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視頻標(biāo)簽：Inventors,invent
視頻課題：人教版高中英語(yǔ)選修八Book8 Unit 3 Inventors and invent Grammar安徽省級(jí)優(yōu)課
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：人教版高中英語(yǔ)選修八Book8 Unit 3 Inventors and invent Grammar安徽省級(jí)優(yōu)課
Grammar Past participle as attribute and predicative
Teaching objectives
Discover and conclude the rules of past participle used as attribute and predicative through some practical and fun examples; know the difference between past participle and present participle. (2) Skills
The students should be able to fill in the blanks and make sentences using past participle as attribute and predicative correctly.
(3) Attitudes
Students will be more interested in learning grammar.
Actively cooperate with others in small groups to finish a task. Treasure their life, love their hometown.
Have the eagerness to practice English in different ways.
Focal point: get the students involved in the class activities and guide them to use past participle in context.
Difficult point: how to help the students put what they have learnt into practice. Teaching strategies
Task-based Language Teaching
3P (Communicative Language Teaching) Teaching procedure
Stage 1: Warming up and lead-in
I personify past participle and read a simple self introduction of it.
Purpose: By doing so, the students will find grammar is not so abstract to understand. At the same time, I can arouse the students’ interest in what they are going to learn. Step 2: Sum up the grammar rules
1. I show some pictures about the English Contest held the last week, and a dialogue between a student and I on Wechat. In which some verbs of emotion appear, and then I will ask students to find out the differences between the -ing form and the -ed form.
Discovery 1: 情感動(dòng)詞兩分詞，意思不同要記牢�，F(xiàn)在分詞是 令人…… ,過(guò)去分詞表 感到…… .
Purpose: This task is not difficult because these words are frequently used. Building characters and strengthening morality will be where our education goes. Besides the knowledge objective, I hope the students can feel proud of their class and groups, and know the importance of cooperation. 2. Appreciate a poem that I wrote for my birthday. In this short poem, all the past participles are used as attribute. The students should find out when to put a past participle before a noun
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and when to put it after a noun.
To my birthday
Lighted candles, smiling faces, I made a wish buried in my heart for years. I wish I could heal the wounded earth. No polluted water, no grey sky, No disaster caused by wars, No place stricken by earthquakes,
No people tortured(折磨) by hunger.
Discovery 2:單個(gè)分詞作定語(yǔ)，名詞之 前 很好找。 分詞短語(yǔ)名詞 后 ，記住這點(diǎn)錯(cuò)不了。 Purpose: In this short poem, I mentioned some serious problems the world is facing. Besides concluding the grammatical rule, I hope the students can realise the problems, and love and protect the world through every single act in their daily life.
3. Next, the students are supposed to decide when to choose past participle as attribute by analyzing four sentences.
These sentences are fun examples with a picture attached to make them more vivid. After analyzing these sentences, the students should know the passive meaning of a past participle. 1) Kentucky Fried Chicken is harmful to your health. 2) 我們學(xué)校有一個(gè)可愛(ài)的英語(yǔ)老師叫Mary。 There is a lovely English teacher named Mary.
3) On Mother’s Day, Mother was happy to see the sweater made of my own wool. 4) Baymax is a robot.
It is designed as a healthcare companion.
改為：Baymax is a robot which is designed as a healthcare companion.
再改為：Baymax is a robot designed as a healthcare companion. Discovery 3: 過(guò)去分詞一出現(xiàn), 及物 動(dòng)詞最常見(jiàn)，它的作用很簡(jiǎn)單，表示 被動(dòng) 記心間。 4. Then I played a prerecorded song, a classic song 500 miles. Part of the lyrics are modified. The students should discover the difference between the –ing form and –ed form of some intransitive verbs.
Goodbye
When you missed the train I was on, you could know that I was gone.
Watching the fallen leaves on the ground, listening to the sound of the falling rain, I said “goodbye, my friend”.
Discovery 4: 過(guò)去分詞一出現(xiàn), 及物 動(dòng)詞最常見(jiàn)，它的作用很簡(jiǎn)單，表示 被動(dòng) 記心間。見(jiàn)到個(gè)別不及物，只表 完成 無(wú)被動(dòng)。
Purpose: This activity is meant to inspire the students to use English more. In fact, in the daily teaching, I always encourage my students to think actively and to participate. English is a tool to communicate, a tool to express what you feel and what you think. Stage 3: Practice---consolidation
Now it is time for the students to practice.
1. A taste of humor: 有兩件事可以讓人抓狂。第一件是不把話(huà)說(shuō)完, 第二件是……。
There are two things that drive a person crazy. One is _____________(finish) words. The other
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is ….
2. 用流動(dòng)的水洗手 Wash hands under _______________(run)
喝開(kāi)水 Drink ______________(boil) 吃熟食 Eat ______________ (cook)
3. Correction: Titanic and Avatar are two of the greatest films directing by James Cameron. Titanic tells a heartbroken story. Avatar is a fascinated science fiction movie.
Purpose: The students will finish some exercises to consolidate what they have learnt. Also, the exercises are well-chosen. Some are fun, like number 1. Some can raise their cultural awareness. like number 3.
Then follows a guessing game. Running man is a popular TV program, so I describe Deng Chao using past participle as attribute and predicative, and the students will listen carefully and guess who he is. It is also used as an example for the students to imitate. Stage 4 Production---Group work
In this stage, the students worked in groups and described their own topics by following my example of Deng Chao. They are required to use past participle as attribute and predicative. Later a member comes to the front to read their description and the other students guess who he/she is or what it is.
Purpose: Through this activity, I can know how well the students have mastered what they have learnt.
Stage 5 Homework
Make up a story by using past participles as attribute and predicative.
Blackboard design
Book 5 Unit 1 Great Scientists Grammar Past participle as attribute predicative
Teaching effect and Reflection
Teaching effect: The students actively took part in the class activities and concluded the grammatical rules, they could finish the exercises correctly, and they worked in groups to describe their topic using past participle as attribute and predicative, and polished the sentences together. From their facial expressions and body language, I can see they are very proud to have taken part in the English Contest. From my interaction with the students after class, I know they like the poem and the song, and even admire me. They also have the urge to write something of their own. So on the whole, the students meet my expectations. But because time was limited, not all the groups had the chance to go to the front to do the presentation.
Reflection: How to help the students to understand past participle in passages is what I am going to practice in my class.
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