Learning about Language课时教学实录

M8U4 Pygmalion

Grammar Review----the Past Participle as the Adverbial 教学目标Teaching aims: 1.

Students enable to revise the past participle as the adverbial through practice and exercises，especially different kinds of adverbials, such as about time, reason,condition,accompany, concession and so on. 2.

Students enable to know how to change an adverbial clause into the past participle as the adverbial. 3.

Students enable to use the past participle as the adverbial to make concise and advanced sentences. 4.

Students make it clear that practice makes perfect. 学情分析Analysis of students 本单元的语法项目在教材中设计为“revise the past participle as the adverbial”，在教学实践中，过去分词作状语的情况学生在高二已经接触并有所了解，但在熟练运用方面却存在很大的问题。同时，过去分词作状语相当于一个省略了的状语从句，学生对这个语法点的运用更多地体现在语法填空的答题上，很少或没有针对性很强地学习运用过去分词作状语简化语句使之变成高级精炼的好句。因此，本节课的设计中心就围绕“运用”来进行过去分词复习。同时，本节课要突出高三阶段以学生为主体，借助任务链，学生自主复习、自主运用、他人帮改共享的形式引导学生熟练运用过去分词作状语的语法知识。

教学重难点Teaching difficult and important points Help students master the exchange from adverbial clause to the past participle as the adverbial; Help students to use the past participle as the adverbial to write some advanced and beautiful sentences. 教学过程Teaching procedures Pre-class preparations：watch the film My Fair Lady

Tasks

1. Read the passage and underline nonfinite (非谓语)verbs in the form of the past participle; 2. Find the past participle as the adverbial in the passage and circle them out .

My Fair Lady，adapted from George Bernard Shaw’s play Pygmalion , is a big hit. The subject of the film still concerns love. In the film, Eliza Doolittle, a poor flower girl, dreamed of working in a proper flower shop and changing her life. Determined to change, she asked Professor Higgins for help. But she felt disappointed because Professor Higgins rejected and ignored her. Luckily Colonel Pickering and Professor Higgins made a bet that once educated to speak properly, Eliza could pass herself off in 3 months as a duchess. So she got a series of hard training and tests. In the end, Eliza successfully had herself tested and became an example of a perfect woman. Meanwhile, assisted by Eliza, Professor Higgins won his bet. Step1 Checking the assignment and grammar review T calls two students to come up and show their assignments 【设计意图】一是让老师得到最直接的反馈；二是学生直观地展示自己语法复习与作业的完成情况，两位学生的展示也让其他学生能马上集中注意力。

T asks one student to share the reason why he chose these words. 【设计意图】老师进一步了解学生的掌握情况，学生来担纲解释的角色更适合学生的理解与掌握。同时，使学生们积极主动地回想，达到复习的目的。

Then, T asks other students to say more about the past participle as the adverbial.

If they can’t talk more, T gives students more points. For example, sentence structure:过去分词，+主句或主句，+过去分词.

Also, ask students to pay more attention to the exchange from the adverbial clause to the past participle as the adverbial. Especially leave out the clause subject and be-verb. Eg 1 Once educated to speak properly, Eliza could pass herself off in 3 months as a duchess. = Once Eliza was educated to speak properly, Eliza could pass herself off in 3 months as a duchess. Leave out “Eliza and was”. Even leave out the conjunctive word when the relationship between the two sentences is clear. Do Task1 on the learning plan. Task1 Polish the sentences, using the past participle as the adverbial 1. Eliza was dressed in fancy clothes. Eliza met Freddy at Running of the Ascot opening race(爱斯科公开赛马会）.

2. Though Eliza was taught what to say, she still made some mistakes when talking with others. 3. If Eliza were given more time and help, she would have behaved better in her first test. 【设计意图】示例如何精简语句，这使学生明确了解状语从句与过去分词作状语的互相转换。通过针对性的练习，强化学生的理解并得以运用。同时，明确指出学生没有概况总结出的句子结构，使学生得到更加清晰的过去分词用法：过去分词作状语，与主句主语一致，构成动宾关系。

Finally, emphasize the following two points and let students share these words and expressions.

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主语的状态。

2.

某些动词后面加-ed转化来的形容词也具有此用法。

In this step, students are required to share their words and complete the two sentences. 【设计意图】老师明确的强调补充，使学生能引起重视，了解自己在复习中存在的漏洞，查漏补缺。而且，这点也是学生们容易犯错之处。

Finish task2. Task2 Complete the passage with the given verbs in brackets Eliza’s first test

____________ (drive) by her dream and determination to success, Eliza worked hard and made great progress. ____________(delight) and ___________(excite), Eliza was taken out to have a test at Running of the Ascot opening race(爱斯科公开赛马会）. ____________(dress) elegantly, Eliza encountered a noble young man Freddy. ____________(amuse) by Eliza’s funny “small talk”, Freddy couldn’t help laughing. ____________(laugh) at by Freddy, Eliza felt very angry. Eliza determined to behave better and took an active part in her hard training.

【设计意图】以Eliza的第一次出场为话题，以两个小段落复习过去分词作状语的所有用法，同时，与后面的task3形成对比，让学生在情感态度上得以提升。

Step2 Practice more First, T asks students to finish task3. Then, select several students’ transltions and let students correct by themselves.

Share T’s writing with students.

Task3 Complete the sentences , using the past participle as the adverbial Eliza’s second test

1.

_____________________(接受严格的训练后), Eliza could speak in a more attractive accent. 2.

_____________________(心中充满希望与激动), Eliza was taken out to have herself tested. 3.

_____________________(打扮的像一位公主), Eliza was accompanied by Colonel Pickering and Professor Higgins to attend the ball. 4.

_____________________(被派对上的贵宾盯着看时)，Eliza felt rather uneasy. 5.

_____________________(王子邀请她跳舞), Eliza became the focus of the ball and was greatly admired by everyone. 6.

_____________________(被误认为是公主), Eliza succeeded without being exposed. 【设计意图】以Eliza两次出场对比形式构成的练习，让学生反思自己的学习，得到“practice, practice, practice more”，

“Practice makes perfect”，

“Failure is the mother of success”，“

Never give up”等等的结论，顺利过渡到第三个环节：巩固检测。

Step3 Consolidation T gives students enough time to finish their translations.

Then let them discuss in groups of four to select the best translations.

Share with all the students and let themselves make necessary corrections. Share T’s translation.

Task4 Translation 虽然Eliza得到表扬，但听着Professor Higgins兴奋地说着舞会上发生的事情，Eliza感到伤心。而Professor Higgins沉浸在胜利的喜悦，完全没留意到。第二天早上，Professor Higgins吃惊地发现Eliza离开了。Professor Higgins虽然对Eliza为什么要这样做感到困惑，仍努力去找回她。最后，Eliza告诉他：希望得到他对她的淑女礼遇。

【设计意图】通过翻译，检测学生能否把过去分词作状语运用到书面表达中，使自己的语句写作更丰富多样与高级。

Step4 Homework 1.

Polish: using the past participle as the adverbial; 2.

Finish ex2&3 on page33 and ex1-3 on page 72; Step5 reflection 在本堂课中，学生的主体作用凸显，所有的任务都需要学生来完成修改与整体朗读，完成度还不错。尤其是在状语从句与过去分词作状语转换方面做的非常理想。学生很快掌握，并且写出更加精简的语句。在输出翻译环节中，学生比较圆满地完成运用任务，虽然学生存在各种语法错误，但对于过去分词在理解后加以运用写出高级语句的教学目标，绝大多数学生都能做到至少使用两个过去分词作状语。不足之处，学生回答问题不够积极热情。

Blackboard Design M8U4 Pygmalion Grammar Review The Past Participle as the Adverbial Form: v-ed/done Usage:

1.

与主句主语一致

2.

表被动完成

3.

表状态

4.

相当于省略了的状语从句

Sentence structure: 过去分词（短语），+主句

原因

时间

条件

方式/伴随

让步

主句，+过去分词（短语）