Unit3Grammar公开课教学设计（一）

4/4Unit3Grammar公开课教学设计（一）TeachingplanBook5Unit3GrammarThePastParticipleastheAdverbialPengPaiMiddleSchool，LiLihuaI.TheanalysisofteachingmaterialThetopicofthisunitislifeinthefuture.Thisteachingperiodmainlydealswiththegrammar:ThePastParticipleastheAdverbial.Studentslearntoteachthemselvesandhelpeachotherdrawconclusionsandfindoutruleswhilelearning.Andletstudentstodosomeexercisestoconsolidateit.Ⅱ.TheanalysisofthestudentsStudentsoftenfeelthisitemabstractanddifficult,soitisnecessarytomakethelessoninterestingandeasytoacceptandunderstand.Forexample,Iguidethestudentstodoaguessinggame,makeupastoryandretellandsoon.III.TeachingGoals:1.Knowledgegoalsandabilitygoals:a.Enablestudentstolearnhowtousethepastparticipleastheadverbialcorrectly.b.Masterthedifferencebetweenthepresentparticipleandthepastparticiple.2.Emotionalgoals:a.Getstudentstobecomeinterestedinthegrammarlearning.b.Enjoythecompetitionandcooperation.IV.Teachingimportantpointsanddifficultpoints:Getstudentstolearnandconsolidatehowtousethepastparticipleastheadverbialcorrectly.V.TeachingmethodsIndividual,groupworkanddiscussionVI.TeachingaidsAmulti-mediacomputerVⅡ.TeachingproceduresStep1.GreetingsStep2.LeadinAguessinggamePurpose:1.Toleadstudentstothetopic:thepastparticiple.2.Tomakethelessoninterestingandeasytoacceptandunderstand.3.Find:Therelationshipbetweenthesubjectandthepastparticipleispassive.Step3.PresentationTask11.Findthefollowingpassivesentencesinthereadingpassage.2.Fillintheblanks.3.Jointheconjunctionoftheproperadverbialclause.Summary1：过去分词作状语，可以表示时间、原因、条件、让步、伴随或方式等，主句的主语与过去分词构成了逻辑上的被动关系，表示动作已完成。Task2观察句子，然后总结状语从句如何改为过去分词作状语。Summary2：★过去分词作时间、条件等状语时，可由对应的状语从句转换而成，可以在其前面加/保留when，because，if等连词，即“连词+过去分词”结构，使状语更加明确。Task3观察句子中过去分词的用法，然后加以总结。1.WhengivensignalsbyZhongChunliang,weraisedtheflagstogether.WhenweweregivensignalsbyZhongChunliang,…Summary3：过去分词作状语，分词的逻辑主语与主句的主语要保持一致。Task4现在分词VS过去分词Masterthedifferencebetweenthepresentparticipleandthepastparticiple.1.Togetstudentstofillintheblanksandmakeasummary.Summary4：如果句子的主语和分词是主动关系,用现在分词，句子的主语和分词是被动关系，用过去分词。1.Completethesentencesusingthecorrectformofthegivenwordsandmakeasummary.Summary5havingdone表示主动的动作，强调动作在谓语动词所表示的动作之前已经完成（现在分词的完成式）。beingdone表示正在进行的被动动作（现在分词的被动式）。havingbeendone与句中主语构成逻辑上的动宾关系，先于谓语动作发生（现在分词的完成被动式）。done表示被动、完成的动作（过去分词）。Conclusion1.过去分词作状语，可以表示时间、原因、条件、让步、伴随或方式等，主句的主语与过去分词构成了逻辑上的被动关系，表示动作已完成。2.“连词+过去分词”结构。3.过去分词作状语，分词的逻辑主语与主句的主语要保持一致。4.Doing表示主动,进行的动作；done表示被动,完成的动作。5.havingdone（现在分词的完成式）表示主动的动作，强调动作在谓语动词所表示的动作之前已经完成；beingdone（现在分词的被动式）表示正在进行的被动动作；havingbeendone（现在分词的完成被动式）与句中主语构成逻辑上的动宾关系，先于谓语动作发生。Step4.ConsolidationandpracticeGroupworkTask1快速抢答！LetthestudentsenjoyhowtousethepastparticipleinChinesepoems.(FillintheblanksandtranslatethepoemintoChinese.)Task2MakeupastoryRetelling1.Puttheclassintofivegroups.Afterthediscussion,askoneofthemembersintheirgrouptocompletethesentence.2.Purpose:Enjoythecompetitionandcooperation.LookatthepicturesandthekeywordsandthenmakeupastoryusingthePastParticipleifnecessary.Choosetherepresentativetoretellthestoryinthegroup.Step5.HomeworkFillintheblanksaccordingtotheChinesemeaning.一天，天气很好，我走着上学去。到学校时，我发现我的同学们正站在教室外面，面色忧郁。我想知道为什么。窗子坏了，那个教室看起来很可怕。没有人能告诉我任何事，也没有人能进入教室。被锁上3个小时后，教室的门终于被打开了。老师走进教室，学生跟在后面。教室里有一盆漂亮的花。如果人们给这盆花多浇点水的话，它会更鲜艳。“没什么大不了的，班长把钥匙丢了。某人不小心打碎了玻璃。抓紧每一分钟去学习，你们会成功的！”老师说。被老师的话所鼓励，我们决定努力学习。Oneday,itwassunny.Iwenttoschoolonfoot.WhenIarrived,Ifoundsomeofmyclassmates1outoftheclassroomwith2faces.Iwonderedwhy.3,theclassroomlookedterrible.Noonecantellmeanything,andnoonecanentertheroom.4for3hours,thedoorwasopenedatlast.Theteachercameintotheclassroom,5.Thereisapotofflowerintheclassroom,whichisverybeautiful.6,theflowermayseemfresher.”Nothingserious.Ourmonitorlostthekeyandsomeonebrokethewindow.Seizeeveryminutetostudy,andyouwillbesuccessful!”saidtheteacher.