非谓语动词.doc

非谓语动词探究式复习英语语法是英语学习的基础，离开了它，所谓的语言能力无异于空中楼阁。语言学家有句名言：没有语法只能传达很少的信息。因为词汇只是一个个孤立的组成部分，没有语法的词汇就如没有树干和树枝的树叶，只是一片片零散的叶子。可见，学好英语，不仅要学语法，而且要学好语法。在庞大的英语语法体系中，非谓语始终盘踞在至高点，地位举足轻重，也是高考的热点。同时，它的难度也一直困扰着诸多高中学子，让很多学生望而却步，甚至失去学习语法的信心。因此，非谓语的教学显得尤为重要。 高三学生思维活跃，有自己的观点和看法，渴望展示自我，敢于提出不同的见解。而且，从初中到高中的英语学习，有一定的英语语法学习基础，对非谓语有一定的了解，因此，结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。英语教学改革提出“倡导学生主动参与、乐于探究、勤于动手，培养学生收集和处理信息的能力、获取知识的能力、分析和解决问题的能力以及交流与合作的能力。”学生作为探究式课堂教学的主人，教师作为探究式课堂教学的导师，教师的任务是调动学生的积极性，促使他们自己去获取知识、发展能力，做到自己能发现问题、提出问题、分析问题、解决问题。因此，本堂课学生采用探究式的学习方法和任务型教学途径，让学生在完成任务的同时，自己观察、发现、思考问题，小组讨论问题，并总结归纳要点、考点，得出结论。学生带着教师分配的任务去学习，在完成任务的过程中逐渐学到知识，形成一定的英语技能。另外，本堂课依托多媒体课件，整合图、文、声、像，让学生的英语学习更加立体，让所学知识更加巩固。最后，本堂课也将游戏模式引入了课堂，组内合作学习，小组间竞赛评优。这样在培养学生团队合作精神的同时，也通过竞赛的方式激发学生兴趣。二、 教学设计a) 教学目标i. 知识目标: 让学生学习并掌握非谓语动词的分类及用法ii. 能力目标：让学生在英语写作中准确应非谓语的常见句型。iii. 情感目标：培养学生的互助意识和团队合作精神。b) 教学重难点1） 使学生弄清非谓语动词的用法2） 使学生明确并掌握非谓语动词的相关考点。3） 使学生在写作中准确应用非谓语动词的常见句型。c) 教学方法1） 任务型教学。2） 自我探究，小组合作。3） 竞赛评优，激发兴趣。d) 教学步骤第一步：将班级（55人）分成8个小组，每小组6-7人，在小组内讨论下列问题？1.什么是非谓语动词？包括什么？2.它们的性质是什么？与在句子中主要充当什么成分？3.动名词、不定式与分词的主要意义是什么？4.它们分别有哪些形式？如何应用？5.动名词、不定式与分词间有什么联系？第二步：共同认识非谓语动词的基本知识英语中动词的语法作用同汉语语法区别很大。动词除了在句子中充当谓语之外，还常以非谓语的形式充当其他的句子成分。按照动词是否充当谓语，我们可以把动词分为谓语动词和非谓语动词两类。每一类动词所包含的主要语法知识如 下。 时态 （按高考要求共九个时态） 谓语动词 语态 （主动语态和被动语态） 语气 （陈述语气和虚拟语气） 主谓一致动词 动词不定式 非谓语动词 分词 （现在分词和过去分词） 动名词非谓语动词是指不充当谓语而做其他句子成分的动词，凡是用作非谓语的动词在形式上都要有所变化，以区别于谓语动词。第三步 具体实施Step 1导入教师活动：在屏幕上给出一系列的句子，学生说出非谓语在句子中做的成分。The news that the Chinese team won the gold medal was very encouraging.(P.51, Senior Book 2B)The people performing all play different instrument. (P.49, Senior Book2B)Polluted rivers and lakes have also been a cause of death. (P.52, Senior Book2A)So he left France, preferring to give up the fortune that would one day come to him, and went to live in English. (P.57, Senior Book2B)学生活动：说出非谓语在句子中做的成分。The news that the Chinese team won the gold medal was very encouraging.(P.51, Senior Book 2B)句中的现在分词encouraging充当什么成分？The people performing all play different instrument. (P.49, Senior Book2B)Polluted rivers and lakes have also been a cause of death. (P.52, Senior Book2A)现在分词performing作什么成分，修饰那个词; 过去分词polluted作做什么成分？修饰？So he left France, preferring to give up the fortune that would one day come to him, and went to live in English. (P.57, Senior Book2B)现在分词短语作什么成分，表示什么？意图：唤起学生注意力，并导入本堂课的学习非谓语动词的考点复习与应用，并让学生了解非谓语动词的用法，同时让学生明确本课学习目标。Step 2小组活动（每小组完成各自任务）Task1.第一小组回答问题并翻译句子。并作总结归纳。设计意图：弄清楚非谓语动词在句中充当的成分学生自己发现问题，激发学生学习主动性，在小组内讨论完成，通过讨论加深对非谓语动词知识的巩固与掌握。Task 2. 观察下列句子填空并总结（第二组完成）1 _(look) after children is her job.2 _(clean) the classroom is our job today.3_(teach) you English is my job.4 _(create) Central Park was a wonderful idea. 结论：不定式和v-ing在句中充当主语时，表习惯性、经常性行为多用v-ing，而表示一次性具体行为时多用动词不定式。It was a wonderful idea to create Central Park.It is not hard for one to do a bit of good.It is unwise of him to go there alone.It is kind of him to repair my bike得出结论：It is + adj./n. + to do sth.It is + adj. +for sb to do sth. It is + adj. + of sb to do sth.It is no good doing sth.It is no use doing sth. It is useless doing sth.It is a waste of time/money doing sth.结论：在某些句型中，it 作形式主语，ving 作真主语Task 3.观察下列划横线的部分在句子中充当什么成分，并总结规律（第三组完成）They refuse to give up their own customs and way of life.I dont care to play football ; Id rather go for a walk.After a short while he started directing films h mouse. (P. imself.Disney stopped drawing Scores of people went there in the first few days after its opening. (P.3, Senior Book 1B )The money spent on educating a black child was just one fourth of that spent on each white child. I was pleased that the manager had decided not to be angry with me for having been so rude.结论：To do 、Ving 都可以在句子中充当宾语。让同学们尽量归纳出能接to do 或ving 作宾语的动词。后面跟不定式作宾语的动词有：agree, ask, beg, care, choose, decide, fail, happen, hope, long, manage, offer, plan，prepare, pretend, promise, refuse, want, wish等。后面跟V-ing作宾语的动词有admit, avoid, consider, enjoy, escape, excuse, finish, imagine, mind, miss, suggest, practise等继续观察下列搭配并说出区别remember to do forget to do regret to do doing doing doingstop to do try to do mean to do doing doing doingcant help doing need(want, require)doing ( to) do to doTask 4. 观察下列划横线的部分在句子中充当什么成分，并总结规律（第四组完成）My job is to help the patient.My job is teaching.Her wish is to become a pop singer.The news is inspiring.We are inspired.Climbing mountains is tiring.We are tired.得出结论：V-ed 作表语，多表示主语所处的状态。V-ing作表语多表示主语所具有的特征。He didnt know what to do.How to solve the problem is very important.My question is when to start.得出结论：不定式与疑问词who, which, when, where, how, what等连用， 在句中起名词作用，可充当主语， 宾语， 表语。Task5. 观察下列划横线的部分在句子中充当什么成分，并总结规律（第五组完成）Do you want anything to eat?There was nobody to talk with.She was the first person to think of the idea.Heis looking for a room to live in.Ihave no chance to go sightseeing.总结：不定式作定语必须后置，在时态上常常是未来意义，他与先行词之间形成三种修饰关系， 即：动宾，主谓，同位。I have a lot of work _ (do).I will lend you some novels_(read).Have you anything_(take) to him? 思考：to do 做定语，何时用主动，何时用被动。China is a developing country.There is a swimming pool in our school.The person sitting there can speak seven languages.结论：v-ing 作定语：单个v-ing 作定语时前置， v-ing 短语作定语时后置。表示正在发生的动作。The house _ (build) next year will be our new library. The house _(build) now will be our new library. The house_(build) last year is our library now. 思考：v-ed 、ving、to do 作定语的区别Task6. 观察下列划横线的部分在句子中充当什么成分，并总结规律（第六组完成）Would you like me to do something for you?I would prefer you to put your request in writing.I heard the teacher call my name.I often heard the song sung in English.I saw the girl get on the bus and drive off.I saw the girl getting on the bus.I made him keep his promise.He was trying to make himself understood.He is going to have his hair cut.得出结论：1 动词不定式在感官动词使役动词后做宾语补足语可省略“to”，并强调动作的全过程。感官动词 see, hear, notice, watch, look at, observe, listen to, feel使役动词 make, let, have, get 2 现在分词做宾语补足语，表示动作正在进行，也可表示一个持续时间的延续性的行为动作 3 过去分词做宾语补足语，表示被动意义。思考：能接带to不定式作宾补的动词有哪些？ I made him keep his promise. =he was made to keep his promise.He was made to repeat it.They were heard to leave the house.结论：使役动词和感官动词后跟不定式作宾补时，省略to(get除外），但变成被动语态时，不能省略to.Task7. 观察下列划横线的部分在句子中充当什么成分，并总结规律（第七组完成）I am glad to hear the news.He got up early to catch the first bus.She arrived at the school early to find nobody in the classroom.结论：to do形式作状语: 表示目的;原因;结果Working in his small room, he made four pairs of shoes every day.= When he was working in his small room, he made four pairs of shoes every day. Not knowing much English, I found it hard to understand Tom.= As I didnt know much English, I found it hard to understand Tom.Having learnt a lot of techniques from his teacher, he played better and better.=As he had learned a lot of techniques from his teacher, he played better and better.结论：v-ing 作状语，表时间,原因，相当于状语从句Given more time, we could do it much better.=When/If we were given more time,Heated to a high temperature, water will change to vapor.=When/If it is heated to a high temperature,结论：V-ed 作状语表时间或条件=时间或条件状语从句Frightened by the noise in the night, the girl did not dare sleep in her room.=As she was frightened by the noise in the night,.结论：V-ed 作状语表原因=原因状语从句Task8. 观察下列划横线的部分在句子中充当什么成分，并总结规律（第八组完成）Our house painted white, we like it better.=As our house is/has been painted white, we like it better.When the job had been done, we went home.= The job done, we went home.If there is no enough money, he can not buy the dictionary that he wants.=There being no enough money, he can not buy the dictionary that he wants。Because mother was ill, I have to stay at home. =Mother being ill,结论：V-ing或 v-ed 作状语时， 它的逻辑主语就是全句的主语。如果分词结构的主语和全句的主语不一致，就必须在分词结构中写出其逻辑主语。这样的结构叫做独立主格结构。在句中仍然作状语。Task 9. 运用所学知识完成句子.小组竞争，抢答，回答对了加分1.我钱不够，不能买这房子。 、我钱不够，不能买这房子。Being short of money/Not having enough money, I cant buy the house. 2、我比你强，我会跑得比你快。Being stronger than you,I can run faster than you. 3、发现屋里没人，他便留了一张纸条。Finding no one in the room, he left a note. 4、经理设法用蹩脚的英语让别人明白了他的意思。The manager managed to make himself understood with his broken English.5、你觉得不舒服就别去游泳了。Not feeling well, youd better not go to swim.6、吃太多的肉，你会变胖的。Having too much meat, youll get fatter. 7、我们这儿禁止抽烟。谁让你抽烟来着？ We forbid smoking here. Who has permitted you to smoke here? 8、看见我穿得破烂，那售货员拿出最便宜的衣服给我。Seeing me dressed in rags, the assistant showed me the cheapest suit.通过小组抢答的方式激发学生的学习积极性，给枯燥的语法课堂带来活力。同时也给学生增强成就感的机会。最后，引导学生总结关于非谓语的重点知识，并评出优胜小组给予奖励。引导学生总结本堂课所学重点难点，可以清晰掌控学生本堂课学习的效果，对难点进行必要讲解，达到课堂点睛的作用。