现在分词作状语的用法 高中英语必修教案教学设计

现在分词作状语的用法 高中英语必修教案教学设计
现在分词作状语的用法 高中英语必修教案教学设计

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

现在分词作状语及习题

现在分词作状语 一、现在分词具有形容词和副词特征,用作副词时,充当时间、条件、原因、伴随、结果、方式以及让步状语。 1. 作时间状语,可改为时间状语从句,分词前可加while或when等连词。 When comparing different cultures, we often pay attention only to the differences without noticing the many similarities. =When we compare different cultures… (06全国) 2. 作条件状语,可改为条件状语从句,分词前可加once, until, if等连词。 Turning to the right, you will find the path leading to the park. =If you turn to the left … 3. 作原因状语,可改为原因状语从句。 Having been ill in bed for nearly a month, he had a hard time passing the exam. =Because/ As he had been ill in bed… (04福建) 4. 作结果状语,可改为which引导非限制性定语从句,分词前可加thus,加强语气。 Oil prices have risen by 32 percent since the start of the year, reaching a record $57.65 a barrel on April. =…, which reach a record $57.65 a barrel on April. (05山东) 5. 作让步状语,可改为让步状语从句,分词前可加although, though, even if, even though等连接词。 Though lacking money, his parents managed to send him to university. = Though his parents lack money, they … (02上海) 6. 作伴随状语,相当于and连接并列谓语。 About one-six undergraduates in Beijing this year are willing to spend as much as 2,6oo Yuan on driving courses, seeing it as an investment in their future. = …, and see it as an investment in their future. “You can’t catch me!” Janet shouted, running away =…and ran away (05全国) 7. 作方式状语。Jack came here, running. 二、现在分词的时态以及否定形式 分词的动作与谓语同时发生用一般式,可转化为on+动名词或when/while引导的时间状语从句,从句根据语境用一般过去时或过去进行时;分词动作先于谓语动词用完成式,可转化为after+动名词的一般式或after /when引导的时间状语从句,从句中用完成式;现在分词的否定式:not+分词构成。 Hearing his father’s voice, the boy turned off the TV set at once. = On hearing his father’s voice…或When the boy heard father’s voice, he… Having waited in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. (04北京) =After waiting in the queue…或When Tom had waited in the queue for half an hour, he… 三、现在分词的逻辑主语及独立结构 分词作状语,逻辑主语与句子主语一致;如不一致时,分词带上自己的逻辑主语,形成独立主格结构。 误:While watching television, the doorbell rang. (05全国) 正:While watching television, we heard the doorbell ring. (05全国) 误:Being sunny, we went on a spring outing. 正:It being sunny, we went on a spring outing. 四、掌握以下区别 1. 首动词的用法区别

现在分词作状语详解

教学目标:讲解现在分词作状语及区分不定式、现在分词作状语的异同 重点难点: 1.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。 2.分词作状语时,要看它同句子主语之间的关系,以确定是现在分词还是过去分词。 3.注意非谓语动词与句子谓语动词的时间关系,以确定分词的时态形式 4、弄清非谓语动词与其逻辑主语的关系,以确定非谓语动词的语态形式. 5. 连词+分词形式(分词作状语的省略问题) 6.不定式作结果状语和现在分词作结果状语的区别。 7. 现在分词的独立主格结构和评价性状语 Step 1 lead in 朗读下面一首唐诗,找出其中的现在分词形式 Thinking in the Silent Night 静夜思 Before my bed there is bright moonlight 床前明月光 So that it seems that frost on the ground. 疑是地上霜 Lifting my head, I watch the bright moonlight. 举头望明月 Lowering my head, I dream tha t I’m home. 低头思故乡 Step2 现在分词作状语的意义 动词的现在分词作状语,修饰动词,相当于状语从句,在句中表示时间、原因、结果、条件、让步、行为方式或伴随情况及独立成分等,作时间、原因、条件、让步状语时多位于句首;作结果、伴随情况状语时常位于句末。 一. -ing分词短语作时间状语,代替一个时间状语从句(引导词有when ,while ) 温馨提示: 1.现在分词所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。 2.现在分词所表示的动作一发生,主句的动作就立即发生时。如: When she saw those pictures,she remembered her childhood. =Seeing those pictures, she remembered her childhood. 看到那些画,她想起了自己的童年。 As soon as he heard the good news, he jumped with joy. =(0n)Hearing the good news, he jumped with joy. 他一听到这个好消息,就高兴地跳起来。 二.-ing分词短语作原因状语,相当于一个原因状语从句。(引导词有because ,as ,since) 如:As he was ill, he didn't go to school yesterday =Being ill, he didn't go to school yesterday. 由于生病,他昨天没有上学。 三.-ing分词也可作条件状语和让步状语,相当于一个条件状语从句。(引导词有if,unless,once) If you work hard, you will succeed. =Working hard, you will succeed. 如果你勤奋一点,你就会成功。 If you turn to the left, you will find the path leading to the school.

高中英语教案

Teaching Plan for Book 5 Unit5First Aid Reading: First Aid for Burns 白水县尧禾中学于李娟教案背景: 《英语》(人教版)必修五是供高中二年级上学期使用,这本教材以培养学生综合运用语言能力为根本,全面准确地体现了新的英语课程标准,必修五教材共有五个单元。每个单元由Warming up, Pre-reading, Reading, Comprehending, Learning About Language, Using Language 这六部分组成。这一课讲的是Reading 部分。 教学课题: 新标准英语(人教版)必修五Unit5 First Aid中Reading: First Aid For Burns 教材分析: 新标准英语(人教版)必修五Unit 5 First Aid 是讨论对不同的情况采取什么急救措施。本节课Reading部分:First Aid For Burns陈述皮肤对人体的重要性,然后介绍烧伤的各种起因,三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。 教学方法: 任务型教学法、直观演示法、TPR教学法 Teaching Goals: 1. Enable the Ss to get some first aid knowledge. 2. Enable the Ss to learn how to use what they’ve learnt to do first aid

treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points: How to improve the Ss’ reading ability. Difficult points: 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods: 1. Skimming & scanning methods to make the Ss get a good understanding of the text. 2. Discussion methods to make the Ss understand what they’ve learned in class. 3. Pair work of group to get every student to take part in the teaching-and-learning activities. 4. Competition and role-play method to arouse the Ss’ interest. Teaching aids: The normal teaching tools Knowledge aims: 1.Get the students to learn the following useful new words and

高中英语教学设计

高中英语教学设计 丛静如 一、教学背景 教学对象是高一学生,英语基础知识和基本技能都是一般水平,对英语学习兴趣不浓,因此,调动学生的学习兴趣,以学生主动学习为目标。 二、教材分析 本课例是高一必修1第一模块里的unit3,welcome to the unit,转绕“looking good,feeling good”这一健康主题,主要通过网络,电影的形式开展学习活动,让学生观看电影并自主通过网络查找资源,协作学习,通过讨论,了解当今人类的健康问题。要求学生学完本课后能够熟练运用英语表达自己的看法,并且正确认识健康的重要性。最突出特点是让学生尝试“自主学习,主动思考,乐于协作,勇于创新”。利用网络资源使学生的学习活动变得多元化。人机互动——师生互动——生生互动。 三、教学目标 1.让学生注意他们的健康,不要为了自身的身材吸引人而忽略了健康问题。 2.让学生通过讨论图片来提高英语口语能力。 四、教学重点、难点 1.教学重点

训练学生听说能力 2.教学难点 提高学生口语能力 五、教法 探究式和师生互动 六、教学辅助手段 计算机、自制CAI课件和学生学习支持材料。 七、教学课程设计与分析 Step 1. Presentation Teachers use the pictures connected with heath to lead in . show some pictures of some famous people and think of these questions: Is a person’s ability judged b y their appearance? Which do you think is more important, looking good or feeling good? 教师:让学生发表自己的见解,以这种方法导入课题,引起学生对问题的探究,也培养了学生观察问题的能力。 Step 2 Discuss Choose four pictures and have a free talk Show four pictures to let them know the importance of health and let them talk freely. eg .who is the person? The reason why he does so as the picture shows。

现在分词作状语的用法

现在分词作状语的用法 现在分词作状语的用法 现在分词作状语: ①现在分词doing所代表的动作或状态与谓语动词是同时或几乎是同时发生的,可以作时间、原因、方式、条件、结果、目的、让步、伴随等状语。分词的逻辑主语就是句子的主语。如:Rushing out of the house, he was knocked down by a car. 他一冲出屋子就被一辆车撞倒了。 My cousin went to Shenzhen, hoping to find a job there. 我表兄去深圳了,希望在那儿找份工作。 The child fell,striking his head against the door. 小孩摔了一跤,头在门上碰了一下。 In the last few years, the country has had a hard time, suffering several killer quakes. 过去几年里,这个国家经历了艰难的时期,遭受了几次致命的地震。 Being spring, the flowers are in full bloom. 因为是春天,所以花都盛开着。 ②有些分词作状语,没有逻辑上的主语,已成为习惯用法:considering, judging from, talking of, allowing for(考虑到), generally/frankly/honestly/roughly/strictly speaking, assuming that(假设)等。如:

Talking of this film, its wonderful. 说到这部电影,好极了。 Assuming that it is true, what should we do now? 假定那是真的, 我们现在该怎麽办? Judging by the direction of the wind, it wont rain today. 根据风向测度, 今天不会下雨。 Social psychology, strictly speaking, deals with the behavior of people in groups. 严格地说, 社会心理学研究人们的群体行为。

高中英语分词作状语精讲

高中英语分词作状语精讲(附作文写作亮点2) 难点形成原因: 1. 对在句中作时间、条件、原因还是别的状语不是很清楚。 2.分不清何时用现在分词、何时用过去分词。 解决办法: 1.理解分词作状语时可以转换成相应的状语从句。 2.分清何时用现在分词、何时用过去分词。 用法讲解: 1.分词或分词短语作状语时,可以表示时间、原因、让步、条件,方式或伴随状况。通常可转换成相应的状语从句;表示方式或伴随状况时可以转换成并列句或非限制性定语从句。 例如: Put into use in April 2000 (=When it was put into use in April 2000), the hotline was meant for residents reporting water and heating supply breakdowns. 分词短语作时间状语 Blamed for the breakdown of the school computer network (=Because she was blamed for the breakdown of the school computer network), Alice was in low spirits. 分词短语作原因状语

Given time (=If he is given time), he’ll make a fist-class tennis player. 分词短语作条件状语 We often provide our children with toys, footballs or basketballs, thinking that all children like these things. (= and think that all children like these things.) 分词短语作伴随状语 2. 有时为了强调,分词前可带when, while, if, though, as if, unless等连词一起作状语,以便使句子的意思更清楚、更连贯。 例如: When comparing different cultures, we often pay attention only to the differences without noticing the many similarities. Though tired, he still continued reading. 3. 现在分词和过去分词作状语时的用法比较。 不管是现在分词还是过去分词单独作状语,其逻辑主语必须与主句的主语一致。分词作状语通常可转换成一个相应的状语从句或并列句,如果状语分句或并列句中的谓语动词为被动结构,就用过去分词;如果状语分句或并列句中的谓语动词为主动结构,就用现在分词。例如: When compared with the size of the whole earth , the biggest ocean does not seem big at all. (04湖北) 分词部分相当于When the biggest ocean is compared with the size of the whole earth, 主语与

现在分词短语作伴随状语

其实分词做伴随状语就是分词做方式状语的一种,伴随是一种方式。大多情况下其实方式状语从句都等于伴随状语从句。只有在just) as…so…结构中位于句首,这时as从句带有比喻的含义,意思是"正如…","就像",多用于正式文体 分词短语作伴随状语 伴随状语的特点是:它所表达的动作或状态是伴随着句子谓语动词的动作而发生或存在的 1)现在分词与过去分词作状语的区别。 现在分词做状语与过去分词做状语的最主要区别在于两者与所修饰的主语的主动与被动关系的区别。 1)现在分词作状语时,现在分词的动作就是句子主语的动作,它们之间的关系是主动关系。 )过去分词作状语时,过去分词表示的动作是句子主语承受的动作,它们之间的关系是被动关系。 比如 The teacher came in the classroom with handing a book in his hand. with handing就是个例子 过去分词,现在分词都可以做伴随状语,即在某件事情发生的时候相伴发生的事情这个句子老师进入了教室,他是拿着本书进入教室的,在他进入教室的时候他的手中有一本书(相伴)知道意思了吧。 做题的时候要注意区分什么时候使用过去分词和什么时候使用现在分词做伴随状语。一般的无非又几种情况: 1,过去分词表示一种完成了的或者是被动意义的动作 分词作状语(关键找逻辑主语) a)放在句首的分词往往看作时间状语1以及原因状语2 1. Looking (when I looked) at the picture, I couldn't help missing my middle school days. 2.Seriously injured, Allen was rushed to the hospital. =As he was seriously injured, Allen was rushed to the hospital. b)放在句中或句末常常看作为伴随状态(并列句) The girl was left alone in the room,weeping(crying )bitterly. (但注意特殊:Generally/frankly speaking... / taken as a whole(总的来讲)不考虑逻辑主语,看作为独立成分)

分词作状语用法

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