现在分词作状语-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(doing)作状语的微课数学设计
现在分词（doing）作状语的微课数学设计现在分词（doing）作状语的微课数学设计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。
目前，“翻转课堂”活动在很多学校蓬勃开展。
“翻转课堂”要求教师事先把教学内容录制成系统的微课教学视频。
学生在课前观看微课视频，自主探究知识，在课内进行讨论、质疑和拓展，以巩固所学知识。
这种学生课下自主学习、课内讨论的学习模式彻底颠覆了传统的课堂教学模式，因而被称为“翻转课堂”。
实施“翻转课堂”的目的是发展学生的自主学习能力、思维能力和创新能力。
“翻转课堂”突破了传统上以知识传授为核心目的的课堂教学模式，将掌握知识与发展能力统一起来，实现了教学活动和教学过程的重新构建。
制作高质量的微课教学视频是顺利实施“翻转课堂”的关键环节。
因此，中学教师的当务之急是研讨如何设计和制作微课，以提高课堂教学的实效性。
2.教学内容分析本节课的教学内容是现在分词（doing）作状语。
现在分词是非谓语动词的重要组成部分，既是高考的高频考点，又是考生的易错点。
现在分词包括一般式（doing）、完成式（having done）、被动式（bEing done）、完成被动式（having been done）和完成进行式（having been doing）。
现在分词的用法灵活、功能强大，可在句中作表语、定语、宾语补足语和状语等句子成分。
本节课的教学内容是现在分词的一般式（doing）在句中作状语的用法。
3.教学目标预设（1）掌握现在分词在句中作状语的用法。
包括：①了解现在分词（doing）作状语的特点和含义；②了解现在分词（doing）作状语的常用六种功能；③了解现在分词作状语时在句中的位置。
Unit4StageandScreenUsinglanguage现在分词作状语导学案-高一英语
天津泰达枫叶高一下学期Unit4 现在分词作状语导学案班级： 姓名： 评价：【学习目标】1. 引导学生掌握现在分词作状语的用法，并能够在真实语境中运用2. 引导学生描述电视节目的词汇，并运用这些词汇谈论自己喜欢的电视节目3. 引导学生了解音乐节的相关信息，掌握并运用与活动计划安排相关的表达方式【课前预习单】动词【课中探究单】Task 1: 现在分词的动作发出者？1.Dating back to the 18th century, Peking Opera has over two hundred years of history.2. Starting with an orchestra playing traditional Chinese instruments, the opera brought a pletely new sound to my Western ears.ing such techniques, the opera had transformed a small stage into the whole universe.4. Before experiencing The Revenge of Prince Zidan, I wasn't sure if I would enjoy it.5. Feeling the strong emotions of love, anger, fear and grief in the performance, I could easily recognize the theme of Hamlet.Conclusion:现在分词(doing)作状语,其动作发出者是主句的_________,呈_____(主/被)动关系。
Task 2 ing 的基本形式1. When he walked out of the room, he saw a dog.当他走出房间时，他看到了一只狗。
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。
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________、________、________、________、___ _____、________、________。
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。
现在分词作状语的教学设计
Teaching planGrammar: Present participle used as adverbial现在分词作状语三维目标：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。
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)学法主要采用合作探索学习法，使学生通过思考、探索、讨论、交流及合作等方式完成教学任务，培养运用英语的能力。
教具：Multimedia,blackboard教学步骤：Step 1 Greetings and lead-in引入Lead in the class naturally by talking with the students.Step 2 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?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________、________、________、________、________、________、________。
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。
Unit 4 ing 形式作状语教学设计 2022-2023学年高中英语外研版(2019)必修第二册
1.Enable students to learn to understand the basic knowledge about -ing as adverbial,especially the basic formsanddifferent functions.
2.Enable students touse the ing as adverbial in writing or speaking.
Having been done形式等于done的形式，意思是与句子主语为逻辑上的被动关系，且先于位于动词动作发生表示已经完成，例如：(Having been) written in haste,the essay was not worth reading.意思是，文章写得太匆忙，不值得读。
2、–ing形式做状语的句法功能
例如，Walking in the park, she saw an old friend.当她在公园里散步时，她看到了她的一个老朋友。就相当于When/While (she was) walking in the park, she saw an old friend.同学们注意：当表示正在进行的动作时，可直接在分词前面加上when或while，此时也可理解为状语从句的省略。
答案：1.reading 2.Having spent 3.Having been told /Told
通过练习巩固当堂所学重点，此三题涉及到逻辑主语主动发出动作doing,强调动词发生的先后顺序having done以及与逻辑主语动作构成被动的having being done/done三种形式。
Unit 4 Stage and screen Using Language 1：Grammar:ing as adverbial (ing形式作状语)教学设计
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。
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。
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。
现在分词做定语及状语备课讲稿
Not having heard from her son for a long time, the mother worried a great deal.
由于很久没有收到儿子的来信，这位母亲很担心。
V.现在分词的时态和语态的用法。
1).分词一般式表示的动作和谓语动词所表示的动作一般同时进行时，则用分词的一般式形式。
2.现在分词作定语往往表示“令人……”，主动的或正在进行的动作。如：a moving film, a developing country.
II. ing形式作状语
动词-ing形式在句子中做状语，表示的动作是主语动作的一部分，与谓语动词表示的动作或状态是同时或者几乎同时发生的，经常可以做时间、原因、方式、条件、结果、目的、让步状语从句。句子的主语必须是状语的逻辑主语；而且主语与作状语的分词之间呈逻辑上的主谓关系。
语法聚焦预习自测
1._________ her telephone number, I couldn’t ring her up.由于不知道她的电话号码，我无法打电话给她。
2. ____________________, we will go there on foot.
天气好的话，我们将步行去那里。
但有时它也可以有自己独立的逻辑主语，独立主语=逻辑主语+现在分词……表示伴随，时间、原因，条件。
2).Many people being absent, they decided to put the meeting off.
由于许多人都缺席了，他们决定取消这次会议。
IV.现在分词的否定形式。
现在分词的否定式:not+ v.ing
现在分词作状语教学设计
现在分词作状语教学设计☆一般来说，-ing形式表示主动、进行；过去分词表示被动、完成。
☆-ing形式作状语，可以表示时间、原因、结果、条件、让步、行为方式、伴随状况等。
如：▲doing sth.作时间状语：听到这则好消息，孩子们高兴地跳了起来。
Hearing the good news, the kids jumped happily.= When the kids heard the good news, they jumped happily.Having finished his homework, the boy was allowed to play outside.After the boy had finished his homework, he was allowed to play outside.▲doing sth.作原因状语：Getting up so late, she missed the school bus.= She missed the school bus because she got up so late.▲doing sth.作结果状语：The girl turned off the lamp, seeing nothing.= The girl turned off the lamp so that she could see nothing.Xiao Li rushed to the station, only to find the bus had already left.▲doing sth.作条件状语：Listening to English every day （If you listen to English every day），you’ll learn it well step by step.Using your head, you’ll find a good way.Working hard, you’ll surely succeed.Working hard, you'll succeed.Taking the path that leads out of the town, you will come to a lake.Turning to the left, you will find the path leading to the park.▲doing sth.作让步状语：Working so hard, he failed again.Living miles away, he attended the course. 虽然住在几英里以外，他仍去上课。
高考英语分词作状语的用法和考点教案
1. 让学生理解分词作状语的概念和用法。
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考点和技巧。
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练习。
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定义、分类和用法。
3. 示例：给出现在分词和过去分词作状语的例子，让学生理解并模仿。
4. 练习：设计一些练习题，让学生运用所学知识进行练习。
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：讲解分词作状语的概念、分类和用法。
2. 示例法：通过示例让学生理解和模仿分词作状语的用法。
3. 练习法：设计练习题，让学生巩固所学知识。
4. 互动法：鼓励学生提问和参与讨论，提高学生的积极性。
1. 课堂参与度：观察学生在课堂上的积极参与情况和提问次数。
2. 练习完成情况：检查学生完成练习题的正确率和进步程度。
3. 学习效果：通过课后作业和测试了解学生对分词作状语的掌握程度。
六、教学资源1. 教学PPT：制作包含分词作状语定义、分类、用法和例子的PPT。
2. 练习题：设计一些关于分词作状语的练习题，包括选择题、填空题和改错题。
3. 参考资料：提供一些参考资料，让学生课后进一步学习和巩固。
4. 教学视频：寻找一些关于分词作状语的教学视频，供学生课后自主学习。
七、教学步骤1. 引入新课：通过一个简单的句子引导学生思考分词作状语的概念。
2. 讲解分词作状语的定义、分类和用法。
3. 示例分析：给出分词作状语的例子，让学生理解并模仿。
4. 练习巩固：让学生完成练习题，巩固所学知识。
5. 课堂讨论：引导学生进行小组讨论，分享学习心得和疑问。
6. 总结回顾：对本节课的内容进行总结，强调重点和难点。
7. 课后作业：布置一些关于分词作状语的作业，让学生课后巩固。
现在分词作状语学案优质精心制作
V-ing as AdverbialLearning Aims:1.Teach the students the functions of v-ing form as adverbial.2.The testing points of v-ing form as adverbial in the college entranceexamination.Learning important point The functions of v-ing form as adverbial.Learning difficult point The testing points of v-ing form as adverbial in the college entrance examination.Learning Procedures:Ⅰ. Observe the forms of adverbial.She jumped happily.When she heard the news, she jumped happily.She went to the super market to buy some eggplant.我们发现可以做状语的有_________、______________、_____________。
今天我们还要学习另外一种形式做状语----ving形式Ⅱ.To show some pictures of the forms of adverbial and explain the usage.1.作时间状语，在主句前。
表示两个动作同时发生或一个动作紧接着另一个动作。
相当于when while引导的时间状语从句。
1.Opening the door, he turned on the light.→When he opened the door, he turned on the light.2.Walking in the street, I met a friend.→When I walked in the street, I met a friend.2.作原因状语，用being+名词/形容词位于主句前。
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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→Presentation(Step2)→Consolidation(Step3)→Homework(Step4)教学过程：Step1:Lead-in （3mins）Appreciate a short poem and find out the present participles used as adverbials.Step2:Presentation (32mins)Part1: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 walked(2).____ by his father, my friend was unhappy.A.Having punishedB.punishedC. Being punishedD.Punishing(3).___ such heavy pollution already,it may be difficult to clean up the river.A. Having sufferedB.SufferingC.To sufferD. Suffered(4). _______ 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(8mins)1.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（13mins）1.一句多译：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(6mins)1.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.教后反思：_______________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________。