1、Book 5_教案_U3_Grammar_5-8第 1 页 共 2 页牛津高中英语教学设计教 材：牛津高中英语(模块五)高二上学期文档内容：教学设计教案单 元：Unit 3 Science and nature板 块：Grammar作 者：贺惠芬Thoughts on the design:本课时主要解决两个问题，一是现在分词和过去分词作为形容词修饰人或物时的不同，二是过去分词作状语的几种情况。基本的模式采取在复习的基础上拓展，以一幅卡通画为主线，前两次以画为基础导出分词的应用，第三次让学生在学习的基础上加以运用。并辅以单项选择练习，巩固所学并锻炼学生分析题目的能力。在完成过去分词教学的基础上
2、，补充一些常见的但并不符合所谓的语法规则的表达方法，让学生单独识记，以免做题时混淆。Teaching aims:After learning, students will be able to1. tell the difference between the verb-ing form and the verb-ed form when they are used to express feelings.2. analyze the situation in which to use verb-ing forms or verb-ed forms3. use verb-ed forms to
3、 express time, reason and conditionTeaching procedures: Step 1 lead in (PPT4)Show students a cartoon with expressions of the verb-ed form referring to feelings.Explanation这幅卡通画将会是本节内容的一个主线。同样的画面，不同的内容，给学生以不断的新鲜感。Step 2 verb-ing and verb-ed used as adjectives (PPT5-7)1. Ask students to focus on such
4、words as bored and challenging in the cartoon. And lead them to think about in what situation are these expressions used. 2. Conclusion 1: We use verb-ing forms to describe someone/ something that causes certain feelings. They are usually active in meaning. We use verb-ed forms to say how we feel ab
5、out someone/ something. They are usually passive in meaning as they describe how someone/ something is affected by an action.3. Introduce more words alike.Explanation第一次出现时画面所反映的是现在分词和过去分词表示心情等的词语，把这些词语归在一起，可以让学生根据以往学习经验很快归纳出其用法及其一类词。Step 3 verb-ed phrases (PPT8-15)Book 5_教案_U3_Grammar_5-8第 2 页 共 2
6、页1. Show the same cartoon but develop it in a different way using different expressions like “Brook sat there complaining, How bored!”.2. Lead students to focus on such expressions as “Tom ran fast hoping to join Jimmy in no time” and think about different functions.3. Conclusion 2: Like the Verb-in
7、g form, the Verb-ed form can be a verb-ed on its own. It can also be followed by an object and/or adverbial4. Introduce verb-forms used as adverbial modifier to express time, reason and condition.5. Lead students to think about the relationship between the verb and its understood subject in this kin
8、d of expression by comparison.6. Introduce verb-forms used with conjunctions like if, unless, etc.7. Conclusion 3: different situations to use verb-ing or verb-ed forms.8. Drill: Ask students to develop the same story using verb-ed forms as adverbial modifier.Explanation卡通画第二次出现，现在分词和过去分词作为分词短语放在句末表
9、示伴随的动作。将学生的注意点放在动词及其相应的逻辑主语的关系上，让学生明白什么时候运用什么类型的分词。过去分词作为状语表示时间、原因和条件的学习关键同样也是动词及其相应的逻辑主语的关系，不需要过多的解释，强调一下即可。介绍完过去分词作状语以及过去分词跟连词连用的情况后，再次呈现同一幅图，让学生根据所学的，把这幅图进行重新描述，要求运用到过去分词作状语表原因、时间或条件的情况，从而让学生能够在轻松的气氛下学会去运用语法知识。Step 4 Consolidation (PPT16-22)Ask students to do multiple choices either on screen or
10、on a sheet.Explanation单项选择虽然是千变万化的，但是关于分词的练习只要掌握规律就很简单，通过这个练习，可以让学生学会分析题目，运用所学达到巩固的效果。如果时间少可以以讲义的形式进行笔头练习。Step 5 summary (PPT23-24)1. Do a simple summary of what to pay attention to according to their performance in doing multiple choices. 2. Introduce some phrases that dont agree with the rule.Explanation虽然学生与分词接触的时间不短，但是在实际运用的过程中，仍然会出现这样那样的错误，因此，有必要在操练结束后有的放矢得进行总结，提醒注意点。最后，让学生记住几个特殊的作状语的表达方式，由于这些表达方式从结构上并没有什么特别的规律，只需要让学生记住即可。
