Learning about Language优质课教案设计

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王凤萍

1982年5月

430100 18995551752 性别

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湖北省武汉市蔡甸区汉阳一中

湖北省武汉市蔡甸区汉阳一中

47907437@qq.com 人民教育出版社

高中英语

高一

所教册次、单元

选修8 Unit 4 Pygmalion

Learning about language Vocabulary &Grammar 1.整体设计思路、指导依据说明

1.

整体设计思路：通过当堂检测和单句填空的方式检验学生对本单元词汇的自学情况；通过合作探究的方式引导学生复习巩固过去分词做状语的用法。

2.

指导依据：《普通高中英语课程标准》中对词汇和语法知识的内容要求。

2.教学背景分析

教学内容分析：

Learning about Language 分为两部分，Discovering useful words and collocations是本单元的词汇练习题, 训练学生在语境中理解词汇的能力，并要注意在运用过程中动词，名词形式的变化。

Discovering useful structures是本单元的语法练习题，着重复习过去分词做状语的用法。

学生情况分析：

本节课的教学对象是高中一年级下学期的学生，他们有一定的词汇基础，但在词汇的灵活运用方面仍然欠缺；他们对语法有一定程度的了解，但是缺乏具体问题具体分析的能力。

3.教学目标分析

教学目标（Knowledge objectives）：

1. Target language：

Important words and phrases: Grammar: Past participle as the adverbial 2. Ability goals

Enable the students to use the past particles as the adverbial

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3. Learning ability goals

Help the students learn how to use the past particles as the adverbial 4.教学重点、难点分析

How to use the past particles as adverbial correctly 5.教学过程设计

Part 1：check the homework. Step I. Ask Group1 to show their answers of the vocabulary on the screen. 1.adaptation n．适应(性)；改编本→__________v．(使)适应；改编

2. hesitate vi.犹豫；踌躇→__________ n．犹豫；踌躇

3. fortune n．机会；运气；大笔的钱→__________ adj.幸运的→__________ adv.幸运地

4. mistaken adj.(见解或判断上)错误的；不正确的→__________ n．& v．错误；误会

5. .classify vt.把……分类；把……归类→__________ n．分类；归类

6. amazement n．惊讶；惊愕→__________ vt.使吃惊→__________ adj.吃惊的→_____ adj.令人吃惊的

7. rob vt.抢劫；盗窃；剥夺→__________ n．抢劫(行为)→__________ n．强盗；盗贼

8. musical adj.音乐的；喜爱音乐的

n．音乐喜剧→__________ n．音乐→________ n．音乐家

Step II. Ask Group 2 to check the answers of Part 2 of the homework. 1.Tom is often_____________. Last year he went to Shanghai to try his _____________. _____________, he met his girlfriend and got married there. (fortune) 2. _____________ for her daughter, I was stopped by a women. In fact she often makes the same _____________. (mistake)

3. Don’t _____________ to ask for help and solve the problem without _____________n. (hesitate) 4. To my_____________, the _____________ news _____________the family and their neighbors are also _____________. (amaze) 5. _____________from his novel for TV, the movie became a hit among young people. (adapt) 6. Jane was _____________ of her diamond ring the other day and the _____________ was caught by the police very soon. (rob) 7. _____________ by subject, The books in the library are convenient for the students and teachers to find. (classify) 8. Mike likes _____________ very much. There were many _____________ instruments in his room. When he was young, he wanted to be a famous_____________. (music) 设计意图：通过单句填空了解学生对重点单词的掌握情况，引导学生关注2,5,7三小题，为下面的语法内容做铺垫。

Part 2：Grammar---- Past participle as the adverbial

Step I Learning and Practising 过去分词作状语的概念

过去分词表示________或________，作状语时，表示动作发生的背景或者情况，在意义上相当于一个________从句，其省略的主语（逻辑主语）是主句的________，且与主语之间存在________关系。过去分词作状语可以表示______、________、______、_______、______等。

1.

过去分词作时间状语

过去分词作时间状语时，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。

1). When it is seen from the top of the hill, our school looks beautiful.

_________________________, our school looks beautiful.

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2). When it is heated, water changes into steam.

_____________, water changes into steam.

2.

过去分词作原因状语

过去分词作原因状语，相当于as, since, because引导的原因状语从句, 多放在句子前半部分。

1). Because they were moved by the movie, the children began to cry.

_____________________, the children began to cry.

2). Because She is surprised at the schoolbag, she turns her head back to find out what happens

___________________ , she turns her head back to find out what happens.

3.

过去分词作条件状语

过去分词作条件状语时，通常放在句子的前面，相当于if, unless引导的条件状语从句。

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

_________________, I will pay a visit to the future.

2). If he is given another chance, he will do better.

_____________________, he will do better.

4.

过去分词作让步状语

过去分词作让步状语时，相当于一个以though / although引导的让步状语从句，这类分词或分词短语一般放在句子前面。

1). Although he was left at home, John didn't feel afraid at all.

_________________, John didn't feel afraid at all.

2). Though I was invited by them, I won’t take part in the party.

____________________, I won’t take part in the party.

5.

过去分词作方式或伴随状语

过去分词作状语方式或伴随状语时不用状语从句替换，但可以改写成并列句。

1). She walked out of the house, and she was followed by her little daughter.

She walked out of the house, _________________________.

2). She was Dressed in white, and she looked really pretty.

________________________, she looked really pretty. 设计意图：通过改写句子让学生在语境中感受过去分词做状语的用法。

Step 2 discussing and summarizing 过去分词作状语的注意事项：

1.

主语一致

2. 不表被动的特殊情况

1). 有些过去分词因来源于系表结构，作状语时不表被动而表______________。

过去分词作状语，其逻辑主语须与句子的主语保持______，它们之间存在着______。如：

_________(give)better attention, the trees could grow better.

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be dressed in

be located in

be prepared for be born in…

be lost in

be devoted to

be buried in

be compared with be determined to do

be tired of

be occupied in

be supposed to

be seated

be absorbed in 例如：__________(absorb) in deep thought, he didn’t hear the sound.

___________(dress) in white, she looks more beautiful. 2). 由某些动词后面加-ed转化来的形容词也具有此用法。如：_________,_______, _______, __________等。

例如：_________(surprise) at what had happened, Tom didn’t know what to do.

3.

过去分词作状语的否定形式

4.

分词动作先于主句谓语动作

5.

过去分词前面添加连词

有时, 为了明确时间、条件、让步或原因等, 分词前面可加连词when, once, if, unless, though, even if, even though,

as例如：

When ___________(visit) in spring, the hills are covered with flowers. Although ________ (tire), I must go on working. although,

若分词的动作先于主句谓语动词的动作发生则可使用having been+过去分词做状语

_______________________ (told), he finally understood it. 过去分词作状语时直接在分词前加not. Even if__________( invite), I will attend his wedding. 设计意图：引导学生探究总结过去分词做状语的注意事项。

Step 3 Thinking:

1.

过去分词作状语时其逻辑主语和句中主语不一致

(1)

独立主格结构

如果分词的逻辑主语与所修饰的句子的主语不一致，就要有自己的逻辑主语，这种结构称为独立主格结构

More time_________(give), we should have done it much better.

Their homework___________(finish), the children went out to play football.

(2)

with的复合结构

With their homework ___________(finish), the children went out to play football.

2.

过去分词作状语与现在分词作状语的区别

分词与主语关系

过去分词与句子主语构成被动关系, 而现在分词与句子主语构成主动关系。

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__________ (See) from the tower, our city looks more beautiful.

__________ (See) from space, the astronaut cannot discover the Great Wall.

__________ (Follow) the old man, we went upstairs.

__________ (Follow)by the old man, we went upstairs.

__________ (Use) for a long time, the book looks old.

__________ (Use) the book, I find it useful. 设计意图：深入探究独立主格和with的复合结构以及过去分词与现在分词做状语的区别。

Part 3 consolidation I．

单句填空。

1. Last night, there were millions of people_________ (watch) the _________ (open) ceremony on TV.

2. ____________ (refuse) dozens of times, the poor college graduate developed a strong fear for job interviews. 3.____________ (accustom) to getting up early, he woke up early every day.

4. This kind of trees can grow well, even____________ (plant) in such poor soil. 5 ____________ (face) with so much trouble, we failed to complete the task on time. 6. Time___________ (permit), we will have a dinner together. 7.________ (settle) in a friendly way, their quarrel came to an end. 8. People_________ (live) in the city do not know the pleasure of country life. 9. Sitting by her side, I could feel her heart____________ (beat). 10. The ____________ (miss) boy was last seen ____________ (play) near the bank of the lake.

II．

用所给单词的正确形式填空。

One day, it was sunny. I went to school on foot. When I arrived, I found some of my classmates 1. __________ (stand) outside the classroom. With windows 2. _________ (break), the classroom looked terrible. No one could tell me anything, and no one could enter the room. 3. ________________(lock) for half an hour, the door was opened at last. The teacher entered the classroom, 4. __________ (follow) by the students. “Nothing serious. Our monitor lost the key and someone broke the window,” said the teacher. All the students 5. __________ (seat), I noticed the teacher 6. _________ (hold) a pot of flowers in her hands. “Beautiful, right? If 7. ____________ (give) more water and care, the flowers may seem 8. __________ and more beautiful. So it is with studying. 9. ___________ (pay) more attention to it, you'll achieve more.” 10. __________ (encourage) by the teacher's words, we decided to work hard! 6.教学反思

本节课涉及的词汇和语法知识，内容比较多，在前一天以导学案的方式呈现给学生，要求学生课前自学了词汇，所以第一部分推进得很顺利，同学们单词掌握情况较好。第二部分过去分词做状语学生也并不陌生，引导学生根据具体的语句来完成句子的改写，探究总结出过去分词做状语的注意事项以及特殊情况。课堂上大多数学生善于发现问题，解决问题，从而更好地掌握了此语法项。但有少数基础较差的学生理解不到位，做题时不知如何分析句子结构，课后还需多些补充练习。

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