语法填空之提示词为动词导学案 （含教案）-2026届高三英语二轮复习专项

语法填空之提示词为动词导学案 【学习目标】 1.掌握语法填空中动词的两种形式（谓语动词、非谓语动词）的判断方法； 2.熟练运用谓语动词的时态、语态及主谓一致规则； 3.掌握非谓语动词的用法及区别。 【重点难点】在实践中运用所学内容。 【学法指导】 1.学生必须独立划出导学案里自主学习案的内容; 2.限时完成学案的课堂探究部分的问题; 3.学生主动积极合作，组织讨论并展示成果 。 1、 【自主学习】核心知识点梳理（Sorting out the core konowledge points） 2025年全国I卷An exhibition at the Jiushi Art Museum in Shanghai is featuring artwork inspired by Go, or weiqi in Chinese, 56. which originated in China more than 4,000 years ago. Go is one of 57______. the earliest binary-based (基于二元的) games. The movements of the black and white pieces reflect the basic ideas of Eastern philosophy, according to Tu Ningning, who is in charge of the exhibition. “The exhibition brings together Go culture, cutting-edge technology and contemporary art,” says Tu. “We hope 58_______. to present (present)the rather abstract Go game and AI in a visual context, and initiate dialogues with minimalist art, conceptual art and expressionism.” “In a Go game, each move should serve a long-term goal. You try to lead the opponent into your trap and force them to follow your ‘59_______. guidance (guide)’ till they lose,” explains Wang Wei, a Go player among the visitors to the exhibition. “The players’ personalities 60_______. are revealed (reveal) during the game, and one’s weaknesses are exposed to the opponent,” she adds. “A decent winner always 61_______. tries (try) to beat the opponent 62_______. by no more than one or two points as a gesture (姿态) of respect for the other side. ” Tu says that the balance between the black and white pieces, the beauty in the 63. strategic (strategy) placement of the pieces, 64. and the energy flow following each move inspired artists to create oil paintings, sculptures, 65. digitally (digital) generated pictures and silk-screen prints for the exhibition. 有提示词解题步骤Steps to Solve Problems with Hint. （1） 【合作探究】谓语动词与非谓语动词的判断（Judgment of Finite and Non-finite Verb.） 1.谓语动词的判断方法总结（Summary of Methods for Judging Finite Verbs）： The film will be shown this Sunday afternoon. Work hard and you will succeed. It is my firm belief that higher education will make a person live a better life. To be frank, the simple, homemade dishes tasted more delicious than anything cooked by a top chef. 2. 【合作探究】非谓语动词的判断方法总结（Summary of Methods for Judging Non-finite ）Verbs： 若句中已有 _________ ，且没有 _______ ，也没有_______ ，则所给动词为非谓语动词形式。 1.常见的连词总结： 并列连词: 从属连词: （二）【自主学习】谓语动词(predicate verb) 1. 时态判断 1) 常见时间标志词： · 一般现在时(am/is/are/do/does)：often, usually, always, sometimes · 一般过去时(was/were/did)：yesterday, last year, in 2022, the other day · 一般将来时(will do)：tomorrow, next year, in the future, soon · 现在进行时(am/is/are doing)：at this moment, at present, now · 现在完成时(have/has done)：since+时间, recently, lately, already, in/over the last/past/recent few days/weeks/months/years/decades/centuries, so far, up to now, for＋时间段, ever since等； · 过去完成时(had done)：by+过去的时间; 固定句式 2) 无时间标志词： · 瞻前顾后找并列（并列连词前后时态一致） a) 可根据并列连词and, but, or, rather than, neither...nor..., not only...but also...等前后的谓语动词形式确定所填谓语动词的时态。 b) 同一个主语的两个或两个以上的并列谓语，谓语动词时态要一致。 · 结合常用句式 a) sb. was/were doing sth. when sth./sb. did b) sb. had (just) done sth. when sth./sb. Did c) This/It is the first/second time that sb. have/has done d) This/It/That was the first/second time that sb. had done e) 祈使句＋and/or＋陈述句(陈述句用一般将来时) f) It’s (high) time that...did/should do sth. · 根据上下文语境判断 2.语态判断 · 主动关系：主语是动作的发出者，用主动语态。 · 被动关系：主语是动作的承受者，用被动语态（be + 过去分词）。 · 主动表被动的特殊情况 1. 主谓一致 动名词、动词不定式、从句、不定代词作主语时，谓语动词常用 。 · 就近原则常见连词： · 就远原则（就前一致原则）常见连词： （三）【自主学习】非谓语动词的用法non-finite verb 1. To make a good impression on the judges, she put on her best performance. 2. The project is waiting to be finished. 3. He pretended to be sleeping when his mom came in. 4. He is said to have come to China already. 5. Seeing the beautiful scenery, she was reduced to tears. 6. The building being constructed now is our library. 7. Having finished my homework, I went to the movies. 8. With years of practice, he had his skills perfected. （四）词性转换（Word Formation） 当动词既非谓语也非非谓语时，需转换为名词、形容词或副词（根据句子成分判断）。 2、 【合作探究】知识总结（Knowledge Summary） 3、 【课堂展示】Work in groups Many people may throw away the pits (核) or nuts after eating fruits, but inheritors of nut carving have instead collected them and turned them into artworks. “One nut, ranging from 0.8 to 6 centimeters, can be made into delicate fan pendants (扇坠), earrings, buttons, seals, ect.,” said Tan Wanhai, an inheritor of Weifang nut carving. Weifang nut carving dates back to the Qing Dynasty. During that time, retired imperial craftsman Wang Dayan spread the skill to the local people in Shandong Province. Craftsmen back then often used peach pits to show off their artistic skills. Due to the rigorous (缜密的) carving skills and its rich artistic content, Weifang nut carving was listed as a national intangible cultural heritage in 2008. Tan couldn’t forget how impressed he was when he first saw a nut carving. Yet, the 48-year-old craftsman also admitted that the journey of bringing this kind of masterpiece to life is not all smooth sailing. “Unlike some pits with a flat surface, each peach pit has its own unique texture,” Tan said, adding that craftsmen have to study and trace each peach pit to carefully plan out their artwork. “Now, the number of inheritors following the tradition is about 1,000. But I believe it could be higher as more craftsmen give up the tradition of passing down the skill only through the family and open up the occupation to anyone who is interested,” added Tan. 4、 Self-assessment 学习目标 是否达标 能够正确判断谓语&非谓语 是 / 否 能够正确分析谓语动词的时态、语态和主谓一致 是 / 否 能够正确判断三种不同形式的非谓语 是 / 否 2 2 学科网（北京）股份有限公司 $ 课堂教学设计（教案） 教师 科目 English 上课时间 2026.3.15 课题 Grammatical blanking fillings-Verbs with Hints 审 核 人 教材 分析 This lesson focuses on the core test point of the College Entrance Examination (Gaokao) English grammar cloze: verb transformations with given hints. It serves as a key link con-necting basic grammar knowledge and discourse application. Since the presentation of pre-dicate/non-predicate verb classifications and tense/voice rules in textbooks is fragmented, this lesson integrates them into a problem-solving thinking model of "determine sentence components first, then choose the form", helping students form transferable problem-solving abilities and laying a foundation for high scores in the Gaokao. 学情 分析 Students in Class 8 Senior 3 have a basic grammar foundation but face typical challenges: - Confusing predicate and non-predicate verbs in discourse, often leading to "multiple predicates in one simple sentence". - Omitting the "be" verb in passive voice and misjudging the logical subject-object relationship between non-predicate verbs (doing vs. done). - Lacking discourse awareness and judging tenses out of context. 教学 目标 1. Knowledge Objectives - Master the basic forms and judgment criteria of predicate verbs and non-predicate verbs. - Understand the three core elements of predicate verbs: tense, voice, and subject-verb agreement. 2. Ability Objectives - Quickly identify whether a verb functions as a predicate, non-predicate, or requires word transformation in a discourse. - Correctly conjugate verbs according to sentence components, logical relationships, and contextual time. 3. Quality Objectives - Cultivate the thinking habit of "determine components first, then choose forms; prioritize logic over details". - Develop qualities such as careful examination, standard writing, active exploration, and cooperative learning. 4. Core Competence Objectives - Enhance language competence, discourse awareness, logical thinking, and cultural awareness. 教学 重难点 1. Distinguishing predicate verbs from non-predicate verbs. 2. Tense, voice, and subject-verb agreement of predicate verbs . 3. Treating a verb as a predicate when one already exists in the sentence. 4. Omitting the "be" verb in passive voice 3. Confusing the active meaning of  doing  with the passive meaning of  done . 教学 程序 教师活动 学生活动 设计意图 新课 导入 活动1(主题简述) 活动2 活动3 活动4 ..... 课堂 练习 课堂 总结 1. Show a fragment of the Go culture exhibition passage and ask: "What functions do the verbs in this passage serve?" 2. Play a cartoon interaction to visualize the difference between predicate and non-predicate verbs. 3. Introduce the topic and learning objectives. 1. Explain the 3step judgment method. 2. Summarize nonpredicate verbs: to do / doing / done. 3. Write the thinking model on the blackboard: Judge structure → Identify function → Write form → Check. 1. Present a mind map of sentence types to review SVO and SVP structures. 2. Explain coordinate conjunctions (and, but, or) and subordinate conjunctions (when, because, though, etc.), emphasizing that "a simple sentence can have only one predicate verb". 3. Analyze the example: The book that you bought from the library yesterday was written by a famous writer who traveled around the world., guiding students to find the main predicate. 1. Summarize tense markers on PPT: - Simple Present: often, usually, always - Simple Past: yesterday, last year - Simple Future: tomorrow, next year - Present Continuous: at this moment, now - Present Perfect: since, already, lately - Past Perfect: by + past time 2. Explain subject-verb agreement rules: - Gerunds/infinitives/clauses as subjects → singular verb - "The number of..." → singular; "A number of..." → plural 3. Analyze Gaokao examples to illustrate the rules. 1. Guide sentence transformation practice: - The flowers will bloom this Sunday afternoon. - Work hard and you will succeed. - To be frank, the simple homemade dishes tasted more delicious than anything cooked by a chef. 2. Explain the usage of non-predicate verbs: - to do : purpose, future - doing : active, progressive - done : passive, completed - having done : action before the main verb 3. Analyze the function of non-predicates in the examples. 1. Distribute Gaokao practice questions and guide students to complete the cloze. 2. Assign a group task: Select 5 verbs from the nut carving passage to design grammar cloze questions, exchange papers, and explain the answers. 3. Comment on typical mistakes. 1.(2024·荆州模拟) The first original drama script ________ (pen) by Mo Yan was published in June 2023. 2. (2025·全国乙卷) ______________ (visit) several times over the last 10 years, I was amazed by the co-existence of old and new, and how a city was able to keep such a rich heritage (遗产) while constantly growing.  3..(2025·北京高考) I turned up at the appointed hour for a dinner, only to find that no other guest ____________ (arrive) and my hostess was still in her sleeping suit.  4.(2025·新高考Ⅱ卷) He quickly ______ (throw) his tools aside, and started running, arms out. 5. (2021·浙江1月高考) In 1985, urban men and women in more than three quarters of the countries ________ (study) had higher BMIs than men and women in rural areas. 1. Show a summary mind map to review the thinking model: Judge structure → Determine function → Write form → Check. 2. Lead students to summarize the key rules of predicate and non-predicate verbs. 3. Assign homework. 1.Read the passage and circle all the verbs. 2. Watch the cartoon and share initial under-standings of predicate/non-predicate verbs. 3. Read the learning Objec-tives aloud and clarify the tasks of this lesson. 1. Review sentence structures and conjunctions. 2. Identify the main predicate in the complex sentence. 3. Take notes on the key rule: one simple sentence, one predicate. 1. Memorize tense markers and agreement rules. 2. Complete instant exercises to practice. 3. Discuss the logic of subject-verb agreement in the examples. 1.Transform sentences into non-predicate forms. 2.Analyze the function of non-predicates in the examples. 3. Take notes on the differences between usages. 1. Complete the practice questions independently. 2. Cooperate to design questions and exchange papers. 3. Present answers and explain the reasoning. 1.Complete the practice questions within the time limit. 2. Check answers and explain the judgment basis. 1. Review the key rules and the thinking model. 2. Share what they have learned in this lesson. 3. Record the homework.. Activate prior knowledge, arouse in-terest with real context and fun ani-mation, and highlight the importance of the test point. Lay a solid foundation for judging verb functions. Master the core rules of predicate verbs. Deepen the understanding of non-predicate verb logic. Apply the rules to real exam questions and enhance output ability. Test the learning effect immediately and find gaps. Consolidate knowledge and form a complete learning loop 板书 设计 Predicate Verbs Tense → Voice → Subject-Verb Agreement Non-Predicate Verbs to do (purpose/future) doing (active/progressive) done (passive/completed) Thinking Model Judge structure → Determine function → Write form → Check 课后 作业 1. Complete 2 grammar cloze passages focusing on verb forms. 2. Analyze wrong questions and record them in the error notebook. 第 2 页，共 2 页 学科网（北京）股份有限公司 $