Unit 4 ing 形式作状语教学设计 2022-2023学年高中英语外研版(2019)必修第二册
Unit4Usinglanguage高中英语外研版(2019)必修第二册
② He used this way and solved the problem.
7. 作伴随状语。
用来说明动作发生的背景或状况。一般情况下, 现在分词 的动作与谓语动词的动作同时进行, 其动作发出者就是句 子的主语。谓语动词是主要动作, 分词是次要动作。
B2U4 Using language
-ing as adverbial
Learning objectives
-ing as a动词-ing形式作状语时,在句中表示时间、 原因、条件、让步、结果、方式或伴随动作 ,相当于对应的状语从句或并列句。
现在分词的逻辑主语必须是句子的主语， 必须和句中的主语含有逻辑上的主谓关系， 否则不能用现在分词作状语。
5_F_e_e__li_n_g_(feel) extremely discouraged, I almost gave up. But thanks to the support of my teacher, parents and friends, I overcame my fears, 6k_n__o_w_i_n_g_(know) that I did the best I could.
(=Because he was anxious about his
child’s safety), he couldn’t fall asleep. 因为担心孩子的安全,他不能入睡。
3. 作条件状语。
通常放在句首,相当于if/ unless等引导的条件状语
从句。
① Using a new method(=If we use a new
外研必修第三册Unit1_Using_Language_名师教学设计
Unit 1 Using Language 名师教学设计●课时内容本课时涉及的是语言知识运用，包括-ed as adverbial，Interpersonal relationships，Saying no politely三部分。
-ed as adverbial讲解v.-ed形式作状语，学生学会分析非谓语动词和逻辑主语的关系，确定正确的形式。
Interpersonal relationships给出了建立快乐、健康的人际关系的几点建议，让学生理解人际交往的基本准则，有助于建立良好的同学、师生关系。
Saying no politely主要以听、说的方式教学生怎样礼貌地拒绝他人。
学会说“不”，这也是人际交往的技巧，既不勉强自己，也不让对方尴尬。
●课时目标1.掌握本课时的重点词汇annoyed，adjust，duty，accident，ensure，complexity，forgive，criticise，embarrassment以及短语adjust to，by accident的用法，并能在真实语境中灵活运用。
2.掌握v.-ed形式作状语的含义和用法。
3.通过动画片《头脑特工队》的情节简介、人际交往的建议以及如何礼貌地拒绝对方，让学生了解更多人际交往的原则和技巧，更好地处理人际关系，建立和谐的师生、同学关系，为今后的工作与学习做好准备。
●重点难点：重点：v.-ed形式作状语的含义和用法。
难点：1.v.-ed形式作状语的含义和用法。
2.学会并掌握礼貌地拒绝他人请求的语言技巧。
●教学准备：教师准备：1.做好该部分内容的PPT和音频材料。
2.准备《头脑特工队》的片段、人际交往黄金规则的相关图片。
学生准备：1.课前观看《头脑特工队》了解故事梗概，并能用简短的英语描述人际交往的原则和注意事项。
2.上网查找v.-ed形式作状语的含义和用法。
3.预习课本P5~7的内容，找出该部分的新词汇，并根据上下文猜测其含义。
外研版高中英语选择性版必修第三册Unit4 Section Ⅲ 学案
Section ⅢDeveloping ideas—Reading1．a mechanical device 一种机械装置2．a consistent approach to the problem 解决问题的一贯方法3．a desperate man 一个绝望的男人4．the vital clue to the killer's identity 关于杀手身份的重大线索1．imitate v．模仿，仿效→imitation n．仿制品2．tight adj．紧紧的→tightly ad v．紧紧地3．fault n．缺陷，故障→faulty adj．有缺陷的，有故障的1．go through 经历；经受2．hold out 伸出(手/胳膊等)3．as though 似乎；好像；仿佛4．change one's mind 改变某人的看法；改变某人的主意5．in shock 吃惊地；处于极度震惊的状态6．make a comment/comments on 对……作出评论[句型公式] 强调句：It is/was not until ...that ...It was not until an hour later that he noticed that Carolyn had left her emergency call device on the breakfast table．直到一个小时后，他才注意到卡罗琳把她的紧急呼叫装置忘在早餐桌上了。
①crater n．[C](物体坠落、炸弹爆炸等在地上造成的)坑②go through经历/经过某过程③agile adj．敏捷的，灵活的④slope v i．倾斜；悄悄地走n．[C]斜坡⑤keep sb．from doing sth．阻止某人做某事。
from不可省略。
[同义]prevent/stop sb．(from)doing sth．阻止某人做某事。
必修4Unit4BodylanguageSectionB动词ing作定语和状语教学课件
高中英语 必修4 Unit 4 Body language
综合练·提升能力
基础知识自测
Ⅰ.单句语法填空 1.［202X·浙江 11 月卷］The result is a pure shot of afternoon in the park， __m__a_k_i_n_g__ （make） one feel
高中英语 必修4 Unit 4 Body language
◆要点九 独立主格结构 现在分词（短语）构成的独立主格结构 （1）分词的逻辑主语（名词 / 代词）+ 现在分词（短语） 逻辑主语是动作的执行者，表示主动含义。这种结构作状语，可表示时间、条件、原因、伴随状 况等。 （2）there + being 结构 这种结构多放在句首，常表示原因，其中being 不可省略。 ◆单句语法填空 （1） The decision ___m__a_d_e___（make），what is to be done now is how to carry it out. （2） It ___b_e_i_n_g___ （be）XXXday，many people go to the gymnasium to do physical exercise. （3） There ___b_e_i_n_g___ （be）no bus，we had to walk home. （4）［词汇复现］Weather _p_e_r_m__it_t_in_g_ （permit），I XXX go to buy leather shoes. （5）［词汇复现］Nobody __f_e_e_l_in_g___ （feel） content with the advertising budget，it was cut.
高中英语 必修4 Unit 4 Body language
Unit4BodylanguageV-ing形式作状语课件
V-ing作状语 By Jun
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5 Don’t forget to bring your cassette recorder tomorrow. 6 There must be some miXXXderstanding. I don’t know what you’re talking about.
Grammar
V-ing情势作状语
V-ing作状语 By Jun
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语态 主动语态
被动语态
时态
一般式 (not) doing (not) being done
完成式 (not)
(not)
having done having been done
V-ing作状语 By Jun
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V-ing作状语的用法
V-ing短语在句子中作状语，可以表示时 间，原因，结果，条件，方式或伴随动 作等。
V-ing作状语 By Jun
12Βιβλιοθήκη 6. 固定结构： Judging from his appearance, he must be very rich. Generally speaking, his answer is right. Considering everything, they did a good job.
V-ing作状语 By Jun
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3. 当v-ing情势被动式的动作产生在谓语动词动 作之前时，被动式应使用完成式：having been done Having been shown the lab, we were taken to see the library. Having been translated into many languages, the book was widely read all over the world.
必修4第4单元ing做状语导学案
Book 4 Unit 4 Body languageGrammar –ing form as Adverbial 导学案II【学习目标】1.学会分析英语句子中的状语成分，掌握动词-ing形式作时间、地点、原因、条件等状语的用法。
2.掌握动词-ing形式作状语和过去分词作状语的区别。
【学习方法】自主学习，合作探究，归纳总结【知识链接】★课前自主学习：Task1.观察下列句子，并思考探究划线部分在句子中作什么成分。
1. Do you know the man talking with your father? __________________________________________2. They advise solving the problem in this way. ____________________________________________3. The real problem is getting to know the needs of the people._______________________________4. Reading aloud is a good way in learning a language. ______________________________________5. Working hard, you will succeed. ______________________________________________________ 小结______________________________________________________________________________ Task2观察并分析下列句中划线部分属于什么语法成分。
1.The students are doing their homework in the classroom．_________________________________2.I learned a lot from the peasants when I lived in the countryside．___________________________3.I come specially to see you. _________________________________________________________4.She will not go home because she has to attend a meeting．________________________________5.Li Ming studied so hard that he caught up with the others very quickly．______________________6.He came singing and dancing．_______________________________________________________7.If you work hard at English，you will do well in English．____________________________________8.He went to school yesterday though he was ill．___________________________________________ 小结_______________ 按用途可分为：时间、地点、目的、原因、条件、让步、结果、方式或伴随情况等几类。
Unit4MeetingtheMuseUsinglanguage学历案高中英语外研版选择性
3．(福建百所重点学校高三联考) ________ (use) a different mental approach might help explain why people with math anxiety struggle more with complex problems．
重点四非谓语动词作补语
1.有些动词或动词短语后接不定式作宾补，即“动词(短语)＋宾语＋to do”，如advise, want, allow, permit, persuade, remind, invite, depend on, call on等。
2.表“使，让”的动词make/have/get/keep/leave＋宾语＋补语
(2)I like reading the novels ______ (write) by San Mao.
(3)He_________(go) into the classroom, opened his book and wrote on the blackboard.
(4)Although it is winter now, the tree in the school yard _________(look) beautiful.
总结：★一个句子中已经存在一个________,又没有_______的情况下，另一个动词需要用_____________。
Step2 Thinking & Exercises(35’)
判断下列句子应使用（A.谓语）还是(B.非谓语动词)。
外研版高一英语必修第二册(2019版)_Unit4_Using_language名师教学设计
Unit 4 Using language名师教学设计●课时内容：本课时是语言知识运用，包括-ing as adverbial, Types of TV programme & Watching a performance 三部分。
-ing as adverbial讲解动词-ing形式作状语的用法；Types of TV programme介绍了卡通片、新闻节目、才艺表演、喜剧、自然纪录片以及脱口秀六种不同的节目类型；Watching a performance主要以听、说的方式介绍了格拉斯顿伯里音乐节的起源、年代、地域以及规模等信息。
●课时目标：1.知识素养：（1）掌握-ing形式作状语的用法。
（2）掌握并记忆本课时的重点词汇grateful, overcome, absorbed, absolutely, appealing, transport, arrangement 以及短语put on的用法，并能在真实语境中灵活运用。
2.能力素养：（1）通过学习-ing形式作状语的用法，进一步巩固现在分词的完成式。
（2）通过了解不同的节目类型和演出，加深对课本节选内容的理解，扩大知识面。
3.情感素养：了解世界上不同国家和地区的节日，扩大视野。
同时重温自己国家的传统节日，了解其来历和纪念意义，提高自己的文化素养更热爱自己的国家并传承文化。
●重点难点：重点：-ing形式作状语的用法。
难点：辨别语境，学会-ing形式作状语的用法。
●教学准备：教师准备：1.做好该部分内容的PPT和音频材料。
2.准备好不同节目类型的短视频材料。
学生准备：1.思考不同的电视、电影节目类型以及不同的娱乐形式，并能用简短的英语描述其特点。
2.网上查找-ing形式作状语的用法。
3.预习课本P41~43的内容，找出该部分的新词汇，并根据上下文猜测其含义。
教学过程：Step I -ing as adverbial1.Do Activity 1 on Page 41 of the textbook.2.Give enough examples of the usages of -ing as adverbial.Guide students to sum up the usages of -ing as adverbial.Then ask students to give examples which they searched from the Internet.3.Finish Activity 2 & 3 on Page 41.（1）Complete the journal entry with the correct form of the verbs in brackets.Keys:1. Seeing2. felt3. making4. to practise5. Feeling6. knowing（2）Rewrite the paragraph using the-ing form.Keys:I went to watch the ballet The Peony Pavilion last night. Having thought ballet was more or less the same everywhere, I was totally unprepared for its unique beauty. As soon as the curtain rose, I was absorbed. Borrowing a lot from Chinese dance and music, the Eastern influence on the ballet was clear. The production was full of colours and romantic symbols, challenging my senses in new ways. Enjoying it so much, I have changed my opinion about ballet. I can’t wait to go again!Step II Types of TV programme1. Do Activity 5 on Page 42.(1) Look at the pictures on Page 42, and find different types of TV programme.(2) Ask students to match the statements with different types of TV programme.Keys:1—c 2—e 3—d 4—a 5—b 6—f2. Do Activity 6 on Page 42.Work in pairs. Talk about your favourite TV programme using the words and expressions you have learnt.A: What’s your favourite TV programme?B: My favourite TV programme is... It’s a...A: Why do you like it?…Step III Watching a performance1. Read “Did You Know?” and learn about Glastonbury Festival.2. Do Activity 7 & 8 on Page 43.(1) Listen to the conversation and choose the correct memo.Keys: 2(2) Listen again and complete the flyer.Keys:24; 28London Paddington:￡70.40London Victoria；￡3010: 00 am10: 30 pm3.Do Activity 9 & 10 on Page 43.（1）Act out the conversation about making arrangements to go to a comedy show.（2）Make arrangements to attend a concert in another city.Step IV Sum up总结-ing形式作状语的用法，并注意本课时新学词汇的运用。
新外研版高中英语必修第二册Unit 4 教学设计
2. What other types of entertainment have you seen?
3. Which do you like most? Why?
Ss look at 6 posters which represent 6 different types of entertainment and answer 3 questions:
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、论说文、影评、日记等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与音乐节相关的对话，讨论并加深对不同种类的文娱形式的认识，使用新语言描述自己喜爱的电视节目，恰当使用现在分词作状语介绍自己的经历，能够写一篇简单的影评并推荐一种积极向上的文娱形式，深化对单元主题意义的理解与挖掘；同时能够运用单元所学正确辨析中外娱乐文化的差异与融合，体会文化的多样性，创造性地表达自己对某项文化活动的看法；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
1.T asks Ssto read sentences(a)and(b)in Activity 1 and answer questions 1 and 2.
2.T asks Ss to read sentences (c) and (d) in Activity 1 and answer questions3and4.
高中英语 模块四第四单元引导发现语法课设计 V-ing做定语和状语课件 新人教版必修4
5. When he sees the mountain, he always thinks of his hometown. _______ Seeing the mountain, he always thinks of his hometown. 6. Because it is Sunday, there are no students in the school. It _____ ______, there are no students being Sunday in the school.
10. He hunted all the shops to look for a nice present for his mother. He hunted all the shops, looking ______ ___ for a nice present for his mother.
3. The boy standing there is reading a book about body language. The boy ____ who __ is ________ standing there is reading a book about body language.
2. The glass doors have taken the place of the wooden ones at the entrance, ___ in the natural light during the day. (天 津2007) A. to let B. B letting C. let D. having let 3. ____that she didn’t do a good job, I don’t think I am abler than her. (陕西 2007) A. To have said B. Having said B C. To say D. Saying
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1.Enable students to learn to understand the basic knowledge about -ing as adverbial,especially the basic formsanddifferent functions.
2.Enable students touse the ing as adverbial in writing or speaking.
Having been done形式等于done的形式，意思是与句子主语为逻辑上的被动关系，且先于位于动词动作发生表示已经完成，例如：(Having been) written in haste,the essay was not worth reading.意思是，文章写得太匆忙，不值得读。
2、–ing形式做状语的句法功能
例如，Walking in the park, she saw an old friend.当她在公园里散步时，她看到了她的一个老朋友。就相当于When/While (she was) walking in the park, she saw an old friend.同学们注意：当表示正在进行的动作时，可直接在分词前面加上when或while，此时也可理解为状语从句的省略。
答案：1.reading 2.Having spent 3.Having been told /Told
通过练习巩固当堂所学重点，此三题涉及到逻辑主语主动发出动作doing,强调动词发生的先后顺序having done以及与逻辑主语动作构成被动的having being done/done三种形式。
Unit 4 Stage and screen Using Language 1：Grammar:ing as adverbial (ing形式作状语)教学设计
教学内容
2019外研版必修二Unit 4 Stage and screen（Using language）
-ingas adverbialing形式作状语
1、现在分词作状语的基本形式：
首先，我们来看一下动词–ing作状语的基本形式：
主动语态
被动语态
一般式
doing
being done
完成式
having done
（having been）done
其中，主动语态的doing形式表示与句子主语为逻辑上的主动关系，与句子谓语动词动作同时发生，例如：Turning around, I saw a car driving up，意思是，我回头的时候，看到了一辆车开过来；
Step3: Exercises
1.He lay in bed,______ (read) a novel.
2.______（spend) nearly all our money,we couldn’t afford to stay at a hotel.
3.______(tell) for several times,he still couldn’t uห้องสมุดไป่ตู้derstand the rules.
教学难点：
1.Theformsofingas adverbial,which are “doing /being done/having done/having being done.”
2.Thefunctions of ingasadverbial.
教学过程
教学步骤
教学活动
设计意图
Step1: Leadin
例如，The plate dropped from her hands, breaking into pieces.盘子从她手中掉了下来，摔成了碎片。
5．作伴随状语时，表示分词的动作和主句的动作同时发生，此时它可转换成并列句。
例如，Mary sat by the window of the classroom，reading a book.玛丽坐在教室的窗边读一本书。就相当于Mary sat by the window of the classroom andshewas reading a book.
2．作原因状语(一般可转换成由as或because引导的原因状语从句)
例如，Being ill, he couldn't go to school.因为生病了，他无法去上学。就相当于As he was ill, he couldn't go to school.
3．作条件状语(一般放在句首，其前可以加if, unless等连词)
本课通过ing形式作状语的意义、基本形式、句法功能、巩固练习四方面来清晰讲解此语法知识点，使学生能够真正理解并运用此语法，帮助其理解阅读理解中的长难句，在写作中运用此知识升级高分句型。
教学重点及难点
教学重点：
How to use -ingasadverbialproperly and accurately.
having done形式也表示与句子主语为逻辑上的主动关系，但是先于谓语动词动作发生，例如：Having dressed myself,I went to the classroom，意思是，我穿好了衣服之后，就去了教室。
而被动语态的being done形式意思是与句子主语为逻辑上的被动关系，且与谓语动词动作同时发生，例如：Being talked to,you should look at the eyes of the person，意思是，有人和你说话时，你应该看看那个人的眼睛。
现在分词作状语是用来修饰主句主语的动作，它的逻辑主语必须与句子的主语保持一致，相当于状语从句，这是高中英语语法的重点，本课将通过例句帮助同学们能很好的理解并掌握，现在我们将从两个方面---形式和句法功能来讲解动词–ing形式做状语。
用定义来讲解并导入本课课题，呈现本课学习任务。
Step2:Teaching process
6．作让步状语，相当于让步状语从句（引导词有although, though,even if ,even though）
例如，Having been told many times，he still didn't learn these rules by heart.尽管被告知了很多次，他还是没把这些规定记住。就相当于Although he had been told many times，he still didn't learn these rules by heart.
例如，Working hard, you'll make great progress.如果你努力工作，你将取得很大进步。就相当于If you work hard, you'll make great progress.
4．作结果状语
现在分词(短语)作结果状语时，通常放在句末，中间用逗号隔开，表示一种顺其自然、意料之中的结果。
下面，我们来看一下动词–ing形式做状语的句法功能。现在分词(短语)作状语，修饰动词，相当于状语从句，在句中表示时间、原因、结果、条件、让步、行为方式或伴随情况及独立成分等，作时间、原因、条件、让步状语时多位于句首；作结果、伴随情况时常位于句末。接下来，我们通过具体的例句来学习。
1．作时间状语(相当于一个时间状语从句)
7．作方式状语，说明动作发生的背景和情况。
例如，He came running back to tell me the news.他跑回来告诉我这个消息。
在有限的6分钟微课时间内，从现在分词作状语的基本形式，以及其句法功能，简单明了讲解现在分词作状语的基本概念和具体用法，使学生能逻辑清晰掌握此知识点。
Homework: Finish the exercises about -ing as adverbial.