高中英语必修四教案-Unit4Bodylanguage（3）-人教新课标

教学设计内容 设计主题 人教版必修四 非谓语动词——现在分词作状语 1.整体设计思路、指导依据说明 笔者自从事高中教学以来，根据新课标高中英语教学的要求和现状，一直在总结归纳高中英语的语法教学，试图用思维导图将各部分的语法内容呈现给学生，能让学生在最短的时间内，高效地学习高中语法知识。这种思维导图的教学法的核心是：大脑的思维以图形的方式进行表达以帮助理解和记忆信息。在英语教学中，教师把思维导图和语法教学结合起来，能突破传统的英语语法教学形式，引起学生注意语法的内部联系，帮助学生构建语法网络，提高学生的学习效率和自主复习能力。将所学的内容浓缩到一附图上，每个小分支都有相应的知识点，每个小知识点都要背诵相应的例句，从而达到由点到面，由面及点的灵活地理解和运用，促进学生对英语句法和语法的能力提高。

非谓语动词是英语学习的重点也是难点。从测试的角度看，非谓语动词是历年高考英语考查的重要项目，与其相关的题型占相当大的比例。非谓语的考查直接体现在语法填空，短文改错，写作应用以及阅读中。在收集历年的高考题中，非谓语的热门考点分别是：热点一：非谓语做状语。热点二：非谓语做定语。热点三：非谓语做宾语。热点四：为谓语做宾语补足语。基于此，本课的整体设计思路如下：
知识呈现——比较学习——总结归纳——巩固练习 2.教学背景分析 教学内容分析：
人教版必修四中unit3&unit4的主要语法部分是讲授现在分词做表语、定语、宾语补足语和状语的用法。为使知识能形成知识网络，笔者将两个单元的语法部分整合，并按照高考出现的热门考点分别讲述现在分词的用法。

英语学习过程中，学生需要有综合语用能力的支撑，而语法中非谓语是重难点，需要不断积累和在句中感悟。近几年的全国卷中，对非谓语的最直接考查体现在语法填空和改错题中，间接考查在写作和阅读中。通过对知识的归纳总结提升，将理性上的语法知识，上升为感性的运用，融汇到语用中，让非谓语这一难点，成为得分点。

非谓语动词中分词包括现在分词和过去分词，所以在此，会将现在分词和过去分词的用法进行对比学习，在对比中区分重、难点和考点。

学生情况分析：
本次教学授课对象为南平一中实验班学生，英语整体水平较好，但对语法的整体把握不够清晰，没有形成良好的知识网络，容易混淆重要的考点和难点。学生要在语法填空和改错中准确定位，还有一定的难度，需要加强知识的梳理。

3.教学目标分析 I. Knowledge aims: To learn the grammar rules of v-ing form as adverbial. To grasp some important and difficult points. II. Ability aim: To solve the problems in reading passages and filling in blanks. To use it in speaking and writing. III. Emotion aim: To learn to co-operate in groups and improve your problems awareness and be active in class 4.教学重点、难点分析 教学重点: 1. 现在分词的基本形式和意义。

              2. 能准确锁定现在分词的逻辑主语。

              3. 能根据主语判断出正确的语态和时态。

教学难点: 1. 状语从句和分词的转化。

       2. 现在分词在写作中的运用。

思维导图解读 5.教学过程设计 (中文为主 + 所教学科目标语言) 步骤1：Lead-in • Appreciate a short poem and find out the present participles used as adverbials. Before my bed there is moonlight. So that it seems frost on the ground. Lifting my head, I watch the bright moonlight. Lowering my head, I dream that I’m home. ［设计意图］：提出问题，引导学生思考什么是现在分词，基本形式是什么，在句中作用。

步骤2：Presentation: the present participle as adverbial • Part 1: Forms and Meanings (1) Walking in the street, she saw an old friend. (2) Being punished by his father, my friend was unhappy. (3) Having turned off the TV, he began to go over his lessons. (4) Having been stared at for three minutes, the girl felt nervous. 意义：1. ving与主句主语为逻辑上的主动关系，与主句谓语伴随发生 2. having done 与主句主语为逻辑上的主动关系，先于谓语动词发生 • Part2: Functions and Forms 时间状语从句 when，while，as..——作时间状语 原因状语从句 since, because, as.——作原因状语 条件状语从句 if——作条件状语 让步状语从句 although, though, even if/though——作让步状语 伴随或方式状语 with引起的方式状语或and连接的两个谓语——作方式或伴随状语 • When they say their teacher, the students stood up. Seeing their teacher, the students stood up. 2. After they had finished their homework, they went home. Having finished their homework, they went home. 注意：Having finished their homework的动作在went home(之前),故用分词的(完成式)。

3. Because he was ill, he couldn’t go to school. Being ill, he couldn’t go to school. 4.If you word harder at English, you will make greater progress. Working harder at English, you will make greater progress. 5.Although they felt very tired, they kept running. Feeling very tired, they kept running. 6.The children came into the classroom, and they laughed and talked. The children came into the classroom, laughing and talking. • Part 3: Way of Thinking Seeing their teacher, the students stood up. Having finished their homework, they went home. Being ill, he couldn’t go to school. Working harder at English, you will make greater progress. Feeling very tired, they kept running. The children came into the classroom, laughing and talking. Step1:结构：非谓语短语，句子. 句子，非谓语短语. Step2: 逻辑主语：与主句主语保持一致 Step3: 语态：主动／被动 Step4: 时态：一般／完成 ［设计意图］：通过例句，让学生总结分词在句中可以作时间、条件、原因、伴随状语，并 学会与状语从句的转换。

其次，观察出非谓语做状语的位置的多样性，在文中应注意理解。

• Part4: Attention—3 notes 1.When he arrived at the station, he found the train had left. = Arriving at the station, he found the train and left. = When arriving at the station, he found the train and left. Note1: 连词可以保留，但表原因状语的连词要删除。

2. Because he hadn’t received a reply, he decided to write again. = Not having received a reply, he decided to write again. Note2: 否定形式——在ving前 3. When spring comes, the trees will turn green. = Spring coming, the trees will turn green. Note3: 独立主格结构——分词有自己的主语，这种带主语的分词叫独立主格结构，即n./pron. ＋ ving，句子. 4. If time permits, we’ll visit the Great Wall. = Time permitting; we’ll visit the Great Wall. 5. As it is Sunday, I shall have a quiet day at home. = It being Sunday, I shall have a quiet day at home. ［设计意图］: 现在分词的否定形式，是否加连词是应该注意的点。连词＋分词的 用法经常出现，在写作中为能使逻辑关系更为突出，保留连词。非谓语考查第一步， 找逻辑主语是关键。非谓语的逻辑主语即主句的主语，表示主动的关系。否则，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。

• Part 5惯用法 generally/strictly/frankly/personally speaking一般来说 严格来说 坦率地说 就个人而言 judging from/by 由…判断 considering 考虑到 supposing 假如 speaking of提到 taking… into consideration 考虑 步骤3：Conclusion （6min）
根据思维导图回顾总结本节课内容 步骤4: practice time Practice 1: Filling the blank and guess I: (1). It is a statue, one of the seven wonders in the world. the whole city of Rio de Janeiro, it opens arms to greet visitors from all over the world. (2). She is an athlete. She was so surprised, that she had played her full potential and used all her strength. (3). It is a city. the G20 Leaders Summit, it is now famous to the whole world. (4). It is a space lab. our dreams, it was launched into the space successfully on Sept.15, 2016. II. Show time Enjoy a video and work in groups; write 2-4 sentences to describe the video or express your feelings, including at least 1 sentence with present participle used as adverbial. ［设计意图］：作为知识产出环节，由点及面。从单个词开始造1-2个句子。教师先示范如何表达 图片，学生展示时间可以很好的检查学生的学习情况。

步骤5：Homework write an article about the video. (120words) 分词作状语 • He sent me an e-mail, ________ (hope) to get further information. • European football is played in 80 countries, ______ (make) it the most popular sport in the world. 连词＋分词 • The flowers his friend gave him will die unless (water) every day. • When (question) again ,the suspect(嫌疑人) had to admit that he had kidnapped a child and sold him. 逻辑主语 • Throwing their hats into the air, ________. A. a police car arrived B. the fans of the winning team let out loud shouts of victory C. a little girl came onto the stage D.the singer began to sing a famous song • Having finished his homework, ________. A. he began to play the piano B. it began to rain C. a strange sound came from above the house. D. a tree was cut down • ________, someone was heard to knock on the door of my office. A. Having tea B. When having tea C. When I had tea D. Having had tea 独立主格 • It ________ (be) cold outside, the children didn’t go out to play. • There________(be) no buses, we had to walking home. • Mr Jones, a new teacher, stood in front of the students, his body _______ (tremble) with fear. 语态 • ______ (base) his opinion on facts, he is sure that it will be accepted by his classmates. 时态：
• in the queue for half an hour，the old man suddenly realized he had left the cheque in the car. A. Waiting B. To wait C. To have waited D. Having waited • . that he was in great danger, Eric walked deeper into the forest. A. Not realized B. Not to realize C. Not realizing D. Not to have realized • Dina, for months to find a job as a waitress, finally took a position at a local advertising agency. A. struggling B. struggled C. having struggled D. to struggle 固定用法 • ________ (speak) of travel, have you ever been to Beijing? • ________ (consider) his age, the child reads well . ［设计意图］：作业的设计，是根据本课六大块内容来设计。可以及时检查学生对某块内容的掌握 情况，同时，锻炼学生的做题思维。

6.教学评价设计 评价内容：
1. 课堂内容主要以知识梳理，将分词作状语的用法全面的呈现给学生。

2. 本节课的讲授遵循了全国卷新题的要求，强调在填空中能准确定位。

3. 课堂主要以讲、练的循环模式，教师讲授后，可以及时检测学生的掌握情况。

评价方法：
1. 课堂上，教师将知识呈现后，有配套的例句和即使训练，能有效发现学生的掌握情况。

2. 作业的设计按照课程步骤来设计，能巩固学生的知识，强化理解，针对性较强。

3. 零散的语法知识，用思维导图的形式贯穿，易于记忆运用。

4. 将分词作状语的思维过程步骤化，实用性强，易于操作。