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第四课时：语法课

（Grammar—V-ing used as adverbial）教学设计

执教：中山市第二中学

刘娴

学生：中山市第二中学高一（7）班学生

教材：人教版

普通高中课程标准试验教科书英语必修4 课题：M4U4

Body Language 课型：语法

年级：高一

上课时长：40分钟

一、主题语境：

本单元的中心话题是“body language”，主要内容涉及体态语在各种文化背景下的异同，记叙文描述国际交换生在机场第一次打招呼出现的“文化冲击”入手，指出文化的差异并提出要尊重文化的差异性。

二、语篇类型：

记叙文

三、教材分析：

本课是人教版必修四第四单元语法课，现在分词充当句子成分是本课的语法重点，本单元阅读材料中出现了大量现在分词作状语的用法，高考也常有涉及。因此，本课围绕课时重点进行了四个方面的分析，一是现在分词的形式，二是现在分词所充当的状语类型，三是现在分词作状语和状语从句的转换，四是现在分词与主句主语的一致性。为了实现教学目标，我在教学过程中主要采取了观察归纳法、示范法、小组合作引导学生认识问题、分析问题、解决问题。为了巩固教学成果，我参考当前的常考题型如单句改错、分词写作设置了与教学内容紧密相关的作业题，希望能够达到巩固提升的效果。

四、学情分析：

授课班级共56人，学生的英语基础一般，英语表达能力一般，所以教学内容应当居中，教学过程中教师要及时点拨引导，做好学生的学习助手。

五、教学目标（语言、文化、思维、策略）

语言目标：1.明确现在分词的各种形式；

2. 识别现在分词作状语的类别；

3.能把状语从句转换成相应的现在分词状语；

4.现在分词作状语的主语一致问题；

文化目标：树立英语学习的信心，增强小组的竞争与合作意识。

思维目标：学生能够正确使用现在分词作状语，能够用现在分词描述短视频动作。

策略目标：1.探究观察

2.小组合作

3. 演绎归纳

教学重点：1.帮助学生实现状语从句和现在分词作状语的互换

2.现在分词和不定式作状语时，其逻辑主语一般应与句子的主语保持一致。

（对策）：探究观察、小组讨论

教学难点：1.连词+分词形式（分词作状语的省略问题）

2. 现在分词的运用

（对策）：归纳法、造句法

六、教学活动（步骤、意图、过程、媒介）

步骤

教学活动

设计意图

to arouse Ss’

媒介

Step 1 Lead-in play an English song containing V-ing curiosity 电脑、音频、黑them 板

used as adverbial and let Ss to guess what

grammar we are going to learn in this class.

and make interested and focused

Step 2 Revision Fill in the blanks using V-ing forms.

_______ is believing.

眼见为实。

In the summer we enjoy _______(坐) under the big tree. Her job is _________________________(照顾婴儿）。

The story is ___________(有趣的)。

How can you keep her _______(等待) in the rain. The man ___________________ (站在那里）is my father.

to activate what Ss have 电脑、黑板

learned about the other usages of V-ing

Step 3 1.Observe groups of sentences and To train students ability 电脑、黑板

presentatianalyse what kind of adverbial v-ing used of observation and on as. 2. Group discussions and draw a conclusion that V-ing can used as time, analyzing.

To raise students cause, condition.result and accompanying awareness of teamwork adverbial. Task1观察例句：

1. Walking in the street, I came across an old friend of mine.

When I was walking in the street,

I came across an old friend of mine. 2.Waiting for the bus, he read a copy of China Daily.

While he was waiting for the bus, he read a copy of China Daily.

合作归纳：V-ing做_________状语，表示的动作与主句的动作一般是同时发生，有时可由连词when, while引出。

句式转换

1.When I saw the picture, I couldn’t help thinking of my childhood.

___________________, I couldn’t help thinking of my childhood. 2.Be careful while you are crossing the street. Be careful while______________. and cooperation.

To emphasize the testing points in the Colleage Entrance Examination.

To have a basic understanding of the 3. ________ your homework, you mustn’t listen to music.

A. When do

B. When to do

C.

When doing

functions of V-ing forms D. When you doing Task2观察例句：

as adverbial. 1.Being ill, he didn’t go to school.

Because he was ill, he didn’t go to school.

2. Thinking he might be at home, I called him.

As I thought he might be at home, I called him.

合作归纳：

V-ing做_________状语，可以转换成____________从句。

小试牛刀

Feeling tired ，I went to bed early.

______________________________ Because we didn’t know her address, we couldn’t get in touch with her.

Task3 观察例句：

1.

Exercising every morning, you will improve your health.

If you exercise every morning, you will improve your health. 2.

Using your head, you will find a way.

As long as you use your head, you will find a way. 合作归纳：

V-ing做_________状语，可以转换成______________从句。

小试牛刀：（转换句子）

If you work hard, you will succeed. _________________, you will succeed. Staying here for some time, you’ll find the people here are friendly. ______________________, you’ll find the people here are friendly. Task4 观察例句：

1.An big earthquake hit Lushan, causing a great loss. An big earthquake hit Lushan, and caused a great loss. 合作归纳：V-ing做_________状语，表示主语造成的________。

2. He hurried to the station only to find that the train had left.

注意：意料之外的结果用to do 不定式表示。

小试牛刀：

The child slipped and fell, __________(hit) his head against the door.

The old man died, _________(leave) nothing but debts. He hurried to the booking office only _____ that all the tickets had been sold out.

A.

to tell

B. to be told

C. telling D. told Task5 观察例句：

1.We were sitting by the window, talking about what happened yesterday.

=We were sitting by the window, and talked about what happened yesterday. 2.He sat on the sofa, watching TV.

= He sat on the sofa, and watched TV.

合作归纳：V-ing做状语，表示__________。作伴随状语的分词表示的动作，必须是________的一个动作，或是与谓语所表示的动作（或状态）_____________。

小试牛刀

1.他们笑着谈着走进了教室。

___________________ , they went into the classroom. (They ________ and _________, and they went into the classroom.) 2.他斜靠(lean)着墙站着。

He stood leaning against the wall. (He _______ and _______ against the wall.)

3.

The testing points of V-ing as adverbial Task1 完成句子并归纳用法

True or false: 1.Seeing from the top, the school looks more beautiful.

(

) 2. Seeing from the top, we find the school more beautiful.

(

)

合作归纳:

V-ing 逻辑主语和主句主语__________(要/不要)保持一致。

Task2 形式：一般式和完成式

1. Hearing the bell, the students began to enter the classroom.

听见铃声，学生们开始走进教室。

归纳：听见和进入两个动作________或_______________发生。

2.Having done the work, he went home.

3.Having graduated from the college, he went to a village and worked as a teacher there.

归纳：having done the work为现在分词的___________，表示动作_________谓语动词发生。

Having graduated (毕业)这个动作发生在______________之前。

Step 4 Exercises

Grammar work 语法专练

用所给动词的适当形式填空。

1. Not ________(know) his address, I

couldn’t go to see him yesterday. 2. Look out(小心）

for cars when ___________(cross) the street. 3. He dived into the water, _______ (leave) only his face exposed(暴露）. 5. When I got back home I saw a message pinned(别在）

to the door, ________ (read写着)

“Sorry to miss you; I will call later.”

6. _______ (take) a deep breath, they dived into the water. 7. _______________ (close) the windows and the door, the students left the room. To consolidate V-ing 电脑，印刷学forms used as adverbial

案，黑板

and to check the testing points.

Step 5 Speaking Describe what are the students acting To apply the functions of 电脑、音频

out? in the video clips by using as many V-ing as adverbial into v-ing forms as you can. (some hints提示

use.

are provided if necessary)

Action1:

A girl ,sat on the desk, frown By making up sentences deeply with V-ing, students can Action 2: jump on one feet, walk around better their ability in the desk, amuse writing. Action 3: not know, shake his head, leave,

no words Recording what Action 4:

a baby, cry, feel hungry, touch students’ acting, her stomach students can understand Action 5: notice the score of the test the meaning of body paper, shock, can't help, cry language. Action 6: feel tired, fall asleep, make the

teacher, angry

Students’ acting makes the class interested and easier to understand.

Step 6 summary 总结：

1.

V-ing 作状语时, 前后两个动作的主语是同一个人。(前后主语一致）

2.

V-ing做状语时，前面可以加上连词，但是分词短语和句子之间不能用并列连词(如but，and)，分词和主句之间可用逗号。

3.

用V+ing一般式

还是Having+done完成式，要看前后两个动作有没明显的先后顺序，有先后顺序就用having done. 4.

分词的否定形式是在分词短语前面加上

not, never等否定词构成。

Homework

Finish the multiple exercises on your sheet.

1. The stranger said something in a _______ voice and the little girl was very much ________ To consolidate V-ing

A. frightening, frightened

B. frightened, frightening

C. frightening,

frightening

D. frightened, frightened used as adverbial and to 2. ________the piano, someone suddenly knocked at the door.

A. Playing

B. When I was playing

C. Repairing

D. Examining compare V-ed used as

3. Mother caught the boy ______ in the corner.

A. smoke

B. to smoke

C. being smoked

D. smoking adverbial.

4. ______ the programme, they have to stay there for another 2 weeks..

A. Not completing

B. Not completed

C. Not having completed

D. Having not completed 5. “We can’t go out in this weather”, said Bob, ____ out of the window.

A. looking

B. to look

C. looked

D. having looked

6. Though _____ money, his parents managed to send him to university.

A. lacked

B. lacking of

C. lacking

D. lacked in

7. The bell _______ the end of the period rang, ______ our heated discussion.

A. indicating; interrupting

B. indicated; interrupting

C. indicating; interrupted

D. indicated; interrupted

8. _______ such heavy pollution already, it may now be too late to clean up the river.

A. Having suffered

B. Suffering

C. To suffer

D. Suffered 9. He looked around and caught a man ______ his hand into the pocket of a passenger.

A. put

B. to be putting

C. to put

D. putting

10. Suddenly, a tall man driving a golden carriage _____ the girl and took her away, ____ into the woods.

A. seizing; disappeared

B. seized; disappeared

C. seizing; disappearing

D. seized; disappearing 11. ______in the queue of half an hour. Tom suddenly realized that he had left his wallet at home. A. To wait

B. Have waited

C. Having waited

D. To have waited 12. The picture _____ on the wall is painted by my nephew.

A. Having hung

B. hanging

C. hangs

D. being hung

13. Generally speaking, ______ according to the directions, the drug has no side effect. A. when taking

B. when taken

C. when to take

D. when to be taken

七、板书设计

The Present Participles as Adverbials 现在分词作状语

1、现在分词的形式：V-ing (即doing)

否定形式：not doing 2、状语从句结构：逻辑连词+主语+谓语+其他

分词作状语结构：Doing sth. Not doing sth.

八、教学反思

亮点设计：

1.

通过这节语法课，我深刻体会到语法课要生动，一定要为学生创设真实的语法情境，，本节课通过录制学生的表演，让学生在运用和交际中学习语法，无疑是有趣和成功的。

2.

学生应该是主体，

是知识的发现者和使用者。作为教师要激发他们的主动性，充当引导者和协助者，去引导学生一步步完成学习任务。本节课通过设置任务，运用任务学习法，让学生参与到寻找知道的过程中，通过讨论、观察例句而掌握语法结构和规律，比起一味的灌输学习，效果更好。

3.

在设计任务上，必须建立在了解学生之上，因为学生的英语水平、生活背景差异，要让学生在课堂上有话可说，而不是单纯地听，要更多的学生参与到课堂，因此教学任务的完成需要形式的多样化，这点上仍需加强。

不足之处：

在上语法课过程中，要更重视评价策略。学生在学习新知识过程中，难免会出现各种问题，这是发展性评价显得尤其重要。在学生出现问题时，应该及时予以肯定从而促进学生的发展，促进学生自我发展意识的形成，教师为了赶时间而恰恰忽视了这个意识的培养。