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高三英语语法复习教案

时间：2021-01-22 15:34:05 英语教案我要投稿

高三英语语法复习教案

　　学习目标：

高三英语语法复习教案

　　语言知识目标：学习动词的-ing形式做状语的语法知识，完成改写句子、短文填空等练习

　　语言技能目标：能进一步强化语法的理解与运用能力

　　能熟练掌握动词的-ing 形式在句中做状语的运用

　　教学方法：情景教学法

　　教学过程：

　　一、导入：运用单元相关的话题或热点话题导入，注重引起学生兴趣。

　　让学生阅读主课文The Cat That Vanished，找出含有动词的-ing形式作状语的句子。

　　例如：

　　1. Will, still watching, saw the cat behave curiously.

　　2. --- he crossed the road, keeping his eyes on the spot where the cat had been investigating.

　　二、呈现。将本课时要复习的目标语法设计到不同形式的情境中。

　　任务一、老师出示两组句子，学生观察、思考这些句子，比较第二组句子和第一组有何不同：

　　1. Will put down his shopping bag and held out his hand.

　　2. Will watched and saw the cat behave curiously.

　　3. He kept his eyes on the spot where the cat been investigating and crossed the road.

　　4. He pushed his shopping bag through, and then scrambled through himself.

　　(a) Putting down his shopping bag, Will held out his hand.

　　(b) Will, still watching, saw the cat behave curiously.

　　(d) Pushing his shopping bag through, he scrambled through himself.

　　任务二、教师提供几个句子，根据所给动词的正确形式填空：

　　think know sit see leave

　　1. On _____ her, the king immediately falls in love with her.

　　2. He marries her, not _____ who she really is.

　　3. Before ____ his kingdom, he calls his son to him.

　　4. After ______ about the situation, he decides to kill the witch himself.

　　5. While ____ by a pool, Ferdinand sees a frog.

　　三、归纳。学生通过观察丰富的语言材料，发现、回忆相关语法现象，并通过同伴合作活动，讨论语法规则并总结归纳语法规则。

　　1、出示问题，让学生讨论并回答后，总结语法规律。

　　（1） Which sentences describe two things that happen at the same time?

　　（2） Which sentence describe one thing happening immediately after another?

　　（3） Look at sentences (a) and (d ). Do the two parts of the sentences refer to the same person?

　　小组讨论：动词的-ing形式充当状语，有什么特点？

　　动词的-ing形式在句中可以充当什么状语？

　　2、归纳规则：学生将已发现的规则及其特点，用自己认为最好的方式进行归纳总结。教师汇总各小组的讨论情况后展示如下：

　　动词的-ing形式作状语时，表示和谓语动词所指的动作同时或几乎同时发生；动词的-ing形式的逻辑主语和句子的主语一致。（学生在归纳时，教师可在旁协助，并补充完整。）

　　因为动词的-ing形式具有副词的功能，在句中可作时间状语：

　　Walking in the street, I met a friend of mine.

　　作方式状语：He sat at the table, reading a magazine.

　　作结果状语：The boy fell of his bike, breaking his right arm.

　　作伴随状语：Laughing and talking, they went into the room.

　　作原因状语：Being ill, I stayed at home.

　　作条件状语：Working hard, you will succeed.

　　作补充说明：The plane leaves at six, arriving in Chicago at ten.

　　采用归纳教学法，学生进行同伴合作，一起“观察----发现----归纳”语法结构和使用规则，学生主动参与学习，有利于观察、思维、分析、综合能力的培养。根据学生总结归纳结果，教师要进行必要的板书。

　　四、运用：根据话题一致的原则，设置不同情境，从句到篇，由易到难，训练学生在真实生动的语境中达到活学活用目标语法的目的.

　　任务一：让学生把下列句子改写成含有动词-ing 形式的句子

　　1. When he saw the witch, the boy ran away.

　　2. Before he starts the war, the king speaks to the prince.

　　3. While he was fighting in the war, the prince learnt many things.

　　4. After he had spoken to his son, the king went to war.

　　5. Because he doesn’t know what to do, Ferdinand follows the frog’s advice.

　　任务二：根据本课所复习的'语法，完成下面的短文。

　　After (1)____ the palace, the witch (2)______ immediately given her own rooms, (3) ____ looked out onto a beautiful garden. The king took her into (4) ____ garden, and (5) ____ walking around it, he said, “All this is yours now.” On (6) ____ these words, the witch turned away (7) ____ smiled, (8) ____ that she had won the king’s heart. “ (9) ____ you be my wife?” asked the king, (10) _______ into the witch’s beautiful green eyes. The witch turned (11)____ from him. “ I will,” she said, not (12)_____ at him, but looking down at the ground. Then she opened her (13)____ green eyes wide and said, “ I am (14)_____ happiest woman in the world.” After (15)______ the witch , the king went to tell his people the good news. But the witch sat alone, with a wicked smile on her face.

　　以语篇为单位训练学生的语法运用能力，有助于学生理解语法学习词不离句、句不离篇的特点，也有助于培养学生的篇章意识即有意识地把单句放在语篇或上下文来理解，有意识地根据具体语境选用正确的语法形式。

　　五、能力的提升

　　让学生说出几个完整的句子，必须包含有关动词-ing形式的不同用法。

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