现在分词作状语-教案

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。

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________、________、________、________、___ _____、________、________。

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。

Teaching planGrammar: Present participle used as adverbial现在分词作状语三维目标：知识目标1、学生了解现在分词作状语的类别。

2、学生明确现在分词的各种形式并能正确运用。

3、学生了解现在分词作状语的主语一致问题能力目标学生掌握分词作状语相关考题的解题方法、解题技巧及解题步骤。

学生能在具体语境或书面表达中正确运用分词作状语的句子结构。

情感目标学生通过小组合作来探索知识，培养其发现问题，解决问题的能力并使其在这一过程中体会学习的快乐。

教学重点：1.现在分词作状语各种形式的用法区别。

2.现在分词作状语的解题方法、技巧及步骤的指导。

3.现在分词作状语在改错、语法填空的运用。

教学难点：现在分词作状语在写作中的运用。

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)学法主要采用合作探索学习法，使学生通过思考、探索、讨论、交流及合作等方式完成教学任务，培养运用英语的能力。

教具：Multimedia,blackboard教学步骤：Step 1 Greetings and lead-in引入Lead in the class naturally by talking with the students.Step 2 Exploration 合作探究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________、________、________、________、________、________、________。

现在分词作状语教学设计教学目标：1.了解分词作状语的概念和基本用法；2.学会分辨分词作状语的不同类型；3.能够在句子中正确使用分词作状语。

教学准备：教材：英语教材（包含分词作状语的相关句子）教具：多媒体设备、小黑板或白板、教学PPT教学步骤：步骤一：导入通过展示一些图片或给学生提问的方式引入话题，引发学生对分词作状语的兴趣，并复习一些基本的语法知识。

步骤二：讲解概念和基本用法1.使用多媒体设备展示相关内容，介绍分词作状语的概念和基本用法，并给予一些例句进行解释；2.让学生回答分词作状语的作用是什么，以及它可以修饰哪些成分。

步骤三：分类讲解不同类型的分词作状语1.用小黑板或白板列出不同类型的分词作状语，并解释各个类型的用法；2.通过多媒体展示例句，帮助学生理解不同类型分词作状语的用法和区别。

步骤四：练习1.设计一些练习题，帮助学生熟练掌握分词作状语的用法。

-给出一些句子，并要求学生根据提示在句子中添加适当的分词作状语；-给出一些句子，要求学生判断哪个部分是分词作状语，并解释用途；-给出一些句子，要求学生改写句子使用分词作状语。

步骤五：总结回顾让学生总结分词作状语的用法和注意事项，并做相关练习，巩固所学知识。

步骤六：拓展应用鼓励学生在日常英语交流中使用分词作状语，并提供相关例句和词汇，鼓励学生进行自主学习和应用。

步骤七：作业布置布置相关练习题，要求学生在家中完成，并在下节课上进行讲解和批改。

步骤八：课堂总结对本节课的内容进行总结，并鼓励学生积极运用所学知识。

教学反思：这个教学设计通过多种方式引导学生了解和掌握分词作状语的概念和基本用法，通过分类讲解不同类型的分词作状语以及相关练习，帮助学生熟练掌握分词作状语的用法。

同时，通过拓展应用和作业布置，激发学生对分词作状语的兴趣和探索欲望，并提高他们在实际交流中运用分词作状语的能力。

教学设计旨在培养学生的语法意识和运用能力，提高他们的语言表达能力，达到预期的教学目标。

现在分词做状语现在分词（动词的ing 形式）是非谓语动词的一种，在句中可做定语，表语，补语和状语现在分词作状语时，可以做时间，条件，结果，让步，方式等状语。

相当于相应的状语从句。

（作时间，原因或条件时，通常位于主句前面；作方式，伴随或结果状语时，通常位于主句后面）。

现在分词作状语时，其逻辑主语必须与句子的主语保持一致，且必须与句子的主语是逻辑上的主谓关系；如果分词所表示的动作和谓语的动作同时发生或几乎同时发生，用现在分词的一般式（doing）如果分词动作明显在谓语动词之前发生，用现在分词的完成式。

（having done）,(现在分词作状语时，其否定形式是在分词前面直接加not.)一. 做伴随状语：分词等于and连接两个动词或分句。

1. The dog came in. It followed its master. =The dog came in, following its master.2.The children ran out of the room, laughing and talking merrily.3.They stood there for an hour, watching the game.二.原因状语相当于as, since, because等引起的原因状语从句，常位于句首,句中或句末。

1. He was a brave man. He decided to return to France.= Being a brave man, he decided to return to France.2.Seeing nobody at home, she decided to leave them a note.3.Not knowing her address, we couldn’t get in touch with her.4.Being so poor in those days, we couldn’t afford to send the boy to hospital.5.Having worked among the peasants for many years, he knew them very well.6. Not having received an answer, he decided to write another letter.三.时间状语，相当于when, while ,as 等引导的时间状语从句，常位于句首或句末。