Using LanguageⅡ教学实录

Revision of V-ing & V-ed 语法复习课教学设计

李燕

课题名称：人民教育出版社选修8 V-ing & V-ed语法课复习课 授课时间：40分钟

（一）学生分析

本教学设计的教学对象是高三级文科班学生，年龄大多处于17-18岁，有较强的求知欲，能够积极参与课堂。他们英语水平参差不齐，但已逐步适应高中英语学习，已具备一定的语法知识，技能以及合作探究的能力，初步掌握了V-ing & V-ed的基本用法。根据平时反应的

情况来看，他们存在的主要问题有：不能正确判断句子所缺的成分是谓语动词还是非谓语动词、对于非谓语动词的6种句子功能容易混淆、不能正确使用doing、done、to do的用法等。在难度设计方面，本人是按照英语课程标准对语法水平的要求设计的。

（二）教材分析

教材处理建议：本课是人民教育出版社第八模块第三单元的第三课时的learning language部分的Discovering useful structures。在前两课时，已学完warming-up部分和Reading的阅读课，学生在阅读时已经接触到非谓语动词，以此为切入点导入非谓语动词的复习。

（三）教学目标

《英语课程标准》指出：“基础教育阶段英语课程的总结目标是培养学生的综合语言运用能力。”

结合学生实际和教材目标，我把本节课从语言目标技能、情感态度、学习策略等方面定义为：

1.语言技能目标

培养学生在写作中有效运用非谓语动词。

2.情感态度目标

通过精心设计由浅入深有梯度的练习，帮助学生树立学习英语的信心，培养自我效能感。

3.学习策略目标：引导帮助学生形成合作学习的能力，培养学生语法填空、改错的能力、提高写作等技能。

（四）教学重点与难度

1.教学重点：非谓语动词的各种用法。

2.教学难点：如何正确使用非谓语动词的各种功能。

（五）教学策略

1.教学方法

本课主要采取“任务型”教学法和“合作教学法”，坚持“教师的主导、学生为引导”及“以人为本”的教学原则，在课堂中教师扮演“设计者、组织者、促进者和协调者”等不同角色，通过师生互动，生生互动等互动模式，引导学生

带着问题或任务合作探究，活跃课堂气氛，完成各种任务。

2.教学辅助手段

使用多媒体教学设备，制作Powerpoint课件呈观教学流程。

（六）教学过程

由于学生在Book4的Unit2、Unit3、Unit4已经学习了V-ing的各种语法功能；Book5的Unit1、Unit2、Unit3已经学了V-ed的各种语法功能,所以我在课前要求学生复习之前各单元的Learning language这一部分，为更好地复习非谓语动词的各种用法做了很好的铺垫。

教学步骤：

Step One : Lead in （6mins）

Recite a passage and then fill in the blanks. 判断下列句子中的动词形式是谓语还是非谓语. 1. Reading aloud is beneficial to us. 2. The writer is reading aloud in the study. ☆谓语动词：在句子中作 _____。说明主语做什么、是什么或者处于某种状态。

☆非谓语动词：在句中充当____、____、____、_____、____、____。 ☆

非谓语使用条件: 一个句子当中，已经存在_______, 并且没有______的情况下，还有别的动词出现时

1.She got off the bus, but _____(leave) her bag on the seat. 2. She got off the bus, _______ (leave) her bag on the seat. 3. ________ ( walk) along the street, I met my former head teacher. 4. While I ___________ (walk) along the street, I met my former head teacher. ☆ V-ing 形式的时态与语态: 语态

主动语态

被动语态

时态

一般式

完成式

doing: 表示动作_______或与谓语表示的动作_________. having done: 强调动作_____谓语动词所表示的动作. done: 表______、_______ 否定结构：_________ doing/ having done /being done/having been done /done (设计意图：借助于一篇关于杨利伟的短文，设计语法填空题，呈现非谓语born、spending、 Having been trained、watching、making等，从而引出这节课的主题---非谓语动词：doing、done 、to do. 非谓语动词的使用，难点首先要准确地判断该动词在句子中的成分是充当谓语还是非谓语。所以在呈现三种形式的非谓语动词后通过实例对比教会学生根据句子结构判断使用谓语和非谓语。最后通过复习V-ing 的各种时态和语态突出本堂课的重点复习将结构doing和done。)

Step two: Presentation (15 mins) Task 1: Figure out the function of the non-finite verbs in the following sentences. 1. Working as a volunteer is another thing that I'm dying to do for I can benefit a lot from it. _________ 2. Please accept my sincere apology for (me) not replying to your letter in time .________ 3. The bird was lucky enough to escape being shot. ________ 4. Featuring modern facilities and stylish decoration, MerryTime guaranteed my families comfort and Relaxation. ________ 5. Having read books in the library for a few months, I happened to notice some uncivilized phenomena. _________ 6. Having been trained for 5 years, Yang was sent into space at 9:00 a.m on October 15th, 2003 by China's Shenzhou V spaceship. _________ 7. Appointed to be responsible for your one-day-tour, I am writing to tell you my plans. ___ 8. There will be a special personal concert given by Hong Kong singer, Liu Dehua. _______ 9. The light rail being built now in Changping will come into use in a few months. ________ 10. All of us were excited at the exciting news that we could have a day off. ______\______ 11. With the People's Republic of China founded, he was elected Premier of China.______ Task 2: 运用非谓语动词的几点注意事项 1. ★做主语和宾语时 1) Talking of wasting money, ________________ (买这辆车) is a case in point. 2) Talking of wasting money, ________________ (我买这辆车) is a case in point. Tip 1：doing 做主语或宾语，相当于一个名词结构，可在 doing 前面加形容词性物主代词或名词所有格，构成___________________; 作宾语,还可以用代词的宾格或名称普通格，

构成__________________. 2. ★做状语时 1) If he is compared to his brother, he is more hard-working. --- Compared to his brother, he is more hard-working. _____ (T or F) 2) When we compare different cultures, we often pay attention to the differences instead of similarities. --- When comparing different cultures, we often pay attention to the differences instead of similarities. _____ (T or F)

3) Because he was absorbed in painting, John didn't notice evening approaching. --- Absorbed in painting, John didn't notice evening approaching. _____ (T or F) Tip 2：doing/ done 做状语时，其逻辑主语为句子主语(除doing做结果状语外); doing与句子的主语是____关系，done与句子主语是____ 关系. 以下结构: _______________________等在句中作状语时,通常省去be. 3. ★做定语时 1) The fellow being questioned now by the police is a thief.(T or F) 2) Many students having been questioned yesterday said they were forced to practise the piano. (T or F) Tip 3: 分词短语多作 _____定语。__________________ 结构不能作定语。

4. ★做表语时 1) The result of the test is disappointing. 2) I feel disappointed at the result of the test. Tip 4: V-ing形式作表语

：_______、_______ V-ed形式作表语

：______、________ 常见的与情感有关的V-ing有:______________________________________ 常见的与情感有关的V-ed有:_______________________________________ 3) Her full-time job is laying eggs. Tip 5: 分词作表语还可以表示: ________________ 5. ★做宾补时 1) The soldier felt sorry to have kept his girlfriend waiting. 2) The teacher raised her voice to make herself heard. 3) The students find it exciting to do listening and speaking in the computer room. 4) With him guiding the way, we had no difficulty finding his house. Tip 6: 分词作宾补常见于以下结构： 1. 表状态的动词keep, leave +宾语+宾补 2. 使役动词get, have, make +宾语+宾补 3. 感官动词watch, notice, see, hear, listen to , feel, find +宾语+宾补 4. 介词with +宾语+宾补

（设计意图：首先通过11个例子让学生判断V-ing和V-ed在句子当中充当的各种功能：主语、宾语、表语、定语、状语和宾补。然后再分别复习它们在充当各种功能时的注意事项，并让学生自己总结其规律。）

Step 3 Practice (8 mins) Ⅰ. 语法填空：

1. It was raining lightly when I 61 (arrive) in Yangshuo just before dawn. 2. Yangshuo 67 (be) really beautiful. 3. A study of travelers 68__ (conduct) by the website TripAdvisor names Yangshuo as one of the top 10 destinations in the world.

4. Abercrombie & Kent, a travel company in Hong Kong, says it regularly arranges quick getaways here for people 70 (live) in Shanghai and Hong Kong. 5. My ambassadorial duties will include 67 (introduce) British visitors to the 120-plus pandas at Chengdu and others at a research in the misty mountains of Bifengxia. 6. When fat and salt 64 (remove) from food, the food tastes as if is missing something. 7. Fast food 67 (be) full of fat and salt; by 68 (eat) more fast food people will get more salt and fat than they need in their diet. Ⅱ.改错

1. When I was a child, I hoped to live in the city. I think I would be happy there. 2. We must found ways to protect the environment. 3. After look at the toy for some time, he turned around and found his parents were missing. 4. Tony was scared and begun to cry. 5. Every day he makes sure that fresh vegetables or high quality oil are using for cooking. 6. We can chose between staying at home and take a trip. 7. I thought that it is a good idea. It does not cost much, yet we can still learn a lot. 8. I showed them I was independent by wear strange clothes. 9. Before getting into the car, I thought I had learned the instructor’s orders, but once I started the car, my mind goes blank. 10. The instructor kept repeating the word, “Speed up!” “Slow down!” “Turning left!”

11. In their spare time, they are interesting in planting vegetables in their garden, which is on the roof top of their house. 12. Besides, they often get some useful information from the Internet. When summer came, they will invite their students pick the vegetables！

13. I had grown not only physically but also mentally in the past few years. 14. About one month after this photo was took, I entered my second year of high school and became a new member of the school music club. （设计意图：在这个环节，我精心挑选了历年高考真题，并设计了两个任务让学

生去完成。第一个任务是语法填空题，此任务比较简单，中下水平的学生可以单独完成。第二部分的改错题相对来说难度较大，因为学生总是会从全文而不是单句的角度去做题。所以只要把握了正确的解题步骤和解题方法，改错这道题就迎刃而解了。）

Step 4. Polish the passage, trying using beautiful structures, especially V-ing &V-ed.（9 mins）

Madame Curie was born in Poland in 1867. She was a French physicist. She found that it was interesting to learn physics when she was young. Though she worked very hard, she was not admitted to university in Poland. It made her determined to go and study in Paris. In 1893 she succeeded in taking a first- class degree in physics there. After she was married to Pierre Curie, she, together with him, received the Nobel Prize for physics. Due to her great achievement, she received a second Nobel Prize for chemistry in 1911. In a word, Madame Curie is regarded as a great scientist. She was the first scientist in the world to win two Nobel prizes. （设计意图：这个环节的设计是为了提升学生写作分数而设计的，所以这道题要求学生尽可能多地使用非谓语动词结构来改写简单句或者复合句，培养学生使用非谓语结构的意识。由语言的“输入”到此时的“输出”，

巩固了所学知识，学生的语言运用能力得到增强。）

Step5. Summary (1mins) （设计意图：总结非谓语动词的用法。）

Step6. Assignment(1mins) （设计意图：通过重写这篇短文，加强学生在写作使用非谓语动词的意识。）

板书设计：

Revision of V-ing & V-ed 非谓语动词的三种形式： doing/ done/ to do 功能：主语、宾语、表语、定语、状语、宾补

☆ V-ing 形式的时态与语态: 语态

主动语态

被动语态

时态

一般式

完成式

doing: 表示动作_______或与谓语表示的动作_________. having done: 强调动作_____谓语动词所表示的动作. done: 表______、_______ 否定结构：_________ doing/ having done /being done/having been done /done

（七）教学反思

本节课思路清晰，过程流畅，重点突出，积极性高，课堂气氛好，师生、生生互动效果好，较好地完成了预期目标。该课采取启发式、任务式、合作式等教学法，注重培养学生概括、理解doing和done充当各种成分的用法，精心设计阶梯式的练习和活动，达到了输入与输出的平衡，让学生敢于表现，乐于参与、交流、合作，实现自我效能感。

因为学生水平不同，在Step4 Polish the passage部分，部分学生完成任务有困难，因此，如何更好地分层教学，提高学生的理解能力仍是值得思考的问题。