Learning about Language优秀说课稿

教学设计方案

课题名称

姓名

年级学科

杜宗利

高二英语

Grammar – The Past Participle 工作单位

教材版本

永年区第一中学

人教版

一、教学内容分析

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、教学目标

1.知识目标: 引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用含过去分词的句子结构表达思想感情。 4教学重点: 1.过去分词的用法. 2. 过去分词的运用 5教学难点: 1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2. 过去分词在真实的生活语境中的使用

三、学习者特征分析

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 四、教学过程

Step 1

Greeting

Step 2

Leading-in

1. Get students to enjoy a story read by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.

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 ! 2. Brainstorming

What is the Past Participle? In your opinion, what role does the Past Participle play in the sentences?

设计说明：

1. 教师首先展示安徒生的《卖火柴的小女孩》图片和文本，然后请一位学生有感情的朗读，教师通过多媒体呈现图片和学生的朗读，目的是对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激发起好奇心。 2.利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住几个过去分词，符合中学生的挑战心理，激发它们的学习热情，从而引出本节课的话题--过去分词。再者通过头脑风暴有利于学生参与教学活动，进行讨论和对话活动，激活学生的知识背景。 Step 3

Discovering the useful structures 1. 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______

* She looked very worried…

*…and she seemed very delighted. (3) 动词-ed形式作

*…she had her shoes lost…

*…she wished all her matches sold…

*…she sat in a corner with her legs huddled up…

*…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 .

设计说明：

通过叙述式和游戏式，引导学生利用过去分词形式解释所设置的文本信息，借助小组竞赛，实现生生互动、师生互动，将过去分词形式用作定语、表语、宾语补足语、状语的各种结构进行归纳。

2. Brainstorming Work in pairs to discuss the following questions.

(1) Do you have any puzzles in using The Past Participle?

(2) Do you know the differences between The Past Participle and The Present Participle?

3. Work in pairs to tell what the differences between The Past Participle and The Present Participle.

Read and compare (1)The gentleman called Chen Kaichi is our intern teacher(实习老师）. (2)The people sitting behind the classroom are all English teachers. 过去分词与现在分词作定语的区别:过去分词强调动作___________, 现在分词强调动作___________。

(3) I saw her taken out of the classroom. (4) I saw her coming into the classroom. 过去分词与现在分词作宾补的区别: 二者与宾语逻辑上都是主谓关系, 但过去分词强调他们之间的___________, 现在分词强调他们之间的_____________ (6) Seen from the top of the hill, the city looks more beautiful to us. (7) Seeing from the top of the hill, we find the city very beautiful. 过去分词与现在分词作状语的区别：过去分词主句的主语之间是 。

而现在分词与主语的主语之间是 。

设计说明：

1、通过文字所描绘的语境，引导学生在运用中掌握过去分词，并共同回顾、归纳过去分词的用法，引导学生自己发现问题、分析问题、解决问题。

2、通过下列文字所描绘的情境，使学生在形象化、真实化的语境中明白过去分词和动词-ing充当定语、宾补、状语的异同。这项操练活动大大训练了学生的发散思维，又锻炼了思维能力与快速反应能力，还加深了对所学语法现象的理解。

Step 4

Practising How much do you know about “The Past Participle”? Can you use it correctly? Let’s have a try.

（Divide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .）

一. 完成句子

1.

(watch) this TV show, we had a lot of fun.

2.

(compare)with other shows like singing competition, this kind of show about family is more popular. 二．单选题

1. As is known to us all, traveling is____, but we often feel_____ when we are back from travels.

A. interesting; tired

B. interested; tiring

C. interesting; tiring

D. interested; tired 2. He found a magazine _____ with the owner’s name_____ on the desk with the back cover _____ off.

A. marking, lying, torn

B. marked, lying, torn C. marked, laid, tearing

D. marking, laying, tearing 3.______ the room, the man found the phone______ .

A. Entering; stealing

B. Entering; stolen C. To have entered; being stolen

D. Having entered; to be stolen

三．单句改错

1. Having not seen the film, I can’t tell you what I think of it.

2. The men worked for extra hours got an extra pay.

3. Knowing little English, he had trouble making himself understanding.

4. Do you notice the girl dressing a red coat? 5. Giving more time, we could do it much better. 四．用分词结构美化句子

1.发现学生下午昏昏欲睡的样子，老师竭尽所能来激发(arouse)他们的兴趣。

The teacher found students sleepy in the afternoon and did everything he could to arouse their interest. 用分词结构

, the teacher did everything he could to arouse

their interest. 2.这本用简易英语写成的书很容易读懂

The book which was written in simple English is easy to understand. 用分词结构

The book

is easy to understand . 五．把下面的打乱的词或词组连串成句

a group of students , the teacher, the office, followed, by , entered

Moyan , stood there, surrounding , many , reporters

六．短文填词

Peter is a retired worker. He used to work in the USA, a d

country. Now he lives in the countryside.

（陪伴）with his wife , he is taking a walk on the path(小路)

（覆盖）with fallen leaves, f

happy. 七．完型填空

I am Robinson Crusoe. I have been alone on the island for two weeks. I don’t know how to have my long hair

1

. Many times I saw ships

2

by, but I couldn’t make myself

3

. The other day, I was

4

to see a small house in the distance. I came nearer, only to find the door

5

. There was nobody there. I am still alone! 1. A. cuted

B. cut

C. cutting

D. to cut

2. A. past

B. passed

C. passing

D. to pass 3. A. hearing

B. understood

C. heard

D. understanding

4. A. delighted

B. disappointed

C. interested

D. confused

5. A. breaking

B. to break

C. broken

D. break

设计说明：

1.新课程呼唤英语教学回归生活，强调课程从学生的学习兴趣和生活经验出发，因而设计时选择了学生熟悉事物作为话题，引导学生运用目标语言结构。

2.任务型活动：通过学生小组活动、小组竞赛的形式，激发参与学习过程的热情和竞争意识。合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组随机选题竞答游戏活动，激发学生的参与意识和学生的挑战意识。 3.练习设计形式多样，由浅入深，层层深入，符合学生的认知规律，具有语法教学的交际性，科学性和可操作性。 Step 5

Producing 1.

Rewriting

Work in groups of four to rewrite the underlined sentences using the Past Participle and the Present Participle to beautify the sentences.

Hans Christian Andersen Hans Christian Andersen is a Danish poet and author who is noted for his fairy tales. Because he was born in a poor family, Andersen received little education. Although his parents were uneducated, they opened for him the world of folklore(民间故事) . When he was encouraged by them, he wrote his own fairy tales. At the age of 14, because he had an excellent voice, Andersen moved to Copenhagen to work as a singer and dancer in a theater. A co-worker considered his fairy tales wonderful. Because he took the suggestion seriously, he began to focus on writing. Andersen’s fairy tales are so wonderful that we find that his works are translated into more than 150 languages throughout the world . Hans Christian Andersen Hans Christian Andersen is a Danish poet and author

his fairy tales .

，Andersen received little education. Although

, they opened for him the world of folklore(民间故事) .

by them ,he wrote his own fairy tales. At the age of 14,

, Andersen moved to Copenhagen to work as a singer and dancer in a theater. A co-worker considered his fairy tales wonderful.

the suggestion seriously , he began to focus on writing.Andersen’s fairy tales are so wonderful that we find

more than 150 languages throughout the world .

2. Writing Work in groups of six to write a passage using the Past Participle and the Present Participle , modeled after the above passage .

请你根据下面的内容提示用英文写一篇有关刘翔的简介。

1.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

coach 教练

设计说明：

任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。

五、教学策略选择与信息技术融合的设计

教师活动

预设学生活动

设计意图

目的是1对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激发起好奇心。2.利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住几个过教师首先展示安徒生的《卖火柴的小女孩》图片和文本（PPT）

片和学生的朗读

朗读，教师通过多媒体呈现图然后请一位学生有感情的去分词，符合中学生的挑战心理，激发它们的学习热情，从而引出本节课的话题--过去分词。再者通过头脑风暴有利于学生参与教学活动，进行讨论和对话活动，激活学生的知识背景。

Discovering the useful structures 1. 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______

* She looked very 通过叙述式和游戏式，引worried…

*…and she seemed very 导学生利用过去分词形式解释delighted. 所设置的文本信息

(3) 动词-ed形式作

*…she had her shoes

lost…

*…she wished all her matches sold…

*…she sat in a corner with her legs huddled up…

*…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 .

六．短文填词

Peter is a retired worker. He used to work in the USA, a d

country. Now he lives in the countryside.

（陪伴）with his wife , he is taking a walk on the path(小

借助小组竞赛，实现生生互动、师生互动，将过去分词形式用作定语、表语、宾语补足语、状语的各种结构进行归纳。

1.新课程呼唤英语教学1，

2，

小组讨论

小组竞赛

回归生活，强调课程从学生的学习兴趣和生活经验出发，因

路)

（覆盖）with fallen leaves, f

happy. 七．完型填空

I am Robinson Crusoe. I have been alone on the island for two weeks. I don’t know how to have my long hair

1

. Many times I saw ships

2

by, but I couldn’t make myself

3

. The other day, I was

4

to see a small house in the distance. I came nearer, only to find the door

5

. There was nobody there. I am still alone! 1. A. cuted

B. cut

C. cutting

D. to cut

2. A. past

B. passed

C. passing

D. to pass 3. A. hearing

B. understood

C. heard

D. understanding

4. A. delighted

B. disappointed

C. interested

D. confused

5. A. breaking

B. to break

C. broken

D. break

而设计时选择了学生熟悉事物作为话题，引导学生运用目标语言结构。

2.任务型活动：通过学生小组活动、小组竞赛的形式，激发参与学习过程的热情和竞争意识。合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组随机选题竞答游戏活动，激发学生的参与意识和学生的挑战意识。 3.练习设计形式多样，由浅入深，层层深入，符合学生的认知规律，具有语法教学的交际性，科学性和可操作性。

任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣图片展示写作文

表达自小组讨论，形成本组的优的话题，秀作文，展示

己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。

六、教学评价设计

Step 6

Self-assessment

Get the students to answer the questions. 1. Have you understood the usages of the grammar? (Yes or No ) 2. Are you active in the class activities ? (Yes or No ) 3. Did you do well in the students’ cooperative-activities ? (Yes or No )

4. Have you improved your abilities ? (Yes or No ) 5. Have you mastered the grammar ? (Yes or No ) 七、教学板书

单句改错

1. Having not seen the film, I can’t tell you what I think of it.

2. The men worked for extra hours got an extra pay.

3. Knowing little English, he had trouble making himself understanding.

4. Do you notice the girl dressing a red coat? 5. Giving more time, we could do it much better. 八，教学反思

通过这节语法教学课，我深刻体会到设计真实的语法情境，让学生在运用、交际的交互式中学习语法，可以把语法课上好上“活”。在语法课的教学设计和课堂操作过程中应注意以下几点：

1．目标的设定

语法教学的目的并非只是为了“知”，更重要的是为了“用”，即培养学生灵活运用语言的能力，使他们学会“用语言去做事”。同时帮助学生将孤立和零碎的语言现象进行归纳，提炼“精华”，从而更好地运用语言。

2．任务的设计

教学活动和任务的设计应符合学生的年龄特点和生活背景，使学生有话可说；任务的完成形式应该是多样化的；任务的难度应该是有层次性的，保证每个学生都有能力参与任务的完成。

3．教与学的方式

学生是课堂学习的主体，是知识的发现者和使用者，而不是被动的接受者；教师应充当引导者和协助者的角色，帮助学生一步步完成学习的任务。例如本节课在大部分的任务中，都设计了双人或小组交流的环节，学生通过协作学习，可以获取更多信息，获得自我修正的机会，从而减少使用语言的焦虑。

4．评价策略

语法教学也应重视发展性评价，对于学生在学习过程中的表现应及时给予肯定，这样才能真正实现评价的目的──促进学生的发展。实践证明，评价手段在课堂上的介入，可以使学生在学习过程中获得成功的体验和找到发展的方向，从而促进学生自我发展意识的逐步形成。