Learning about Language教学设计(教案)

Book unit 4 Pygmalion Learning about language Grammar:past participle as adverbial Teaching aims：

1.掌握过去分词作状语的类型，以及与状语从句的转化。

2.明确过去分词作状语与现在分词作状语的实质区别。

3.能够根据具体语境准确理解应用非谓语动词的ed形式以及V-ing形式，且学会在书面表达中能恰当应用，提升句子质量从而起到润色文章的作用。

4.在小组活动中学会交流，表达，培养团结合作的品质。其次，通过自己观察，发现，总结应用的方法来学习语法，慢慢形成有效的学习策略。

Teaching key points: 1.

掌握过去分词作状语的类型，以及与状语从句的转化。

2.

明确过去分词作状语与现在分词作状语的实质区别。

Teaching difficult points: 能够根据具体语境准确理解应用非谓语动词的ed形式以及V-ing形式，且学会在书面表达中能恰当应用，提升句子质量从而起到润色文章的作用。

Teaching aids: Chalks, multi-media Teaching method:

Cooperative teaching method Teaching procedures: Step1 探究与发现

1.

探究一：呈现5个句子，让学生寻找句中过去分词与主语间的关系。

例如（1）.Seen from the top, the National Stadium looks like a bird nest.

（2）.Given another chance by God, I will say “I love you” to the girl.

（3）.Beaten by the sheep over and over again, Mr. Wolf would come back again.

（4）.Chosen to act as one of the four judges, Na Ying is more famous than ever before. （5）.President Obama visited China in 2009, followed by many officials.

作出小结：过去分词作状语时，表示被动或完成的动作，与逻辑主语之间存在动宾或被动关系。

2.

探究二：给出几个主从复合句，让学生将从句转化为分词做状语。

例如：（1）.When he was asked why he was late for school, he fell silent.

=___________(ask) why he was late for school, he fell silent.

（2）.If I were given another chance, I would like to say “I love you.” to the girl.

=____________(give) another chance, I would like to tell the girl, “I love you.”

（3）.Although he was left at home alone, he didn’t feel afraid at all.

=____________(leave) at home, he didn’t feel afraid at all.

（4）.The teacher stood there. He was surrounded by a group of students.

=__________________(surround) by a group of students, the teacher stood there.

作出小结：过去分词作状语可表示时间、地点、原因、条件、让步、伴随等意义。这种过去分词状语相当于于一个时间、地点、原因、条件、让步等状语从句。

Step2.practice

给出几个过去分词作状语的句子，判断下列过去分词分别作什么状语并转化为状语从句。

例如，. Frightened by the noise in the night, the girl didn’t dare sleep in her room.从句

Step 3探究与发现

探究三：如果句子与分词是主动关系，用_现在分词_;如果句子的主语与分词是被动关系，用_过去分词_. 探究四：过去分词作状语是否都是表示被动？

答：有些过去分词因来源于系表结构，作状语时不表被动而表主语的状态。

如：be dressed in

be lost in

be devoted to

be supposed to

be located in

be faced with be tired of

be absorbed in

be born in…

be occupied in

be determined to do

Step 4：过去分词作状语的注意事项

1.连词+过去分词

过去分词做状语时，

为了明确其意义有时可在过去分词前加上

作原因状语，可转化为as,since或because等引导的状语

when,while,if,once,unless,although,as if, even if等连词（词组），相当于状语从句

的省略。

E.g. Once visited(=Once the city is visited), the city will never be forgetten.

2.过去分词的独立主格结构

过去分词做状语构成独立主格结构时，

其逻辑主语必须与句子的主语保持一致（现在分词做状语同样如此），否则需要加上自己的主语。

e.g.The work done(=Because the work was done), they went out to have a rest.

Step5 practice 1.

用非谓语作状语把将两个简单句合成一句话。

如：

The book was written in 1960. It is still popular today. =Written in 1960, the book is still popular today.

2.

能力提升：改写一篇短文，使之简洁和高级化。

3.

填空练习

Step 6.Homework 1. 整理本节语法笔记.

2.完成课时作业上相应的语法限时训练.