Learning about Language课堂实录【3】

The Revision of Predicate And Non-finite教学设计

设

计

者：广东省东莞市第七高级中学

林颖怡

教学年级：高中三年级

教

材：经过整理和改编的历年全国卷真题

一、教学对象分析

本校是广东省东莞市C类学校，学生为高三年级普通班学生，已经具有基本的语法知识和技巧，但学生水平参差不齐，有部分基础比较薄弱的学生对语法练习望而生怯。所以，在教学设计中尽可能让语法知识贴近生活、生动有趣，让学生通过由浅至深难度的练习参与到课堂的互动当中，调动学生学习的积极性和增强学生的自信心。另外，经过高中两年的学习，学生虽然对谓语和非谓语动词有了一定的认识，但对高考英语中语法填空、短文改错和书面表达题的谓语和非谓语考点把握还不到位。

二、教学内容分析

针对学生在全国卷高考题型中的语法填空、短文改错及书面表达中遇到的困难和问题，整理和改编了近5年高考全国卷及部分广东卷的真题，设计了四组练习。练习难度由浅至深，分别为语法填空真题、短文改错真题、由2012年全国卷书面表达的范文改编的语法填空和完成句子、由2015年全国卷书面表达的范文改编的针对谓语和非谓语考点的短文改错，旨在帮助学生更好地把握高考考点，提升语言综合应用能力。

三、教学目标

（一）能力目标

1. 掌握谓语和非谓语的基本语法知识；掌握谓语和非谓语在高考中的考点。

2. 能够在写作中正确地应用谓语和非谓语，提升文章质量的同时提升写作的信心。

（二）情感目标

通过营造和谐的教学氛围，充分调动学生的学习积极主动性和交流体验。

（三）智力目标

在实践练习的过程中，培养学生的分析、归纳总结、独立思考和与同学分享交流的能力，帮助学生提高思维能力和运用英语的综合能力。

四、教学重难点

（一）重点

1. 谓语和非谓语语法考点的归纳总结；

2. 在实践练习中掌握谓语和非谓语。

（二）难点

如何通过课堂的练习输入扩大学生的语法输出，提高学生的写作能力。

五、教学策略

1. 小组竞争；

2. 合作探究。

六、教学工具

多媒体。

七、教学过程

Step 1 Warming-up (3 min) 图片导入

教师利用多媒体课件在屏幕上展示8张图片和相关句子作为谓语和非谓语复习的导入，引导学生利用括号内所给单词的适当形式填空。

T: Hello, boys and girls. Nice to see you! Today, we will have the revision of predicate and non-finite. We will make a competition. You are divided into four groups. Group One, Group Two, Group Three and Group Four. Anyone who answers gets one point. If there is any mistake, anyone who can correct it gets two points. The final winners will get some awards from me. Am I understood?

S: Yes! T: First, I would like to show you some interesting pictures and sentences. Please complete the sentence with the proper form of the given word. Raise your hand if you know the answer. Are you ready? S: Yes!

Picture 1: At the very beginning,

Picture 2: The Voice of China Season

Jacky Chen _____(refuse) to shoot

V _____(begin) to record its program the advertisement.

in a year.

Picture 3: Our Times ____(earn) a profit

Picture 4: Our head teacher, Mr. Pan,

of more than 300 million yuan in the last

___(adjust) the camera carefully now. three weeks.

Picture 5: The 5th Variety Show in our

Picture 6: Teenagers ____(wear) new school _____(make) up of 21 programs.

clothes took part in the coming-of-

-age ceremony.

Picture 7: Though _____(build) 5 years ago,

Picture 8: Li Lun made up his mind No.7 Senior High School looks very

______(study) English hard.

beautiful now. T: Fantastic! In this part, the winner is Group ...! Congratulations!

【意图说明】该步骤中设计的8张图片结合了时下学生关注的流行潮流和贴近学生日常生活的身边事与身边人，激发学生的兴趣和求知欲望。通过完成与图片相关的单句语法填空来导入本课的学习重点--谓语和非谓语的复习，8张图片内容各异，但目的明确，分别引出谓语动词的过去时、将来时、完成时、正在进行时、

被动语态、非谓语的现在分词、过去分词和不定式，为学生进行发现、归纳和总结做好准备与铺垫。本设计中，导入环节具有直观性、趣味性、启发性和关联性，学生在学习谓语和非谓语用法的过程中，同时对它们的用法进行归纳总结。

Step 2 Pre-learning (4 min) 1.

朗读以上8个句子，引导学生发现语法。

教师在多媒体课件上展示引入部分的8个句子，引导学生在朗读过程中关注划线部分并发现语法。

T: Please read the sentences aloud and pay attention to the underlined words.

1. At the very beginning, Jacky Chen refused to shoot the advertisement. 2. The Voice of China Season V will begin to record its program in a year. 3. Our Times has earned a profit of more than 300 million yuan in the last three weeks. 4. Our head teacher, Mr. Pan, is adjusting the camera carefully now. 5. The 5th Variety Show in our school is/was made up of 21 programs. 6. Teenagers wearing new clothes took part in the coming-of-age ceremony. 7. Though built 5 years ago, No.7 Senior High School looks very beautiful now. 8. Li Lun made up his mind to study English hard.

S: ...(Reading). T: Great! Now, can anyone tell me which underlined parts are predicate? S: No.1 to No. 5! T: Correct! How about non-finite? S: No.6 to No.8! T: Excellent! Please take a look at Sentence 1. What tense is used here? S1: Past tense! T: Beautiful! What about Sentence 2? S2: Future tense! T: ... S3: ... 2.

引导学生对动词的谓语和非谓语进行概括和总结。

教师通过多媒体课件展示动词结构图，引导学生复习动词作谓语时的“两态一称”（时态语态人称）和非谓语的三种基本形式。

T: You did a great job! Let’s see whether we can summarize predicate and non-finite together. When it comes to a verb, it can be used as predicate or non-finite in a

sentence. What should we pay attention to when it comes to predicate? S: Tense, voice and subject! T: ... S: ...

Past tense, Present tense, Future tense

Tense

Perfect tense

Continuous tense

Active voice

Predicate

Voice

Passive voice

Singular

Subject

Verb

Plural

Present participle

Non-finite

Past participle

Infinitive

【意图说明】该部分首先通过对Warming-up中8个句子的朗读，引导学生观察、思考、发现并分析谓语的各种时态语态和非谓语的各种形式。然后通过结构图引导学生进一步归纳并总结谓语的“两态一称”和非谓语的三种基本形式，旨在帮助学生对谓语和非谓语的脉络有系统、清晰的认识，有助于学生巩固对谓语和非谓语用法的认识、理解和掌握，并为下一步的练习作好铺垫。

Step 3 While-learning (30 min) 1.

学生独立思考，在指定时间内完成练习一（单句语法填空）和练习二（单句改错），在教师的引导下关注动词作谓语或非谓语的考点。以大组为单位进行竞赛，教师作辅助性讲评。

Exercise One: Rational Cloze

1.

It was raining lightly when I _______(arrive) in Yangshuo just before dawn.

(2015年全国卷I)

2. He made cheese and butter for the family with what _______(leave). (改自

2015年广东卷)

3. It took years of work ________(reduce) the industrial pollution and clean the

water. (2014年全国卷I)

4. The party will be held in the garden, weather ________(permit). (改自2012年全国卷I) 5. He ________(pretend) that a tiger toy was real and giving it a voice. (2011年广东卷) Exercise Two: Sentence Correction 1. Lots of studies have been shown that global warming has already become a very serious problem. (2015年全国卷I) 2. We must found ways to protect our environment. (2015年全国卷I) 3. Since then -- for all these years -- we had been allowing tomatoes to self-seed where they please. (2014年全国卷I) 4. I hardly remember my grandmother. She used to holding me on her knees and sing old songs. (2013年全国卷I) 5. I was only four when she passes away. (2013年全国卷I) 6. I was at the Shanghai Railway Station buy a ticket to Hangzhou. (2011年全国卷I)

T: Time’s up! Anyone who knows the answer raises your hand and shares it with us, please. Please look at Exercise One. What should we fill in the first sentence? Are you ready? Go! S1: Arrived. Past tense should be used here. T: Not bad! You’re correct. Sit down, please. How about Sentence Two? Anyone? S2: ... S3: …

【意图说明】该步骤所使用材料是按照年份整理和改编的近五年全国卷I卷和部分广东卷中的语法填空和短文改错真题。针对各个考点有的放矢地选取相对应的题目。该练习考查了谓语中的两种时态（过去时、现在时、正在进行时）和被动语态，以及非谓语中的两种形式（不定式、现在分词）。题目的设计和多方面的练习不仅能帮助学生巩固对谓语和非谓语用法的掌握，而且还能引导学生直面高考真题，突破谓语和非谓语考点中的重难点。

2.

学生独立思考，在指定的时间内完成练习三（短文填空），在教师的引导下关注动词在书面表达中恰当的使用方法。以两人小组为单位进行讨论，以大组为单位进行竞赛，学生们自愿上台在黑板上书写答案、订正或修改其他组的答案，教师进行讲解。

Exercise Four: Blank-filling（改自2011年全国卷I书面表达）

你的朋友李华现在在一所英国学校学习暑假课程，遇到一些困难，希望得到

辅导中心的帮助。根据学校规定，他需要书面预约，但是在写作时却遇到了不少麻烦。你能帮助他完成他的预约信吗？

Dear Sir/Madam,

I’m Li Hua, a Chinese student

1

(take) summer courses in your

university. I’m writing

2

(寻求你的帮助). I

3

(come)

here last month and found my courses interesting. But now I

4

(在记笔记上有困难) and I have no idea of how

5

(use) the library. I

6

(tell) before that the Learning Center

7

(为学生提供帮

助), and I

8

(渴望得到你的帮助). I have no class

on Tuesday mornings and Friday afternoons. Please let me know which day is OK

with you. You may email or phone me. Here

9

(be) my email address and phone number: Lihua@1236.come; 12345678.

10

(期待) your reply.

Yours,

Li Hua T: Time has run out! Please get ready for the competition! You should be informed that only one student of every group can come to the blackboard and write down one answer every time. You are also welcomed to correct the answer. One point for No.1, 3, 5, 6 and 9. Three points for the rest. Am I clear? Let’s begin!

(Volunteering to write down answers on the blackboard) (Correcting some answers) …

【意图说明】该步骤所使用材料是改编自2011年全国卷I卷中书面表达的范文。该练习是对练习一（单句语法填空）的延伸巩固，在篇章中进行语法填空和完成句子，考察了谓语中的三种时态（过去、现在、正在进行时）和两种人称（第一人称、第三人称），以及非谓语中的两种形式（不定式、现在分词）。练习的设置目的在于暴露学生平常在书面表达中的易错点，通过巩固练习纠正学生的常犯错误。使用高考真题也可以激发学生的学习动力，强化谓语和非谓语在写作中的重要性。通过学生与学生之间的合作探究、竞赛与答案订正，帮助学生在复习中进行知识回顾和成功体验。

3.

学生四人为一小组，在指定的时间内合作讨论并共同完成练习四（短文改错），在教师的引导下关注书面表达中易错易混淆的谓语或非谓语考点。以大组为单位进行竞赛，教师作辅助性讲评。

Exercise Three: Proof-reading（改自2015年全国卷I书面表达）

你的朋友李华的校英文报“外国文化”栏目拟刊登美国节日风俗和中学生生

活的短文。他想给他的美国朋友彼得写信约稿，但是在写信时动词却错漏百出！你能帮他修改他写的作文吗？

文中共有10处动词的错误，每句中最多有两处。每处错误仅涉及一个单词的

增加、删除或修改。

增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。

删除：把多余的词用斜线（\）划掉。

修改：在错的词下划一横线，并在该词下面写出修改后的词。

注意：每处错误及其修改均仅限一词。

Dear Peter,

I’d like to ask you write an article for our school’s English newspaper.

The “Foreign Cultures” section in our newspaper are very popular among us students. It has been carried articles writing by foreign friends about the cultures

of their home countries since 2011. We wonder if you were willing to write

something about the culture in your part of the United States. And we would

especially welcome articles about how Americans spent their holidays and

festivals, and the life of American high school students. You can wrote anything that are relevant so long as it’s interesting and informative. 400 words will be fine.

Could we have your article before June 28?

I’m looking forward to hear from you.

Yours,

Li Hua T: Well, may I have your attention please? It’s time to check our answers. Raise your hand and get one point for your team! Are you ready? Go! S1: Add “to” before “write”.

T: Can you tell us why? S1: “Ask sb. to do sth.” means “请某人做某事”. T: Outstanding! Who’s next? S2: …

【意图说明】该步骤所使用材料改编自2015年全国卷I卷中书面表达的范文。该练习是对练习二（单句改错）的延伸巩固，结合了全国卷中短文改错的题型要求，设置谓语和非谓语考点，考查了谓语的时态（过去时）、语态、人称（第三人称）、情态动词、非谓语中的三种形式（不定式、现在分词、过去分词）。多样化的考点不仅能挑战学生对谓语和非谓语的掌握能力，而且能帮助学生系统性地复习各个知识点。通过短文改错的形式学习谓语和非谓语的正确表达方式，学生能在书面表达中避免相类似的错误。学生通过朗读今年高考书面表达的范文，也能培养语感，增强学习动力。以学生为主体的小组合作讨论也能让学生提高分析问题和解决问题的能力，增强团队意识。

Step 4 Post-learning (3 min) 课堂总结

教师引导学生回忆课堂所学内容并对谓语和非谓语的脉络结构图进行重温。

【意图说明】这部分的总结是对谓语和非谓语用法的再一次梳理，帮助学生回顾课堂所学内容，掌握谓语和非谓语的不同考点及引导学生关注动词并完成课后的写作作业。

Step 5 Homework

书面表达（2012年全国卷I卷）

假定你是李华，从互联网上得知一个国际中学生组织将在新加坡举办夏令营，欢迎各国学生参加。请写一封电子邮件申请参加。

内容主要包括：

1.

自我介绍（包括英语能力）；

2.

参加意图（介绍中国、了解其他国家）；

3.

希望获准。

注意：

1.

词数100左右；

2.

可以适当增加细节，以使行文连贯；

3.

邮件开头和结尾为你写好。

Dear Sir or Madam,

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Regards, Li Hua 【意图说明】学生根据课堂上对谓语和非谓语用法的复习内容，关注书面表达中动词的恰当表达方式，完成2012年全国卷I卷中的书面表达。该步骤的设计旨在培养学生的语言输出能力，提高学生的写作信心。