现在分词作状语的用法 高中英语必修教案教学设计
现在分词作状语教学设计
Verb-ing forms as adverbials
教学设计
Teaching aims:教学目标围绕英语学科核心素养，主要包括语言能力、文化意识、思维品质和学习能力来展开。
1. Language ability
1) To observe the adverbial clauses and the verb-ing forms;
2)We are surfing the Internet, because we hope to know more about the congress.
=We are surfing the Internet,hopingto know more about the congress.
3)Ms Meng’s speech is full of emotions. As a result,all of us feel very moved.
文化意识：
增强国家认同和家国情怀，树立正确价值观。
Blackboard design
Book 3 Unit 3Grammar and usage
Verb-ingforms as adverbials
time
1.Verb-ingforms as adverbials ofreason
result
condition
4.Learning ability
1) To apply what they have learned to practice;
2) To develop cooperative learning ability and independent learning ability.
现在分词做状语-教学实施方案
1.老师解决上节课中学生提出的问 提出上节课固学案 例句。
题。
中遇到的问题。
2.入题：上节课掌握一些急救知识， 2. 纠正做固学案练 让学生了解学习急救方法的重要性。 习时出现的错误。
本课时研讨部分重点单词和短语。引 3.学生预习单词并
导完成“基础学习交流”部分的内容。 完成“基础学习交
引背景 【Lines】
第三 层级 教学 过程 第四 层级 教学 过程
达标检 测·总 结升华
做反思 巧总结
布置“技能拓展与运用”部分的任务， 根据学习内容，独立
检查学习情况。
完成“技能拓展与运
【Lines 】
用”部分的内容，以
We’ve learned the uses of some 竞答形式完成练习。
important words and phrases in this
Your behavior is wonderful. Now let’s read the examples and sum up the uses of the words and phrases. 【Lines】 Now you have known the uses of the words and phrases. Please do the exercises to check how you understand them. 【Lines】
重点 2.掌握现在分词做状语的用法。
难点
教学 1. 运用多媒体，展示例句，引导学生研读、归纳。
建议 2．指导学生通过阅读例句，认识词语用法，完成练习。
1. 讨论法：组织学生讨论，充分调动学生个体学习的积极性，增强参与意识，体现学生的 主体地位。
2.小组合作学习法：通过小组合作，使生成的问题得以解决。对疑难问题进行组内及组间
分词作状语教案学生用
GrammarThe Present Participle and Past Participleused as adverbial郑院华在高中英语语法中，非谓语动词的学习是一个重点，同是也是一个难点。
而其中的分词的用法更是重中之重了. 从2010年到2014年的英语高考中每年都会有一道完成句子题涉及到分词作状语的用法。
帮助学生掌握分词作状语的用法不仅仅是为了这个完成句子，还有助于帮助学生突破阅读理解中的长句子，以及对写作水平的提高都会很有帮助，本节课主要目的在于引导学生复习分词作状语的用法，使学生对分词作状语的用法有一个全面的、完整的、清晰的理解和掌握，而后能够灵活的运用于完成句子和写作中。
教学目标(Teaching aims)知识目标(Knowledge aims)Enable students to learn how to use the Present Participle and the Past Participle as the adverbial correctly.能力目标(Ability aims)Enable students to use the participle as the adverbial correctly and properly according to the context.情感目标( Emotional aims)a. Get students to become interested in the grammar learning.b. Develop students’ sense of group cooperation.教学重点和难点（teaching important points and difficult points）Get students to learn and consolidate how to use the Present Participle and the Past Participle as the adverbial correctly.教学过程(Teaching procedures)Step 1 Warming up :Change the underlined sentences into the participle1.While he was reading the story, he nodded from time to time., he nodded from time to time.2.Because I don’t know his address,I can’t send him this book., I can’t send him this book.3.If you work hard, you are sure to make it., you are sure to make it.4.Mary sat there, and looked into space thinking.Mary sat there, .5.She threw the cup to the ground, and broke it into pieces.She threw the cup to the ground, .6. If we had been given more time, we could have done it much better.more time, we could have done it much better.7.When it is seen from the top of the hill, the park looks more beautiful.from the top of the hill, the park looks more beautiful.8.Because he is encouraged by the progress he has made, he studies harder.___________ by the progress he has made, he studies harder.9.Although he has been bitten twice by the dog, the boy is not scared of it._______________ twice by the dog, the boy is not scared of it.10.The little girl is walking along a muddy track, and is followed by three cute dinosaurs. The little girl is walking along a muddy track, _______by three cute dinosaurs.11.While he was waiting there,he saw two pretty girls come out of the building.there,he saw two pretty girls come out of the building.12.Even if I am invited, I won’t take part in t he party., I won’t take part in the party.Step 3 Practice1._______ in thought, he almost ran into the car in front of him. (lose)因为陷入沉思,他差点撞上前面的车.2. If ______ the same treatment again, he’s sure to get well. (give)如果再次同样治疗的话,他一定会康复的.3. __________________ the size of the whole earth, the biggest ocean doesn’t seem big at all. (compare)跟整个地球大小相比的话, 最大的海洋一点也不大。
现在分词作状语教学设计
学生观察并讨论，从而得出
相关结论。
子，从而得出相关结
论。
现在分词作
：现在分词作状语的特点：学生进行讨论并总结结论。
引导学生得出相关结
论。
将
）去掉
）
的相
doing 后，让学生做几个适当的练习题，
学生读句子，自主分析句子
特点，尝试进行句子转换，并与
伙伴进行讨论。
的方式，切身体会现
在分词与状语从句之
间的关系。
现
学生观察并思考相关用法
特殊结构和用法学生做练习
固运用所学知识
学生根据所学结构，尝试描述一
天的生活，并与小组交流。
语运用到写作中去。
2019-2020年高中人教版英语必修四教学案：Unit 4 Section Ⅲ Grammar— 现在分词作状语(含答案)
2019-2020年高中人教版英语必修四教学案：Unit 4 Section Ⅲ Grammar—现在分词作状语(含答案)语法图解探究发现①... I saw several young people enter the waiting area looking around curiously.②I stood for a minute watching them and then went to greet them.③She stepped back appearing surprised ...④Then Akira Nagata from Japan came in smiling, together with George Cook from Canada.⑤When Darlene Coulon from France came dashing through the door ...⑥Turning around, she saw an ambulance driving away.⑦The old scientist died all of a sudden, leaving the project unfinished.⑧Hearing the news, they jumped for joy.⑨Having smoked too much, he has suffered from lung cancer.[我的发现](1)黑体部分在句中作伴随状语的是①②③④⑤；作时间状语的是⑥；作结果状语的是⑦；作原因状语的是⑧⑨。
(2)比较句⑧和⑨可知：句⑧中动词-ing形式短语为一般式，表示动作与谓语动词同时发生；句⑨中动词-ing形式短语为完成式，表示动作发生在谓语动词之前。
(3)观察句①～⑨可知现在分词的逻辑主语都是句子的主语。
一、现在分词作状语的用法现在分词(短语)在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。
人教版英语选修六Unit5 the power of nature(现在分词作状语)教案设计
现在分词作状语教案遂溪一中廖水英一、知识背景非谓语作状语是高中英语常规教学与高考备考阶段中的一大重难点,也是考生普遍感到棘手的语法模块。
非谓语状语以其结构的多样性和用法的复杂性成为高考和其他各级各类考试常考的一大考点，亦是高中阶段英语学习方面学生经常用到的语法项目。
本节课专讲现在分词作状语的用法。
二、教学目标知识目标（1）学会辨别英语谓语与非谓语的关系；（3）了解现在作状语的几种形式与用法：doing；being done; having done; having been done. 能力目标提高学生发现问题，解决问题的能力。
增强英语句子的感性与理性认识，健全学生的知识结构。
情感目标提升学生英语应答积极心态，保持健康的英语接纳态度，培养良好的语言学习习惯。
策略目标积极参与，善于合作。
善于抓住用英语发现及解决问题的机会。
三、重难点：（1）判断谓语与非谓语；（2）现在分词作状语的4种形式和用法：doing；being done; having done; having been done.四、Teaching procedureStep1、Warming-up1. Let’s enjoy a song: Yesterday once more2. 对比：我是一个学生。
我学习英语。
简单句：I am a student. I learn English.并列句: I am a student, and I learn English.复合句: I am a student, so I learn English.Because I am a student, I learn English.非谓语（作状语）：Being a student, I learn English.I am a student, learning English.I ，being a student, learn English.）Heating the metal, we can see the metal expands.2）Being heated ,the metal expands.（“加热”和“膨胀”两个动作同时发生）3）Having finished the homework, he went to play basketball.(先完成功课，然后再打篮球。
高中英语_现在分词作状语教学设计学情分析教材分析课后反思
高一英语语法The present participle used as adverbial现在分词作状语单位：授课人：The present participle used as adverbial（现在分词）Ⅰ. Knowledge and SkillsEnable the students to master the present participle used as adverbial.Ⅰ.Important and Difficult pointsHow to enable the students to master the present participleⅠ. Teaching proceduresStep 1. Revision用所给动词的适当形式填空1. ___________(see)quite a few productions of Hamletand read the play many times, I was full of confidence.2. ______(date)back to the 18th century,Peking Opera has over two hundred years of history.3. ______(see)the main characters come on stage, I was surprised!Step 2. Presentation【要义详析】分词在句中作状语时, 其逻辑主语必须是句子的主语。
现在分词作状语, 表主动、进行, 相当于一个状语从句, 根据需要可以使用被动式或完成式。
一、分词作状语的形式二、分词作状语的要点1. 作时间状语相当于一个when, while, after等引导的时间状语从句。
*Having turned off the TV, he began to do his homework.=After he turned off the TV, he began to do his homework.关掉电视后, 他开始做作业。
现在分词作状语-教案
现在分词作状语-教案Book4 Unit4 GrammarThe Present Participles as Adverbials现在分词作状语Analysis of the teaching material(教材分析): The learning content is the grammar of Book4,Unit4--The Present Participle used as Adverbial,which is an important language point in this book.To achieve the learning goals,I will employ four steps to teach this lesson.Analysis of the students(学情分析)：The students are in the first period of Senior High School, so it will be better if the learning material is not difficult.Teaching aims(教学⽬标)Knowledge aimsAfter the class,the students will be able to recognize the different kinds of adverbials expressed by present participles. Ability aimsAfter the class,the students will be able to correctly use present participles as adverbials Emotional aimsAfter the class,the students will be able to1)build up their confidence in learning English2)strengthen their sense of group cooperationTeaching important points(教学重点)Help the students to recognize the different kinds of adverbials expressed by present participles and change them into adverbial clause.Solution:observation and discussion.Teaching difficult points(教学难点)How to help the students to use adverbials expressed by present participlesSolution:group competition and cooperative learningTeaching aids(教学⽤具)The multimedia and the blackboardTeaching procedures(教学过程)Lead-in→Presentation(Step2)→Consolidation(Step3)→Homework(Step4)Teaching proceduresStep1:Lead-in (3mins)(设计意图：让学⽣阅读、讨论诗歌”静夜思”的英语翻译并找出现在分词作状语的部分，⼀⽅⾯诗词简单话题熟悉学⽣能看懂，另⼀⽅⾯运⽤了两个现在分词作状语，学⽣能很快发现语法现象，从⽽由教师⾃然地引出本课学习⽬标。
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教师姓名谢瑜单位名称陆川县实验中学填写时间2020年8月
学科英语年级/册高三教材版本人教版
课题名称《现在分词作状语的用法》
难点名称现在分词作状语在英语中的运用。
难点分析从知识角度分析
为什么难现在分词作状语在写作中的运用。
难点教学方法任务型教学法(Task-based Language Teaching) 、合作学习教学法（Cooperative Learning Approach）、情感激励教学法( Affective Motivation)
教学环节教学过程
导入Lead in the class naturally by talking with the students.
知识讲解（难点突破）Give students some minutes to analyze the following sentences and then explore the following grammar rules by cooperating in groups.
What kinds of adverbials can present principle express?
1.Walking in the street, I came across an old friend of mine.( )
2.Not knowing her address, I can’t write to her.( )
3.Working hard, you’ll surely succeed.( )
4.Being used by me now, the bike can’t be lent to you..( )
5.Having finished his homework, he went out.( )
6.Having been told for many times, he still made the same mistake.( )
7.He comes home late every evening, making his wife very angry.( )
8.He stood there waiting for a bus. ( )
9. They eat using the fingers of their right hands.( )
Conclusion 1:现在分词作状语可用来表________、________、________、________、___ _____、________、________。
二、现在分词的时态和语态及其否定式
1 .Walking in the street, I came across an old friend of mine.
2.Being used by me now, the bike can’t be lent to you.
Conclusion 2:现在分词作状语，若现在分词的动作与句子谓语的动作同时发生或几乎同时发生，用分词的________，与主语之间是主动关系用________；被动关系用________。
3.Having finished his homework, he went out.
主动式被动式
一般式
完成式
4.Having been told for many times, he still made the same mistake.
若现在分词的动作发生在句子谓语动词________，用现在分词的________，与主语之间是主动关系用_________________；被动关系用_________________。
Step 3 Techniques Guidance方法指导（见ppt）Have a try
1._________(turn)to the left , you'll find the post office.
_________(turn)to the left , and you'll find the post office.
2.The plane crashed , _________(kill)all 200 people aboard.
The plane crashed , and_________(kill)all 200 people aboard.
课堂练习（难点巩固）一、改错
1.After think for some time, I let her copy my answers.
2.Knocking at the door before you enter my office, please.
二、语法填空。
用括号里面动词的正确形式完成下列语篇。
（suffer）from a bad cold for a week ,he decided to go to see a doctor.While (arrive) ,he found his money gone. So he had to go home again . When he (reach) home, he found his keys gone,too. What a terrible day!
三、Writing
小组讨论，根据图片的信息以“A terrible day”为题写一篇小短文，并使用所给的词汇及现在分词作状语。
小结
1. 现在分词作状语的句法功能
2. 现在分词的各种形式及用法区别
3. 解题方法与技巧。