Using LanguageⅡ教学实录

The Fourth Period Grammar Teaching goals 教学目标

1. Target language目标语言

a. 重点词汇和短语

committee, bear, jam, mess, expectation, embarrasses, traffic jam, set about, take up b. 重点句子

①.There only seemed to be powders designed to kill snakes ②.I placed the frozen bowl over the snakes’ habitat

③.My mother was upset ④.It is difficult to get new idea accepted. 2. Ability goals能力目标

Enable the students to use the past participle as the attribute，predictive and object complement

3. Learning ability goals学能目标

Help the students learn how to use the past participle as the attribute，

predictive and object complement

Teaching important & difficult points教学重难点

How to use the past participle as the attribute ,predictive and object complement

Teaching methods 教学方法

Individual work and practice. Teaching aids教具准备

Multimedia and a blackboard. Teaching procedures & ways教学过程与方式

Step Ⅰ

Revision and lead-in 1.Get the students to retell the sentences from the passage we have leant last class. They are as the followings: ①.There only seemed to be powders designed to kill snakes ②.I placed the frozen bowl over the snakes’ habitat

③.My mother was upset ④.It is difficult to get new idea accepted. 2. Summary The past participle can be used as attribute, predictive and object complement StepⅡ

Grammar 1. Observe the following sentences and find out the rules: ①.There only seemed to be powders designed to kill snakes.

②.I placed the frozen bowl over the snakes’ habitat.

③.She is a respected teacher.

④.They are cleaning the fallen leaves ☆

动词-ed形式作定语

作定语的过去分词相当于______,可用来修饰_____，单个单词放所修饰词______，分词短语放在所修饰词_____ .及物动词的过去分词表示___________（eg:1 and eg:2）,或只表示_______（eg:3）; 不及物动词的过去分词只表示___（eg:4）

2. Observe the following sentences and find out the rules: ①.

My mother was upset. ②.

…she looked very

worried…

③.

…she seemed very delighted…

☆

动词-ed形式作表语

过去分词放在________之后，作______，表示主语的____________，相当于一个__________. 常见的系动词还有：

be, become, seem , look, feel, smell, taste, sound , get, grow, turn , stay , remain 等

常见的可做表语的过去分词为：

seated, surprised, astonished, amazed, moved, exhausted, worried devoted, pleased, inspired, encouraged, excited,

delighted, satisfied, scared, frightened, disappointed等。

3. Observe the following sentences and find out the rules:

①

She had her shoes lost…

②

She wished all her matches sold…

③

She sat in a corner with her legs huddled up. ④

People saw the girl frozen to death…

☆

动词-ed形式作宾语补足语

过去分词紧跟在______之后作____________，用于补充完整宾语的含义，过去分词与宾语存在______关系。

在下列结构中过去分词作宾补，表示“被动和完成”含义，或仅仅表示“状态”。

1．表示感觉或心理状态的动词(短语)

如：see，watch，observe，look at，hear，listen to，

notice，

feel，think等

①

I have never heard the song sung in my school．

我从未听过这首歌在我们学校唱过。

②

He watched the TV set carried out of the room．

他看到电视机被搬到屋子外面了。

2．表示“使役”意义的动词

如

：have，make，get，keep，leave等. ①

I had my leg broken in the football game．

我的腿在足球赛中摔坏了。

②

The reporters keep us informed of the results of the games．

记者不断地告知我们比赛结果。

3．表示“希望”、“要求”意义的动词

like，order，want，wish，expect等后用过去分词或在过去分词前＋to be ①

Everyone wishes the matter(to be) settled as soon as possible．

人人都希望这件事情尽快解决。

②

I want my house(to be)completed before the national day．

我想让我的房子在国庆节前完工。

4.

过去分词用在“with+宾语+宾补”这一结构中, 过去分词与宾语之间是动宾关系。

The thief was brought in with his hands tied behind his back.

小偷被带进来了, 双手被反绑在后面

Step Ⅲ

Summary ●

the past participle can be used as attribute(定语), predicative（表语）, object complement（宾语补足语). ●

It means “passive” or “done” or both

Step Ⅳ

Practice Practise: Fill in the blanks . 1.I had nothing to do. I was __________ (bore) and lonely. 2.Jack looked even more _______ (amaze) than he felt. 3.We are very _____________ (disappoint) at the result. 4.I was thanked by the _____________ (satisfy) customer. 5.The girl ___________ (dress) in red is my daughter. 6.Last Monday our class went on an ____________ (organise) trip. 7.What he had said made me ___________.(surprise) 8. My glasses are broken. I’ll have to get them ________.(repair)

Step Ⅴ

Homework Homework Finish all of the Grammar Ex. 2~4 on Page 24, SB, and Ex. 1~2 on Page 65, WB.

A sample retelling ver sion:

My mother lived in the countryside and was upset about the snakes in the yard. She wanted me to help her get rid of them. How to catch these snakes without hurting them?

First I checked if there were products that might help, but there seemed to be only some powders. So I had to find out a new way. I began researching the habits of snakes. Then I decided on three possible ways and used the last one: to cool the

snakes and catch them.

I bought an ice-cream maker and took the bowl from the machine. I put some jelly on the outside and inside walls of the bowl. Then I put the bowl into the freezer and waited. At the same time, I prepared some ice-tubes.

In the following two days, I tried to catch them. But I failed.

Then I decided to use a net to catch the snakes after they became passive. This time, I made it. My friends and relations pressed me to send my invention to the patent office to get recognition. So I filled the form and filed my patent application with the patent office and waited for the result.

Ask the students to translate some sentences or spell some key words in the text. Show the following. Put the following sentences into Chinese.

1. The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes. 2. Between the outside and the inside walls of the bowl there is some jelly, which freezes hard when cooled. 3. Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else’s.

Sample answers: 1. 我做的第一件事是看看是否有能帮我忙的产品，但是好像只有一些用来捕杀蛇的粉末。

2. 在碗内外侧有一些果子冻，当冷却时它们会冻得很结实。

3. 直到做了一次调查后发现你的产品确实与众不同，这时你才会获得专利。

Step Ⅱ

Grammar focus T: Now, please look carefully at some examples on the slides and answer some questions below: Show the following. 1. The Titanic is a sunk ship in the ocean. 2. The book intended as a surprise to him was lost in the mail. 3. He seems moved to tears by the film.

4. If bitten by a snake, you should call for help. 5. We left them caught in the storm. Qs: 1. What’s the function of the words in bold?

2. What kind of voice do they have? Why? 3. What part of speech does each of them have? 4. What’s the difference between the structures of the first two sentences? Can you rewrite them in the attributive clause? T: Now, please talk with your partner and then we will deal with the questions one by one. S1: All the words in bold in the sentences are all past participles, which explain and add more information to the meanings of the sentences.

S2: Usually the past participle shows the passive voice to the related part of the sentence. For example in the first two sentences, the verbs sunk and intended indicate the passive relationship to the nouns they modify ship and book while in the third and the fourth sentences the passive relationship is between the subject He and moved; you and bitten. From the last sentence, we know they were caught in the storm. S3: The past participles act as attribute as in the first two examples while they serve as predicative, adverbial, object complement respectively in the next three examples. S4: The past participle in the first sentence modifies the noun following it while in the second sentence the modified noun is in front of the past participle. They can be rewritten as The Titanic is a ship which is sunk in the ocean. The book which was intended as a surprise to him was lost in the mail. Step Ⅲ

Discovering useful structures T: First I’d like you to look at the example and talk about the part of speech of the past participle and then look through the text and find out three more sentences used in this way. I’ll give you three

minutes. Then we’ll check the answers together.

Ask the students to do Exercise 1 on page 23 and Exercises 2-4 on page 24. And then check the answers.

Step Ⅳ

Using structures (Workbook) T: First let’s look at the pictures on page 65 and try to talk about them using the -ing form and the past participles. I’d like you to talk about each picture by asking and answering the questions and try to use complete sentences so that you may know the relationship between the verb form and the exact thing it explains, for example, as to the first picture, one may ask. Show the following. S: What are the boys doing? R: They are looking at the bulletin board showing the result of the football match. S: What is disappointing? R: The score of their team is disappointing to them. T: Now, work in pairs and practise talking about the pictures.

Check the answers. And then ask the students to do Exercise 2.

T: Next, try to rewrite the sentences in Exercise 2, paying attention to the sentences given and try to use verbs in their -ing forms and past participle forms so as to make the two sentences similar in meanings. Then we’ll have a check together in about ten minutes. Step Ⅴ

Homework Ask the students to do the following.

1. Finish the exercises on grammar in this unit. 2. Preview the reading materials in Using Language .