Learning about Language教学目标设计

Present participle used as adverbial

现在分词作状语

潮州市金山中学

陈洁玲

三维目标：

(一)

知识目标

1.

学生了解现在分词作状语的类别。

2.

学生明确现在分词的各种形式并能正确运用。

3.

学生了解现在分词作状语的主语一致问题

(二)

能力目标

学生掌握分词作状语相关考题的解题方法、解题技巧及解题步骤。

学生能在具体语境或书面表达中正确运用分词作状语的句子结构。

(三)

情感目标

学生通过小组合作来探索知识，培养其发现问题，解决问题的能力并使其在

这一过程中体会学习的快乐。

教学重点：

1.

现在分词作状语各种形式的用法区别。

2.

现在分词作状语的解题方法、技巧及步骤的指导。

3.

现在分词作状语在改错、语法填空和写作中的运用。

教学难点：

现在分词作状语在写作中的运用。

教学方法：

任务型教学法(Task-based Language Teaching) 、合作学习教学法（Cooperative Learning Approach）、情感激励教学法( Affective Motivation) 教具：Multimedia,blackboard 教学步骤：

Step 1 Greetings and lead-in

引入

Lead in the class naturally by playing a song -- Yesterday Once More, and ask the students to fill in the blanks in the song lyrics.

When I was young I'd listen to the radio _______ for my favorite songs When they played I'd sing along It made me smile _______ back on how it was in years gone by And the good times that I had Makes today seem rather sad So much has changedStep 2 Revision: review what the students have learned in the past periods. 1. _______ is believing.

眼见为实。

2. In the summer we enjoy _______(坐) under the big tree.

3. Her job is _________________________(照顾婴儿）。

4. The story is ___________(有趣的)。

5. How can you keep her _______(等待) in the rain. 6. The man ___________________ (站在那里）is my father.

Step 3 Exploration 合作探究

Give students some minutes to analyze the following sentences and then explore the following grammar rules by cooperating in groups.

What kinds of adverbials can present principle express? Preparing carefully, he still couldn't catch a sheep. Hearing the news, they got excited. Using your head, you’ll find a good way.

Being poor, he couldn’t afford a house.

His father died, leaving a large sum of money. They walked out of the building, talking and smiling. He came running back to save the children.

Conclusion 1:现在分词作状语可用来表________、________、________、________、________、________、________。

基本句型：

1. 现在分词（分词短语），主语＋谓语＋其他句子成份。

2. 主语＋谓语＋其他句子成份, 现在分词（分词短语）。

V -ing形式作状语时, 它的逻辑主语必须与____________一致。

如不一致则要加上它自己逻辑上的主语, 这种结构称为:______________.

Step 4

Techniques Guidance

方法指导（见ppt）

1. V-ing 形式由

“do＋ing”

构成, V-ing 可以带宾语或状语构成

V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。

语态/时态

一般式

完成式

主动语态

被动语态

Exercise

2. 作状语的V-ing形式和句子之间通常有一个逗号隔开，不能用并列连词。

3. (1) 为了使V-ing形式作状语所表达的意思更为明确, 可在V-ing 前加适当的连词（when ;while; if ; though; unless 等）

(2) 现在分词作状语时，有时可以在分词前加once, although, though, until, if 等连词. (3) 现在分词作状语时，根据需要可以在分词前加after, before等介词。

(4) 表示分词的动作一发生，主句的动作随之也发生时，可以使用“on＋动名词”的结构，翻译成“一……就……”, 能够用于这种用法的动词都是瞬间动词；如look, hear, see, open, close等。

Hearing the news, they couldn’t help jumping. = On hearing the news, they couldn’t help jumping.

Step 5 Practice and Consolidation 高考链接

1.

Some funny sentences 2.

全国真题再现

（语法填空）

1). In recent years an English word “infosphere” has appeared, _____________

(combine) the sense of “information” and “atmosphere”. (2015福建) 2). _________________ (work) for two days, Steve managed to finish his report on schedule. (2015天津) 3). Like ancient sailors, birds can find their way ________ (use) the sun and the stars. (2015重庆) 4). There is no greater pleasure than lying on my back in the middle of the grassland, ________ (stare) at the night sky. (2014湖南) 5). The party will be held in the garden, weather _____________ (permit). (2012课标全国卷Ⅰ) 3.

Sentences writing

1). 我是李华，一个在您的大学里参加夏令营课程的中国学生。

2). 作为一个活跃的年轻人，我喜欢运动和户外活动。

Step 6

Summary and Homework

Write down at least 5 sentences to introduce a student in our class. And at least 2 -ing verb forms as adverbial should be used.