Unit 3 Life in the Future说课稿

Unit 3 Life in the Future
A structure lesson （ A Input-based Lesson）
语言材料分析
教学内容:本课为该单元的语法课。包括语法知识点分析、理解以及练习。部分要求学生主动找出阅读语篇中的重点结构---过去分词作状语，然后加以运用。教师应提醒学生既要注意意义（meaning）也要注意形式（form）。
语言项目：过去分词作状语是本单元的重点也是难点。学生通过一系列的介绍分析及练习，能够较为自然的运用所学的句型去描述事物，从而能在真实的环境中应用这些语法点。
学生水平分析：两个单元，学生接触过去分词作定语或表语，在这个基础上，学生可以较好的理解过去分词作状语，但是基于英语的基础比较差，在语法的运用上不能达到在真实环境中运用的最终结果。因此，在这一过程中，老师的提示以及帮助是非常必要的。
教学目标：1.通过一系列的练习，掌握过去分词作状语的用法，并能在真实情景中运用。
2.培养学生观察思考语言知识现象、归纳总结语言规则的能力。
3.运用所学语法知识，进行说写的练习，尽量让他们多说英语，用英语做事。
4.通过讨论以及竞赛，学生之间能增进相互了解，同时培养他们的竞争意识。
重点难点：将过去分词作状语与过去分词作表语、定语区分开来，并能掌握过去
分词作状语句子中主句与分句的关系以及主句主语与分句谓语动词
的关系，从而达到运用这一目的。这是本课的重点也是难点。
教法学法：教师通过指导学生观察思考语言知识现象，归纳总结语言规则，再通
过循序渐进的练习，从机械性的练习再到半机械性的练习又到真实情景的设置，学生慢慢的熟悉掌握并运用本节课的语法知识点。
Teaching Procedure
Justification
Step1: Leading in  5’
Watch a video, and try to tell the story. With the help of  below :
Be puzzled by / pick up / to one’s surprise / be astonished to / lay egg/ be irrigated by(被激怒)/ followed
A little girl was walking happily with a basket in her arm. Suddenly, she found an egg lying in front of her. She was_____ it. So she wanted to see what was happening. She _____the egg and walked ahead. To her_______, more eggs were lying on the snow. Walking along the eggs, she was ______ to find that a little boy was _____. Then she walked close to the boy. At the same time, she was______ the act of the boy, pulled his trousers and took out a hen from his trousers. Finally, the little girl walked back with the hen in her hand. And the boy _____ her.
Suggested answer: puzzled by  picked up  surprise  astonished to  lay eggs  irrigated by  followed
Step 2: Grammar Analysis  12’
1. Ask Ss to page 21, and look at practice 1. Ask Ss to translate it.
Worried about the journey, I was unsettled for the first few days.
In this sentence the past participle is used as the adverbial. It is a way of joining two clauses together: As I was worried about the journey, I was unsettled for the first few days.
2. Conclusion:
过去分词可在句中作时间、条件、让步、方式或伴随等状语。这时分词动作与句子主句主语构成逻辑上的动宾关系。可以在过去分词前面加上when, if, unless, once, as if, though, as, because, since等连词，构成“连词+从句”形式可转换为对应的状语从句。
3. Ask Ss to find three more sentences with past participles used as the adverbial. Write the sentences on the screen.
⑴. Well known for their expertise, his parents’ company, called “Future Tour”, transported me safely into the future in a time capsule.
⑵. Hit by a lack of fresh air, my head ached.
⑶. Exhausted, I slid into bed and fell fast sleep.
4. Ask Ss to observe the sentences, and tell the subjects of the clauses and the relationship between the verbs of the clauses and the subjects of the main clauses. Are they passive or active?
4.Conclusion:从句的主语与主句的主语必须一致。谓语动词为被动语态形式。
5. Ask Ss to look into the sentences above, and tell the relationship between the clauses and the main clauses. Try to translate the sentences above.
6. Change the sentences above to the form of “conjunction+clause”.
Suggested answers:
⑴.As it was well known for their expertise, his parents’ company, called “Future Tour”, transported me safely into the future in a time capsule.
⑵. Because I was hit by a lack of fresh air, my head ached.
⑶. Since I was Exhausted, I slid into bed and fell fast sleep.
Step 3: Drilling Ⅰ  5’
Combine these two sentences using the past participle as the adverbial. Ask Ss to do the practice on the blackboard.
1.      I was frightened by the loud noise. I went to see what was happening.
2.  He was hit by the lack of fresh air. He got a bad headache.
3.  I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.
Suggested answer:
1. Frightened by the loud noise, I went to see what happening.
2. Hit by the lack of fresh air, he got a bad headache.
3. Tired after the long journey, I still enjoyed meeting the aliens on the space station.
Step 4: Drilling Ⅱ  5’
Change the sentences above to the form of “conjunction+clause”. Ask some Ss to answer the questions.
1.  Sue was frightened by the noise outside. Sue dared not sleep in her bedroom.
2.  The museum was built in 1910.The museum is almost 100 years old.
3.  The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.
Suggested answer:
1. As she was frightened by the noise outside, Sue dared not sleep in her bedroom.
2. Since it is built in 1910, the museum is almost 100 years old.
3. Because he was given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
Step 5: Watch the video and make sentences  12’
1.      Divide the whole class into 4 groups, and the students can discuss with their desk mates to make sentences by using the words below, then the teacher will ask some volunteers to read their sentences to see which group makes the most sentences.
Tips: puzzled  surprised  astonished  irrigated  followed
exited   shocked
Step 6: Guessing Game-----Who Is He/She?  4’
Ask the students to guess Who Is He/She?
1. Admired by all the Chinese people, he is the first person who walked into the space.
2.Found out by Taiwan police, he corrupted (贪污)several million Yuan from the government.
3. Acknowledged to be the tallest and most excellent Chinese basketballer, he gained much fame from all over the world.
4.Well –known as the last first lady of
America, she competed to be the president.
5.Known as a famous gymnastics(体操)sportsman, he lit the fire of Beijing Olympics Opening Ceremony.
Suggested answer:
1. Zhai Zhigang
2.Chen Shuibian
3.Yao Ming
4. Hiraly Clinton
5.Li Ning
Step 7: Homework  2’
Put the sentences you wrote to be a little story. You may rewrite some of the sentences, but remember to keep the past participle as an adverbial. Finally you‘d better have a competition with story told at the very beginning of the class.
理由：引入是以选词填空的形式进行，一是为了减少难度，而是为了这节课的语法运用作准备。
理由：分析含有过去分词作状语的句子的演变过程，使学生能从熟悉句式过渡到新学句式，接受起来较为简单
理由：让学生观察思考语言知识现象，从而自己动手动脑找出含有过去分词作状语的句子，培养学生自主学习的能力。
理由：这个练习是为了强化学生对过去分词作状语句型的理解以及句型之间的互换，进而巩固状语从句的知识点。
理由：以下的两个练习在于让学生进一步深化理解含有过去分词作状语的句子以及状语从句。从操练中，学生通过比较，能体会到两种句型的差异以及相同点，
理由：这是本节课的一个重点也是难点。学生能在讨论以及竞争中，根据教师的提示，在短片这一特定环境中运用过去分词作状语。
理由：学生能在游戏的环境中，同时也是真实的环境中体会过去分词作状语的语法知识，令学生能尝试用语言做事。
理由：重写小故事，能让学生充分比较一般写法以及含有过去分词作状语的句子之间的区别，同时，也能加深学生对过去分词作状语这一新语法点的理解，进而巩固。