Unit 3 Life in the Future
A structure lesson （ A Input-based Lesson）
語(yǔ)言材料分析
教學(xué)內容:本課為該單元的語(yǔ)法課。包括語(yǔ)法知識點(diǎn)分析、理解以及練習。部分要求學(xué)生主動(dòng)找出閱讀語(yǔ)篇中的重點(diǎn)結構---過(guò)去分詞作狀語(yǔ)，然后加以運用。教師應提醒學(xué)生既要注意意義（meaning）也要注意形式（form）。
語(yǔ)言項目：過(guò)去分詞作狀語(yǔ)是本單元的重點(diǎn)也是難點(diǎn)。學(xué)生通過(guò)一系列的介紹分析及練習，能夠較為自然的運用所學(xué)的句型去描述事物，從而能在真實(shí)的環(huán)境中應用這些語(yǔ)法點(diǎn)。
學(xué)生水平分析：兩個(gè)單元，學(xué)生接觸過(guò)去分詞作定語(yǔ)或表語(yǔ)，在這個(gè)基礎上，學(xué)生可以較好的理解過(guò)去分詞作狀語(yǔ)，但是基于英語(yǔ)的基礎比較差，在語(yǔ)法的運用上不能達到在真實(shí)環(huán)境中運用的最終結果。因此，在這一過(guò)程中，老師的提示以及幫助是非常必要的。
教學(xué)目標：1.通過(guò)一系列的練習，掌握過(guò)去分詞作狀語(yǔ)的用法，并能在真實(shí)情景中運用。
2.培養學(xué)生觀(guān)察思考語(yǔ)言知識現象、歸納總結語(yǔ)言規則的能力。
3.運用所學(xué)語(yǔ)法知識，進(jìn)行說(shuō)寫(xiě)的練習，盡量讓他們多說(shuō)英語(yǔ)，用英語(yǔ)做事。
4.通過(guò)討論以及競賽，學(xué)生之間能增進(jìn)相互了解，同時(shí)培養他們的競爭意識。
重點(diǎn)難點(diǎn)：將過(guò)去分詞作狀語(yǔ)與過(guò)去分詞作表語(yǔ)、定語(yǔ)區分開(kāi)來(lái)，并能掌握過(guò)去
分詞作狀語(yǔ)句子中主句與分句的關(guān)系以及主句主語(yǔ)與分句謂語(yǔ)動(dòng)詞
的關(guān)系，從而達到運用這一目的。這是本課的重點(diǎn)也是難點(diǎn)。
教法學(xué)法：教師通過(guò)指導學(xué)生觀(guān)察思考語(yǔ)言知識現象，歸納總結語(yǔ)言規則，再通
過(guò)循序漸進(jìn)的練習，從機械性的練習再到半機械性的練習又到真實(shí)情景的設置，學(xué)生慢慢的熟悉掌握并運用本節課的語(yǔ)法知識點(diǎn)。
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:
過(guò)去分詞可在句中作時(shí)間、條件、讓步、方式或伴隨等狀語(yǔ)。這時(shí)分詞動(dòng)作與句子主句主語(yǔ)構成邏輯上的動(dòng)賓關(guān)系?？梢栽谶^(guò)去分詞前面加上when, if, unless, once, as if, though, as, because, since等連詞，構成“連詞+從句”形式可轉換為對應的狀語(yǔ)從句。
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:從句的主語(yǔ)與主句的主語(yǔ)必須一致。謂語(yǔ)動(dòng)詞為被動(dòng)語(yǔ)態(tài)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 (貪污)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(體操)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：引入是以選詞填空的形式進(jìn)行，一是為了減少難度，而是為了這節課的語(yǔ)法運用作準備。
理由：分析含有過(guò)去分詞作狀語(yǔ)的句子的演變過(guò)程，使學(xué)生能從熟悉句式過(guò)渡到新學(xué)句式，接受起來(lái)較為簡(jiǎn)單
理由：讓學(xué)生觀(guān)察思考語(yǔ)言知識現象，從而自己動(dòng)手動(dòng)腦找出含有過(guò)去分詞作狀語(yǔ)的句子，培養學(xué)生自主學(xué)習的能力。
理由：這個(gè)練習是為了強化學(xué)生對過(guò)去分詞作狀語(yǔ)句型的理解以及句型之間的互換，進(jìn)而鞏固狀語(yǔ)從句的知識點(diǎn)。
理由：以下的兩個(gè)練習在于讓學(xué)生進(jìn)一步深化理解含有過(guò)去分詞作狀語(yǔ)的句子以及狀語(yǔ)從句。從操練中，學(xué)生通過(guò)比較，能體會(huì )到兩種句型的差異以及相同點(diǎn)，
理由：這是本節課的一個(gè)重點(diǎn)也是難點(diǎn)。學(xué)生能在討論以及競爭中，根據教師的提示，在短片這一特定環(huán)境中運用過(guò)去分詞作狀語(yǔ)。
理由：學(xué)生能在游戲的環(huán)境中，同時(shí)也是真實(shí)的環(huán)境中體會(huì )過(guò)去分詞作狀語(yǔ)的語(yǔ)法知識，令學(xué)生能?chē)L試用語(yǔ)言做事。
理由：重寫(xiě)小故事，能讓學(xué)生充分比較一般寫(xiě)法以及含有過(guò)去分詞作狀語(yǔ)的句子之間的區別，同時(shí)，也能加深學(xué)生對過(guò)去分詞作狀語(yǔ)這一新語(yǔ)法點(diǎn)的理解，進(jìn)而鞏固。
