高中英語-非謂語動(dòng)詞教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

1、非謂語動(dòng)詞專項(xiàng)復(fù)習(xí)之教學(xué)設(shè)計(jì)通過以下 5 個(gè)題目，讓學(xué)生在完成題目后劃分句子結(jié)構(gòu)，找出主語，謂語動(dòng)詞。對(duì)于第 4 和第 5 小題，詢問學(xué)生所填答案在句中所作成分，并以此推出非謂語動(dòng)詞的概念。1. (2017,江西)Eventually the dog_ (stop) barking and the man was able to touch it.2. (2016, 泰安)On the way they had to cross a river. After crossing they _ (want) to besure whether all were there.3. It is bec

2、ause we are different and each of us _(be) special.4. (2015, 北京) _(enjoy)themselves in the sunshine, people jumped and cheered.5. (2016, 海 口 )Classes _(teach) in English provide students with a betterenvironment.詞根據(jù)以上五個(gè)小題，讓學(xué)生完成關(guān)于非謂語動(dòng)詞的概念的填寫。重點(diǎn)在于非謂語動(dòng)詞在句 中所作的成分，尤其是本節(jié)課的落腳點(diǎn)非謂語動(dòng)詞做狀語和定語。非謂語動(dòng)詞是指在句子中_ 的動(dòng)詞，主

3、要包括分詞(_和_ )， 一、非謂語動(dòng)詞的形式及意義被被動(dòng)語態(tài) 意義動(dòng)作與句中 謂語動(dòng)詞的動(dòng)作同時(shí) 生，或幾乎同時(shí)發(fā) 生其表示的動(dòng)作先于句 語動(dòng)詞的動(dòng)作發(fā) 生邏輯上的被動(dòng)關(guān)系，表完成詞詞不定式的動(dòng)作與句中謂語動(dòng)詞的動(dòng)作同時(shí)發(fā)生或在其后發(fā)生不定式的動(dòng)作與 句中謂語動(dòng)詞的 動(dòng)作同時(shí)發(fā)生不定式的動(dòng)作發(fā) 生在句中謂語動(dòng) 詞的動(dòng)作之前非謂語動(dòng) 詞 式行 式 式被動(dòng)語 態(tài) 主動(dòng)語態(tài)在引出非謂語動(dòng)詞的概念和在句中所作成分后，針對(duì)非謂語動(dòng)詞的三種形式進(jìn)行變形訓(xùn)練， 完成變形后，對(duì)其在句中所表達(dá)的意義進(jìn)行初步的解釋。3.1. 非謂語動(dòng)詞做狀語1. To pass the college entrance exa

4、m, we must work hard.不定式 to do 在此處做_.todo做目的狀語有充分的認(rèn)識(shí)。2. Tom took a taxi to the airport, only to find his plane high up in the sky.todo作_，常表示令人意外的結(jié)果。他盡快地趕回家，卻發(fā)現(xiàn)房子已經(jīng)被偷了。He drove home as quickly as possible,_ .不定式做結(jié)果狀語對(duì)于學(xué)生而言比較陌生，從句子意義入手可能更容易理解，同時(shí)，在學(xué) 生明確該語法項(xiàng)目后，針對(duì)該語法現(xiàn)象立刻進(jìn)行翻譯練習(xí)，加深記憶。3.不定式 to do 常用于“主語(物)系

5、動(dòng)詞形容詞to do”結(jié)構(gòu)中。這類形容詞有： easy, difficult, hard, cheap, expensive, fit, comfortable, heavy, good, important, impossible, dangerous 等，表示主語的特征或性質(zhì)，不定式和句子主語之間存在被動(dòng)關(guān)系， 但常用主動(dòng)形式表示被動(dòng)意義。The morning air is so good to breathe that he gets up early every day.在一輪復(fù)習(xí)時(shí)，該語法項(xiàng)目已經(jīng)在課上有所講解，但是學(xué)生可能有所遺忘。例句出現(xiàn)后， 喚醒學(xué)生的記憶，并加以翻譯訓(xùn)練，提

6、升學(xué)生對(duì)該知識(shí)點(diǎn)的理解和記憶。3.2 非謂語動(dòng)詞做狀語 1. _(live)in the countryside, we lead an easy life.2. His parents died, _(leave) him a lot of money.3. Time _(permit), we will go to the Great Wall.4. _(ill), he went home.5. _(not know) his address, we couldnt send him the letter.6. _(cry) for two hours, she couldnt say

7、a word now.7. Having been buried in the ruins, he cried for help.非謂語動(dòng)詞做狀語部分，在一輪復(fù)習(xí)階段接觸較多，練習(xí)也較為充分，部分學(xué)生已經(jīng)掌握 的較為理想。但是對(duì)于句子結(jié)構(gòu)的把握還不夠明確，這一部分采用個(gè)人解題加之小組討論 的形式，讓學(xué)生在討論中明確句子結(jié)構(gòu)，對(duì)非謂語動(dòng)詞的位置，作用的理解更為透徹。1. Although he was left alone at home, Sam didnt feel afraid at all.=Left alone at home, Sam did not feel afraid at a

8、ll.2. If we are given more time, we will finish the task.=Given more time, we will finish the task.3. When it is seen from the hill，the park is very beautiful.= Seen from the hill，the park is very beautiful.4. If I am compared with you, I still have a long way to go.=Compared with you, I still have

9、a long way to go.5. The teacher stood there and was surrounded by the students.=The teacher stood there, surrounded by the students.6. Because the boy was moved by his teachers words, he cried.=Moved by the teachers words, he cried. 因此學(xué)生在理解時(shí)比較容易，但是由單詞填空過渡到從句翻譯還未有所訓(xùn)練。該部分采用 學(xué)生個(gè)人獨(dú)立完成的形式，劃分句子結(jié)構(gòu)，分析非謂語動(dòng)詞的

10、用法，完成句子。4. 非謂語動(dòng)詞做定語(1)不定式作定語常表示將來的動(dòng)作。The question _at the meeting is very important.將在會(huì)議上討論的那個(gè)問題非常重要。The meeting_(hold) tomorrow is of great importance. (2)不定式用來修飾被序數(shù)詞、最高級(jí)或no, all, any 等限定的中心詞，且與中心詞之間為邏 系。He is always the first _(arrive) at the school and the last _(leave) the school. wish, fact, ex

11、cuse, promise, attempt, way 等。他抓住了出國留學(xué)的機(jī)會(huì)。該部分對(duì)于學(xué)生而言較為陌生，但是從動(dòng)詞發(fā)生的時(shí)間前后關(guān)系入手講解，對(duì)于學(xué)生而言 生在教師講解后獨(dú)立完成較為可行。1)當(dāng)被修飾的名詞與分詞之間為主動(dòng)關(guān)系時(shí)，用_；當(dāng)被修飾的名詞與分詞之間 為被動(dòng)關(guān)系且表完成時(shí)，用_；1. The woman _(sell)vegetables has gone.2. Three days later I received a letter _(offer) me the job.3. The lake_(lie) on the west of Hangzhou is called

12、 the West Lake.4. Whats the language _ (speak)in Germany?5. This is one of the schools _(build) in 1980s.6. The players _(select) from the whole country are expected to bring us honor in thissummer game.這一部分對(duì)于學(xué)生而言非常熟悉，大部分學(xué)生都可以理解且掌握，部分學(xué)生對(duì)句子結(jié)構(gòu)的 分析，非謂語動(dòng)詞的應(yīng)用更為熟練。在對(duì)非謂語動(dòng)詞做定語進(jìn)行總結(jié)后，由學(xué)生獨(dú)立完成 以上題目，并由學(xué)生分析講解，效果事

13、半功倍。ng 我們必須對(duì)正在此討論的問題保密。We must keep a secret of the things _(discuss)here.現(xiàn)在正在舉行的會(huì)議非常重要。The meeting _(hold) now is of great importance.這一部分的知識(shí)點(diǎn)相對(duì)較為新穎，但是只要對(duì)學(xué)生進(jìn)行句子意義上的分析后，由學(xué)生自主 學(xué)習(xí)并完成句子并非不可完成的任務(wù)。但是，要加強(qiáng) being+過去分詞這一組合何時(shí)應(yīng)用的 5. 非謂語動(dòng)詞做賓語、賓補(bǔ)，主語、表語。1. My English teacher promised _(lend)some books to me.2. Mi

14、ssing this train means _(wait)for another hour.3. He depends on you _(help)him with his English.4. He tried to get his work _(recognize) in the medical circles.5. The teacher made some students _(stay)in the classroom after school.6. He had the light _(burn) all night, which made his parents very an

15、gry.7. He had his wallet _(steal)on his way home.8. It is not easy _(find)your way around the town.9._(know)basic first aid techniques will help you respond quickly to emergencies. 10.Our job is _(play)all kinds of music.在復(fù)習(xí)完非謂語動(dòng)詞做狀語和定語后，非謂語動(dòng)詞做賓語，賓補(bǔ)，主語和表語的用法其實(shí) 主要存在于單詞和詞組的固定用法當(dāng)中，因此以題目的形式出現(xiàn)，強(qiáng)化學(xué)生對(duì)于記憶固定

16、 短語和句式的認(rèn)識(shí)，并結(jié)合學(xué)生實(shí)際，適當(dāng)?shù)胤治鼍渥咏Y(jié)構(gòu)，引入賓補(bǔ)等概念，明確句子 成分，完成對(duì)該部分知識(shí)點(diǎn)的理解和應(yīng)用。作業(yè)的布置針對(duì)本節(jié)課講解的重難點(diǎn)進(jìn)行鞏固練習(xí)，并有課代表統(tǒng)計(jì)出錯(cuò)率較高的題目加 非謂語動(dòng)詞專項(xiàng)復(fù)習(xí)之學(xué)情分析由于學(xué)生在初中接觸非謂語動(dòng)詞時(shí)的理解程度和掌握水平各不相同，加之學(xué)生總體的英 選擇，題目設(shè)計(jì)等方面所要面臨的巨大挑戰(zhàn)。 績優(yōu)異的學(xué)生對(duì)非謂語動(dòng)詞的概念理解較為透徹。那么如何將非謂語動(dòng)詞和謂語動(dòng)詞區(qū)分開 及它們的變形如何在做狀語和定語時(shí)的應(yīng)用條件、形式等則要通過大量經(jīng)典且考點(diǎn)明確的練 習(xí)題加以鞏固和提高。在這一部分， 由于學(xué)生的英語學(xué)習(xí)水平差異較大，分層教學(xué)、小組討 論和

17、自主學(xué)習(xí)等成為了學(xué)生對(duì)該知識(shí)點(diǎn)理解、掌握能否達(dá)到最好情況的保證。盡最大可能地絕大部分學(xué)生理解非謂語動(dòng)詞存在的意義，讓大部分學(xué)生能在練習(xí)中逐步 本節(jié)課及今后高考復(fù)習(xí)階段的目標(biāo)。非謂語動(dòng)詞專項(xiàng)復(fù)習(xí)之效果分析本節(jié)課的教學(xué)內(nèi)容為非謂語動(dòng)詞在高考英語第二輪復(fù)習(xí)中的專項(xiàng)練習(xí)，內(nèi)容相對(duì)于學(xué)生 練習(xí)，讓學(xué)生形成對(duì)該知識(shí)點(diǎn)規(guī)律性的認(rèn)識(shí)和解題思路，成為了本節(jié)課的重難點(diǎn)之一。 在不定式的被動(dòng)語態(tài)做后置定語， being+過去分詞部分的自主學(xué)習(xí)部分，學(xué)生需要理解記憶 的時(shí)間必須充足，否則，只能做到表面理解，真正做題時(shí)還會(huì)出現(xiàn)錯(cuò)誤。 生加以額外的關(guān)注和輔導(dǎo)。非謂語動(dòng)詞專項(xiàng)復(fù)習(xí)之評(píng)測(cè)練習(xí)非謂語動(dòng)詞復(fù)習(xí)課 導(dǎo)學(xué)案高三英語

18、楊奕environment.非謂語動(dòng)詞做狀語feeyowhetaskkWhenitisseenfromthehilltheparkisvery beautiful.omparedwithyouIstillhavealongwaytogo非謂語動(dòng)詞做后置定語y 非謂語動(dòng)詞做其他成分ngry ing pushing me towards rocks 63_ (cover)in sea urchins(海膽). Since I wasnt close to the shore, 64_ would have been a tiring exercise to swim against it, so, usin