高中英语语法复习课教学设计（推荐）.docx

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1、高中英语语法复习课教学设计（推荐） 中学英语语法复习课教学设计 不定式与分词作定语、宾补、状语的区分 教学目标 依据英语教学大纲及考纲规定和要求，非谓语动词是历年必考内容，每年有2题涉及该部分要点。语法复习是必要的，但语法教学本身并非目的，而是为了学生驾驭和运用语言服务的。因此，老师要尽量在课堂上给学生自主学习的时间和空间，通过自学、自做、自悟、自助等教学活动，让学生学会运用语法学问来解决问题。本节课的主要目标是： 1、使学生通过自己做题，分析、归纳高考非谓语动词的考点、难点。 2、让学生通过同伴互助、小组探讨归纳总结出不定式与分词在句中作定语、宾补、状语的区分、解题技巧等，进行探究性、探讨性

2、学习。 3、让学生驾驭不定式与分词在句中作定语、宾补、状语的区分、解题技巧等，并能在解题时运用。 总之，通过各种课堂教学活动设计，培育学生自主学习、合作学习、探究学习的实力，训练他们发觉问题、分析问题和解决问题的实力并学会清晰地表达自己的观点。 教学重点、难点分析 1、教学重点： 1）让学生学会自己总结考题的考点、难点及不定式与分词在句中作定语、宾补、状语的区分及解题规律。 2) 让学生驾驭并学会运用不定式与分词在句中作定语、补语、状语的区分及解题规律。 2、教学难点： 让学生有效地驾驭并会运用不定式与分词在句中作定语、补语、状语的区分及解题规律。 教学过程设计 步骤1：真题探究 1、让学生限

3、时完成与本堂语法相关的语法题； 2、让学生与同桌对答案； 3、老师给出正确答案； The Exx: 1.The next thing he saw was smoke_ from behind the house.A.rose B.rising C.to rise D.risen 2.The island, _ to the mainland by a bridge, is easy to go to.A.joining B.to join C.joined D.having joined 3.Look over there- theres a very long, winding path_

4、 up to the house.A.leading B.leads C.led D.to lead 4.After completing and signing it, please return the form to us in the envelope_.A.providing B.provided C.having provided D.provide 5.Were having a meeting in half an hour.The decision_ at the meeting will influence the future of our company. A.to b

5、e made B.being made C.made D.having been made 6.Michael put up a picture of Yao Ming beside the bed to keep himself _ of his own dreams. A.reminding B.to remind C.reminded D.remind 7.Claire had her luggage_ an hour before her plane left. A.check B.checking C.to check D.checked 8.(2022上海) As Jack lef

6、t his membership card at home, he wasnt allowed _ into the sports club. A.going B.to go C.go D.gone 9.I looked up and noticed a snake_ its way up the tree to catch its breakfast. A.to wind B.wind C.winding D.wound 10.The old couple often take a walk after supper in the park with their pet dog _ them

7、. A.to follow B.following C.followed D.follows 11._ into English, the sentence was found to have an entirely different word order. A.Translating B.Translated C.To translate D.Having translated 12.Film has a much shorter history, especially when _ such art forms as music and painting. A.having compar

8、ed to B.comparing to C.compare to D.compared to 13._ around the fire, the tourists danced with the local people. A.Gather B.To gather C.Gathering D.To be gathering 14.The old man sat in front of the television every evening, happy _ anything that happened to be on. A.to watch B.watching C.watched D.

9、to have watched 15.Tom took a taxi to the airport, only _ his plane high up in the sky. A.finding B.to find C.being find D.to have found 设计意图： 1、平常的限时训练能培育学生的做题速度，提高他们的反应实力；最终才能达到高考要求； 2、通过学生同伴探讨，可让他们互换信息，同伴间相互学习，解决部分难点； 步骤2：规律总结 1、小组探讨。 让学生4或6人一小组探讨各个小题的考点、解题规律及不定式与分词在句中作定语、宾补和状语的区分，找出本小组难点或怀疑，并由一名

10、成员记录； 2、全班汇报 小组代表汇报探讨结果或本组难点；其他小组可做补充、答疑；老师在必要时做补充或订正； 3、老师重点补充、归纳 在全班探讨完之后，老师可依据课堂实际状况补充讲解学生可能忽视的重点、规律；并展示其解题规律及区分，让学生有一个更清楚地概念。 总结规律: 1.不定式与分词作定语的区分： 不定式与分词作定语时其逻辑主语一般为其所修饰的名词或代词，非谓语动词的选择主要看：（1）其与逻辑主语的主被动关系； （2）非谓语动词发生的时间 to do 与它的逻辑主语具有主动关系，并且不定式表示的行为将要发生； to be done与它的逻辑主语具有被动关系，并且不定式表示的行为将要发生；

11、doing与它的逻辑主语（即被修饰的名词）具有主动的关系，并且分词所表示的行为正在进行。 being done与它的逻辑主语（即被修饰的名词）具有被动的关系，并且分词所表示的行为正在进行。 done与它的逻辑主语（即被修饰的名词）具有被动的关系，并且分词所表示的行为已完成。 例句：1）The next train to arrive was from New York. 分析：动词不定式用作the next train的定语，通常置于其所修饰的名词或代词之后；它与所修饰的名词the next train是主谓关系（主动关系），并且表示将来的动作。 2）Were having a meeting

12、 in half an hour.The decision to be made at the meeting will influence the future of our company.分析：动词不定式用作the decision的定语，通常置于其所修饰的名词或代词之后；它与所修饰的名词the decision是动宾关系（被动关系），并且表示将来的动作。 3）Look over there- theres a very long, winding path leading up to the house.分析：现在分词短语用作path的定语，通常置于其所修饰的名词或代词之后,相当于一个

13、定语从句which leads.;它与所修饰的名词path是主谓关系（主动关系）。 4) The problem being discued now is very important.分析：现在分词的被动形式作the problem定语，通常置于其所修饰的名词或代词之后, 相当于一个定语从句which is being discued;它与所修饰的名词the problem是动宾关系（被动关系），并且表示正在发生。 5) The island, joined to the mainland by a bridge, is easy to go to.分析：过去分词短语作the island定

14、语，通常置于其所修饰的名词或代词之后, 相当于一个定语从句which was joined by a bridge它与所修饰的名词the island是动宾关系（被动关系），并且动作已完成。 2.不定式与分词作宾补的区分: 其逻辑主语一般为前面的宾语。 do与逻辑主语之间是主动关系，强调动作发生的全过程, done 强调与逻辑主语之间的被动关系, doing 强调与逻辑主语之间的主动关系, 正在进行。 being done 与逻辑主语之间是被动关系，动作正在进行 例句：1) I saw her come into the claroom. 分析：省去to的动词不定式come 与逻辑主语（句子的

15、宾语）her是主动关系，强调动作发生的全过程。 2）I saw her coming into the claroom.分析：现在分词coming与逻辑主语（句子的宾语）her是主动关系，强调动作正在发生，只表动作全过程的一部分，只看到片段。 3）I saw her taken out of the claroom.分析：过去分词 taken out of与逻辑主语（句子的宾语）her是被动关系。 4）I saw her being questioned by the police.分析：现在分词一般式被动式being questioned 用作宾语her的补语，构成被动关系，动作正在进行。

16、3.不定式与分词作状语的区分： to do ：一般在句中作目的，结果，缘由状语。其逻辑主语通常是句子的主语。 例句：1）She went shopping to buy a pen. 分析：to buy a pen是went shopping 的目的。在强调这种目的状语时，不定式前可加in order, so as. 2）George returned after the war, only to find that his wife had left him. 分析：only to find作结果状语。动词不定式作结果状语，通常用于一种出乎意料、意想不到的结果, 不定式前常有only, ju

17、st等词；而现在分词作结果状语则通常用于一种顺其自然的结果，如：Thunderstorms have struck North China, causing heavy rain and traffic problem. 3）Im glad to receive your letter again. 分析：glad 的缘由是to receive your letter again. 分词可作时间、条件、伴随、方式等状语；推断现在分词与过去分词主要看： （1）分词与其逻辑主语（即主句主语）的主被动关系 （2）分词所表示的行为与主句谓语动词行为的时间关系（先后或同时） Doing: 与逻辑主语之间

18、是主动、动作与谓语动词同时发生 Having done: 与逻辑主语之间是主动、动作在谓语动词之前 Having been done: 与逻辑主语之间是被动、动作在谓语动词之前 Done: 与逻辑主语之间是被动/完成、动作与谓语动词同时/之后 例句：1) Gathering around the fire, the tourists danced with the local people. 分析：现在分词短语Gathering around the fire与句子主语是主动关系，相当于一个时间状语从句when they gathered around the fire; 动作与谓语动词dan

19、ced同时发生。 2) Having finished his homework, he went out to play football. 分析：现在分词完成式(Having finished his homework)与句子主语是主动关系， 相当于一个时间状语从句 After he finished his homework;所表示的动作发生在谓语动词之前，作时间状语。Having done通常表时间和缘由状语。表时间常置于句首。 3) Having been translated into English, the sentence was found to have an entir

20、ely different word order. 分析：现在分词完成式被动式Having been translated into English与句子主语是被动关系，相当于一个状语从句After it was translated into English; 所表示的动作发生在谓语动词之前。 4) Translated into English, the sentence was found to have an entirely different word order. 分析：过去分词Translated into English与句子主语是被动关系，相当于一个状语从句After it

21、 was translated into English; 所表示的动作发生在谓语动词之前。Having been done与Done都与主句主语是被动关系，动作先与谓语动词完成时可互换。 设计意图： 1、通过个人自主学习、小组探讨、探讨等来培育学生自主、合作、探究的学习实力及学习意识，提高学习效果。 2、解题规律、学问点的总结都是以学生为主来设计活动，给学生足够的时间、空间来自己找出难点，并试图解决难题，提高其找出问题、分析问题、解决问题的实力。小组之间探讨相互提出的难点，给学生足够的提问权解决自己的难点。 3、通过让学生自主学习语法学问点，在生生之间开展质疑和释疑活动，引导学生总结解题规律

22、，加深其对该语法点的理解及运用。 4、小组内或小组之间的探讨，给学生创建了同伴之间相互学习的氛围，学生更易理解、接受。 步骤3：备考演练 1、让学生限时做题； 2、老师给出正确答案； 3、小组探讨各自难点。 Exx: 1.- I wonder whom you are waiting for. - The policeman _ the traffic accident. A.dealt with B.to deal with C.will deal with D.to be dealt with 2.The problem just _ to be discued at the next c

23、onference. A.referred is B.referred to be C.referring to is D.referred to is 3.Bats are surprisingly long-lived creatures, some _ a life span of around 20 years. A.having B.had C.have D.to have 4.When I walked past his garden, I saw him _ there with his wife. A.to work B.worked C.working D.works 5.

24、Good morning.Can I help you? Id like to have this package _ , madam. A.be weighed B.to be weighed C.to weigh D.weighed 6.Li Ming was made _ the blackboard for a week as a punishment. A.to clean B.cleaning C.wash D.to be washing 7._ by many economic officials, the president visited China and made gre

25、at achievements. A.Accompanying B.Accompanied C.To accompany D.Being accompanied 8.I came _ to the railway station, only _ the train was slowly pulling out of the station. A.and ran; found B.running; finding C.running; to find D.to run; finding 9.Consumers often call the manager _ about bad products

26、 or bad services. A.to complain B.complained C.having complaining D to have complain 10.The old black woman sat under the pine tree, her grandsons, _ around her, _ to an old story. A.seating; listening B.seated; listened C.seating; listened D.seated; listening 设计意图： 通过课堂上再做此类型的题，让学生刚好巩固所学学问；对自己驾驭不透的

27、学问和解题规律、方法等刚好向同伴或老师请教，让考生真正解决自己的难点，做到学以致用、提高英语运用实力和解题实力 中学英语语法复习课教学设计（举荐） 中学英语语法课教学设计 中学英语语法填空教学设计 中学英语语法课教案 中学英语语法教学反思 中学英语语法教学现状 中学英语语法教学反思 中学英语语法教学反思 中学英语语法教学设计 定语从句 中学英语语法222 本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第13页 共13页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页第 13 页 共 13 页