Learning about Language优秀教学设计说课稿

课题

授课班级

教学目标

Book 8

Unit 4

Grammar ：The V-ed as the Adverbial

高二(1)班

授课人

石沛萍

授课类型

新授

1. Learn how to use “V-ed as the adverbial” and practice it.（知识目标）

2. Tell the difference between “V-ed and V-ing as the adverbial”.（知识目标）

3. Rewrite a short passage by using “V-ed as the adverbial”.（能力目标）

4. Love our school, love our life.（情感目标）

1. How to use “V-ed as the adverbial” and practice it.

2. The difference between “V-ed and V-ing as the adverbial”.

How to rewrite a short passage by using “V-ed as the adverbial”.

归纳法和小组合作学习教学法，任务型教学法，试听教学法

A computer and a blackboard.

教师活动

Show four sentences about the usage of V-ed. Review the grammar we learned in the last units and lead in the class.Then show learning aims. 1.The stolen bike belongs to Jack. 2.The glass is broken. 3.Mary heard her name called by a stranger. 4.Asked what had happened, he told us about it. 学生活动

设计意图

从学生的学习实际出发，运用四个难易适中的句子，复习旧课，明确目标，自然导入新课。

让学生明确学习任务,把握学习重点，突破难点。

重

点

难

点

教学方法

教学手段

教学环节

Step 1 Revision and Lead-in (复习导入)

通过出示的四个句子，复习前几单元的语法，并且初步了解本课即将学习的内容。

1. 利用人尽皆知的国产动画片《灰太狼与喜洋洋》

中灰太狼的经典台词“我一定会回来的”，运用猜谜

的方式，初步让学生感知过去分词做状语的用法。

猜谜并初步

Step 2 Although Mr. Wolf

was beaten by the sheep over 感知过去分Guiding(1)

and over again, Mr. Wolf would come back again.

词做状语的

(师导生学) Beaten by the sheep over and over again, Mr. 用法，并根据Wolf would come back again.

教师的引导2. 出示两个过去分词做状语的句子，让学生对比分自主学习归师生探究

析，并总结出其基本用法，即过去分词作状语时：其纳其基本用归纳总结

逻辑主语就是___________;且与主语形成

_____关法。

系。

Built more than 500 years ago, the sheep village has a long history. Seen from the top of the hill, the sheep village looks more beautiful.

Step 3 Show some examples and guide students to change the Conclude the Guiding(2)

sentences and conclude the other similar language

rules of V-ed (师导生学) points. as the

出示过去分词做状语的例句，引导和帮助学生改写句adverbial 师生探究

子并总结过去分词作状语：可以表示________ 状语、according to 归纳总结

_________状语、________状语、________状语，相some 当于一个_________从句。

examples . 注意：过去分词作伴随状语时，相当于一个自主合作学习，进一步明晰重点，学会小组合作总结归纳语法重点。发展学生综合语言应用能力，使语言学习的过程成为培养学生主

动思维能力的过程。

出示一些相关图片，针对前面所学的过去分词作状

语，设计一些有针对性的练习题：

Look at the 让学生在两两

1. Yao Ming stood there, ____________. （surround）

pictures and 一组的讨论练习Step 4 2. _________________, I would do more for my finish the 过程中巩固所学Practice parents. (give)

exercises in 的基本内容。

3. ________________,

the baby felt sad. (blame)

pairs.

4. ______________, ice will change into water. (heat) 5. ＿＿＿＿＿，Xu Sanduo never gives up. (laugh at)

重点（一）：区别过去分词

VS 现在分词作状语

_______ (see) from the hill, you will find

the city looks like a big garden.

_______ (see) from the hill, the city looks 让学生在小根据所给练

like a big garden.

组讨论的过程中，习例句，小组Step 5 重点（二）：观察过去分词作状语时的位置

既能总结本节课Discussion(Followed by his assistant, the professor walked out 合作讨论总重点，体会难点，合作探究) of the hall. 又能让学生成为结本节课重

= The professor walked out of the hall, followed 课堂的主体，从而点，体会难把课堂真正教给by his assistant.

=The professor, followed by his assistant, 学生。

点。

walked out of the hall. 重点（三）：不表被动的特殊情况

Absorbed in deep thought, he didn’t hear the sound.

体会明确所“一回头，二确定”

Step 6 教会学生做给六个字的Summary

含义，并能准题关键和步骤。

确运用。

能力提升: 用V-ed 作状语改写下列短文。

巩固并强化完成练习题，

Our school, No.2 Middle School, is located in the east 所学知识点，提高能运用本节Step 7 of Tianzhu. It is a key school in Tianzhu. It covers an 学生改写及写作课所学内容Test and area of 37,508 square meters. Our school has been 水平，发展学生综用较高级句rewriting(built for 7 years.

合语言应用能力，当堂检测及

Our school is very beautiful and it is surrounded 式改写关于进一步巩固过去改写) by many trees and flowers. Because many students 分词作状语。通过描述我们学are attracted by its beautiful scenery, many students 改写和写作对学校的小短文。

生进行情感教育。

choose our school including us.

Step 8 1. Review the grammar focus : V-ed used as the 巩固并强化明确作业要Homework adverbial. 所学知识点，发展求,提高学生2. Finish the related exercises in the workbook. 学生综合语言应的参与意识，用能力。

巩固重难点。

课后反思

______________。