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课 题 非谓语动词作状语 课 型 Grammar 课 时 2
授课班级 授课时间 80mins 授课教师
教材分析 本节课的主要内容为教材Language Practice 和Vocabulary板块，针对非谓语动词作状语的用法和本单元的重点词汇。呈现了听力和阅读板块已学到的语言，也呈现了新的语法应用，为学生呈现较为完整的语法体系。
学情分析 学生了解非谓语动词的一些基本概念和用法，包括非谓语动词做主语、做宾语的用法，但对非谓语动词做状语的情况不太熟悉，且不能根据不同的谓语动词，选择正确的非谓语动词形式作状语。通过以前英语句子成分的学习，能基本辨认出句子中的非谓语动词和状语。大部分学生对语法学习有畏难情绪，缺乏辨析知识的内在结构的能力，自主学习能力有待提高。
学习目标 sum up the basic usage of non-finite verbs as adverbials and apply them accurately. develop good learning habits and cultivate their abilities of inquiry and application in specific contexts through the study and practical application of grammar knowledge. 3. judge the differences between Chinese and Western thinking in language expression by learning non-finite verbs as adverbials.
学习重难点 sum up the basic usage of non-finite verbs as adverbials and apply them accurately. develop good learning habits and cultivate their abilities of inquiry and application in specific contexts through the study and practical application of grammar knowledge.
教学方法 小组讨论法、任务教学法、情境教学法
课前准备 ppt课件，语音素材，视频与图片
教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等
教学过程
教学环节 教师活动设计 学生活动设计 设计意图
Step 1: Lead in 1.作状语的三种非谓语形式。 He sat down to have a rest. The plane crashed, killing 20 people. Followed by students, the teacher came in the classroom. 2.什么是非谓语作状语？ 状语：修饰动词、形容词、副词或整个句 子，说明动作或状态特征的句子成分。 状语的分类：让步，原因，条件，结果，时间，伴随/方式。 3.分词作状语之主语和谓语的逻辑关系 The plane crashed,killing 20 people. Followed by students, the teacher came in the classroom. Having done his job, he went home. 总结：1.现在分词ing表示主谓的逻辑关系是主动关系。 2.过去分词ed表示主谓的逻辑关系是被动关系。 3.having done表示两个动作存在明显先后关系。 Identify the three forms of non-finite verbs: to do/ing/ed. Make clear the types of adverbial. Understand the logic of to do/ing/ed. 这个环节是为定义作诠释的作用，让学生明白“非谓语作状语”是什么意思。
Step 2: Presentation 非谓语的不同形式。 to do不定式: to do(一般式)，to be done(一般式的被动)，to have done(完成式)，to have been done(完成式被动)。 ing现在分词：doing(一般式)，being done(一般式被动)，having done(完成式)，having been done(完成式被动) ed过去分词：done 现在分词作状语。 （1）作时间状语：Seeing their teacher, the students stood up. /Having finished their homework, they went home. 注意：非谓语作状语相当于一个状语从句，having done表示主语谓语动作晚于从句谓语动作。 作原因状语：Being ill, he couldn’t go to school. 作条件状语：Working harder, you will make progress. 作让步状语：Feeling very tired, they kept running. 作伴随/方式状语：The children came into the classroom, laughing and talking,. 现在分词的否定形式：在现在分词前加not. She stood there, not moving./Not having received a reply, he decided to write again. 过去分词作状语。 （1）作时间状语：Asked why she did it, she began to cry. （2）作原因状语：Moved by her words, he decided to help the poor boy. （3）作条件状语：Given one more chance, I would like to tell the girl , “ I love you.”. （4）作让步状语：Having been defeated many times, they continued to fight. （5）作伴随/方式状语：Surrounded by many students, the teacher stood there. 4.to do 不定式作状语。 （1）作目的状语：He sat down to have a rest. （2）作结果状语：Tom took a taxi to the airport, only to find his plane high up in the sky. （3）作原因状语：I‘m very glad to see you. （4）to do不定式作表语形容词的状语,主动表被动：English is interesting to learn. 5.独立主格结构。 (1)定义：独立主格是一种英语句式，由两部分组成，第一部分是名词或代词，第二部分是非谓语，名词，形容词，副词，或介词短词，这两部分具有逻辑主谓关系。 Eg: Having finished the job, he went home Eg: The job finished, he went home. 由哪两部分组成？ 名词/代词+doing/done/to do/副词/形容词/介词短语/名词 例句。 名词/代词+to do不定式：Lots of work to do, I have to work late today. 名词/代词+doing: Time permitting, I will go with you. 名词/代词+done: Things settled, Tom looks relaxed. 名词/代词+形容词：He stood there, his mouth wide open. 名词/代词+副词：The lights off, we couldn’t continue our work. 名词/代词+介词短语：He sat there, his eyes on her back. 名词/代词+名词：His first shoot failure, he fired again. with引导的独立主格结构。 名词/代词+to do不定式：With so many things to do, I can’t have a rest. 名词/代词+doing：The weather was even colder with the wind blowing. 名词/代词+done：With all the work finished, they hurried back home. 名词/代词+形容词/副词：We lay in the bed with the window open. 名词/代词+介词短语：With a book in hand, he entered the classroom. Take notes of the different forms of the three non-finite verbs. Understand the five types of adverbial that the “ing” non-finite verb can act as and know clearly the differences of these adverbial. Understand the five types of adverbial that the “done” non-finite verb can act as and know clearly the differences of these adverbial. Understand the four types of adverbial that the “to do” non-finite verb can act as and know clearly the differences of these adverbial. Master different types of “Independent genitive structure”. 本环节是呈现新知识环节，分成3个部分讲非谓语作状语，让学生理解每种非谓语形式的不同和特点。
Step 4: Practice 现在分词作状语。 1.______ill in bed for nearly a month, he had difficulty passing the exam. A.Is B.Was C.Being D.Been 2.She sat there,__________to music. A.listening B.to listen C.listen D.listened 3._______from the space, we can see the earth is blue. A.Seen B.Seeing C.To see D.See 4._____________homework, he couldn’t go home. A.Not finishing B.Not having finished C.Finished D.Having finished 二、过去分词作状语。 1.The teacher walked to his office,______by students. A.follow B.following C.followed D.having followed 2._____from the space, the earth looks beautiful. A.See B .Seeing C.To see D.See 3.______the same treatment again, he’s sure to get well. A.Giving B.Given C.Give D.Being given 4._____by their teacher, the children crossed the street safely. A.To lead B.Lead C.Leading D.Led 三、to do不定式作状语。 1.---Was the work difficult ---Not at all. It was easy______ A.to do B.to be done C.doing D.to have done 2._______warm at night, I would fire the woodstove. A. Staying B. Stayed C. To stay D. Stay 3.When asked why he went there, she said he was sent there _____ for a space flight. A. training B. being trained C. to have trained D. to be trained 4.He hurried to the station, only ______ that the train had left. A. to find B. finding C. found D. to have found 四、独立主格结构。 1.The party will be held in the garden, weather_____ A. permitting B. to permit C. permitted D.permit 2._______, his mother had to stay at home and take care of him. A.Being ill B.He was ill C.Tom being ill D.To be ill 3.The murderer was brought in, with his hands______. A.being tied B.having tied C.to be tied D.tied 4.Sally came home,_________. A. a dog following her B.a dog followed her C. being followed by a dog D.a dog was followed her. Finish the exercise carefully. 通过练习的方式让学生掌握重点，查漏补缺。
Step5: Homework 结合本节课内容，尝试设计关于非谓语动词做状语的思维导图。

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