现在分词作状语-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(doing)作状语的微课数学设计
现在分词（doing）作状语的微课数学设计现在分词（doing）作状语的微课数学设计1.教学课例背景近年来，随着教育技术的不断普及，教师的教学方式和学生的学习方式发生了巨大的变化。
目前，“翻转课堂”活动在很多学校蓬勃开展。
“翻转课堂”要求教师事先把教学内容录制成系统的微课教学视频。
学生在课前观看微课视频，自主探究知识，在课内进行讨论、质疑和拓展，以巩固所学知识。
这种学生课下自主学习、课内讨论的学习模式彻底颠覆了传统的课堂教学模式，因而被称为“翻转课堂”。
实施“翻转课堂”的目的是发展学生的自主学习能力、思维能力和创新能力。
“翻转课堂”突破了传统上以知识传授为核心目的的课堂教学模式，将掌握知识与发展能力统一起来，实现了教学活动和教学过程的重新构建。
制作高质量的微课教学视频是顺利实施“翻转课堂”的关键环节。
因此，中学教师的当务之急是研讨如何设计和制作微课，以提高课堂教学的实效性。
2.教学内容分析本节课的教学内容是现在分词（doing）作状语。
现在分词是非谓语动词的重要组成部分，既是高考的高频考点，又是考生的易错点。
现在分词包括一般式（doing）、完成式（having done）、被动式（bEing done）、完成被动式（having been done）和完成进行式（having been doing）。
现在分词的用法灵活、功能强大，可在句中作表语、定语、宾语补足语和状语等句子成分。
本节课的教学内容是现在分词的一般式（doing）在句中作状语的用法。
3.教学目标预设（1）掌握现在分词在句中作状语的用法。
包括：①了解现在分词（doing）作状语的特点和含义；②了解现在分词（doing）作状语的常用六种功能；③了解现在分词作状语时在句中的位置。
Unit4StageandScreenUsinglanguage现在分词作状语导学案-高一英语
天津泰达枫叶高一下学期Unit4 现在分词作状语导学案班级： 姓名： 评价：【学习目标】1. 引导学生掌握现在分词作状语的用法，并能够在真实语境中运用2. 引导学生描述电视节目的词汇，并运用这些词汇谈论自己喜欢的电视节目3. 引导学生了解音乐节的相关信息，掌握并运用与活动计划安排相关的表达方式【课前预习单】动词【课中探究单】Task 1: 现在分词的动作发出者？1.Dating back to the 18th century, Peking Opera has over two hundred years of history.2. Starting with an orchestra playing traditional Chinese instruments, the opera brought a pletely new sound to my Western ears.ing such techniques, the opera had transformed a small stage into the whole universe.4. Before experiencing The Revenge of Prince Zidan, I wasn't sure if I would enjoy it.5. Feeling the strong emotions of love, anger, fear and grief in the performance, I could easily recognize the theme of Hamlet.Conclusion:现在分词(doing)作状语,其动作发出者是主句的_________,呈_____(主/被)动关系。
Task 2 ing 的基本形式1. When he walked out of the room, he saw a dog.当他走出房间时，他看到了一只狗。
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。
现在分词作状语的用法 高中英语必修教案教学设计
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________、________、________、________、___ _____、________、________。
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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Book4 Unit4 GrammarThe Present Participles as Adverbials现在分词作状语教材分析：本课是人教版必修四第四单元语法课，现在分词充当句子成分是本课的语法重点，本单元阅读材料中出现了大量现在分词作状语的用法，高考也常有涉及。
因此，本课围绕课时重点进行了四个方面的分析，一是现在分词的形式，二是现在分词所充当的状语类型，三是现在分词作状语和状语从句的转换，四是现在分词与主句主语的一致性。
为了实现教学目标，我在教学过程中主要采取了观察归纳法、示范法、小组合作引导学生认识问题、分析问题、解决问题。
为了巩固教学成果，我参考当前的常考题型如单句改错、短文填空设置了与教学内容紧密相关的作业题，希望能够达到巩固提升的效果。
学情分析：本班学生为高一年级实验班学生，学习基础总体较好，但因为还处于高中初级阶段，所以教学内容应当居中，教学过程中教师要及时点拨引导，做好学生的学习助手。
教学目标：通过本节课的学习，学生能够知识目标：1.明确现在分词的各种形式；2. 识别现在分词作状语的类别；3.能把状语从句转换成相应的现在分词状语；4.现在分词作状语的主语一致问题；能力目标：学生能够正确使用现在分词作状语；情感目标：1.树立英语学习的信心2.增强小组的竞争与合作意识。
教学重点：1.帮助学生实现状语从句和现在分词作状语的互换2.现在分词和不定式作状语时，其逻辑主语一般应与句子的主语保持一致。
（对策）：探究观察、小组讨论教学难点：1.连词+分词形式（分词作状语的省略问题）2. 现在分词的独立主格结构（对策）：归纳法教学用具：多媒体、黑板教学过程：Lead-in→Presentation(Step2)→Consolidation(Step3)→Homework(Step4)教学过程：Step1:Lead-in （3mins）Appreciate a short poem and find out the present participles used as adverbials.Step2:Presentation (32mins)Part1:Changes in tense and voice of present participles (5mins)（现在分词在时态和语态变化）A.WalkingB.walkC.having walkedD.being walked(2).____ by his father, my friend was unhappy.A.Having punishedB.punishedC. Being punishedD.Punishing(3).___ such heavy pollution already,it may be difficult to clean up the river.A. Having sufferedB.SufferingC.To sufferD. Suffered(4). _______ for three minutes, the girl felt nervous.A.stare atB.Being stared atC.Having been stared atD.To stare atPart2 识别现在分词所充当的各种状语(8mins)1.Review:判断V-ing在句中所做的成份①. Coming late for school is a bad habit.①.We should avoid talking loudly in a library.①.They are exciting .①. They are visitors coming from several countries.①. Coming late, the girl missed the train.2.Observe and think :现在分词可以做哪些状语？Competition: Recognize the adverbials according to the information and tell what kind of adverbial it is.)Example:Having been translated into 20 languages, the book is famous all over the world now.(原因状语)①.Being ill, he couldn’t come to school today.( )①.Using your head, you will find a way. ( )①.Having arrived at the factory,they immediately set to work. ( )①Having a cold, the boy went to school as usual. ( )①.She was so angry that she threw the toy on the ground, breaking it into pieces.( )①.The girl came in smiling. ( )小结：现在分词可以充当原因条件、时间、让步、结果、伴随或方式状语。
其中，_______、_______、______、_______常位于句首，_____、______常位于句尾，有时伴随状语或方式状语可谓语句中或句首。
Part3 现在分词作状语，与状语从句的转换（13mins）1.一句多译：观察并试着总结状语从句怎样转换成分词作状语。
（从句分词）When we are crossing the road, we often say: “Be careful!”When we are crossing the road,we often say: “Be careful!”When we are crossing the road,we often say: “Be careful!”小结：当从句主语和主句主语一致，且从句谓语和主句主语是主动关系时，可以省略状语从句的_____、_____,当谓语中含有be或助动词do时，也应一起省略），再把谓语中的实义动词变成_______，其他不变。
2.请把下列状语从句转换成现在分词作状语。
Eg: After he heard a strong sound, he went out of the room for a look.= Hearing a strange sound, he went out of ….①.As the girl was seriously ill, she was taken to hospital immediately.______________________________________________________①.Being seriously ill, the girl was taken to ….________________________________________________________①.As she didn’t know any French, she couldn’t get any one to help her.________________________________________________________3.看谁反应快：判断下列现在分词作哪种状语，并把其可以替换的逻辑连词填入括号中。
①.Working harder at English, you will make greater progress. (_______ 状语)___you work harder at English, you will make greater progress.①.Feeling very tired, they kept running. (______ 状语)________ they felt very tired, they kept running.①.Having finished their homework, they went home. (______ 状语)______ they had finished their homework, they went home.*Having finished their homework表现的动作在went home( ), 故用分词的（）式.①.The children ran out of the room,laughing merrily. (______ 状语)提示：现在分词作伴随状语相当于一个由______连接的并列谓语或并列句。
Part4:主语的一致性(6mins)1.从句的主语和主句的主语必须一致。
判断下列句子的正（T）误(F):Hearing the news, tears ran down her face. ( )Hearing the news, she cried. ( )Looking out through the window,the garden is beautiful. ( )Looking out through the window,I found the garden beautiful. ( )提示：(1).从句的主语和主句的主语必须一致。
即-ing分词作状语时，它的逻辑主语就是整个句子的主语，并表示主动的关系。
否则，(2).分词必须有自己的主语。
这种带主语的分词叫做分词的独立结构。
在句中作状语，表示时间、条件、原因、结果、让步、伴随或方式。
2.完成句子①._____________,we`ll do another two exercises.如果时间允许，我们将做另两个练习。
①.______________,we decided to go swimming.天气好，我们决定去游泳。
Step3:Consolidation (5mins)用动词的恰当形式填空。
While in London,I just had to go to the British Museum.There`s so much1._____(see) and I only had time to spend a few hours there. 2.____ (see) the pocket watches,I was reminded od the old watch my grandfather used to wear.I don`t think I ever saw him without it.Then I went to the Monkey Gallery.They have got an 3. _____ (amaze) collection of coins,some 4.____ (be) over 2,000 years old.Next stop was the Chinese collection. 5._____(live) in Hong Kong for so many years,I was very interested in this.After looking at the Chinese collection, I had hoped to see the Mexican collection.Unfortunately, when 6.____(get) there,I found that it was closed. 7.____(spend) the whole morning walking around the museum,I decided that I wanted to do something very different in the afternoon.So I went to the London Eye 8._____(get) a bird`s view of the city.When 9.____ (see) from the top of the Eye,some of the biggest buildings appear very small.After that,tired from all the walking,I went back to my room at the hotel 10.____(stand) on the riverside and slept for a couple of hours before going out to have dinner.Step4:HomeworkGo on to fill in the blanks with the correct forms of Verbs板书设计The Present Participles as Adverbials现在分词作状语1、现在分词的形式：V-ing (即doing)否定形式：not doing2、状语从句结构：逻辑连词+主语+谓语+其他分词作状语结构：Doing sth.Not doing sth.教后反思：_______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________。