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视频标签：King Lear
所属栏目：高中英语优质课视频
视频课题：人教版高中英语选修十Book10 Book10 Unit 2 King Lear湖北
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人教版高中英语选修十Book10 Book10 Unit 2 King Lear湖北
Teaching Plan for Non-finite verbs as Adverbial
教学目的：
1. 设置情境组织活动，加强学生对非谓语动词作状语的掌握。 2. 学生在新创设的情境中，自如运用本课所复习的语法现象。
3. 鼓励学生养成课外阅读的习惯，多读书读好书，并树立良好的人生观和世界观。
教学重难点：
1.创设情境并采用猜谜的形式激发学生复习的兴趣，通过填空、合句、造句等多种形式复习非谓语动词如何作状语。
2. 如何运用所复习的知识锻炼表达能力并形成小短文。
学情分析：
高三（9）班是普通层次的班级，学生的能力水平在整个年级属于中等。该班学生平时比较活跃，善于思考，但在语法知识运用上还有欠缺。同时由于学语法相对比较枯燥，所以需要在课堂上创设情境，引导学生积极思考和归纳，在轻松愉快的氛围中复习和运用语法知识。
Step 1 Lead in (2 mins)
1. Encourage students to take an active part in the competition by listening to the song I believe I can fly and tells them “Trying your best, you can do a wonderful job in today’s competition.”
2. Ask students to guess a famous writer in a guessing game using some sentences containing non-finite verbs as adverbials, and show them the three forms: doing, done, to do.
设计说明：本节课是全班参与的竞赛课，通过播放英语歌曲鼓励学生参加竞猜
游戏来打响语法复习课的第一环，导入本节课中心话题描写“作家”，同时，在语句中巧妙运用非谓语作状语引出本课的中心任务。
Step 2 Presentation (3 mins)
Show a short paragraph about Shakespeare and ask students to read and find out non-finite verbs as adverbials. Then ask students some questions to help them better understand how to use them correctly.
设计说明：通过整合竞猜活动中的句式形成一篇以非谓语作状语为主体结构的
小短文，让学生感受其中的变化，以提问形式提醒他们使用该结构时需注意的要点。
Step 3 Explanation (16 mins)
Ask students who is their favorite writer and then show a story about J. K. Rowling – my favorite writer by filling in blanks, combining two sentences, or making up sentences to help them understand what kind of adverbial is each V-ing
form used.
e.g. 1) When ________ (read) on the train, J. K. Rowling saw a boy wearing a pair of
glasses and had a flash of inspiration about Harry Potter.
2) Not _________ (have) pens and paper on the train, Rowling relied on her
memory to imagine the figure about Harry Potter. 3) In 2004, Forbes magazine estimated her fortune at just over US$1 billion. It
made her the first person ever to become a billionaire by writing books.
4) _____________________ (reject) twelve times, Rowling stuck to her dream
and finally got her first book published.
5) _________________ (receive) enough money from the publisher, Rowling
decided to give up teaching and write full time. 6) (Although she was) Facing/ Faced with difficulties, Rowling achieved her
dream of becoming a famous writer.
7) learn a lot from her; strengthen my resolve to become …
2. Go on with the story of Rowling by dealing with the similar exercises about V-ed form and to do.
设计说明：将J. K. Rowling的故事贯穿于整个复习过程之中，易引起学生关注和兴趣，另外，设置的题目也是由易入难，先从简单的填词开始，然后组合句子再根据提示词造句，目的是便于学生回忆相关知识，也调到更多学生的积极性。
Step 4 Exercises (3 mins)
Ask students to finish a short passage about J. K. Rowling based on what they’ve just reviewed. Then have a discussion about the key to using non-finite verbs as adverbials.
设计说明：小组活动完成J. K. Rowling的故事，讨论学习非谓语作状语的关键
之处，并进行总结，既帮助学生消除难点，更增强他们学好语法的信心。
Step 5 Game (10 mins)
Students are asked to describe their favorite writers using non-finite verbs as adverbial in groups and then have a guessing game about who they are.
设计说明：设置本课的开放性任务，运用非谓语作状语描述一个最喜爱的伟大
作家，小组讨论做猜谜游戏。这个活动使学生对所复习的语法知识有了更深层次的理解，能力也得到了很大的提高。
Step 6 Summary and Homework (1 min)
In this class, not only have students better understood how to use non-finite verbs as adverbial, but also they’ve learnt how to describe a famous writer. Ask students to write a passage about their favorite writers, arousing students’ enthusiasm of learning English especially grammar and encouraging them to read books as well.
设计说明：学生在以“作家”话题的一系列活动中很好地复习了非谓语作状语，最后的猜谜游戏更激发了他们学好英语特别是语法的热情，布置写篇他们最喜爱的作家的短文亦能鼓励学生向这些伟大作家学习，同时鼓励学生多读书，读好书，成就美好人生。
总的来说，本节课围绕“作家”话题设置了一系列的听、说、读、写等活动，取得了很好的教学效果。在信息时代下英语语法“话题语境法”教学模式的实施过程中，以话题为主线，活动为载体，利用多媒体现代化手段，极大调动了学生学语法的积极性。导入部分的歌曲鼓励学生积极参加猜谜游戏，把他们引入到本节课的话题中，同时也活跃了他们的思维，所给内容为下面的环节做好铺垫。呈现语法知识时，把竞猜活动中的句式转化成非谓语整合成一篇小短文，让学生感受其中的变化，以提问形式提醒他们使用该结构时需注意的要点。随后涉及的另一作家是本节课的中心人物，通过填空、合句、造句等多种形式复习非谓语如何作状语，最后以语篇的形式呈现，学生讨论并进行总结归纳，至于再运用那就是水到渠成的事了。接下来的猜谜游戏活动是整节课最后效果的呈现，要求学生根据提示尽可能多地使用非谓语作状语描述自己喜爱的作家。这个开放性的任务对学生来说是个挑战，但他们经过了几轮的复习已基本掌握如何运用该语法知识，也就绝非难事了。
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