们与老师一起讲练结合。

首先，在预习案中复习过去分词做定语，表语和补语的用法，接着自然过渡到过去分词作状语的用法，在探究案中，把它和状语从句进行了区分，从而加深学生对过去分词的理解。

之后，又把其和现在分词作状语进行了区分，从而消除了学生对分词作状语的盲点。在训练案中以小组活动为主，由易到难完成高考相关练习，从而提高学生这方面的语言运用能力。整个设计的过程都是以例子和练习为主，学习小组为单位，讲练结合，即时巩固和反馈。

二．教学目标

1.Learning Aims(学习目标): to remember the grammatical rules of the Past Participle as Adverbial and use it correctly. 掌握过去分词作状语的语法规则并能准确使用。

2.Key Points and Difficulties（重难点）: the difference between the pastparticiple as adverbial and the present participle as adverbial （过去分词和现在分词作状语的区别）

3.学习策略：学生在一定程度上形成自主学习，进行有效交际、信息处理，养成英语思维习惯。

4.情感态度：通过学习小组的合作与竞争，培养学生的团队合作精神和解决问题的能力

5.文化意识：选用了《卖火柴的小女孩》的英文梗概为素材，以学生熟悉的内容为基础学习英文，同时还借用学生耳熟能详的中文诗歌的英译汉进行操练，让学生在学生中感受英汉两种语言的优美与不同。

三．教法分析

1. 教学用具

教师课前准备该课程的教学课件和学生的学案，运用多媒体辅助教学系统展示

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教学内容，增加了直观性和趣味性,加大了课堂容度,有利于提高课堂教学效率。

2.教学方式

为了达到以上的教育教学目标，结合我校学生的实际，我将在教学中运用游戏教学法、小组学习法、提问引导法等方式来进行教学。同时我在各种教法中适时地给予学生启示，探究式地达到教学效果。整个教学过程贯穿快乐学英语的教学理念。

3.学法

学生分析

我所教的学生是双特色高一年级的，部分学生对英语学习有浓厚兴趣，学习态度认真，肯学敢问，基础不错；同时，也有部分学生基础很差，学习态度也不很端正。针对以上的情况，我从学生学习的角度出发，指导他们更好地学好本节课的内容，具体采用如下方法:

学法分析

这是课文语法的学习，如果采用教师逐句翻译的满堂灌的方法学生被动接受，那么学生肯定会觉得这节课乏味。如果采用先激发学生的兴趣，然后让学生在小组活动中共同探究知识规律，最后学生学会运用知识这样的学法的话，就可以让学生在学习活动中体验成功的感觉，增强自信心。这也是教学的关键部分。采用小组制,主要是考虑到整个班级学生英语水平参差不齐，采用了小组合作后，各组组长根据本组同学的不同水平，分配难易不同的任务，即使是基础差的学生也有事情可做。学生因为在活动中面对的是自己的同学，没有胆怯心理和思想包袱，就敢问、敢说、敢于表达，即使性格内向的学生也愿意参加到活动当中来，充分调动学生的主观能动性。对于一些较难掌握的单词、句型，学生通过合作学习能互相矫正，取长补短，得到很好的学习效果，培养了学生的团结互助精神，为他们将来的团队合作精神法打下基础。

上述教学目标的确定是基于“第二语言习得论”和“整体语言教学理论”，其中渗透当前课程改革的一些理念。为达成上述教学目标，我们将运用任务型教学途径，初步设计“P—T—P”自主学习立体模式（Pre-task----Task-cycle----Post-task）。 下面请看第一课时的课堂教学设计。本课时将充分利用教材所提供的练习，借助多媒体来完成教学任务。

四．教学过程

预习案

预习一：Ask two team leaders to write down their answers on the blackboard, and check them out with the whole class. I. Filing in the blanks. 1._______ (污染的) air and water are harmful to people’s health. 2. The problem ______________________ (在会议上讨论的) yesterday was very difficult to solve. 3. He became _______ (兴奋) when he heard he had won the first place in the competition. 4. I am ________________ (感兴趣) in the story.

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5. I haven’t got the film ___________ (冲洗) yet. 6. Do you know the man _________ (站) beside the door? II. 改错

1. A breaking cup is lying on the floor. 2.The meeting holds yesterday was very important. 预习二

Enjoy a story

It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she had her shoes lost. She looked very worried because there were lots of matches left. She wished all her matches sold but nobody bought a single one. She was so cold that she sat in a corner with her legs huddled （蜷缩）

up. She lit a match and saw a Christmas tree decorated very beautifully. The lighted candles were burning brightly and she seemed very delighted. She lit another one and saw her grandmother. Requested to take her away, her grandmother went away with her .The next day, people saw the girl frozen to death. What a poor girl ! Discovering the useful structures : Find out the Past Participle, and tell what role the Past Participle play in the sentences. 1.动词-ed 形式作______ * …there were lots of matches left. *…saw a Christmas tree decorated very beautifully . *The lighted candles were burning brightly… 2.动词-ed 形式作______ （1）* She looked very worried… *…and she seemed very delighted. 3.动词-ed 形式作______

（1）*…she had her shoes lost… （2）*…she wished all her matches sold… （3）*…she sat in a corner with her legs huddled up… （4）*…people saw the girl frozen to death… 4. 过去分词在句中作______ *Requested to take her away, her grandmother went away with her .

探究案

引入：Guessing :try to guess the Chinese meanings of the following sentences. These sentences are the translations of Chinese idioms. Once spoken , a word becomes a promise.（一言既出, 驷马难追）

Once poured , water cannot be taken back again.（覆水难收）

Once bitten, twice shy.（一朝被蛇咬十年怕井绳）

Impressed by the beautiful scenery, I forgot to go back home in time.（流连忘返）

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(分析句子过去分词作状语表被动，与句子主语的关系为动宾关系,由状语从句改过来）

探究一

过去分词和状语从句的改写 When the earth is seen from space, the earth looks blue. ___________ from the space, the earth looks blue. If these vegetables are kept in refrigerator, these vegetables will remain fresh. ___________ in refrigerator, these vegetables will remain fresh. As they were deeply moved, the children began to cry. Deeply ___________ by the story, the children began to cry. Although he was beaten by the enemy, he refused to let out the secret. ___________ by the enemy, he refused to let out the secret. She walked out of the house, and she was followed by her little daughter. She walked out of the house, ___________ by her little daughter 即学即练

Group work :Combine the two sentences（合并句子）

1. He was hit by the lack of fresh air. He got a bad headache。

2. You were swiftly trained in one-year space course.You mastered the skills. They had been given more attention. The cabbages could have grown better. Summary: -ed分词短语做状语可表示（时间、地点、原因、条件、让步、伴随

）

意义。这种-ed分词短语相当于一个（时间、地点、原因、条件、让步、伴随状语从句

）

，若-ed分词作状语，分词的主语通常是整个句子的主语，句子的主语与分词所表示的动作构成（动宾关系

），即是该分词动作的承受者。

探究二

过去分词做状语具体用法（ Use the past participle as the adverbial to translate the sentences.）

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. 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. 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，

他会做的更好。

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_________________________，he will do better. 表让步，相当于一个though/although引导的让步状语从句

尽管被许多人嘲笑，他还是继续他的研究。 _____________________________________________ 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, _____________________. 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.

探究三

有些过去分词（短语）只能用作系表结构

过去分词作状语表示被动或完成，但有些过去分词（短语）因来源于系表结构，作状语时不表动作而表状态。

表人的情感的使动词( Ask the Ss to give more words.) 常见的有：

excite, surprise, amuse, interest, frighten, satisfy, disappoint,…

②

固定系表结构词组 ( Read the phrases together) be seated in (坐)/ be dressed in (穿着)/be born in (出身于) /be lost in (沉浸于)/be tired of （

厌倦于）/be worried about （担心

）/ be determined to （心定决心去）/be faced with(面对…) 探究四

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____________, 而现在分词与句子主语构成_____________。

判断对错：

Seeing in this light, the matter is not as serious as people generally suppose. （ ）

Seen in this light, the matter is not as serious as people generally suppose. （ ）

探究五

过去分词作状语的形式 ( Group work ) _____ (questione)by the boss,he went on to take notes. _____ (questione)by the boss,he was shaking with fear. _____(questione)him for nearly two hours,the policeman finally set him free. 探究六

独立主格结构

The children went home from the grammar school, their lessons _____ for the day. A. finishing B. finished C. had finished D. were finished

训练案 ( Group work )

Task 1.

Complete the poems using the correct form of the words below and translate them into Chinese. 1. _______ (ask) where could be found a tavern bower(村舍), a cowboy

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points to yonder village of the apricot flower. 2. ____ (give) the talent by the heaven, I will employ it! 3._______ (know) the taste of grief, I loved to climb the storied tower, when I was young. 4. _______ (move) by what I said, she stood there for moments 5. ________ (look) up, I find the moon bright. ______ (bow), in homesickness I’m drowned. 6.______________(search) for him hundreds and thousands of times in the crowd, suddenly you turn back, and he is there by the dim light.

Task2.能力提升：改写下列短文，使之简洁和高级化。

Our school, No.2 Middle School, is located in the east of Qinzhou. It covers an area of 0.14 square kilometers. It is a key school in Qinzhou. It is very beautiful and is surrounded by many trees and flowers. As many students are attracted by its beautiful scenery and high teaching quality, many students choose our school including us.

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Task3.请你根据下面的内容提示用英文写一篇有关刘翔的简介。

刘翔是中国奥运会的金牌得主，以他在 110 米栏中的速度著称 2.生于上海的一个家庭, 从小就受到良好的训练 3.在 2004 年的雅典奥运会上赢得了男子

110 米栏，平了世界纪录并且打破了

奥运记录 4. 2008 年，由于严重受伤，他离开了北京奥运会的鸟巢 5.两年后，受到最好治疗后并且在他教练孙海平的鼓励下，刘翔回来了，在 2010 年广州亚运会上赢得了三连冠 6.现在，我们发现刘翔的精神在全国各地传播 注意 : 1. 短文中须包括上述内容要点，可适当发挥； 2. 在短文中至少要使用 5-6 个分词形式 3. 词数

：100 左右。

提示：Olympic gold medalist 奥运会的金牌得主 men’s 110-metre hurdle race 男子110 米栏

Conclusions：

Conclusion 1:过去分词作状语，可以表示时间，原因，条件，让步，伴随等

Conclusion 2:过去分词作状语，表示被动

Conclusion 3:过去分词作状语，其逻辑主语就是句子的主语，如果逻辑主语不

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一致，用独立主格

Conclusion 4:过去分词作状语，其动作或与谓语动词同时发生或发生在谓语动词前（注意动词是否有先后关系）

Conclusion 5:分词的否定直接在分词前加not

Homework 1.Finish Exercises in Using Structures on page 33. 2.Preview the next part--- Using language.

板书设计

Unit 4 Grammar: the Past Participle as Adverbial 过去分词做状语

1.

状语从句

▶V-ed 2.

V-ed 表状态

3.

V-ed & V-ing （与主语的关系）

4.

独立主格

（逻辑主语）

教学反思

由于本课的内容所涉及到的话题是学生们既感兴趣，又十分熟悉的话题，而且在课前进行了充分的预习，所以整节课都是学生作主角，完全打破传统的课堂模式。在不脱离学校模式、班级模式的课堂形式下，设计开放性的、学习过程的交互性和内容形式的多媒体化的课堂为学生的自主学习能力提供有力支持。学生在课堂上表现十分活跃，一改以往无精打采的精神状态，连平时不爱发言的同学也能积极地参与到课堂问答和讨论活动中来。这样一来，整节课中以学生为主体，学生自主学习，教师只不过起着引导者，监督员，组织员，解说员和伙伴等角色。这样上课不仅效率高，课堂气氛好，且能调动学生的学习积极性，避免了学生上课睡觉、开小差等不良现象的出现，教师也不用因讲得口干舌燥但无人欣赏而感到气馁。多媒体教学手段的利用，也使原本生动的讲解变的灵活起来，同时在音、像和图片变换的过程中增强对相关知识的理解和记忆、对相关人物、场景、事件有了更直观和深刻的认识。在课堂教学过程中注重言语实践，把培养学生的交际能力作为主要教学目标，并在其中渗透情感教学，增强学生的爱国主义意识，拓展国际视野。

但由于教学条件的限制，所有的资料都是教师负责查询、组织、呈现，学生只是被动地接受、欣赏和记忆，在培养学生自主学习的环节上这是一个很大的缺憾。学生的英语口语水平参差不齐，发音问题有待逐步解决，参与的主动性和团结协作精神需要进一步培养，这些都是在日后的教学工作中应该重点解决的问题。

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