Learning about Language多媒体教案及点评

M8U4 Pygmalion Grammar Review----the Past Participle as the Adverbial 一、

指导思想与理论依据

1.指导思想

本节课努力将核心素养的理念融入教学之中，将语法教学与单元话题紧密联系；把语法教学放入具体的语言情境之中。改变教师讲解、说教的形式，重视知识和结论的形成过程，利用问答游戏，小组合作等方式，激发学生参与课堂的热情。

2.理论依据

《英语课程标准》中提倡：

语法教学要积极创设真实或类似真实的语言情境，让学生在语境中学习语言。语法教学要从用的角度出发，要与篇章语境结合起来。

二、教材分析

Pygmalion是选修八的戏剧单元。作为阅读课第二课时，不只是讲解复习语法知识，而是将语法知识与深度理解文本有机融合。在习得语法知识的同时渗透剧本主题“一个人的言语行为决定其社会地位”，理解后天的努力可以改变现状，学会改变自我，充分挖掘潜力，争取不断进步。

三、学情分析

授课对象：高二学生；必修三第三单元学生第一次接触戏剧，学生对戏剧这种形式充满了期待，学习积极性也较高；过去分词作状语这一语法知识学生在必修五第三单元已经接触并了解，所以本节课是“revise the Past Participle as Adverbial”并使之应用。学生虽然会用过去分词去替代状语从句，但是还是没有意识在表达中应用。所以，这节课旨在围绕单元话题，引导学生在表述中运用过去分词作状语的语法知识。

四、教学重难点

1. Help students revise the past participle as the adverbial through practice, especially different kinds of adverbials, such as about time, reason, conditions, accompany, concession and so on.

2. Help students master the exchange from the adverbial clause to the past participle as the adverbial. 3. Encourage students to use the past participle as the adverbial to write some advanced sentences. 五、教学步骤

Step1. Lead-in 通过回顾第一课时所讲述的皮格马利翁效应对学生提出如下期待：

You are expected to revise the Past Participle as the Adverbial. [设计意图] 明确此节课学习重点并利用皮格马利翁效应对学生提出期待，有着积极的心理暗示作用。

Step2. Discover useful structures. Tasks

1. Read the passage about George Bernard Shaw and underline nonfinite verbs in the form of the past participle;

2. Find the past participle as the adverbial in the passage.

George Bernard Shaw’s play Pygmalion takes place in 1914, when social class was fixed. Determined by money, clothes and English, one’s social status is difficult to change. Shaw was especially interested in the way people spoke. He argued that he was never mistaken about a person’s status. Generally speaking, he thought that he could classify people’s social position after

only a few minutes’ observation. Actually this idea, only accepted by a handful of his followers, formed the plot for one of Bernard Shaw’s most famous and classic plays! After adapted as the musical play My Fair Lady, the play received more attention from all over the world. [设计意图] 通过让学生找出过去分词作状语的句子来初步了解学生对过去分词作状语的掌握情况；同时，学生通过观察和寻找能迅速聚焦过去分词做状语的结构形式。此外，引导学生在阅读短文后了解萧伯纳“一个人的言语行为决定其社会地位”的思想。

Step3. Revise useful structures. Tasks

1. Find examples from the Reading with past participles used as the adverbial and analyze Henry’s personalities.

(1). Once educated to speak properly, that girl could pass herself off in three months as a duchess. (2). Now once taught by me, she’d become an upper class lady.

[设计意图] 程晓堂（2013）指出，语言与语法的使用都在具体的语篇和语境中进行。脱离具体语境和上下文，句子层次上的很多问题很难加以解释。通过让学生在阅读课文中找出过去分词作状语的句子，并明确指出过去分词作状语，与主句主语一致，构成动宾关系；同时对Henry Higgins这一人物性格进行进一步分析，并邀请学生根据人物性格进行朗读，激发学生课堂参与的热情。

2. Analyze Eliza’s personalities and use the past participle as the adverbial to answer the following questions. (1).How would Eliza feel if all the guests were staring at her? Stared at by all the guests, Eliza__________________________ (2).How would Eliza feel if she was laughed at by others because of her mistakes in her pronunciation? Laughed at by others, Eliza__________________________ (3).What would Eliza do if she was worn out in the language class? Worn out in the language class, Eliza__________________________ (4). How would Eliza feel if she was ignored by Henry Higgins? Ignored by Henry Higgins, Eliza__________________________ (5).What would Eliza do if she was not treated equally by Henry Higgins? Not treated equally, Eliza__________________________ [设计意图] 在第一课时Reading中，我们已经深入分析了Eliza的性格品质，因此教师设计“How would Eliza feel if…? What would Eliza do if…?”的问题，对Eliza在语言学习过程中，面对困难时的感受和做法进行了设问。要求学生根据Eliza的性格品质，用所给含有过去分词的句子进行合理地回答。把目标语法知识紧紧围绕一个话题融入语篇，这更有利于学生体验和内化知识。

3. Rewrite the sentences using the past participles. (1). Freddy fell in love with Eliza because he was fascinated by Eliza’s charm and beauty.

(2). The ambassador’s wife was impressed by Eliza’s beautiful pronunciation; she wanted to invite Eliza to take part in her garden party. (3). Eliza became a refined and beautiful woman when she was changed on the outside.

[设计意图]

教师适时引导学生使用过去分词对句子进行改写，体会过去分词使句子更简洁更高级，让学生明确过去分词在句子中作时间状语、原因状语、伴随状语、方式状语、条件状语和让步状语等。培养学生从语言现象中尝试归纳语法规则，发展学生的分析思维能力。

4. Complete the passage with the given verbs in the form of either the present or past participles.

Eliza was a flower girl___________ to succeed and be independent of her family. ________ to earn money herself because her family was poor, she dreamed of working in a proper flower shop. ________ it was impossible to be ________ in that profession if she did not speak correct English, she asked Professor Higgins to give her lessons. But after her first lesson, she was ___________ because Professor Higgins was so impatient with her. However, Eliza did not give up that easily.

__________________ for several months, Eliza began to speak in a more attractive accent. In time her ________ English became so pleasant that she became ________ as “the London songbirds” because of her beautiful pronunciation.

( 参考答案：determined, Forced, Knowing, accepted, disappointed, Having been trained, spoken, accepted) [设计意图] 使用动词的现在分词或过去分词形式填空; 通过短文填空形式，让学生在具体语境中体会动词现在分词和过去分词的用法和区别；学生阅读短文，对Eliza这一人物形象有更深刻理解。

5. Complete the sentences, using the past participle as the adverbial. Evidence of Eliza’s feelings for Henry

_______________________

（受到Professor Henry的帮助）, Eliza was filled with appreciation. _____________________________________________

（对Henry没有认可她的努力很失望）, Eliza wondered if she should leave Henry. Evidence of Henry’s feelings for Eliza

______________________________________,（对赢得打赌胜利喜出望外）

Henry ignored Eliza’s feelings and showed little concern about her future. __________________________________________________________________,（对Eliza要和Freddy结婚而感到不安）

Henry was at a loss. [设计意图] 通过翻译练习，强化巩固；理清Eliza和Henry对彼此的情感态度，从而顺利过渡到最后环节，预测结局。

Step4. Consolidation

Make a short speech and be careful to use the past participle as the adverbial in your talk. Shaw left the end of the play so that nobody was certain how it would end. In pairs, discuss what you think would happen. Think about these questions. Make sure you have good reasons for your opinion.

•

Would Eliza realize her dream? •

Do you think Eliza would marry Henry? •

Who decides the Eliza’s fate?

学生作品呈现：

(1). At the end of the play, they might get married. To some degree, they both thought education was of great importance. Assisted by Henry, Eliza changed her life and status in the society. At the

same time, moved by Eliza’s independence and what she had done to improve her English., Professor Higgins was most likely to fall in love with her. Anyway, Eliza would achieve equal rights the same as Henry’s. (2). At the end of the play, Eliza would not marry Henry. Although at the beginning of the story, Eliza was a flower girl with poor English, she determined to improve herself. Filled with hope, she turned to Professor Higgins for help. However, not treated equally by Henry, she felt so unfair and disappointed that she probably chose to leave him. Anyway, no one could decide Eliza’s fate but herself. [设计意图] 此环节是在前述活动层层铺垫的基础上进行的，根据第一课时人物性格的分析来推测故事的结局，为学生创设了语境，增强了学生的思维力度，还提高了学生的语言运用能力。语法教学的目的不只是要学生学会做题，而是要学生学会用英语表达真情实感，提高用所学语言进行交际的能力，体现“为用而学，在用中学，学而能用“的教学理念。

Step5. Homework Polish your speech and check the usage of the past participle as the adverbial in your writing. 六、教学反思

本节课紧紧围绕单元话题，以分析戏剧主人公性格特征和对彼此的情感态度为主线，层层深入，设置多样化任务，帮助学生复习过去分词做状语，体现了语法复习情景化、问题化和活动化，让学生感知语法规则作为工具帮助他们准确、简明地用英语进行交际。教师通过鼓励学生独立思考，组织学生自由交流、同桌互问互答、小组探讨等方式，激活其思维，形成理解，达到思维生成。在输出方面，学生对状语从句与过去分词作状语的转换掌握熟练；在演讲呈现环节，学生虽然仍存在其他语法错误，但绝大多数学生能有意识地准确使用过去分词作状语来推动表达对戏剧结局的推测。