Learning about Language优秀说课稿

Book8 Unit4 Learning about Language

Grammar: the Past Participle as Adverbial

过去分词作状语

教学设计

张冬英

一、Analysis of the teaching material(教材分析)

The past participle as adverbial is an important part of high school English grammar. It is also a high-frequency test point in the college entrance examination English. It is directly tested in these two sections: filling in blanks and correcting errors. However, a lot of students have difficulty in answering questions related to it. In addition, most students are confused about the difference between the past participle and the present participle as adverbial. Based on these facts, the teaching aims of this period are set and the teaching key points are given. The teaching aims are as follows: 1. Get students to remember the grammatical rules of the past participle as adverbial. 2. To help students use it correctly. The teaching key point and difficulty is to figure out the differences between the past participle and the present participle as adverbial.

二、

Analysis of the students(学情分析) Teaching Objects: students from class 10, grade 11, Nan Kang No 2 Middle School

This is an experiment class of liberal arts, but students’ English language ability is polarized. Only one-third of these students have a good command of English. Most students are weak in grammar and have difficulty in learning grammar. What’s worse, there is 10% students whose English test scores are as low as 60. For these students, they are less active in English class. So how to arouse these students’ interest in English class and get them involved in the class is a big challenge. Fortunately, there are a lot of students who are active in class and are eager to express their opinions or give presentations. Therefore, what I need to do is to enable these students to cooperate with others and help the underachievers. Since this period mainly aims to help students remember the grammatical rules of the past participle as adverbial and help them to use it correctly in doing exercises and writing, some related exercises and writing tasks should be designed. Besides, it’s important that these exercises should be suitable for students and they are able to finish them. To achieve the teaching aims better, I decide to apply “271” teaching model

and use PPT in this period.

三、Teaching aims(教学目标)：

1. To remember the grammatical rules of the past participle as adverbial and to use it correctly. 2. To figure out the difference between the past participle and the present participle as adverbial. 3. To arouse students’ interest in learning English grammar and improve students’ awareness of teamwork and cooperation.

四、Teaching key points(教学重点)：

1. To help students remember the grammatical rules of the past participle as adverbial. 2. To help students use it correctly.

五、Teaching difficulties( 教学难点): 1. To figure out the difference between the past participle and the present participle as adverbial.

六、Teaching methods(教学方法)：

1. Situational teaching method. Some pictures, which students are familiar with, will be presented to make it easier for them to understand the examples and arouse their interest in this class. 2. TBLT (Task-based language teaching method). One of this period’s teaching aims is to master the usage of the past participle as adverbial, so some relative tasks will be designed and students should finish them in class. In this step, TBLT will be used. 3. Group discussion. While doing the exercises, students will be required to discuss these questions with their group members. The purpose is to get all students involved in the class and improve students’ awareness of teamwork and cooperation.

七、Teaching aids(教具)：

PPT；Multimedia

八、Teaching steps(教学过程)：

Step1 Lead- in

Guessing Game: try to guess the Chinese meanings of the following sentences. These sentences are the translations of Chinese idioms. 1,Once

spoken , a word becomes a promise.一言既出, 驷马难追

2.Once

poured , water cannot be taken back again.覆水难收

3 Once bitten,

twice shy.

一朝被蛇咬十年怕井绳

4.

Impressed by the beautiful scenery,

I forgot to go back home in time.流连忘返

Purpose:

let students guess the meanings of four English translations of Chinese idioms. These Chinese idioms are familiar to students, which can arouse students’

interest in this class and lead in the teaching key point in a pleasant atmosphere.

step2 Presenting（Discover&Rewrite）

Show some pictures of the famous cartoon The Sheep and The Wolf

and give some sentences. Then ask students to discover their differences and rewrite them. 1.

When it is compared with other cartoons, The Sheep and The Wolf is more interesting.

_ Compared with other cartoons, The Sheep and The Wolf is more interesting. Conclusion 1 (结论）

done 可作_状语___ 2. When it is seen from the top of the hill, the sheep village looks more beautiful.

Seen from the top of the hill, the sheep village looks more beautiful.

Conclusion 2

done 作状语时：其逻辑主语就是句子的主语，而且与句子主语形成

_被动____关系

3. Caught by Mr. Wolf , Mr. Lazy cried. Having no food to eat, Mr. Lazy cried. Conclusion 3 “done” 作状语

与主语形成被动关系

“doing” 作状语

与主语形成主动关系

重难点辨析（一）：过去分词

VS 现在分词作状语

重难点辨析（二）：不表被动的特殊情况

Purpose:

in this step, some examples in which the past participle as adverbial are combined with some pictures ,chose from the well-known cartoon The Sheep and The Wolf, to make it easier for students to understand the past participle as adverbial and the difference between the past participle and the present participle as adverbial.

Step3 Group Discussion Task 1. Complete the poems using the correct form of the words below and translate them into Chinese.（用给出词的适当形式填空并将其翻译成中国古诗词的名句）

1. __asked_____ (ask) where could be found a tavern bower(村舍), a cowboy points to yonder village of the apricot flower. 借问酒家何处有？牧童遥指杏花村。--杜牧《清明》

2.

__Given__ (give) the talent by the heaven, I will employ it! 天生我材必有用

李白-- 《将进酒》

3. Not knowing

(not know) the taste of grief, I loved to climb the storied tower, when I

was young.

少年不知愁滋味，

爱上层楼

《采桑子》

...... Task 2. talk about pictures 看图说话

Make a sentence to describe each picture, using done or doing as adverbial. Some key words are given. （用一句话概括每一幅图片，句中要出现过去分词或现在分词作状语）

Picture1:__Dressed______ in uniform, these students look more energetic. When they are dressed in uniform, these students look more energetic. ...... Purpose: Task one is to help students better understand the difference between the past participle and the present participle as adverbial. In addition, asking students to translate the famous sentences of Classic Chinese poems into Chinese can stimulate students 'interest. Task two is to help students use the past participle as adverbial correctly in writing. At the same time, students need to discuss with their group members and present their answers orally, which can improve their abilities of speaking and cooperation.

Step4 Homework 1.

Watch a video of the second Art Festival , write a short passage to report it and try to use the past participle as adverbial in your writing.

2.

Finish the grammar exercises on page 53 Shijijinbang

Purpose: to help students remember and consolidate the usage of the past participle as adverbial.

板书设计：

The Past Participle as Adverbial

过去分词作状语

Doing：主动、进行

Having done：主动

分词动作在句子谓语之前已经完成

Done：被动或完成

九、教学反思

During this period, “271” high-effective teaching model is applied. Here, allow me to give a brief introduction to “271” high-effective teaching model. This teaching model pays more attention to students’ involvement in the classroom, including those “underachievers” in English. “2”means 20% time of this period is made use of by the teacher to lead-in the topic, explain the key teaching points, design the reading tasks and make comments on students’ performance in class. “7”means 70% time of this period is made full use of by the students to self-study, finish reading tasks, join the discussion and give presentations. “1”means 10% time of this period is used to help students summarize what they have learnt in this period. This teaching model is reflected in the teaching designs and every teaching step.

But in this period, I make a little adjustment considering that most students are weak in grammar. It took 15 minutes to present the teaching key point and I gave students 20 minutes to discuss and present their answers orally. As a whole, the teaching aims have been well achieved in this period. For one thing, examples were combined with pictures which helped students well understood the past participle as adverbial. For another, two tasks were designed for students to discuss in groups. These exercises were suitable for them. Then, they were required to give presentations orally which enabled students to get involved in the class and practiced students’ speaking ability. Meanwhile, students’ sense of cooperation was improved and their interest in learning English grammar was aroused.

After class, I talked with my students and they told me that it was not difficult for them to understand the teaching key point in this period. In such a English class, it is the students not the teacher who play the leading role. In such a class, students’ learning efficiency is greatly improved.