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Book 2 Unit 5 Music
Period 3 Discovering Useful Structures
The Past Participle as the Adverbial 教学设计
教学对象：高一学生 授课教师：
课型：语法课
学情分析：本课的授课对象为高一的学生，他们的观察力强，思维活跃，对探索活动有较强的热情。但多数学生的语法分析、解构能力较弱，不能很好地组织语言描述事物或阐述自己的想法。而本节课的语法内容——过去分词充当状语，是学生学习中普遍遇到的难点之一。在上个单元学生已经学习过去分词充当定语和宾补，对过去分词有一定的了解。在初中时，学生早已接触过去分词充当表语的用法，但当时只是把过去分词当作形容词理解。教师只需要稍稍点拨，学生就可以明白过去分词作表语的用法。因此在本节课不做重点讲解。
课标要求 ：语法知识是“形式——意义——使用”的统一体，其最终目的是在语境中有效地运用语法知识来理解，描述真实和想象世界中的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活中进行流畅的人际交流。
教学理念和教学思路：语法教学并不是孤独、孤立的语法知识的教学，而是在一定语境中学习和运用语法知识，把握基本体系和语用意义的教学。在本次语法教学中，重视语法学习过程的过程性和参与性，遵循“感知-发现-总结-练习-运用”的思路，主张用“归纳法”开展教学活动。具体表现为：让学生先回归文本，自主发现语言结构，引导学生分析过去分词作状语，通过比较与归纳，总结出过去分词作状语的基本形式和意义，进行练习，最后创设话题语境，培养学生创新思维能力，体现英语学科核心素养。
教学目标：
1.Get students to have a good understanding of the usage of past participle as the predictive and the adverbial.
2.Enable students to use the past participle correctly and flexibly.
3.Enable students to express feelings and describe situations using the past participle.
教学重点：Get students to have a good understanding of the usage of past participle as the adverbial and enable students to use the past participle correctly and flexibly in specific context.
教学难点：Enable students to express feelings and describe situations using the past participle.
教学方法：Inductive Approach and Task-based Language Teaching Approach，
学习方式：Cooperative Learning Method
教学辅助：blackboard、slides、worksheets and textbook.
教学过程：
Warm-up(3 mins)
According to the teacher’s description about celebrities, students play guessing games------“Who is he or she ” and discover what’s the similarity among the underlined words
【设计意图】：学生初步感知过去分词，以猜谜游戏的方式激发学生学习热情和兴趣。活动中提及的名人在音乐方面取得不错的成就，学生对他们比较了解，有利于学生之后更好地将获取的信息输出。
2.Observation and Analysis(15mins)
Ask students to read The Virtual Choir quickly and answer the following questions.
(1)When and where was Eric Whitacre born
(2)What did he say when he was inspired by Mozart's music
(3)Why did he ask his fans to make videos
Invite some students to answer, and then the teacher asks students to observe these sentences, and finish Activity 1 in their worksheets.
Activity1: Observe these sentences and fill in the blanks.
1.都是______分词。
2.逗号前面的部分作________。
3.句一的汉语意思为_________________________________________。
句二的汉语意思为_________________________________________。
句三的汉语意思为_________________________________________。
【设计意图】：以回顾课文、了解Eric Whitacre的方式，引导学生观察过去分词作状语，从形式上和意义上，发现过去分词作状语的结构。
Activity 2: Read the sentences together and think about the following questions, which can help students find out the rules. Students can work in group and have a discussion.
Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988.
Moved by Mozart’s music,he said,“It was like seeing color for the first time.”
Inspired,he asked his fans to make videos.
(1)What's the logical(逻辑主语) subject of the underlined past participles
(2)What's the relationship between the underlined past participles and their subjects, active or passive
(3)Can you change them into completed adverbial clauses
【设计意图】：教师给出过去分词作状语的例子，鼓励学生自主观察、思考和归纳。发展学生的思维能力，由于学生的推理分析、归纳能力较弱，故采用小组合作的方式开展教学。
Activity 3 Observe the following sentences and identify the functions of the past participles as the adverbial.
1. When it is seen from the bottom of the building , the hall looks like a golden palace.
___________________________________，the hall looks like a golden palace. 时间状语
2.If it was given more attention, the thief could have been caught.
__________________________________，the thief could have been caught. 条件状语
3.As she was encouraged by the pianist, the girl was very happy.
________________________，the girl was very happy. 原因状语
4.Although she was left alone at home, Jenny didn't feel afraid at all. 让步状语
______________________，Jenny didn't feel afraid at all.
5.The singer was surrounded by his fans and he went into the restroom. 方式（伴随状语）
_____________________, the singer went into the restroom.
What’s the difference between the adverbial clauses and the past participles as the adverbials
【设计意图】：由于过去分词作状语所表达的类别较多，教师需引导学生明确过去分词作状语与主句的关系及其表达的意义。学生观察会发现，与完整的状语从句相比，过去分词（短语）在表达上更为简洁和凝练。
3.Summary(7mins)
The teacher asks students to write down the summary of the past participle as the adverbial in their worksheet.
含过去分词作状语的句子的特点：
(1)作状语的过去分词短语常常相当于一个状语从句。
(2)过去分词的逻辑主语和句子主语保持一致。
(3)过去分词与其逻辑主语之间是被动关系。
(4)过去分词短语作状语所表达的状语类别（表时间、条件、原因、让步、方式或伴随等情况），要根据整个句子的意思来推断。
Students get to know the usage of past participles。
过去分词作状语，即可以明确与主句的关系，表达各种状语的意义，又使句子更简洁，句式更多样。准确恰当地使用过去分词作状语，即是语言知识学习的要求，也是综合语言水平较高的体现。
【设计意图】：为了凸显学生在课堂当中的主体地位，考虑学情，教师罗列过去分词作状语的要点，让学生以填空的方式将内容补充完整，为学生概括语法规则搭建脚手架。让学生自主探究，发现和归纳语言结构的功能和意义，以便于在练习和活动中进一步感知理解和运用语言，同时获取相关的信息。
Practice and application (20mins)
Activity 4 : Rewrite the following sentences by using the past participle as the adverbial.
1.They were invited to be volunteers at the music festival.
They are learning a lot from this opportunity.
______ to be volunteers at the music festival,they are learning a lot from this opportunity.
2.These videos were uploaded onto the Internet.
They soon became popular.
_________ onto the Internet,these videos soon became popular.
3.Whitacre was inspired by his fans.
He continued with his original compositions.
________ by his fans,Whitacre continued with his original compositions.
4.He was presented with the player of the Year Award.
Sam completed the final year of his career with great satisfaction.
________ with the player of the Year Award,Sam completed the final year of his career with great satisfaction.
5.I am given the opportunity to perform alone on video.
I will enjoy the experience.
______ the opportunity to perform alone on video, I will enjoy the experience.
Activity 5:Rewrite the story using the past participle as the adverbial and identify their functions.
Henry was highly interested in music and began to write original compositions when he was in high school.They were pleased with his music and songs and finally invited him to perform in the Sliver Hall.Though he was affected by gradual blindness soon after the performance, Henry was still capable of writing compositions and he found the creating music was a relief and cure his illness.When he got absorbed in his world of music, he felt as if he could "see" the beauty of the world around him, like he had in his previous life.
【设计意图】：该环节让学生在语境中理解过去分词的用法，让学生对句子进行改写，巩固本堂课所学的内容。从填词到改写句子，逐渐增加练习的难度。如果时间充裕，在活动5中，涉及到过去分词作表语的内容，教师可以简单地对该内容进行指导，增加学生对过去分词应用的理解。如果所剩时间不多，教师可以将这一内容安排在下一堂课。
Activity 6: Read and complete the conversation about a music festival with the correct forms of the verbs in brackets.
Linda: Hi George!How was music festival.
George: It was interesting.We were_______(amaze) to hear so many types of music.
Linda: What did you enjoy most at the festival
George: Definitely the performance________(give) by my favourite hip-hop artist!_______(attract) by the chance to see him perform live,I went to the music festival even though it was still exam season!
Linda: He must be great.
George:Yes.He is a very_______(talent)musician.________(influence) by his grandmother who was an opera singer,his music really something different.
Linda: Cool,I should check out his music sometime!
After that, the teacher gives students a task, which is to make a short conversation about the school music festival by using the past participle as the adverbial or the predictive. One student is a reporter, the other is an interviewee. Students work in pairs and role play the conversation.
【设计意图】：为了引导学生主动参与语法学习，而不是被动接受教师对语法的讲解。该环节创设具体的生活语境，让他们尝试在语境中理解和表达意义，体会语法结构的使用特点和规律，内化、迁移、运用所学的知识。运用语用的交际性，让学生在语境中学。本堂课所涉及与音乐有关的素材都可以成为学生输出的内容。
5.Assignment:
1. Make a mind map about the usage of the past participle.
2. Write a diary about your own experience of attending school music festival.
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