Chapter4 ?What should I do?-Grammar

一．章節(jié)分析（Chapter 4 ?Grammar section ）

（一）語(yǔ)法地位（Grammar Position）

1. 動(dòng)詞非謂語(yǔ)形式是高中英語(yǔ)語(yǔ)法的重要組成部分，也是高考語(yǔ)法部分的考查重點(diǎn)，而在牛津英語(yǔ)高中第一冊(cè)第四章節(jié)就出現(xiàn)現(xiàn)在分詞、過(guò)去分詞，對(duì)高一學(xué)生來(lái)說(shuō)有一定難度，所以教師有必要做好教學(xué)鋪墊，緊扣課本內(nèi)容，不做語(yǔ)法點(diǎn)的展開(kāi)，結(jié)合書(shū)本上練習(xí)進(jìn)行講解和操練，配以補(bǔ)充題加以鞏固。

2. 高一學(xué)生對(duì)let / make的意義和用法有初步了解，但教師要講清let和make的意義差異，幫助學(xué)生翻譯、寫(xiě)作時(shí)準(zhǔn)確使用。

3. 教師必須講清動(dòng)詞let/make在主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)中表達(dá)時(shí)的不同。

   （二）語(yǔ)法目標(biāo)（Grammar Target）

   1）知識(shí)目標(biāo)?運(yùn)用動(dòng)詞的現(xiàn)在分詞、過(guò)去分詞來(lái)表達(dá)時(shí)間和原因；動(dòng)詞let/make在被動(dòng)語(yǔ)態(tài)中的用法。

   2）能力目標(biāo)?熟練地運(yùn)用狀語(yǔ)從句和分詞短語(yǔ)表達(dá)時(shí)間、原因。

   3）情感目標(biāo)?追求語(yǔ)句表達(dá)的多樣性和完美度。

   （三）語(yǔ)法重點(diǎn)和難點(diǎn)（Important and Difficult Points）

   1）．關(guān)鍵知識(shí)點(diǎn)??現(xiàn)在分詞和過(guò)去分詞作狀語(yǔ)的區(qū)別，即何時(shí)用現(xiàn)在分詞，何時(shí)用過(guò)去分詞。

   2）。主要語(yǔ)法點(diǎn)

1. 現(xiàn)在分詞作時(shí)間狀語(yǔ)，表示主、次動(dòng)作幾乎同時(shí)發(fā)生。

2. on/ while / after / before + v-ing，作時(shí)間狀語(yǔ)。

3. 現(xiàn)在分詞作原因狀語(yǔ)。

4. 過(guò)去分詞作原因狀語(yǔ)。

5. let / make在被動(dòng)語(yǔ)態(tài)中的用法。

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   二、教學(xué)設(shè)計(jì)（Teaching Designs）

[鏈接1]

1．教師找兩句課文中的原句，對(duì)動(dòng)詞的非謂語(yǔ)形式進(jìn)行說(shuō)明。

例句1：One evening night last month, I was visiting?a close friend in her?new high-rise flat when she accidentally knocked?a flower pot from her window. ???

• visiting，?V-ing 形式，在句子中作be動(dòng)詞的表語(yǔ)，幫助構(gòu)成進(jìn)行時(shí)態(tài)。

• knocked，V-ed形式，在句子中作謂語(yǔ)動(dòng)詞，表示一般過(guò)去時(shí)態(tài)。

  例句2：Returning?home later that evening, my friend learned that the police had been to the flats.

• returning, V-ing形式，在句子中不作謂語(yǔ)，稱(chēng)為動(dòng)詞非謂語(yǔ)形式。

  例句3 ：Late last night, while traveling?home by train, I saw three tough guys enter my almost empty carriage.

• traveling, V-ing形式，跟在while之后，不作句子謂語(yǔ)，稱(chēng)為動(dòng)詞非謂語(yǔ)形式。

  2．教師要求學(xué)生回到課文中，找出象例句中一樣不作句子謂語(yǔ)的動(dòng)詞形式: V-ing / V-ed。

  （原因）Frightened?of losing her job in the civil service, my friend has said nothing.

  （時(shí)間）Sitting?down beside a young boy who was traveling alone, they began to tease and bully him.

  （原因）I wanted to help him, but not being?Superman and hating?violence, what could I do?

  （時(shí)間）On discovering?the error, I went back to tell her about it.

  （時(shí)間）I had done my best, before leaving, to correct the error.

  3．教師要求學(xué)生把這些動(dòng)詞非謂語(yǔ)形式進(jìn)行分類(lèi)，學(xué)生很快可以分出時(shí)間和原因兩類(lèi)。

  4．教師要求學(xué)生把這些動(dòng)詞非謂語(yǔ)形式改成相應(yīng)的狀語(yǔ)從句，讓學(xué)生更好地理解狀語(yǔ)從句到狀語(yǔ)短語(yǔ)的轉(zhuǎn)變，從而學(xué)會(huì)使句式多樣化。

  原因狀語(yǔ)從句：

  Because my friend is frightened of losing her job in the civil service, he has said nothing.

  I wanted to help him, but because I was not superman and I hated violence, what could I do?

  時(shí)間狀語(yǔ)從句：

  When they sat down beside a young boy who was traveling alone, they began to tease and bully him.

  As soon as I discovered the error, I went back to tell her about it.

  Before I left, I had done my best to correct the error.

  5. 教師需要讓學(xué)生分清何時(shí)用現(xiàn)在分詞，何時(shí)用過(guò)去分詞。說(shuō)明：當(dāng)非謂語(yǔ)動(dòng)詞與其邏輯主語(yǔ)是主動(dòng)關(guān)系，則用現(xiàn)在分詞；當(dāng)非謂語(yǔ)動(dòng)詞與其邏輯主語(yǔ)是被動(dòng)關(guān)系、或表示狀態(tài)，則用過(guò)去分詞。教師再次借用上面的從句，進(jìn)行舉例分析。

  補(bǔ)充：用動(dòng)詞see填空。

  Seeing ?from the peak, we can enjoy a superb night view of Victoria Bay.

  Seen ?from the peak, Victoria Bay has a superb night view.

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  [鏈接2]

  1．用現(xiàn)在分詞翻譯短語(yǔ)，以完成句子。

  Seeing her fall?(看見(jiàn)她摔倒)，he rushed to help.

  Falling asleep?(入睡了)，he dreamed that he was at sea.

  Screaming excitedly?(興奮地叫喊著)，she ran towards the rock star.

  Winning the prize?(贏得了這個(gè)獎(jiǎng))，she felt very proud.

  Ringing the bell?(按了門(mén)鈴后)，he waited at the door.

  Seeing the snake?(看見(jiàn)了蛇)，I froze in fear.

1. 用adverb +V-ing 的形式翻譯句子。

   1）做完功課，我去了趟書(shū)店。

   After finishing my homework, I went to the bookstore.

   2) 坐在公交車(chē)上，我考慮了一下我的計(jì)劃。

   While sitting on the bus, I thought about my plan.

   3) 一看見(jiàn)她，我就沖了過(guò)去。

   On seeing her, I rushed over to her.

   4) 一摔下來(lái)，女孩就開(kāi)始哭。[來(lái)源:Z|xx|k.Com]

   On falling down, the girl started to cry.

   5) 去購(gòu)物之前，我列了一張購(gòu)物清單。

   Before going shopping, I made a shopping list.

2. 用分詞改寫(xiě)句子。

   1）I felt hungry, so I went to Pizza Hut.

   ???Feeling hungry, I went to Pizza Hut.

   2) Because I have no money, I didn’t buy the nice dress.

   ???Having no money, I didn’t buy the nice?dress.

   3) I saw a tough guy, so I ran away.

   ???Seeing a tough guy, I ran away.[來(lái)源:學(xué)科網(wǎng)]

   4)?I heard a joke, so I laughed.

   ???Hearing a joke, I laughed.

   4. 把表格中的信息連成完整的、符合邏輯的句子。

Key: ?

1. Hurt by his fall, he could not walk.

2. Loved by his wife, he lived happily.

3. Dropped in water, iron sinks.

4. Seen by the witness, the thief was soon caught.

5. Caught by the rain, he got very wet.

6. Lost in the desert, he died slowly.

7. Thrown into fire, paper burns quickly.

8. Bought cheaply, the watch was no good.

   [鏈接3]

1. 教師借助板書(shū)講解：

   make sb./sth. do ?→ ??sb./sth. is made to?do

   let sb./ sth. do → ?sb. /sth. is let (to)?do

   sb./sth. is allowed to do 比?sb. /sth. is let (to)?do 更常用。

   2．教師要求學(xué)生以小組形式開(kāi)展學(xué)習(xí)活動(dòng)，用英語(yǔ)講解班規(guī)、校規(guī)，要用到動(dòng)詞let/make。

   [鏈接4]

1. 展示幾幅圖片，教師要求學(xué)生對(duì)其中的人物所作的事情進(jìn)行描述，以動(dòng)作為主。學(xué)生可以先用狀語(yǔ)從句描述人物，再請(qǐng)另一學(xué)生改成分詞。三幅圖片之后，要求直接用分詞短語(yǔ)進(jìn)行描述。

2. 教師要求學(xué)生以同伴合作學(xué)習(xí)的方式，完成一次采訪任務(wù)，主要用到動(dòng)詞非謂語(yǔ)形式。

   1. 先對(duì)課文文章中出現(xiàn)的非謂語(yǔ)形式設(shè)計(jì)問(wèn)題，然后整理，為采訪做準(zhǔn)備。

   2. 教師幫助學(xué)生檢測(cè)問(wèn)題的可行性，進(jìn)行改進(jìn)。

   3. 指導(dǎo)學(xué)生開(kāi)展采訪，教師要強(qiáng)調(diào)運(yùn)用動(dòng)詞非謂語(yǔ)形式。

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