Learning about Language教学设计及教案分析

Pygmalion

learning about language 教学设计

Teaching goals:

1.Enable students to master the use of the Past Participle as adverbial. 2.Help the students learn how to use the past particles as the adverbial. Teaching difficulties: How to use the past participle as adverbial correctly. Teaching methods: Task-based method, individual work and practice. Teaching aids: A computer and a projector. Teaching procedures: Step1 Revision Check the students ’homework and ask the students to act out the play. After they have finishes, make some comments on their performance. Step2 Grammar 1 Ask the students to find out the examples of the past participle as the adverbial in the play. 2. 作时间状语

，相当于一个时间状语从句，可在过去分词前加上连词when, while, until等来强调时间概念。

从山顶上看，这个城市就像一个大花园。

Seen from the top of the hill

, the city looked like a big garden.

3作原因状语，相当于一个原因状语从句。

因为淋了一场大雨，所所以他全身湿透了。

Caught in a heavy rain , he was all wet.

4 作条件状语

，相当于一个条件状语从句，有时过去分词前可用if 等词。

再给他一次机会，他会做得更好。

Given another chance，he will do better.

5 作让步状语，相当于一个though/although引导的让步状语从句。

尽管被许多人嘲笑，他还是继续他的研究。

Laughed at by many people, he continued his study.

6 表示伴随情况或方式:

The trainer appeared, followed by six little dogs.

训练员出现了，后面跟着六条小狗。

He walked up and down the room, lost in thought.

他在屋子时走来走去，陷入了沉思。

Step3 Attention Attention 1：

把状语从句改为过去分词作状语时有时还可保留连词，构成“连词+过去分词”结构作状语，也就是我们平时常见的状语从句的省略，即“while/when/ once/until/ if/ though等

(+ 主语+ be)+ 过去分词”

结构。

Attention 2：过去分词作状语与现在分词作状语的区别

Used for a long time, the book looks old. 由于用了很长时间，这本书看上去很旧. Using the book, I find it useful.

在使用的过程中，我发现这本书很有用.

选择现在分词还是过去分词，关键看主句的主语。如分词的动作是主句的主语发出，分词就选用现在分词，反之就用过去分词. Step4 Practice (using structures in workbook)

Ask the students to finish part 2 and part 3 on page 33. If time permits, continue Exercise designed for practice of past participle as the adverbial in workbook. Step5 Homework Finish off the exercise in workbook and supplement material on grammar 2. Preview the reading materials in Using Language.