现在分词作状语的用法 高中英语必修教案教学设计
现在分词作状语教学设计
Verb-ing forms as adverbials
教学设计
Teaching aims:教学目标围绕英语学科核心素养，主要包括语言能力、文化意识、思维品质和学习能力来展开。
1. Language ability
1) To observe the adverbial clauses and the verb-ing forms;
2)We are surfing the Internet, because we hope to know more about the congress.
=We are surfing the Internet,hopingto know more about the congress.
3)Ms Meng’s speech is full of emotions. As a result,all of us feel very moved.
文化意识：
增强国家认同和家国情怀，树立正确价值观。
Blackboard design
Book 3 Unit 3Grammar and usage
Verb-ingforms as adverbials
time
1.Verb-ingforms as adverbials ofreason
result
condition
4.Learning ability
1) To apply what they have learned to practice;
2) To develop cooperative learning ability and independent learning ability.
现在分词做状语-教学实施方案
1.老师解决上节课中学生提出的问 提出上节课固学案 例句。
题。
中遇到的问题。
2.入题：上节课掌握一些急救知识， 2. 纠正做固学案练 让学生了解学习急救方法的重要性。 习时出现的错误。
本课时研讨部分重点单词和短语。引 3.学生预习单词并
导完成“基础学习交流”部分的内容。 完成“基础学习交
引背景 【Lines】
第三 层级 教学 过程 第四 层级 教学 过程
达标检 测·总 结升华
做反思 巧总结
布置“技能拓展与运用”部分的任务， 根据学习内容，独立
检查学习情况。
完成“技能拓展与运
【Lines 】
用”部分的内容，以
We’ve learned the uses of some 竞答形式完成练习。
important words and phrases in this
Your behavior is wonderful. Now let’s read the examples and sum up the uses of the words and phrases. 【Lines】 Now you have known the uses of the words and phrases. Please do the exercises to check how you understand them. 【Lines】
重点 2.掌握现在分词做状语的用法。
难点
教学 1. 运用多媒体，展示例句，引导学生研读、归纳。
建议 2．指导学生通过阅读例句，认识词语用法，完成练习。
1. 讨论法：组织学生讨论，充分调动学生个体学习的积极性，增强参与意识，体现学生的 主体地位。
2.小组合作学习法：通过小组合作，使生成的问题得以解决。对疑难问题进行组内及组间
分词作状语教案学生用
GrammarThe Present Participle and Past Participleused as adverbial郑院华在高中英语语法中，非谓语动词的学习是一个重点，同是也是一个难点。
而其中的分词的用法更是重中之重了. 从2010年到2014年的英语高考中每年都会有一道完成句子题涉及到分词作状语的用法。
帮助学生掌握分词作状语的用法不仅仅是为了这个完成句子，还有助于帮助学生突破阅读理解中的长句子，以及对写作水平的提高都会很有帮助，本节课主要目的在于引导学生复习分词作状语的用法，使学生对分词作状语的用法有一个全面的、完整的、清晰的理解和掌握，而后能够灵活的运用于完成句子和写作中。
教学目标(Teaching aims)知识目标(Knowledge aims)Enable students to learn how to use the Present Participle and the Past Participle as the adverbial correctly.能力目标(Ability aims)Enable students to use the participle as the adverbial correctly and properly according to the context.情感目标( Emotional aims)a. Get students to become interested in the grammar learning.b. Develop students’ sense of group cooperation.教学重点和难点（teaching important points and difficult points）Get students to learn and consolidate how to use the Present Participle and the Past Participle as the adverbial correctly.教学过程(Teaching procedures)Step 1 Warming up :Change the underlined sentences into the participle1.While he was reading the story, he nodded from time to time., he nodded from time to time.2.Because I don’t know his address,I can’t send him this book., I can’t send him this book.3.If you work hard, you are sure to make it., you are sure to make it.4.Mary sat there, and looked into space thinking.Mary sat there, .5.She threw the cup to the ground, and broke it into pieces.She threw the cup to the ground, .6. If we had been given more time, we could have done it much better.more time, we could have done it much better.7.When it is seen from the top of the hill, the park looks more beautiful.from the top of the hill, the park looks more beautiful.8.Because he is encouraged by the progress he has made, he studies harder.___________ by the progress he has made, he studies harder.9.Although he has been bitten twice by the dog, the boy is not scared of it._______________ twice by the dog, the boy is not scared of it.10.The little girl is walking along a muddy track, and is followed by three cute dinosaurs. The little girl is walking along a muddy track, _______by three cute dinosaurs.11.While he was waiting there,he saw two pretty girls come out of the building.there,he saw two pretty girls come out of the building.12.Even if I am invited, I won’t take part in t he party., I won’t take part in the party.Step 3 Practice1._______ in thought, he almost ran into the car in front of him. (lose)因为陷入沉思,他差点撞上前面的车.2. If ______ the same treatment again, he’s sure to get well. (give)如果再次同样治疗的话,他一定会康复的.3. __________________ the size of the whole earth, the biggest ocean doesn’t seem big at all. (compare)跟整个地球大小相比的话, 最大的海洋一点也不大。
现在分词作状语教学设计
学生观察并讨论，从而得出
相关结论。
子，从而得出相关结
论。
现在分词作
：现在分词作状语的特点：学生进行讨论并总结结论。
引导学生得出相关结
论。
将
）去掉
）
的相
doing 后，让学生做几个适当的练习题，
学生读句子，自主分析句子
特点，尝试进行句子转换，并与
伙伴进行讨论。
的方式，切身体会现
在分词与状语从句之
间的关系。
现
学生观察并思考相关用法
特殊结构和用法学生做练习
固运用所学知识
学生根据所学结构，尝试描述一
天的生活，并与小组交流。
语运用到写作中去。
2019-2020年高中人教版英语必修四教学案：Unit 4 Section Ⅲ Grammar— 现在分词作状语(含答案)
2019-2020年高中人教版英语必修四教学案：Unit 4 Section Ⅲ Grammar—现在分词作状语(含答案)语法图解探究发现①... I saw several young people enter the waiting area looking around curiously.②I stood for a minute watching them and then went to greet them.③She stepped back appearing surprised ...④Then Akira Nagata from Japan came in smiling, together with George Cook from Canada.⑤When Darlene Coulon from France came dashing through the door ...⑥Turning around, she saw an ambulance driving away.⑦The old scientist died all of a sudden, leaving the project unfinished.⑧Hearing the news, they jumped for joy.⑨Having smoked too much, he has suffered from lung cancer.[我的发现](1)黑体部分在句中作伴随状语的是①②③④⑤；作时间状语的是⑥；作结果状语的是⑦；作原因状语的是⑧⑨。
(2)比较句⑧和⑨可知：句⑧中动词-ing形式短语为一般式，表示动作与谓语动词同时发生；句⑨中动词-ing形式短语为完成式，表示动作发生在谓语动词之前。
(3)观察句①～⑨可知现在分词的逻辑主语都是句子的主语。
一、现在分词作状语的用法现在分词(短语)在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。
人教版英语选修六Unit5 the power of nature(现在分词作状语)教案设计
现在分词作状语教案遂溪一中廖水英一、知识背景非谓语作状语是高中英语常规教学与高考备考阶段中的一大重难点,也是考生普遍感到棘手的语法模块。
非谓语状语以其结构的多样性和用法的复杂性成为高考和其他各级各类考试常考的一大考点，亦是高中阶段英语学习方面学生经常用到的语法项目。
本节课专讲现在分词作状语的用法。
二、教学目标知识目标（1）学会辨别英语谓语与非谓语的关系；（3）了解现在作状语的几种形式与用法：doing；being done; having done; having been done. 能力目标提高学生发现问题，解决问题的能力。
增强英语句子的感性与理性认识，健全学生的知识结构。
情感目标提升学生英语应答积极心态，保持健康的英语接纳态度，培养良好的语言学习习惯。
策略目标积极参与，善于合作。
善于抓住用英语发现及解决问题的机会。
三、重难点：（1）判断谓语与非谓语；（2）现在分词作状语的4种形式和用法：doing；being done; having done; having been done.四、Teaching procedureStep1、Warming-up1. Let’s enjoy a song: Yesterday once more2. 对比：我是一个学生。
我学习英语。
简单句：I am a student. I learn English.并列句: I am a student, and I learn English.复合句: I am a student, so I learn English.Because I am a student, I learn English.非谓语（作状语）：Being a student, I learn English.I am a student, learning English.I ，being a student, learn English.）Heating the metal, we can see the metal expands.2）Being heated ,the metal expands.（“加热”和“膨胀”两个动作同时发生）3）Having finished the homework, he went to play basketball.(先完成功课，然后再打篮球。
高中英语_现在分词作状语教学设计学情分析教材分析课后反思
高一英语语法The present participle used as adverbial现在分词作状语单位：授课人：The present participle used as adverbial（现在分词）Ⅰ. Knowledge and SkillsEnable the students to master the present participle used as adverbial.Ⅰ.Important and Difficult pointsHow to enable the students to master the present participleⅠ. Teaching proceduresStep 1. Revision用所给动词的适当形式填空1. ___________(see)quite a few productions of Hamletand read the play many times, I was full of confidence.2. ______(date)back to the 18th century,Peking Opera has over two hundred years of history.3. ______(see)the main characters come on stage, I was surprised!Step 2. Presentation【要义详析】分词在句中作状语时, 其逻辑主语必须是句子的主语。
现在分词作状语, 表主动、进行, 相当于一个状语从句, 根据需要可以使用被动式或完成式。
一、分词作状语的形式二、分词作状语的要点1. 作时间状语相当于一个when, while, after等引导的时间状语从句。
*Having turned off the TV, he began to do his homework.=After he turned off the TV, he began to do his homework.关掉电视后, 他开始做作业。
现在分词作状语-教案
现在分词作状语-教案Book4 Unit4 GrammarThe Present Participles as Adverbials现在分词作状语Analysis of the teaching material(教材分析): The learning content is the grammar of Book4,Unit4--The Present Participle used as Adverbial,which is an important language point in this book.To achieve the learning goals,I will employ four steps to teach this lesson.Analysis of the students(学情分析)：The students are in the first period of Senior High School, so it will be better if the learning material is not difficult.Teaching aims(教学⽬标)Knowledge aimsAfter the class,the students will be able to recognize the different kinds of adverbials expressed by present participles. Ability aimsAfter the class,the students will be able to correctly use present participles as adverbials Emotional aimsAfter the class,the students will be able to1)build up their confidence in learning English2)strengthen their sense of group cooperationTeaching important points(教学重点)Help the students to recognize the different kinds of adverbials expressed by present participles and change them into adverbial clause.Solution:observation and discussion.Teaching difficult points(教学难点)How to help the students to use adverbials expressed by present participlesSolution:group competition and cooperative learningTeaching aids(教学⽤具)The multimedia and the blackboardTeaching procedures(教学过程)Lead-in→Presentation(Step2)→Consolidation(Step3)→Homework(Step4)Teaching proceduresStep1:Lead-in (3mins)(设计意图：让学⽣阅读、讨论诗歌”静夜思”的英语翻译并找出现在分词作状语的部分，⼀⽅⾯诗词简单话题熟悉学⽣能看懂，另⼀⽅⾯运⽤了两个现在分词作状语，学⽣能很快发现语法现象，从⽽由教师⾃然地引出本课学习⽬标。
现在分词作状语教学设计
现在分词作状语教学设计教学目标：1.了解分词作状语的概念和基本用法；2.学会分辨分词作状语的不同类型；3.能够在句子中正确使用分词作状语。
教学准备：教材：英语教材（包含分词作状语的相关句子）教具：多媒体设备、小黑板或白板、教学PPT教学步骤：步骤一：导入通过展示一些图片或给学生提问的方式引入话题，引发学生对分词作状语的兴趣，并复习一些基本的语法知识。
步骤二：讲解概念和基本用法1.使用多媒体设备展示相关内容，介绍分词作状语的概念和基本用法，并给予一些例句进行解释；2.让学生回答分词作状语的作用是什么，以及它可以修饰哪些成分。
步骤三：分类讲解不同类型的分词作状语1.用小黑板或白板列出不同类型的分词作状语，并解释各个类型的用法；2.通过多媒体展示例句，帮助学生理解不同类型分词作状语的用法和区别。
步骤四：练习1.设计一些练习题，帮助学生熟练掌握分词作状语的用法。
-给出一些句子，并要求学生根据提示在句子中添加适当的分词作状语；-给出一些句子，要求学生判断哪个部分是分词作状语，并解释用途；-给出一些句子，要求学生改写句子使用分词作状语。
步骤五：总结回顾让学生总结分词作状语的用法和注意事项，并做相关练习，巩固所学知识。
步骤六：拓展应用鼓励学生在日常英语交流中使用分词作状语，并提供相关例句和词汇，鼓励学生进行自主学习和应用。
步骤七：作业布置布置相关练习题，要求学生在家中完成，并在下节课上进行讲解和批改。
步骤八：课堂总结对本节课的内容进行总结，并鼓励学生积极运用所学知识。
教学反思：这个教学设计通过多种方式引导学生了解和掌握分词作状语的概念和基本用法，通过分类讲解不同类型的分词作状语以及相关练习，帮助学生熟练掌握分词作状语的用法。
同时，通过拓展应用和作业布置，激发学生对分词作状语的兴趣和探索欲望，并提高他们在实际交流中运用分词作状语的能力。
教学设计旨在培养学生的语法意识和运用能力，提高他们的语言表达能力，达到预期的教学目标。
高考英语分词作状语的用法和考点教案
高考英语分词作状语的用法和考点教案一、教学目标1. 让学生理解分词作状语的基本概念和用法。
2. 培养学生正确运用分词作状语的能力。
3. 帮助学生掌握分词作状语的考点和解题技巧。
二、教学内容1. 分词作状语的定义和分类。
2. 现在分词作状语的用法和例子。
3. 过去分词作状语的用法和例子。
4. 分词作状语的注意事项。
5. 分词作状语的考点和解题技巧。
三、教学过程1. 引入：通过一个句子让学生猜测分词作状语的概念。
2. 讲解：详细讲解分词作状语的定义、分类、用法和例子。
3. 练习：让学生进行分词作状语的练习，教师及时纠正错误。
4. 总结：总结分词作状语的注意事项和考点解题技巧。
四、教学方法1. 讲授法：讲解分词作状语的基本概念和用法。
2. 示例法：通过具体例子让学生理解分词作状语的用法。
3. 练习法：让学生通过练习掌握分词作状语的技巧。
4. 问答法：教师提问，学生回答，巩固知识点。
五、教学评价1. 课堂练习：检查学生对分词作状语的掌握程度。
2. 课后作业：布置相关题目，要求学生独立完成。
3. 单元测试：进行阶段性的测试，评估学生的学习效果。
4. 课堂参与度：观察学生在课堂上的积极参与情况和提问回答情况。
六、教学重点与难点1. 教学重点：分词作状语的用法和分类。
分词作状语的注意事项。
分词作状语的考点和解题技巧。
2. 教学难点：正确区分现在分词和过去分词作状语的用法。
灵活运用分词作状语的能力。
理解和应用分词作状语的考点和解题技巧。
七、教学准备1. 教学材料：教材、PPT、练习题、答案解析。
2. 教学工具：投影仪、电脑、黑板。
3. 教学资源：相关英语学习网站、参考书籍。
八、教学步骤1. 导入新课：通过一个句子引入分词作状语的概念。
2. 讲解新知识：详细讲解分词作状语的定义、分类、用法和例子。
3. 练习与展示：学生进行分词作状语的练习，展示答案并讨论。
4. 总结与归纳：总结分词作状语的注意事项和考点解题技巧。
新外研社(19)高中英语必修二Unit4StageandScreen-UsingLanguage教案
新外研社（19）高中英语必修二Unit 4 Stage and Screen-Using Language公开课教案Teaching objectives:1.Students can understand the forms, meanings and pragmatic functions of -ing as adverbial and use them correctly in specific contexts.2.Students can use appropriate theme words and expressions to describe different types of TV programs.3.Students can think about the differences between the Western and Eastern cultures. Understand and appreciate the Western and Eastern cultural activities.Evaluation objectives:1.Students can understand the forms, meanings and pragmatic functions of the present participle as adverbial and use them correctly in specific contexts.2.Students can use appropriate words and expressions to describe the appearance of their favourite TV programs.3.Students can think about the differences between the Western and Eastern cultures. Understand and appreciate the Western and Eastern cultural activities.Teaching key and difficult points:1.Help students understand and summarize the forms, meaning and pragmatic functions of the present participle as adverbial.2.Let students learn to use appropriate words and expressions to describe their favourite TV programs.Teaching methods:Task-based Teaching Method, Communicative Teaching MethodTeaching procedures:Step 1:Lead-inActivity 11.Look at the sentences from the reading passage and answer the questions.a.Having seen quite a few productions of Hamlet and read the play many times,I was full of confidence—until the Peking Opera came to town!b....seeing the main characters come on stage,I was surprised!(1)In sentence (a),who had seen quite a few productions of Hamlet and read the play many times?In sentence (b),who saw the main characters come on stage?(2)Is this structure used more often in spoken or written English?Suggested answers：(1)I.;I.(2)In written English.pare them with the following sentences and answer the questions.c.Since I had seen quite a few productions of Hamlet and read the play many times,I was full of confidence—until the Peking Opera came to town!d....when I saw the main characters come on stage,I was surprised!(3)What is the difference between the two groups of sentences?(4)Why does the author choose to use sentences (a) and (b) in the reading passage?Suggested answers:(3)The first group uses the present participle as adverbial while the second group uses adverbial clauses.(4)The sentences from the reading passage are more concise and formal.3.Now look for more sentences with this structure in the reading passage.Suggested answers：Dating back to the 18th century,Peking Opera has over two hundred years of history.Starting with an orchestra playing traditional Chinese instruments,the opera brought a completely new sound to my Western ears.Using such techniques,the opera had transformed a small stage into the whole universe.Feeling the strong emotions of love,anger,fear and grief in the performance,I could easily recognise the theme of Hamlet.Step2 Explanation of -ing as adverbial一、现在分词的基本形式1.现在分词的一般式,即doing。
高考英语分词作状语的用法和考点教案
高考英语分词作状语的用法和考点教案一、教学目标1. 让学生理解分词作状语的基本概念和用法。
2. 培养学生正确运用分词作状语的能力。
3. 帮助学生掌握分词作状语的考点和解题技巧。
二、教学内容1. 分词作状语的定义和分类。
2. 现在分词作状语的用法和例子。
3. 过去分词作状语的用法和例子。
4. 分词作状语的注意事项。
5. 分词作状语的考点和解题技巧。
三、教学过程1. 引入：通过一个简单的句子让学生感受分词作状语的用法。
2. 讲解：详细讲解分词作状语的定义、分类、用法和注意事项。
3. 练习：提供一些练习题，让学生巩固所学内容。
4. 讲解：分析练习题的答案，讲解分词作状语的考点和解题技巧。
5. 总结：对本节课的内容进行总结，强调重点和难点。
四、教学方法1. 讲授法：讲解分词作状语的基本概念、用法和注意事项。
2. 示例法：通过具体例子让学生理解分词作状语的用法。
3. 练习法：提供练习题，让学生在实践中巩固所学内容。
4. 分析法：讲解练习题的答案，分析分词作状语的考点和解题技巧。
五、教学评估1. 课堂参与度：观察学生在课堂上的积极参与程度和提问回答情况。
2. 练习题的正确率：检查学生完成练习题的正确率，了解学生对分词作状语的掌握程度。
3. 课后作业：布置相关的课后作业，要求学生在课后巩固所学内容。
4. 考试成绩：在考试中关注学生对分词作状语的运用情况，分析学生的掌握程度。
六、教学资源1. 教材：选用适合高考英语复习的教材，如《高考英语真题解析》、《高中英语语法大全》等。
2. 课件：制作课件，包括分词作状语的定义、分类、用法和注意事项等知识点。
3. 练习题：准备一些分词作状语的练习题，包括单选、填空和改错等形式。
4. 答案解析：提供练习题的答案和解析，以便学生自查和巩固。
七、教学步骤1. 第一步：引入分词作状语的概念，让学生初步了解。
2. 第二步：讲解分词作状语的分类，区分现在分词和过去分词的用法。
3. 第三步：通过示例分析，让学生掌握分词作状语的具体用法。
高中英语必修四Unit4BodyLanguage现在分词作状语教案
Grammar:现在分词做状语定义：现在分词作状语，是非谓语动词的一种，在句子中作定语，表语，补语和状语。
现在分词作状语，可以做时间，条件，结果，让步，方式等状语，相当于相应的状语从句。
注意：现在分词作状语，其逻辑主语必须与句子的主语保持一致。
如果分词表示的动作和谓语几乎同时发生，则用一般式（doing）;如果分词动作明显先于谓语动词，则用完成时（having done）.主动语态被动语态一般式（not）doing (not )being done完成式(not)having done (not)having been done一、表示时间1，Turning around, she saw a police car driving up.2，Looking out of the window, I saw some children playing football.3，(When) hearing the news, he couldn’t help laughing.二、表示原因1,，Being poor, he couldn’t go to school.2，Seeing nobody at home, he left them a note.3，Not knowing his telephone number, I couldn’t get in touch with him.三、表示方式或伴随状语1，He came running.,2，She stood waiting for a bus.3，He sat there reading a book.4，The students ran out of the classroom, talking and laughing.四、表示结果1，The child slipped and fell, hitting his head against the door.2，Her husband died, leaving her four children.4，They fired, killing many people in the street五、表示条件1，Using your head, you’ll find a good way.2，Working hard, you’ll surely succeed.注意：1. 当v-ing形式所表示的动作发生在谓语动词动作之前时，应使用完成式：having doneHaving finished his homework, he rushed out to play basketball.2. 当v-ing形式与句子的主语之间存在着逻辑上的动宾关系时，应使用被动式：being doneBeing helped by the teacher, she will learn English well.3. 当v-ing形式被动式的动作发生在谓语动词动作之前时，被动式应使用完成式：having been doneHaving been shown the lab, we were taken to see the library.Having been translated into many languages, the book was widely read all over the world.4. v-ing形式作状语时，它的逻辑主语必须与主句的主语是一致的。
人教新课标高二英语现在分词做状语教案(无答案)
现在分词做状语现在分词（动词的ing 形式）是非谓语动词的一种，在句中可做定语，表语，补语和状语现在分词作状语时，可以做时间，条件，结果，让步，方式等状语。
相当于相应的状语从句。
（作时间，原因或条件时，通常位于主句前面；作方式，伴随或结果状语时，通常位于主句后面）。
现在分词作状语时，其逻辑主语必须与句子的主语保持一致，且必须与句子的主语是逻辑上的主谓关系；如果分词所表示的动作和谓语的动作同时发生或几乎同时发生，用现在分词的一般式（doing）如果分词动作明显在谓语动词之前发生，用现在分词的完成式。
（having done）,(现在分词作状语时，其否定形式是在分词前面直接加not.)一. 做伴随状语：分词等于and连接两个动词或分句。
1. The dog came in. It followed its master. =The dog came in, following its master.2.The children ran out of the room, laughing and talking merrily.3.They stood there for an hour, watching the game.二.原因状语相当于as, since, because等引起的原因状语从句，常位于句首,句中或句末。
1. He was a brave man. He decided to return to France.= Being a brave man, he decided to return to France.2.Seeing nobody at home, she decided to leave them a note.3.Not knowing her address, we couldn’t get in touch with her.4.Being so poor in those days, we couldn’t afford to send the boy to hospital.5.Having worked among the peasants for many years, he knew them very well.6. Not having received an answer, he decided to write another letter.三.时间状语，相当于when, while ,as 等引导的时间状语从句，常位于句首或句末。
现在分词作状语教学设计
Book4 Unit4 GrammarThe Present Participles as Adverbials现在分词作状语教材分析：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、短文填空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;学情分析：本班学生为高一年级实验班学生,学习基础总体较好,但因为还处于高中初级阶段,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;教学目标：通过本节课的学习,学生能够知识目标：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；能力目标：学生能够正确使用现在分词作状语；情感目标：1.树立英语学习的信心2.增强小组的竞争与合作意识;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. 现在分词的独立主格结构对策：归纳法教学用具：多媒体、黑板教学过程：Lead-in→PresentationStep2→ConsolidationStep3→HomeworkStep4教学过程：Step1:Lead-in 3minsAppreciate a short poem and find out the present participles used as adverbials. Step2:Presentation 32minsPart1:Changes in tense and voice of present participles 5mins现在分词在时态和语态变化A.WalkingB.walkC.having walkedD.being walked2.____ by his father, my friend was unhappy.A.Having punishedB.punishedC. Being punishedD.Punishing3.___ such heavy pollution already,it may be difficult to clean up the river.A. Having sufferedB.SufferingC.To sufferD. Suffered4. _______ for three minutes, the girl felt nervous.A.stare atB.Being stared atC.Having been stared atD.To stare atPart2 识别现在分词所充当的各种状语8mins1.Review:判断V-ing在句中所做的成份①. Coming late for school is a bad habit.①.We should avoid talking loudly in a library.①.They are exciting .①. They are visitors coming from several countries.①. Coming late, the girl missed the train.2.Observe and think :现在分词可以做哪些状语Competition: Recognize the adverbials according to the information and tell what kind of adverbial it is.Example:Having been translated into 20 languages, the book is famous all over the world now.原因状语①.Being ill, he couldn’t come to school today.①.Using your head, you will find a way.①.Having arrived at the factory,they immediately set to work.①Having a cold, the boy went to school as usual.①.She was so angry that she threw the toy on the ground, breaking it into pieces.①.The girl came in smiling.小结：现在分词可以充当原因条件、时间、让步、结果、伴随或方式状语;其中,_______、_______、______、_______常位于句首,_____、______常位于句尾,有时伴随状语或方式状语可谓语句中或句首;Part3 现在分词作状语,与状语从句的转换13mins1.一句多译：观察并试着总结状语从句怎样转换成分词作状语;从句分词When we are crossing the road, we often say: “Be careful”When we are crossing the road,we often say: “Be careful”When we are crossing the road,we often say: “Be careful”小结：当从句主语和主句主语一致,且从句谓语和主句主语是主动关系时,可以省略状语从句的_____、_____,当谓语中含有be或助动词do时,也应一起省略,再把谓语中的实义动词变成_______,其他不变;2.请把下列状语从句转换成现在分词作状语;Eg: After he heard a strong sound, he went out of the room for a look.= Hearing a strange sound, he went out of ….①.As the girl was seriously ill, she was taken to hospital immediately.______________________________________________________①.Being seriously ill, the girl was taken to ….________________________________________________________①.As she didn’t know any French, she couldn’t get any one to help her.________________________________________________________3.看谁反应快：判断下列现在分词作哪种状语,并把其可以替换的逻辑连词填入括号中;①.Working harder at English, you will make greater progress. _______ 状语___you work harder at English, you will make greater progress.①.Feeling very tired, they kept running. ______ 状语________ they felt very tired, they kept running.①.Having finished their homework, they went home. ______ 状语______ they had finished their homework, they went home.Having finished their homework表现的动作在went home , 故用分词的式.①.The children ran out of the room,laughing merrily. ______ 状语提示：现在分词作伴随状语相当于一个由______连接的并列谓语或并列句;Part4:主语的一致性6mins1.从句的主语和主句的主语必须一致;判断下列句子的正T误F:Hearing the news, tears ran down her face.Hearing the news, she cried.Looking out through the window,the garden is beautiful.Looking out through the window,I found the garden beautiful.提示：1.从句的主语和主句的主语必须一致;即-ing分词作状语时,它的逻辑主语就是整个句子的主语,并表示主动的关系;否则,2.分词必须有自己的主语;这种带主语的分词叫做分词的独立结构;在句中作状语,表示时间、条件、原因、结果、让步、伴随或方式;2.完成句子①._____________,we`ll do another two exercises.如果时间允许,我们将做另两个练习;①.______________,we decided to go swimming.天气好,我们决定去游泳;Step3:Consolidation 5mins用动词的恰当形式填空;While in London,I just had to go to the British Museum.There`s so much1._____see and I only had time to spend a few hours there. 2.____ see the pocket watches,I was reminded od the old watch my grandfather used to wear.I don`t think I ever saw him without it.Then I went to the Monkey Gallery.They have got an 3. _____ amaze collection of coins,some 4.____ be over 2,000 years old.Next stop was the Chinese collection. 5._____live in Hong Kong for so many years,I was very interested in this.After looking at the Chinese collection, I had hoped to see the Mexican collection.Unfortunately, when 6.____get there,I found that it was closed. 7.____spend the whole morning walking around the museum,I decided that I wanted to do something very different in the afternoon.So I went to the London Eye 8._____get a bird`s view of the city.When 9.____ see from the top of the Eye,some of the biggest buildings appear very small.After that,tired from all the walking,I went back to my room at the hotel 10.____stand on the riverside and slept for a couple of hours before going out to have dinner.Step4:HomeworkGo on to fill in the blanks with the correct forms of Verbs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 doing2、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.小组加分统计：教后反思：_______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________。
现在分词做状语和宾补教案
现在分词做状语和宾补教案教案标题：现在分词做状语和宾补教案教案目标：1. 能够理解现在分词作为状语和宾补的用法；2. 能够识别现在分词在句子中的角色并正确运用。
教学重点：1. 理解现在分词作为状语和宾补的不同用法；2. 掌握现在分词作为状语和宾补的语法结构。
教学难点：1. 区分现在分词作为状语和宾补的不同用法；2. 在句子中正确使用现在分词作为状语和宾补。
教具准备：1. PPT演示文稿；2. 白板、黑板和彩色笔。
教学过程：第一步：导入新知识（5分钟）1. 教师使用PPT演示文稿引入现在分词作为状语和宾补的概念，并与学生一起讨论现在分词在句子中的常见用法。
2. 教师通过例句解释现在分词作为状语和宾补的不同功能，并引导学生理解其语法结构。
第二步：现在分词作为状语的用法（15分钟）1. 教师与学生一起分析现在分词作为状语的几种常见用法，如时间状语、原因状语、条件状语等。
2. 教师给出相关例句，并与学生一起分析句子结构和语义。
3. 学生分组进行小组讨论，彼此分享所理解的现在分词作为状语的用法和特点。
第三步：现在分词作为宾补的用法（15分钟）1. 教师与学生一起分析现在分词作为宾补的几种常见用法，如使役动词后的宾补、感官动词后的宾补等。
2. 教师给出相关例句，并与学生一起分析句子结构和语义。
3. 学生分组进行小组讨论，彼此分享所理解的现在分词作为宾补的用法和特点。
第四步：巩固练习（20分钟）1. 教师提供一系列句子，要求学生根据上述学习的知识，判断句子中现在分词的角色是状语还是宾补，并解释理由。
2. 学生个别完成练习，然后与同桌交流答案并互相检查。
3. 教师选几组学生演示练习答案，全班共同讨论。
第五步：拓展应用（10分钟）1. 教师设计一些创造性的任务，要求学生使用现在分词作为状语或宾补来构造句子。
2. 学生个别完成任务，并交流分享自己的句子。
3. 教师选取一些优秀的句子进行展示，加深学生对现在分词作为状语和宾补的理解。
现在分词（doing）作状语的微课教学设计
现在分词（微课教学设计1.教学课例背景近年来，随着教育技术的不断普及，教师的教学方式和学生的学习方式发生了巨大的变化。
目）现在分词所表示的动作通常与句子的谓语动词同时发生。
可表示条件、方式、时间、原Having a goal in mind, you will knowyou are going. 如果你心中目标明确，你就知道何去何从。
（表示条件）Standing on the top of the mountain, theywhole valley. 从山顶俯瞰，山谷的美景尽收眼底。
（表示方式）3. (While) having dinner with his family, Tom hada good time. 在与家人聚餐时，汤姆感到非常开心。
（表示时间）4. Being volunteers, they devote their spare time to serving the community. 因为是志愿者，他们把业余时间奉献于社区服务。
（表示原因）It rained heavily in the south, causing flooding in several cities. 南方下了大雨，导致多个城市遭受水灾。
（表示结果）6. Sara lay on the grass, staring into the sky.趴在草地上，仰望天空。
（表示伴随状况）【设计意图】在了解了现在分词作状语的特点、含义和功能的基础上，借助于图画和汉语的提示，让6.3 例句传播正能量，提升学生人文素养虽然一节微课的容量很小，但是教学设计需要。
高考英语分词作状语的用法和考点教案
高考英语分词作状语的用法和考点教案一、教学目标1. 让学生理解分词作状语的概念和基本用法。
2. 培养学生识别和运用分词作状语的能力。
3. 帮助学生掌握分词作状语的常见考点。
二、教学内容1. 分词作状语的基本概念和分类。
2. 现在分词作状语的用法和例子。
3. 过去分词作状语的用法和例子。
4. 分词作状语的注意事项和常见错误。
5. 分词作状语的考点分析。
三、教学过程1. 引入：通过一个简单的句子引导学生思考分词作状语的概念。
2. 讲解：详细讲解分词作状语的基本用法和分类。
3. 练习：让学生通过例句理解现在分词和过去分词作状语的用法。
4. 讨论：分析分词作状语的注意事项和常见错误。
5. 总结：概括分词作状语的考点，提醒学生在备考中注意。
四、教学方法1. 讲授法：讲解分词作状语的基本概念和用法。
2. 示例法：通过例句让学生理解分词作状语的实际情况。
3. 练习法：让学生通过练习巩固分词作状语的用法。
4. 讨论法：分析分词作状语的注意事项和常见错误。
五、教学评价1. 课堂参与度：观察学生在课堂上的积极参与程度和提问回答情况。
2. 练习完成情况：检查学生完成练习的情况，包括正确性和准确性。
3. 考点掌握情况：通过课后作业或测试，评估学生对分词作状语考点的掌握程度。
六、教学资源1. 教案、PPT等教学资料。
2. 相关练习题和答案。
3. 参考书籍和在线资源。
七、教学步骤1. 引入：通过一个简单的句子引导学生思考分词作状语的概念。
2. 讲解：详细讲解分词作状语的基本用法和分类。
3. 练习：让学生通过例句理解现在分词和过去分词作状语的用法。
4. 讨论：分析分词作状语的注意事项和常见错误。
5. 总结：概括分词作状语的考点，提醒学生在备考中注意。
6. 练习：设计一些练习题，让学生巩固所学知识。
7. 解答：为学生提供练习题的答案和解析。
八、教学策略1. 采用生动有趣的例句和实际语境，帮助学生理解分词作状语的用法。
2. 设计具有针对性的练习题，让学生在实践中掌握分词作状语的技巧。
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教师姓名谢瑜单位名称陆川县实验中学填写时间2020年8月
学科英语年级/册高三教材版本人教版
课题名称《现在分词作状语的用法》
难点名称现在分词作状语在英语中的运用。
难点分析从知识角度分析
为什么难现在分词作状语在写作中的运用。
难点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)
教学环节教学过程
导入Lead in the class naturally by talking with the students.
知识讲解（难点突破）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?
1.Walking in the street, I came across an old friend of mine.( )
2.Not knowing her address, I can’t write to her.( )
3.Working hard, you’ll surely succeed.( )
4.Being used by me now, the bike can’t be lent to you..( )
5.Having finished his homework, he went out.( )
6.Having been told for many times, he still made the same mistake.( )
7.He comes home late every evening, making his wife very angry.( )
8.He stood there waiting for a bus. ( )
9. They eat using the fingers of their right hands.( )
Conclusion 1:现在分词作状语可用来表________、________、________、________、___ _____、________、________。
二、现在分词的时态和语态及其否定式
1 .Walking in the street, I came across an old friend of mine.
2.Being used by me now, the bike can’t be lent to you.
Conclusion 2:现在分词作状语，若现在分词的动作与句子谓语的动作同时发生或几乎同时发生，用分词的________，与主语之间是主动关系用________；被动关系用________。
3.Having finished his homework, he went out.
主动式被动式
一般式
完成式
4.Having been told for many times, he still made the same mistake.
若现在分词的动作发生在句子谓语动词________，用现在分词的________，与主语之间是主动关系用_________________；被动关系用_________________。
Step 3 Techniques Guidance方法指导（见ppt）Have a try
1._________(turn)to the left , you'll find the post office.
_________(turn)to the left , and you'll find the post office.
2.The plane crashed , _________(kill)all 200 people aboard.
The plane crashed , and_________(kill)all 200 people aboard.
课堂练习（难点巩固）一、改错
1.After think for some time, I let her copy my answers.
2.Knocking at the door before you enter my office, please.
二、语法填空。
用括号里面动词的正确形式完成下列语篇。
（suffer）from a bad cold for a week ,he decided to go to see a doctor.While (arrive) ,he found his money gone. So he had to go home again . When he (reach) home, he found his keys gone,too. What a terrible day!
三、Writing
小组讨论，根据图片的信息以“A terrible day”为题写一篇小短文，并使用所给的词汇及现在分词作状语。
小结
1. 现在分词作状语的句法功能
2. 现在分词的各种形式及用法区别
3. 解题方法与技巧。