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Non predicate verbs as adverbials

Analysis of teaching materials

This period mainly deals with how to do with non predicate verbs as adverbials very well. Most students have some difficulty in dealing with it . They are at a loss in it. So let students grasp the character of the non predicate verbs as adverbials and solving skills and develop their interest in it, which is important. First, Let students master what will be tested in non predicate verbs as adverbials by analyzing the sample paper and trying to set test. Then students can know how to make effective preparation for non predicate verbs as adverbials. Finally, they will have confidence in doing the test in exam.

Learning aims 1.knowledge aim：

Let students master what will be tested in non predicate verbs as adverbials

by analyzing the sample paper and trying to set test. 2.ability aim：

Make students know how to make effective preparation for non predicate verbs as adverbials 3.emotional aim：

Students can build up confidence to do the test in exam. Teaching important points 1. Let students master what will be tested in non predicate verbs as adverbials by analyzing the sample paper and trying to set the test. 2. Make students know how to make effective preparation for the. non predicate verbs as adverbials Teaching difficult points Let students master what will be tested in non predicate verbs as adverbials by analyzing the sample paper and trying to set the test. Teaching aids: 1.

Multi media blackboard and worksheets Teaching procedures

Step1. Lead-in T：Today we will learn something about non predicate verbs as adverbials ,Are you ready? Ss: Yeah! T: Very good. Firstly, I’d like you to know the goals of the lessons. Please look at the blackboard.

设计意图：通过让学生了解本节课的教学目标，使学生对本节课的目标明确。

Step2 Checking and thinking The teacher asks students to give the answers to the sample and let students conclude some skills to do the exercises.

1. ______ in a red skirt in the opening ceremony of the 2008 Olympic Games, the little girlLin Miaoke won the hearts of the people all over the world.

A. Dressed

B. Worn

C. Dressing D. Wearing 2. When I arrived, I found the boy ___.

A. seating

B. seated

C. is seating

D. sits

3. How happy we are!

The holiday

we have been looking forward _______ at last.

A. to has come

B. to have come

C. to having come

D. has come 4. The work he paid special attention

___to nothing.

A. came

B. to come

C. to coming

D. to came 设计意图：通过核对学生课前限时2分钟完成的试题，让学生总结解题思路。1.判定题目是否考察非谓语，非谓语动词题目三步走：1谓语动词/句型的要求2找准逻辑主语, 分析主被动关系3.时间先后顺序

高考真题再现

Step3 Analyzing and researching The teacher asks students to find out what are tested in the sample. Next, students try to set a test according to something analyzed. If necessary, the teacher helps those who needs help. 设计意图:分析样卷的特点，让学生根据学习命题，从而掌握考点，培养学生分析问题，解决问题的能力。

1. ____nearly all our money , we couldn’t afford to stay at a hotel . A. Having spent

B. To spent

C. Spent

D. To have spent 2.________ the difficult maths problem, I have

consulted Professor Russell several times.

A. Working out

B. Worked out

C. To work out

D. Work out 3. — I hope to take the computer course. —Good idea. ____more about it, visit this website.

A. To find out

B. Finding out

CTo be finding out

D. Having found out 4. The sunlight is white and blinding, ____ hard-edged shadows on the ground.

A. throwing B. being thrown

C. to throw D. to be thrown 5. I got to the office earlier that day,

____ the 7:30 train from Paddington.

A. caught

B. to have caught C. to catch D. having caught 6.The sun began to rise in the sky, ________

the mountain in golden light.

A. bathed

B. bathing

C. to have bathed

D. have bathed 7.________ warm at night, I would fill the woodstove, then set my alarm clock for midnight so I could refill it. A. Staying

B. Stayed

C. To stay

D. Stay 8.________ at the cafeteria before, Tina didn’t want to eat there again.

A. Having eaten B. To eat C. Eat D. Eating 9. _______which university to attend, the girl asked her teacher for advice.

A. Not knowing

B. Knowing not C. Not known

D. Known not Step4Consolidation 方法探究1

1. Singing “You don’t know love, Far High”, she threw the tortoise into the river, with tears ______ her eyes.(fill) 唱着“法海你不懂爱”，她把那只乌龟扔进了河里，眼里满是泪水。。

2. Have you seen Mr. X ______“Little Apple”? That’s such a beautiful scene that I dare not have my eyes _____ on it. (dance, fix) 你看见过XSir跳“小苹果”吗?那画面太美俺不忍直视

3. A Twitter: My look can keep me ________ until my graduation. ( study)

God Comment: But can your intelligence?

一条说说：我的相貌可以让我安心学到毕业。

4. __________the exercises, I become crazy. My dear teacher, I have had enough of you! (do)

做完这些练习，我也醉了。亲亲的老师，你够了。

归纳总结

现在分词表主动关系，做状语时，若与句子谓语动词有明显时间先后顺序，用

having done 形式

方法探究2 5. _________ puppy love, the teacher always

arranges for beautiful girl-student to be his

deskmate. (prevent)

为了防止他早恋，老师总是让漂亮的女生和他同桌。

归纳总结

不定式表目的，与句子主语之间是主动关系

方法探究3 6.Anxiously, she took the dress out of the package and tried it on, only ______ it didn’t fit.

A. to find B. found C. finding D. having found

归纳总结

结果状语only to do 出乎意料的结果(thus) doing 自然而然的结果e.g. (1)

I went to his house, only to find he was out. (2)

The boy is always telling lies, thus losing all of his friends. 方法探究4 7.____ in the early 20th century, the school keeps on inspiring children’s love of art.

A. To found B. Founding C. Founded D. Having founded 归纳总结

过去分词做状语，与句子主语之间是被动关系。