Learning about Language优秀教学设计内容

高中英语人教2003课标版选修十Unit 5 Enjoying novels

Learning about Language Grammar：

The Nominative Absolute Construction

Target students Senior 1

Instructor 李静

Teaching objectives : 1.Discover and understand the grammar patterns of the Nominative Absolute Construction. 2.Analyze the grammar features and generalize the rules of the Nominative Absolute Construction. 3.Have a deeper understanding of the non-finite verb. 4. Apply the grammar into writing under the guidance of the teacher.

Teaching difficulties : 1.

How to help students generalize the rules of the grammar.

2.

How to inspire and guide students to write long sentences by using the nominative absolute construction when necessary.

3.

How to avoid mistakes by learning lessons from others’ mistakes。

Emotional aim: After learning this class students will become interested in learning grammar and be more active in writing activities .

Teaching procedures Step 1: Lead in

Arrange one student to show a short video clip about Harry Potter and the Sorcerer's Stone.

Read two long sentences and pay attention to the red part--a new structure

Step 2: The definition of the grammar The student will read it to others.

Step 3: Discover the grammar patterns and functions

Another student give us a presentation on behalf of me. T gives Ss an example of analyzing the sentences we get from the previous activities that we have learned.

Give the students seven sentences and then ask some of them to complete sentences one by one, tell us the reasons why ... and translate them into Chinese.

Example:

Weather permitting, we’ll have an outing tomorrow.

Look at the underlined phrase carefully, and give it a fixed purposes

-Arouse their interest and naturally lead in the topic.

-Set the stage for the next activity.

-Know what it is.

-Guide the students themselves to find different structures of the grammar.

-Help Ss to focus on the grammatical aspects of the sentences.

-Facilitate Students’ understanding structure according to previous knowledge.（名词/代词+V-ing）

of the nominative absolute

Translate it into Chinese, and then you’ll find its function. (用作条件状语)

Step 4: Make a summary Write them on the blackboard when ss speak them out together. 名词/代词

+ v-ing/v-ed/to do/形容词/副词/介词短语/名词

Compare: With+名词/代词+ v-ing/v-ed/to do/形容词/副词/介词短语/名词

Try to find what the difference is between them. “

with”

Step 5: Exercises Task 1: Fill in the blanks 1.The boy _________(lead) the way, we had no trouble finding the strange cave. 2.Problems__________(settle), they left the meeting

–

room.

3.Here are the first three volumes, the fourth one __________ (come out) next month. 4._________________, all the students went out from the classroom.

(下课了，学生们都从教室里走了出去。) 5.He stood at the door, _____________.

(他站在门口，一手插在兜里。）

6.His first shot________(fail), he fired again.(他第一枪没打准，又打了第二枪.) 7.The boy rushed in, ________________.(男孩冲进来，鼻子红红的。) Task2:Discussion Discuss with your partners and then complete the following sentences . 1.With time ________ (pass) by , they got to know each other better. 2.She felt nervous, with so many eyes _______(fix) on her. 3.He stood before his teacher, with his head _______. 4.The man was sleeping with the window _______ (close). 5.Last night he was so tired that he fell asleep with the lamp __________ (burn). 6.With a lot of work _________(do) ,I cannot go outing with you .

Attention and Features 1）独立主格结构的逻辑主语与句子的主语______，它独立存在。

construction by analyzing the specific sentences.

-Let students feel familiar with the grammar pattern to use them freely.

-Experience the achievement of completing sentences.

-Analyse structures of each sentence and grasp the basic usage of specific grammar patterns.

-Work together to train their ability of cooperation and experience the happiness.

-Pay attention to special structures.

-Strengthen the key different

2）逻辑主语与后面的结构是______或_______关系。

3）两部分之间______连词连接。独立主格结构一般用_______与主句分开。

Step6: Make sentences (看图说话) Join the given key words together according to the three pictures. 1.A boy is talking with his drillmaster, the other boys listening to them carefully . 2.Nobody to come tomorrow,we will have to put off the meeting till next week. 3.The dictionary written in simple English, students like you are able to use it properly.

Step7:指点迷津--链接高考

1.分析句子结构

2.分析逻辑主语(非谓语) 3.分析语态(主动和被动) 4.分析时态,在选定了主动或被动后,还要考虑动作发生的时间,即时态。

思考（提升题）：

He wrote a lot of novels, many of _____ translated into foreign languages.

A. it

B. them

C. which

D. that

Homework: 1.认真回顾并体会本次课堂所讲独立主格结构断定方法。

2.写一个小短文不少于50字，至少用三个独立主格或with复合结构。

points from other adverbials.

-Learn how to use the special grammar patterns and

how to write a long sentences.

-Help each other . -Make the students know how to deal with this grammar structures in college entrance examination.

-It is more difficult , but train their ability of analysing sentences.

-在写作中用上独立主格体现句子的亮点。

板书设计

The Nominative Absolute Construction

(一)名词/代词(逻辑主语)+

v-ing

(主动，进行) v-ed

(被动，完成) to do

(将来) Adj. Adv./prep N.

注：

It

being+...

There

being +...

(两结构中being不能省)

(二)with+名词/代词(逻辑主语) +

v-ing v-ed to do Adj. Adv./prep N.

教学反思：

本单元语法内容在高中阶段来说形式复杂，讲解术语生僻枯燥，学生难懂，我教的是高一学生，所以他们理解难度偏大，但是找到一个突破点with 的复合结构，之前学习过程中有涉及到，在引出独立主格的基本结构后与with 结构进行对比，让学生找到兴奋点（结构相同），继而提高学生的学习积极性。语法讲解是很枯燥的，我设计的本意是通过不同形式的练习来体验它的不同模式，继而让学生掌握核心内容，本课的不足是在时间安排上有些紧凑，设计的练习有用词的正确形式填空，有看图说话（连词成句），链接高考考点，汉译英句子翻译，由于时间关系最后一项没能展示。希望通过这样的公开课不断的反思继而完善每一节课，在以后的课堂上能够进一步提高课堂效率，提高自身教学能力，感恩！