Learning about Language教学设计第一课时

教学设计与反思

Module8 Unit4 Pygmalion Revising useful structures (The Past Participle as the Adverbial )

英语组

陈佳明

Module8 Unit4 Pygmalion Grammar (The Past Participle as the Adverbial) 学科组：英语组

设计者：

陈佳明

一、

基本说明

1.教学内容所属模块：

Module8

2.授课年级班级：高二（6）班

3.所属章节：Unit4

二、教学设计

教学目标：１复习过去分词作状语

２学会区分现在分词和过去分词作状语

学生分析：

1. 认知基础：高二学生已经学过过去分词的其它用法，如过去分词作定语、表语和宾补。

2. 心理特征：高中学生思想活跃，求知欲旺盛，

有独立思考的能力和欲望，渴望通过自己的思考和观察，并在老师的引导下对比、归纳知识。

3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

教学策略设计：

1．采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2．以活动构建教学理论为指导，挖掘课程资源，利用表格、多媒体等多种形式，师生互动，分组探究。

三、过程描述：

Teaching aims: 1.

Learn past participle used as adverbial. 2.

Enable students know the differences between v-ing & V-ed when they are used as adverbial. Teaching important points: Past participle used as adverbial .(重点了解过去分词可以充当什么状语)

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Teaching difficult points: The differences between V-ing and V-ed when they are used as adverbial(现在分词和过去分词作状语时的区别) Teaching methods:

1. Teach grammar in real situations.

2. Learn grammar through practice. Teaching aid:

导学案，多媒体平台

Teaching procedures: Step1: 温故而知新

I. 写出下列动词的过去分词形式

1. break_______

2.buy _______

3.build _______

4.hold _______

5. eat _______

6.find _______

7. get _______ 8.keep _______ 9. lead _______ 10.know _______ 11.plan

_______ 12.trap _______ 13. study _______ 14.worry _______15.carry _______16. make _______ 17. pay _______18. sell

______19. spend _______20.teach _______ 21.think _______ 22.take _______ 23. win _______ 24.write _______ 25. say _______ 26.speak _______ 27.stop _______ 28. refer _______ 29. drink _______ 30. play _______ II. 根据所提供动词的正确形式填空

1. I like reading the novels_______ (write) by Zhang Ailing. 2. The girl _______(write) a letter is my cousin. 3. There is something wrong with my car and I have to get it_______(repair). 4. He spoke loudly in order to make himself _______(hear). 5. I found the little girl ______(cry) at the corner. 6. I want the doors of my new house_______ (paint) white. 7. He was _______(excite) at the good news. 8. The story was so _______ that he was ______to tears. (move) III.改错：

9. I want the homework hand by Friday. 10. Our headteacher ordered the classroom clean. 11. We heard our class praise by the headmaster yesterday. 12. People found the water in the River polluting.

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13. Do you know the teacher with his hair cutting short? 【设计说明】

此部分的导学案练习包括三部分，第一部分挑选学生在练习中经常出现的过去分词拼写错误的一组词，让学生在写的同时回顾过去分词拼写的变化规律，包括规则的和不规则的。第二和第三部分则侧重复习学生在前面学过的过去分词的其它用法，即作定语、表语和宾语补足语的用法，做到温故，旨在引出下面的“新”。

Step2：观察与思考

请观察下列各组句子之间的变化关系，并思考划线部分中过去分词起什么作用？

Group A: 1）When heated, ice will be changed into water. =When it is heated, ice will be changed into water.

2）

When asked why he was late, he went red. =When he was asked why he was late, he went red. 划线部分过去分词充当_____________________________________ Group B: 3). Done in a hurry, his homework was full of mistakes.

=Because it was done in a hurry, his homework was full of mistakes.

4). Exhausted, I slid into bed and fell fast asleep.

=Because I was exhausted, I slid into bed and fell fast asleep. 划线部分过去分词充当____________________________________ GroupC: 5). Given another chance, he will do better. =If he was given another chance, he will do better. 6). United, we stand, divided, we fail. =If we are united, we will stand, but if we are divided, we will fail. 划线部分过去分词充当_____________________________________. GroupD: 7).Laughed at by many people, he continued his study. =Although he was laughed at by many people, he continued his study. 8).

(Although) Beaten by the other team, the players were not discouraged.

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=Although they were beaten by the other team, the players were not discouraged. 划线部分过去分词充当_____________________________________. Group E: 9).The hunter left his house, followed by his dog.

=The hunter left his house, and he was followed by his dog. 划线部分过去分词充当_____________________________________. Group F: 10) He walked up and down the room, lost in thought. = He walked up and down the room and he was lost in thought. 划线部分过去分词充当______________________________________. 【设计说明】

此部分一共呈现6组10个句子，让学生通过自己观察和思考，总结出过去分词可以在句子中充当什么状语。学生是通过自己的观察和思考所得，印象更深，这种探究性学习方式比起老师直接讲述的学习方式应该更容易为学生所接受。

Step3：模仿与运用

模仿：Ex2

on P21

1-6 (教材) 运用1：用不同句式翻译下列句子

例子：如果被困在燃烧的建筑物里，你一定要呼救。

Locked\ If locked\ If you are locked in a burning house, you must call for help. 1.当被问到发生了什么事时，他站了起来。

2. 如果种在肥沃的土壤里，

这些种子能长得很快。

3. 虽然John 被单独留在房间里，他一点都不害怕。

运用2：根据中文提示完成短文

The first day of the new term. I went to school on foot .When I arrived, I found some of my classmates _____________________(站在教室门口)with

_______faces(面色忧郁) . I wondered why. With_______________(窗子坏了), the classroom looked terrible . Having been locked for one hours, the door was opened at last .The teacher came into the classroom, _________________(后面跟着学生). There was a pot of flower in the classroom, which is fading. _________________(如果给花多浇点水), the flower may seem fresher. “Nothing serious. _______________(钥匙丢了)and someone broke the window. Seize every

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minute to study, and you will be successful!” said the teacher._________________（受到老师鼓励), we began to take out the books. 【设计说明】

此部分学生先模仿教材中的例子，把两个分句合并成一个使用过去分词作状语的句子。运用部分则是根据中文提示，使用含有过去分词的表达方式完成句子和短文。

Step4：比较与领悟

1）Following the old man, we went upstairs.

跟着那个老人家, 我们上楼去了。

2）Followed by the old man, we went upstairs.

我们走上楼去，后面跟着一位老人家。

3）从上面看,体育场好像一个鸟巢。 ____ from the top, the stadium looks like a bird nest. A. Seeing

B. Seen 4）从太空看, 宇航员看不到长城。 ____from the space, the astronaut can discover the Great Wall. A. Seeing

B. Seen 【设计说明】

老师引导学生对比两组4个句子，发现现在分词和过去分词分别在句子中作状语时的区别，并利用导学案中的练习进行巩固。

Step5：总结与提升

I.根据所提供单词的正确形式填空

1 .When I got home, I found the TV_______ .(steal) 2. Don’t expose your skin to the sun or it will get_______(burn) 3. Everyday in our school we can hear the song ____ (sing) by the students. 4. _______ (give) enough time, we can complete the job in time.

5. English is not easy _________ (learn) well. 6. I am sorry to keep you

________ (wait) for so long. 7. Leave the door _______( close) after _______(enter) the room; it’s too cold. 8. Please explain it in simple English so as to make yourself________(understand). II.根据提示完成短文

(使用分词或分词短语)

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Mary is a poor girl who sells flowers, one day…

_____________________(卖完了许多花), the ______(excite) girl hurried home. __________________, (劳累了一天）the girl felt sleepy. On her way home, ______________(一个醉汉

) knocked her down. Her bike was______ (break). She had to _____________(去修理自行车) near the corner. As she got home, the girl took the ________(overuse) key out of her___________(破口袋) opened the newly _______(paint) door and sadly found it ________(trap).

____________(建于20世纪60年代), the girl’s house is going to be ______(take) down. At this moment, she___________________(听到有人叫她的名字). It was her uncle who loved her most. Happily, the girl went into another house, __________(follow) her uncle. 【设计说明】

教师引导学生回顾总结本节课的重点和难点之后，把时间还给学生，让学生完成导学案中提升部分的练习。学生可以独立完成，也可以就近分组合作讨论完成。在最后答案校对和反馈部分再根据学生的答题情况进行有针对性的点评和补充讲解。

Step6：课后作业

Finish the exercises in the Students’ Times 板书设计：

P.P. Used as Adverbial

一、过去分词作状语

1.时间状语

2.原因状语

3.条件状语

4.让步状语

5.伴随状语

6.方式状语

四、教学反思

设计的亮点：

6 二.过去分词与现在分词形式作状语的区别：

1.过去分词表完成、被动,与主句主语之间是被动关系; 2.现在分词形式表进行、主动,与主句主语之间是主动关系。

一、以生为主，发挥学生主体作用，。

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，让学生最大限度地参与教学过程，把枯燥的语法规则融入到具体的语境中去，学生在语境中自己观察和思考，教师适时点拨，帮助学生归纳知识。使学生印象深刻，使课堂充满活力。

二、

转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，本课设计通过让学生“观察和思考”，“模仿和运用”，“对比和领悟”，最后在老师的帮助下“总结、提升”。这样的课堂活动既有独立思考，又有合作讨论，综合分析，

为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，学生有了兴趣，教学效果也增强了。

三、

尝试精致教学，细中求精。

本学年我校正在进行课堂教学改革，研讨精致教学模式。本设计就是一次尝试，整个过程强调了重心前置，精讲精练。从语境创设，例题选取，到作业设计，均经过精心的挑选设计，量不在多，但形式多样，细中求精。

不足之处：

实际操作过程中笔者对课堂时间的控制还不太合理，在温故知新部分用了太长时间，导致最后的巩固题部分留给学生的时间不够，在几道错题的点拨上略显仓促。因此，教案设计是“死”的，但课堂师生活动是“活”的，本人应该在以后的教学中更灵活地处理和控制课堂。

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