Learning about Language特级教师教学实录

Teaching Design The Second Period

Learning about language Analyzing of the teaching material: Learning about Language 分为两部分，Discovering useful words and expressions是本单元的词汇练习题, 训练学生在语境中理解词汇的能力，并要注意在运用过程中动词，名词形式的变化。

Discovering useful structures是本单元的语法练习题，着重复习过去分词做状语的用法

将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。

Teaching goals 教学目标

1. Target language 目标语言

重点句子

Seeing in this light, she is not as serious as people generally suppose. Seen in this light, the matter is not as serious as people generally suppose. 2. Ability goals 能力目标

Enable students to master the grammar focus. 3. Learning ability goals 学能目标

Using the grammar correctly.

Teaching important and difficult points 教学重难点

How to use the past paticiple.

Teaching methods 教学方法

Personalization, Induction and imitation.

Teaching aids 教具准备

Projector and tape recorder. Teaching procedures & ways 教学过程与方式

Step I Revision Check the homework. Ask two students to read the passage they have written. Their passage should be brief and include the key information about the reading material

learned last period. Step II Discovering useful words and expressions in the following sample together. George Bernard Shaw was interested in the way people spoke. He argued that he was never _________ about a person’s ______. Generally speaking, he thought that lower class people ________ themselves with their remarks whenever they spoke, and that he could ________ people’s social position after only a few minutes’

observation. However, he never

put himself to the test like Henry

Higgins and tried to _____ someone ofthe lower class off as an authentic member of the ______ class. Higgins thought that a _______ social position was more dependent on grammar and pronunciation than on a person’s ________. Actually his view was only accepted by a ________ of his followers. These people never realized that this idea would form the ____ for one of Bernard Shaw’s most famous and _______ plays!

Step III Discovering useful structures and analyzing the grammar of this part: Revise the Past Participle as Adverbial 过去分词短语做状语可表示时间、地点、原因、条件、让步、伴随等意义。这种过去分词状语相当于一个时间、地点、原因、条件、让步等状语从句, 若过去分词作状语, 句子的主语与分词所表示的动作构成动宾关系, 即是该分词动作的承受者。过去分词(短语)作状语时, 也可在其前面加上连词when, if, once, though, unless等, 以便明确作何种状语。

1. 表时间, 相当于一个时间状语从句, 有时过去分词前可加连词when或while来强调时间概念。

从山顶上看, 这个城市就像一个大花园。

__________________________ , the city looked like a big garden.

入党以后, 他决定献身于党的事业。

_____________________, he decided to devote his life to the cause of the Party. 表原因, 相当于一个原因状语从句。如：

激动的人们被那个故事深深地感动了, 停止了争吵。

________________________, the young people made up their minds to take up the struggle.

3. 表条件, 相当于一个条件状语从句, 有时过去分词前可用if等词。如：

再给他一次机会, 他会做得更好。

______________________________________

4. 表让步, 相当于一个though/although引导的让步状语从句。如：

尽管已经跑得筋疲力尽, 他们还是继续追赶着那个强盗。

_________________________, they went on running after the robber. 尽管被许多人嘲笑, 他还是继续他的研究。

_______________________________________________________

5. 表方式或伴随情况。如：

那个老人在他的妻子的搀扶下走进了房间。

The old man went into the room, ______________________. 我和父亲坐在桌子旁边讨论着我的工作问题。

__________________, my father and I were talking about my job.

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。

Seeing in this light, the matter is not as serious as people generally suppose. Seen in this light, the matter is not as serious as people generally suppose. Step IV Workbook Exercises Give students some time to finish USING WORDS AND EXPRESSIONS and

USING STRUCTURES in Workbook individually. If time is limited, leave them as

homework.

Tell the students the answer key for exercise 2 and 3 on page 33 Step V Homework Review the gramma and finish the exercises on Page 33 and Page 72.