2024届高考英语一轮复习非谓语动词作状语 教案

教学目标

By the end of the period, the students are expected to:

1. distinguish between predicate and non-predicate verbs in a sentence;

2. summarize the basic usage of non-predicate verbs as adverbials by analyzing sentences and understand their meanings in different contexts ;

3. accurately use non-predicate verbs as adverbials in different contexts.

教材

分析

重点

1.To distinguish between predicate and non-predicate verbs in a sentence;

2.To summarize the basic usage of non-predicate verbs as adverbials by analyzing sentences and understand their meanings in different contexts ;

难点

To use non-predicate verbs as adverbials in different contexts accurately.

单元（模块）

设计说明

课程标准要求：在必修课程阶段，学生应意识到语言使用中的语法知识是“形式一意义一使用”的统一体，学习语法的最终目的是在语境中有效地运用语法知识来理解和表达意义；运用所学的语法知识，理解口头和书面语篇的基本意义，描述真实和想象世界中的人和物、情景和事件，简单地表达观点、意图和情感态度，在生活中进行一般性的人际交流；要求在语篇中理解和使用动词不定式作句子中的定语和结果状语，动词-ing形式和-ed形式作句子中的定语、状语和补语，因此，本节课将紧跟课程标准的要求，围绕非谓语动词的基本概念，以及非谓语动词作状语展开。

学情分析

高三1、2班学生英语学习整体体现出基础较为薄弱、词汇量严重不足，对于各语法板块尚未形成完整知识框架，很难做到从理论知识到运用的迁移，因此在做题过程中，对于解题思路的建立、长难句分析、翻译、写作等题型均存在困难，但近期两个班的学生学习主动性较高二有了明显提升，课堂专注度和活跃度也明显进步。

教       学       设       计

教学内容（教师活动+学生活动）

设计意图

教

学

过

程

Procedures:

I. Warming-up

Activity 1: Review the basic forms, functions and concepts of non-predicate verbs

 T: Ask Ss to read the following sentences carefully and identify predicate verbs and non-predicate verbs respectively.

 S: Summarize the common forms and syntactic functions of non-predicate verbs.

Enable students to quickly recall the concept, function, and other aspects of non finite verbs, laying the foundation for future learning of non finite verbs as adverbials

2.   Presentation and practice

Activity 2: On Learning V-ing, V-ed as Adverbials

T: Ask Ss to read the following sentences and to recognize the different uses of V-ing, V-ed as adverbials in different contexts and let the students change the expression with adverbial clause to get a better understanding.

S: To experience the active and passive relationship between non-predicate and logical subject.

Let students first understand the concept of a logical subject and the various ways in which V-ing, V-ed can be used as adverbials due to the difference in active and passive relationship between logical subjects and non-predicate.

Activity 3:Tense and Voice of V-ing, V-ed

T: Ask Ss to analyze the following sentences in terms of the order of action of predicate and non-predicate verbs, as well as the voice of the non-predicate verbs, and write down their analysis results.

S: To understand the sentence and summarize when we should use having done, being dong, having been done.

Have students summarize the changes in tense and voice of V-ing, V-ed  and cultivate their ability to summarize and deepen their impression of the knowledge point.