Grammar教学教案设计

Module 3 Interpersonal Relationship — Friendship

Teacher：Wuyanrong

I.

Teaching Content Adverbial Clauses: having done

Type:

Grammar

II.

Teaching Objectives

1.

To help students master adverbial clauses with having done

2.

To enable Ss to use the knowledge of this grammar correctly and properly.

3.

Stimulate students’ interest in learning grammar. 4.

Develop students’ sense of group cooperation and teamwork. III.

Teaching Key Points and Difficult Points 1.

To get the ss to master the structure and usages of the grammar 2.

To enable Ss to use the knowledge of this grammar correctly and properly.

3.

To deal with questions of non-finite verbs correctly.

IV.

Teaching Knowledge

分词作状语用法要点

一、分词作状语

1．分词作状语形式的选择

形式

V + ing (doing) having + V + ed (having done) V + ed (done) being + V + ed (being done) having been + V +ed (having been done) 2．分词作状语的基本原则

分词作状语时，分词的逻辑主语必须与句子的主语保持一致。

分词作状语必须和句中主语含有逻辑上的主谓或动宾关系，否则不能使用分词作状语。

3．分词作状语的句法功能

分词或分词短语作状语时，可以表时间、原因、结果、条件、让步、行为方式、伴随状况等。表示时间关系的分词短语有时词while 或when 引出。如：

Hearing the news, they got excited. (时间) Be careful while / when crossing the street. (时间) Having been bitten by a snake, she was frightened at it. (原因) Given a chance, I can surprise the world. (条件) The cup dropped to the ground, breaking into pieces. (结果) Having been told many times, he still repeated the same mistake. (让步) The teacher came into the lab, followed by some students. (伴随状况) 4．独立成分作状语

有些分词短语，其形式的选择不受上下文的影响，称作独立成分。常见的有：

Generally speaking … 一般说来

意义

与句中主语构成逻辑上的主谓关系，与句中谓语动词同时发生，或基本上同时发生。与句中主语构成逻辑上的主谓关系，先于谓语动词发生。

与句中主语构成逻辑上的动宾关系。

与句中主语构成逻辑上的动宾关系，且与谓语动词同时发生，一般作原因状语置于句与句中主语构成逻辑上的动宾关系，且先于谓语动词发生。

Frankly speaking … 坦白地说

Judging from … 根据……来判断

Considering … 考虑到……

To tell you the truth … 说实话

非谓语动词解题思路

非谓语动词是高中语法的重点，也是难点，学生常常对此感到头疼。其实只要理解并掌握非谓语动词各种形式的特点，做起很轻松。我们先来看看非谓语动词的各种变化形式。熟悉知道了非谓语动词形式后，做题时可分四步分析。

一、分析句子结构

1. ________many times , but he still couldn't understand it . 2. ________many times, he still couldn't understand it. A. Having been told

B. Told

C. He was told

D. Though he had been told 3. ________to the left, you'll find the post office.

4. If you ________to the left, you'll find the post office. 5. ________to the left , and you'll find the post office .

A. Turning

B. To turn

C. Turn

D. Turned 分析：句1. 用连词but 引导并列句子，因此，前面也是个独立句子成分，故选C。

句2. 句中用逗号隔开，且无连词引导，因此，前面不是句子结构，只是句子的一个成分，故选A，用非谓语动词作状语。

句3. 同句2，选A 。

句4. 前面用if 引导从句，故选C ，构成从句谓语。

句5. 同句1，选C。

二、分析逻辑主语

确定要选非谓语动词之后，第二步要分析其逻辑主语。非谓语动词虽不能作谓语，但仍具有动词特点，其逻辑上的动作执行做逻辑主语。非谓语动词作状语时，其逻辑主语须和句子的真正主语一致。若不一致，则须加上自己的逻辑主语。

1. ________no buses, we have to walk home. A. There being

B. It were

C. There were

D. It being

2. ______Sunday I shall have a quiet day at home . 分析：句1. 表示“没有公共汽车”，应用“there be”结构，即逻辑主语是“there”，故选A 。

句2. 同理选D。

三、分析语态

分析语态就是在确定逻辑主语之后，分析非谓语动词和逻辑主语在搭配使用时是主动还是被动关系。

1. ______from space , the earth looks blue . 2.______from space , we can see the earth is blue .

A. Seen

B. Seeing

C. To see

D. See 这两个题选项中的非谓语动词都没有加自己的逻辑主语, 因此其逻辑主语就是句子的主语。

分析：句1. “地球”被“看起来”，表被动，故选A，用过去分词表被动。

句2. 我们“主动看……”即表主动，故选B。

3. The dirty clothes ______ , the girl hung them up outside . 4. ______ the dirty clothes, the girl hung them up outside. A. was washed

B. washed

C. were washed

D. having washed 分析：句3. 前面应用非谓语动词作句子的状语，逻辑主语是“the dirty clothes”，和动词搭配表示“衣服被洗”，故选B。

句4. 逻辑主语为句子的主语“the girl”，表示“女孩洗衣服”，为主动关系，故选D。

四、分析时态，在选定了主动或被动后，还要考虑动作发生的时间问题，即时态。

1. The building ______now will be a restaurant . 2. The building ______next year will be a restaurant . 3. The building ______last year is a restaurant. A. having been built

B. to be built

C. being built

D. bu句1中

now 说明大楼正在被修，故用进行式，选C。

句2中next year 说明大楼将在明年被修，故用表将来的不定式，选B。

句3中

last year 说明大楼已被修，但不能选，因为现在分词的完成式不能作定语，故用过去分词，选D。

又如：

1. He stood there ______for his mother .

2. ______for two hours , he went away .

A. waiting

B. to wait

C. waited

D. Having waited 句1表示“站在那等”，两个动词同时发生，故选A作伴随状语。

句2表示已经等了两个小时，发生在谓语动词“went away ”之前，故用完成式，选D 。

需要注意的是，非谓语动词的否定也是常考的项目，要认清否定形式，非谓语动词的否定都应将not 放在前面。

V.

Teaching steps 1.

Give the students some guessing games to lead them to grammar learning . 2.

Help the students to master the structure and usages of the grammar by analyzing some typical exercises. 3.

Consolidate what they have learned in this period via a translation exercise. 4.

Get the students to work into groups reading a short story and then write a short essay using non-finite verbs correctly. 5.

Encourage the students to present their works in front of the class.