Learning about Language优秀教学设计内容

The teaching Design of Non-predictive verbs

---as attribute, complement and adverbial

非谓语动词作定语，补语和状语

关山中学

邢渭南

Teaching material: In this period, students will learn three non-predictive verbs:

“to do”, “doing”,“done”

as attribute, complement and adverbial .

Teaching emphasis:

“to do”, “doing”,“done”

as attribute, complement and adverbial .

Teaching difficult points:

“to do”

as complement ;

“doing”,“done”

as adverbial .

Teaching aims 1．Knowledge

1). Students can know “to do”, “doing”,“done”

after reading sentence examples.

2). Students can use “to do”, “doing”“,done”

as attribute, complement and adverbial properly through practising.

2．Methods Task-based teaching,

cooperation learning

3．Emotion With some photos of students and encouraging words, students will study confidently and actively. Period：1 Period Teaching procedures:

Warming up 1. Studying harder, we will be admitted into a key university next year.

2. United, we will win; divided, we will lose. 3. To learn more, students get up early.

Non-predictive verbs : 1. ____________

2.________________.

3._______________

Task 1.

Pair work I. As attribute 作定语

1. Before we are having lessons, teachers will give us ______(print)learning paper.

2. We have read many novels _______ (write)by Luxun.

3. Please go to the _______ (sleep) car if you are tired. 1

4. As we all know, China is a country_______ (have) a long history. 5. We have a lot of work ______(do) next week. 共同点：单个分词前置；分词短语____置（相当于一个定语从句）；to do后置

。

不同点：动词ing与逻辑主语之间是主动关系,表示_____状态；

而过去分词则表示被动关系，表示动作______;

to do 表示主动____(发生/未发生）的动作。

Task 2

Individual work

II.

As complement

作宾语补足语

I found her_________________________（正在听音乐）when I passed by. 2.We want them_______________________(帮助我们)out of trouble. 3. Smith got his bad tooth____________________(拔掉了)out in the hospital. 共同点：对句子宾语进行补充说明。

不同点：动词ing与其逻辑主语之间是______关系；而过去分词则是______关系。

注意：1. ask,allow,wish,want,expect, forbid, inspire,remind,request......等+宾语sb+______ sth.

2. 使役动词let/have/make +宾语sb+______ sth

感官动词hear,see,watch+宾语sb+______ sth.

Task 3

Pair work III.

As adverbial 作状语

1. ______(Face) with difficulties, we won't say give up..

2. Skilled workers also combine various hardwoods and metal_______(create) special designs.(2016课标）

3. People probably cooked their food in large pots, ______(use) twigs (树枝）to remove it.(2016课标）

共同点：doing /done作时间、条件、原因或伴随等状语。

不同点：doing作状语时，与其逻辑主语是_____关系，与谓语动词动作同时发生；而done则表示_____关系，一般发生在谓语动词之前。to do 一般作____状语。

Summary

To do

Doing

Done

Attribute

Complement √

√

√

√

√

Adverbial. √

√

时态

未发生

完成

语态

主动

Task 4

Practice:

Now, we are the students of Senior Three. Every day, we have 6 different lessons ________(attend), such as Chinese, Maths and some other subjects________(include). In classes, teachers often let us take notes and after class, they will arrange us to do some homework. With time _______(pass) by, we know more than before. Though sometimes tired from much work, we always tell ourselves “Come on”. _______(Face) challenges, we never say “Give up”.

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Task 5

Group work Make sentences or write a short paragraph using “to do, doing or done”as attribute, complement and adverbial : ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Homework: Translate or fill in following sentences using “to do, doing or done”. 1．你认识那个穿着红衣服的女孩吗？

2．他舒服地坐在椅子上沉思着。

3．为了参加比赛，队友如赵耸，李鹏飞等都没有吃午饭. 4．众所周知，美国是一个发达国家。

5.

He had his right leg ________(break) last week.

6.

_______(Hear) the news, he looked disappointed. 7.

Did you hear someone _______(call) your name?

我的收获：

____________________________________________________________________________________________________________________________________________________________________________

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课后反思：

非谓语动词分3种形式：to do, doing, done, 属于一个非常重要的语法知识内容。在高考中的完形填空，语法填空，短文改错中均有涉及，分值比例挺大。学生在必修内容中已经分别学习过to do, doing, done的部分语法，但是不太系统和全面。通过本节课学习，力争使学生能够熟悉和掌握非谓语动词作定语，状语和补语的用法，并且在以后的学习中能够灵活运用。

本节课主要有5个环节任务(5 tasks )，通过3种学生活动（individual work, pair work, group work）来达成学习目标。前3个任务分别学习非谓语动词作定语，状语和补语的用法。通过本节课的学习，有以下几点感受与体会：

优点: 1. 新课程倡导以学生为中心，学生才是学习的主人，所以这一节课安排了几个任务让学生通过学习来总结归纳，学生主动学习意识比较强，参与度挺高，学习氛围比较浓厚。

2. 目标制定比较具体，切合学生实际，以任务型教学为主要方法的最大特点就是在规定的有限的时间内学生能够获得目标所制定的知识。

3. 对于每个任务有一定的反馈和评价，学完之后根据学生回答情况和卷面表达情况了解掌握了所学知识。最后一个任务是自己编写的一段小短文，主要是结合上课所学知识让学生填写非谓语的不同形式，检测学生当堂所学内容。

不足：

1. 课堂目标内容比较多，涉及3种形式的用法显得容量比较大，用一节课的任务去完成时间显得有点紧张。

2. 本节课是语法课，显得有点单调枯燥，所以需要提供更多的例句和情景，这样利于学生更容易总结归纳。

3. 部分学生主动合作意识不强，需要及时去引导让他们行动起来，发挥主观能动性，让他们在有限的时间内更有效的完成当节课的学习内容。

改进措施：

1. 必须结合学生实际情况，具体有效设计每节课的目标和内容。

2. 多听取同行教师的课，吸取他人长处，及时改进，不断进步。

3. 与学生多沟通交流，了解他们的疑惑和问题，便于上课及时解决。

4. 相信学生，让他们大胆去表达，肯定他们，从而获得成就感. 5. 布置更多的习题让学生去练习巩固，提高他们的做题能力。

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