1、2016年教学设计英语科Grammarthe V-ing form as the adverbial教材分析（The analysis of the teaching material）本课时为一节语法课，教学内容来自人教版高中英语教科书Boo4 Unit4的语法内容V-ing作状语。非谓语动词是高中英语语法的重难点之一，也是高考必考内容。作为非谓语的一种，V-ing在句子中能够充当除谓语以外的其他成分，这节课主要探讨V-ing在句子中作状语的用法。学情分析(Learners analysis)1、授课对象为高二下学期的学生，学生已经学习了V-ing作主语，宾语，表语，定语，宾语补足语等用法，
2、也接触过V-ing作状语的句子，但对作状语这一用法还没有一个具体清晰及系统的认识。2、学生英语基础参差不齐，且大部分基础较弱，而语法学习在学生眼中又是相对枯燥无味的一个过程。因此在教学过程中，布置的任务要兼顾各个层次的学生，且应创新教学形式，使学生都能参与到课堂教学活动中，学有所得。设计理念(Design concept)新课标要求注重培养学生用英语获取信息、处理信息、分析问题、解决问题的能力，提高学生用英语进行思维和表达的能力，培养学生学会自主合作探究学习。同时倡导在教学过程中“教师为主导，学生为主体”。在这种教育理念的指导下，本节课采用探究式教学和小组合作学习方式，在多媒体教学环境中，使用
3、歌曲和相关图片，让学生通过观察句子和小组竞赛或个人练习的方式实现从“感知归纳理解运用”知识点的一体化过程。教学目标(Teaching aims)1、Knowledge aims1) Students learn the different forms and usages of the present participle.2) Students learn about the usage of the present participle used as adverbial. 2、Ability aims1) Students are able to use the present part
4、iciple as the adverbial correctly and properly.2) Students can distinguish the difference in the usage of the present participle, the past participle and the infinitive used as adverbial.3、Emotional aims1) Cultivate the students ability of comparing and summarizing2) Develop the students desire for
5、exploring, the spirit of cooperation, and the ability of solving problems etc. 教学重难点（Key and difficult teaching points）1、The structure and usage of the V-ing form 2、How to use the V-ing form as the adverbial correctly. 3. The difference in the the usage of the V-ing form, the V-ed form and the infin
6、itive used as the adverbial.教具准备 (Teaching aids) Blackboard, multimedia, PPT课时安排 (Teaching process arrangement)Time period(40 minutes) ActivitiesStep1: 0-2Lead-in：listen to a song and work out the lyricsStep2: 3-5Revision: the usages of V-ing form learnt in previous unitStep3: 6-20Grammar learning:
7、1. V-ing form as the adverbial (7) 2. Comparison (9)Step4: 21-31Group competition: Grammar exercise Step5: 32-37Individual practice: the V-ing form used in Writing Step6:38-39SummaryStep7: 39-40Homework教学方法(Teaching methods)1. Inquiry-based teaching method: students are supposed to work out the gram
8、mar rules by observing and comparing the given examples2. Cooperative learning and individual learning教学过程(Teaching procedures)Step 1 Lead-in (2 minutes)Listen to the song carefully and write down the missing words on a piece of paper.Take me to your heart_ from the rain and snow，_ to forget but I w
9、ont let go，_ at a crowded street，_ to my own heart beat，So many people all around the world，Tell me where do I find someone like you girl.Take me to your heart take me to your soul.Give me your hand before Im old.Show me what love is - havent got a clue.Show me that wonders can be true.设计说明截取歌曲Take
10、me to your heart前一小节，让学生听并写出挖空部分的歌词。这些歌词均是V-ing形式，且在句子中作状语，从而引出本节课的语法内容。用歌曲这样的导入方式，能使枯燥的语法学习变得更加生动有趣，使课堂气氛较为轻松愉悦，有助于引起学生的学习兴趣。Step 2 Revision (3 minutes)Read the short passage. And then tell the part of speech of the underlined parts in the sentence. The man in the picture is Professor Du. Teaching
11、in college is his job. His handsome look keeps many women thinking about him all day long. However, the man teaching in class is actually an alien(外星人). He enjoys living on the earth. His superpower (超能力)is surprising. Seeing him, girls will certainly scream(尖叫).设计说明 学生已学过V-ing在句子中作主语、宾语、表语、定语及宾语补足语
12、的用法，V-ing作状语是本节课要学的语法新知识。通过热门韩剧来自星星的你中的男主角的一张图片及一篇含有V-ing 形式各种用法的小短文介绍，简单自然地实现“让学生从旧知识向新知识过渡”的目的。这样的操作也能让学生切身体会到语法在英语表达当中的实际运用，从而对该语法感兴趣，并试着学以致用。Step 3 Grammar learning (17minutes)1、动词-ing形式作状语的特点(7 minutes)说出V-ing形式在句子中分别表示什么状语, 然后归纳其用法特点。(1) Walking along the street, I met Mary.(2) Not getting up
13、early, she missed the first bus.(3) Working hard, you will succeed.(4) Having been told many times, he still repeated the same mistake.(5)Her parents died in 2000, leaving her with her younger brother.(6) She sat at the desk reading a newspaper.小结： V-ing作状语时可表示 、 、 、 ，相当于相对应的状语从句，多位于 。 V-ing形式作状语可表示
14、 、 或方式，相当于一个并列结构，多位于 。 V-ing形式作状语时其逻辑主语与句子的主语是 一致的。 V-ing的否定形式是在V-ing形式 加 。 设计说明 此活动旨在训练学生的观察，理解和归纳能力。通过多个例句的呈现，让学生体会归纳V-ing在句子中作状语所表示的各种意义。2. Comparison (9 minutes)1. Hearing that he got the Oscar, we felt happy for him.2. Having failed many times, he still didnt give up and finally got his first O
15、scar.3. Having been given the Oscar, he decided to hold a party in celebration of celebration of his success. 小结1：现在分词有一般式doing和完成式having(been)done. 如果V-ing形式表示的动作与谓语动作同时或几乎同时发生，用 ; 如果V-ing形式的动作与谓语动作有明显先后顺序，先于谓语动作发生，用 。如V-ing表示的动作先发生，且与句子主语是被动关系，则用 。设计说明结合热门的娱乐新闻“小李子终于结束奥斯卡陪跑获得奥斯卡影帝”及例句来让学生归纳doing和h
16、aving done的区别，还有having done和having been done的区别，使语法项目变得形象生动，学生学起来也有意思。1. _ (see) from the top of the teaching building, our school looks more beautiful.2. _ (see) from the top of the teaching building, we find that our school looks more beautiful.小结2：作状语时，用V-ing还是V-ed, 取决于该动词表示的动作与逻辑主语的关系，若为 关系，用 ；若
17、为 关系，用 。1. In May, it rained heavily in Xinyi, causing serious flooding. 2. She hurried to the airport, only to find that the plane had taken off.小结3：doing作结果状语，通常表示 的结果。to do 作结果状语，往往表示 的结果。设计说明 在比较V-ing, V-ed和to do作状语的区别时，分别运用了学校风景图片和茂名信宜洪灾的新闻图片，与学生的生活紧密相关，图片与语法运用表达紧密结合，更有助于学生理解三种非谓语形式作状语时的细微区别。St
18、ep 4. Group competition （10 minutes）Divide the whole class into four groups and each group is required to write down the answers on the blackboard within 8 minutes. The group which finishes quickest and best will be the winner. 一、用所给词的适当形式填空1_(catch) the early flight, we ordered a taxi in advance an
19、d got up very early. (15.北京）2Clearly and thoughtfully _(write)，the book inspires confidence in students who wish to seek their own answers. (14.天津）3. Like ancient sailors, birds can find their way _(use) the sun and the stars. (15重庆)4. _ (show) around the Water Cube, we were then taken to see the Bi
20、rds Nest for the 2008 Olympic Games. 二、先判断句子正误（True or False）, 然后改错。1. Having been closed the door and windows, the students left the classroom. 2. He woke up, only find that he was alone in the house.3. Being ill, he didnt go to school. 4. Shake her head, she said, “It isnt a good time to do that,
21、dear.” (江苏)5. As we climbed the mountain, we fed monkeys, visiting temples and told stories.（全国）设计说明语法练习能本练习环节结合高考英语的语法填空和改错题型设计了非谓语作状语的相关练习来够检测学生掌握该语法的程度。同时为了使课堂气氛更加活跃，学生更加投入到课堂教学活动中，通过小组竞赛的模式，让学生通过小组合作，集思广益，把所学知识运用到练习题中去。Step 5. Grammar practice in writing (6minutes)请把以下四个加粗部分所在的句子改成含有V-ing形式的句子。D
22、ear Peter, How are you doing? I am writing to tell you my experience as a volunteer in Asian Games. When I heard the news about Asian Games, I felt so excited. I applied to be a volunteer at once. Because I was good at speaking English, I succeeded in being a volunteer. My parents supported what I h
23、ad done, which made me more confident. Though I had no experience, I still did a very good job. I was considered as the most excellent volunteer, and then I was well-known in the college. Thanks to this experience, I broadened my horizon and improved my ability of communicating with others. Do you h
24、ave any similar experience? Would you like to share something with me? I am looking forward to your reply. Yours sincerely, Li Hua 1、 2、 3、 4、 设计说明在高考书面表达中运用一些高级句式等，可以给作文增色不少。因此本环节让学生把作文中的一些句子运用V-ing作状语来进行改写，训练学生学以致用的能力。此环节亦可以作为备用方案，即根据课堂实际情况操作，如时间不够，只需举个例子说明如何做该习题，让学生课后完成。Step 6. Summary (2minutes)1. V-ing的形式 语态时态主动语态被动语态一般式完成式2.本节课V-ing作状语的用法总结Step7. Homework (1minute)1. Review V-ing form as the adverbial 2. Finish Ex.1&2 on P29 in your textbook.板书设计（Blackboard design）Grammarthe V-ing form as the adverbialGroup2Group1Teachers notesStudents answersGroup4Group3