Learning about Language公开课教学设计模版

Book 8 Unit 4 Pygmalion The Past Participle as the Adverbial Teaching Plan 一、

指导思想与依据

1.

指导思想

本节课努力将核心素养的理念融入教学之中，即创设主题语境（介绍美丽校园）导入，小组活动培养学生自主归纳、疑点探究能力，渗透文化意识（品味经典古诗文），最后情感升华，鼓励学生宣传本校，爱校爱家。把语法教学投入具体的语言情境中，重视学生思维品质的培养。通过任务型教学、小组探究等方式，激发学生参与课堂的热情，帮助学生由浅入深、由易到难的理解单调枯燥的语法内容。

2.

理论依据

《英语课程标准》提倡：语法教学要积极创设诊所或类似真实的语言情境，让学生在语境中学习语言。语法教学要从用的角度出发，要与篇章语境结合起来。

二、

教材分析与设计思路

1.

教材分析

Learning about language部分包括两个部分，一个是

Discovering useful words and expressions，另一个是Discovering useful structures。本课为Learning about language的第二个课时，因此聚焦的是Discovering useful structures ---The Past Participle as the Adverbial。

学生们总是觉得这一部分抽象和难以理解，因此很有必要把这一语法放在真实的语境当中以便学生更好的理解和运用。

2.

设计思路

本节课采用任务型学习方式，按照由浅入深、循序渐进的理念设置了六个任务。通过图片导入激发学生学习兴趣；展示句子使其发现问题；小组活动中合作归纳，得出结论；实践运用中结合经典的诗词翻译，渗透文化意识；并且以书信的形式要求学生去在语篇中运用所学知识，使学生得到了充分的锻炼。

三、

学情分析

本课的授课对象是高二学生。学生在必修阶段已经学习过过去分词的用法，对过去分词在句子中的运用有一定的基础。但是，作为语法教学中的难点，学生对过去分词作状语掌握的并不好，尤其是在语篇中不能运用自如。因此，再次学习非谓语结构的过去分词结构很有必要。

四、

教学目标

By the end of the class, students will be able to know: 1. Basic rules of the grammar;

2. Advanced use of the grammar;

3. Develop students’ sense of group cooperation. 五、

教学重难点

Teaching important point:

Enable the students to use the past participle as the adverbial properly. Teaching difficult point:

How to use the past participle as the adverbial in real situations.

六、

教学过程

StepⅠ: Lead in（创设语境，激发兴趣）

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Enjoy some pictures and try to complete the sentences. 1. ________ (see) from the picture, our campus looks beautiful. 2. ________ (give) more time, we can be as excellent as them. 3. ________ (set) up in 1951, our school has a long history. 4.________ (beat) by other students, he didn't lose heart.

5. The former Olympic Champion visited our school, ________ (accompany) by our headmaster. StepⅡ: Presentation & Discovery（能力培养，自主归纳）

Look at the sentences above; do they have something in common? Task Ⅰ: Group work to finish the following questions: 1. What is the function of the past participle in each sentence? 2. Can you change these adverbial phrases into the adverbial clauses? When (it is) seen from the picture, our campus looks beautiful.

If (we are) given more time, we can be as excellent as them. Because (it was) set up in 1951, our school has a long history. Though (he was) beaten by other students, he didn't lose heart. The former Olympic Champion visited our school, and (she was) accompanied by our headmaster. Conclusion Ⅰ: 过去分词作状语，可以表示________ 、_________、________、________和_________，相当于一个_________从句。

Exercise：_________ (compare) with other schools in Tang Xian, my school is NO.1. StepⅢ: Work out some puzzles（自主学习，疑点探究）

Task Ⅱ：Correct errors (Do the exercise on your own and exchange ideas with your partners) 1. Being punished by his boss, his mood was very bad.

___________________________________________________

2. Taught by the two gentlemen, great progress was made by Eliza.

___________________________________________________

3. Bitten by the snake in the bush, we sent Susan back to the camp.

___________________________________________________

Conclusion Ⅱ: 过去分词作状语，过去分词的逻辑主语与句子主语_______，

如果主语不同，分词必须带上它自己的逻辑主语，构成主语+ 分词的形式，即_________________。

Some more examples: Seen from the picture, our campus looks beautiful. The campus seen from the picture, we find it beautiful. Exercise: Weather __________ (permit), we’ll have a sports meeting.

Task Ⅲ: Fill in the blanks 1. _______ (worry) about the journey, I was unsettled for the first few days. 2. _______ (lose) in thought, I didn’t notice you.

3._________ (dress) in white, he looks like a cook. Conclusion Ⅲ: 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。

be worried about

be lost in

be dressed in

be absorbed in

be devoted to

be located in

be faced with

be tired of

be determined to do Exercise:______ (unite), we can overcome any difficulties and make it at last. Task Ⅳ: Compare the sentences

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1. Seen from the picture, our campus looks beautiful.

2. Seeing from the picture, we find our campus beautiful.

3. The teacher entered the classroom, followed by two students. 4. Following two students, the teacher entered the classroom.

Conclusion Ⅳ: 注意现在分词与过去分词的区别：

doing 表示主动、进行的动作; done表示被动、完成的动作。

StepⅣ: Practice makes perfect 1. _________ (devote) to agriculture, the professor seldom cares about his family. 2. _______ (give) the talent by the God, I will employ it! (天生我材必有用) 3. _____ (see) from the grass by the blown wind, cows and sheep appear. (风吹草低见牛羊) 4. When _____ (ask) under a pine tree, “My teacher,” the boy answered, “went for herbs”.

(松下问童子, 言师采药去)

StepⅤ: Advanced use(情感升华，爱校如家) Task Ⅴ: Translate sentences to introduce our beautiful campus. 1. 创立于1951年，我校历史悠久。(set) ______________________________________________________________________________

2. 位于县城北部，被树木环绕，我们学校是个美丽的大花园。(locate, surround)

______________________________________________________________________________

3. 配置了最新的教学设施，我们的教室非常现代化。(equip) ______________________________________________________________________________

4. 与我县其他学校相比，我们唐县一中首屈一指。(compare) ______________________________________________________________________________

5. 被她的高教学质量和好的学习环境的吸引，越来越多的学生选择我们学校。(attract)

______________________________________________________________________________

Task Ⅵ: Group work to write a letter

假设你叫李华，你的英国笔友Tom正在做暑期规划。他对你的学校很感兴趣，请你简单介绍一下你的学校（历史、位置、吸引力等方面），并邀请Tom来华参观。

注意：1. 使用过去分词作状语

2. 适当使用衔接词

3. 开头结尾已给出

Dear Tom,

I'm glad to hear that you're interested in our school, and I hope you can visit it this summer vacation.

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

I'm looking forward to seeing you in my school!

Yours sincerely,

Li Hua

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Homework 1. Finish your letter after class. 2. Sum up what you have learnt and write it down on your notebook. 七、The Blackboard Design

The Past Participle as the Adverbial

Basic rules: passive、finished Puzzles: the same subject, absolute structure, not movement but state Advanced use in composition: to beautify a sentence

八、Teaching Reflection

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