Learning about Language优秀说课稿

选修八 Unit 4 Learning about language 教学设计及教学反思

任课学科 英语

任课年级 高二

教师姓名 林貌

授课班级

教学课题

高二（1）班 授课时间

第 17 周 星期

二

教材分析

学情分析

教法分析

教学目标

Book 8 Unit 4 Learning about language: the Past participle used as the 课型

语法课

Adverbial 本课的内容为高中阶段语法难点“过去分词做状语”，在必修五Unit1,Unit2已经向学生介绍了过去分词做定语、表语以及宾补的用法，现在分词与不定式的用法也已在高一第二学期介绍过。因此在本课时，教师会到这学生对过去分词的其它用法进行复习，并对过去分词作状语时需要注意的情况进行进一步的深入解读，归纳总结了过去分词做状语的6个结论。针对本课的内容与主题，教师在本课运用了2017年版普通高中英语课程标准中提倡的“六要素整合的学习活动观”，尽量通过生动有趣的视频与图片以及通俗易懂的例子锻炼学生的听、说、读、写、看能力，并尽可能将课堂的主体还给学生。以学生为中学，注重学生及时的练习巩固，最后通过小组竞赛，让学生对一个错误的句子运用独立主格结构、状语从句等等进行改写，总结归纳了本课的全部内容。作业是分小组完成一张非谓语动词用法的思维导图。

本节课授课对象为饶平二中高二级瑞光班学生，是本人已教授了一年多的对象，学生大多数性格开朗外向，思维活跃，英语基础较扎实，学习态度认真，学习热情高。学生刚进入高二阶段学习，语法知识已经掌握得比较全面跟牢固，但是非谓语动词的用法，特别是不定式、现在分词、过去分词用法的区别以及having done, having been done的用法一直是学生的弱点，再加上此部分语法知识较为琐碎、无聊，因此学生在学习上面会有一定难度。本节课的设置完全针对该班学生的这些特点，通过多媒体的运用，易混题型的对比训练、课堂实操等进一步强化学生该方面的知识。

本课用国产经典动画片《熊出没》贯穿全程，一开始以该一段一分多钟的该动画片英文版主题曲视频引入，再用三个与动画片剧情相关的句子复习了过去分词做后置定语、表语与宾补的用法。接着再继续用与动画片剧情相关的句子得出过去分词可以做状语、逻辑主语是句子主语、表被动或被动已完成的含义、可以在句子中做多种状语并且相当于多种状语从句以及并列句等多个结论。主要教学方法是以语法填空的形式让学生填空填出过去分词，再观察句子总结过去分词的用法。此外，讲到独立主格结构的时候，会用句子改错来强化学生该方面的内容。本节课的最后内容是，学生小组合作进行句子改写。本节课讲究填空、改错、改写等多种练习操作相结合，同时把课堂交给学生，让学生自己观察发现规律并总结，应当将有锻炼到学生的听、说、读、写、看等能力。

1.

认识并且熟练掌握过去分词做状语的用法：过去分词短语作状语,表示谓语动作发生的时间、原因、条件、让步、伴随情况等,相当于一个状语从句或者并列句

2.过去分词的逻辑主语与主句的主语一定是保持一致的 3.过去分词与主句主语之间为被动的关系；若分词与主句主语之间为

主动的关系，则要用现在分词(V.-ing)作状语 4、分词前边可以加when, if, unless, once, although等连词，构成“连词+分词”形式作状语

5. 学会区分过去分词与现在分词跟不定式的用法

6. 掌握独立主格结构的含义及用法

教学媒体

电脑PPT幻灯片、视频、图片、音响、A4纸若干等。

本课用国产经典动画片《熊出没》贯穿全程，一开始以该一段一分多钟的该动画片英文版主题曲视频引入，用于导出主题并迅速吸引学生注意力；再用三个与动画片剧情相关的句子复习了过去分词做后置定语、表语与宾补的用法，此部分承上启下，图片生动有趣、句子又通俗易懂，很快学生能够回顾起过去分词除了作状语之外的其它用法；接着再继续用与动画片剧情相关的句子得出过去分词可以做状语、逻设计思路

辑主语是句子主语、表被动或被动已完成的含义、可以在句子中做多种状语并且相当于多种状语从句以及并列句等多个结论。本人的设计思路是，因为授课对象是瑞光班学生，基础较好，因此一改以前先将知识点再做题巩固的做法，变成图片导入--做题--总结过去分词做状语用法--再做题巩固，这样可以大大提高学生的学习兴趣，也会他们的学习设置一些难度以供学生思考，实施起来会更有针对性，效果更好。

Step 1. Lead in 1.

Students watch a MV,which is the English theme song of the cartoon “Boonie Bear”

Step 2. Revision 1.

The teacher show three pictures of the cartoon and invite the students to fill the blanks of three sentences：

The song is the theme song of a popular cartoon ______ (call) Boonie Bear. We can often see Bald Qiang

________(beat) by the two bears. When finding some honey, Bear Junior always feels__________(satisfy). 2.

Review the usage of the the Past participle used as the attribute, the object complement, the predicative（表语) 教学过程

Step 3. Learn about the usage of the the Past participle used as the Adverbial 1.

Also show a picture of the cartoon and ask the student to translate a Chinese sentence into English When it is compared with other cartoons,Boonie Bear is more interesting. →Compared with other cartoons, Boonie Bear is more interesting. Conclusion 1:过去分词可作状语

2.

Fill the blanks of another two sentences ________ (show) on TV for almost 6 years,Boonie Bear is still popular. ________ (see) from the top of the hill, the house of

Bald Qiang looks more beautiful. Shown/ Seen Conclusion 2: 过去分词做状语时，与句子主语形成被动的和/或完成

的关系

3.

Compare two sentences and correct the wrong one Seen from the tower, our city looks more beautiful. Seen from the top of the tower, we can get a wonderful view of our city. Seeing Conclusion 3:

过去分词作状语与现在分词作状语的区别在于:

过去分词与句子主语构成动宾关系, 而现在分词与句子主语构成主谓关系。

4.

Ask the Ss to do some exercises to review what they learned just now. 5.

Compare another four sentences:

___________ (question) by the teacher, he sat down and went on to take notes.

_________________ (question) by the policeman, the man was shaking with fear. (question) __________________ (question) him for nearly two hours, the policeman finally set him free. __________________ (question) by the policeman

for nearly two hours, the man finally went back home freely. Conclusion 4:

being done表示正在进行的被动动作；

having done 表示主动的动作，强调动作在谓语动词所表示的动作之前已经完成。

having been done 表示被动的动作，强调动作在谓语动词所表示的动作之前已经完成。

6.

Show a mind map of the “Non predicate verb”

7.

Fill the blanks of another three sentences and make another conclusions:

________

(discover) by the two bears in the daytime,

Bald Qiang dicided to cut trees at night.

________ (give) only an apple for dinner, Bear Junior will be very unhappy.

________ (seat) at the table, the two bears are enjoying playing tricks on Bald Qiang. Conclusion 4: 固定系表结构词组表状态

8.Watch the sentences again and make another conclusion of their usage. Shown on TV for almost 6 years, Boonie Bear is still popular. = Although it has been showing for 6 years, …

Seen from the top of the hill, the house of

Bald Qiang looks more beautiful. = When it is seen from the top of the hill, …

Discovered by the two bears in the daytime,

Bald Qiang dicided to cut trees at night. = Because he had been discoved by the two bears,

…

Given only an apple for dinner, Bear Junior will be very unhappy. == If he is given only an apple for dinner, …

Seated at the table, the two bears are enjoying playing tricks on Bald Qiang. =They are seated at the table, and…

Conclusion 5: 过去分词(短语)在句中可充当时间、原因、条件，让步状语，相当于一个状语从句；过去分词(短语)在句中可充伴随或方式状语，相当于一个并列句。

8.

Show the students two interesting Proverbs Once ______

( speak ), a word becomes a promise. Once ______

( pour ), water cannot be taken back again. Conclusion 6: 为了使分词短语与句子关系更清楚, 可在分词前加连词，常见于时间、条件、让步等状语中。

9.

Learn about the absolute structure,analyse three sentences Written in French, the letter cannot be understood.

√

Written in French, I cannot understand the letter.

×

The letter written in French, I cannot understand it.

√

10.

Rewrite a sentence Finished their homework, the children went out to play football. ×

① Their homework finished,……

(独立主格结构) ② Having finished their homework, ……

(现在分词完成形式) ③ With their homework finished,……

(with的复合结构) ④ After finishing their homework, ……

(介词+动名词) Step 4. Homework 1.

Finish the exercises on P46-47 in exercises book. 2.

Group work together to create a mind map for the usage of Nonfinite Verb. 本节课讲究讲练结合，运用视频、图片等多媒体导入穿插，引起了学生很大的兴趣。但是美中不足的是，教师对内容的重难点把握还是不太精准，例如独立主格结构的拓展讲解、最后句子的改写、过多内容有些重复的练习等，都让整节课显得内容多而杂，容易让学生听后不知重难点在哪里。此外，教师过于重视对比过去分词与现在分词的用法，却忽略了不定式的用法对比穿插其间，也使得内容不够完整。此教学反思

外，由于内容较多，教师语速较快，导致部分单词读得不是很好，例如written，shown，

predicative等，这也是很需要注意的地方。最后，本人认为，如果一开始练习设置量适度，后面独立主格结构讲解不过多拓展，把时间节省下来进行课堂活动，例如历年非谓语动词高考题讲解、非谓语与写作相结合等，或许对于学生的课堂活动迁移会起到更积极的作用，课堂效果会大大提升。