高中英语语法复习课教学设计
—不定式与分词作定语、宾补、状语的区别
教学目标
根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，而是为了学生掌握和运用语言服务的。因此，教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知识来解决问题。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、小组讨论归纳总结出不定式与分词在句中作定语、宾补、状语的区别、解题技巧等，进行探究性、研究性学习。
3、让学生掌握不定式与分词在句中作定语、宾补、状语的区别、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，培养学生自主学习、合作学习、探究学习的能力，训练他们发现问题、分析问题和解决问题的能力并学会清楚地表达自己的观点。
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、状语的区别及解题规律。 2) 让学生掌握并学会运用不定式与分词在句中作定语、补语、状语的区别及解题规律。
2、教学难点：
让学生有效地掌握并会运用不定式与分词在句中作定语、补语、状语的区别及解题规律。 教学过程设计 步骤1：真题探究
1、让学生限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、教师给出正确答案； 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--- there’s a very long, winding path___ 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.We’re having a meeting in half an hour.The decision_ at the meeting will influence the future of our company. A.to be 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.(2012上海) As Jack left his membership card at home, he wasn’t 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. 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 compared 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.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、平时的限时训练能培养学生的做题速度，提高他们的反应能力；最后才能达到高考要求；
2、通过学生同伴讨论，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、小组讨论。
让学生4或6人一小组讨论各个小题的考点、解题规律及不定式与分词在句中作定语、宾补和状语的区别，找出本小组难点或疑惑，并由一名成员记录；
2、全班汇报
小组代表汇报讨论结果或本组难点；其他小组可做补充、答疑；教师在必要时做补充或纠正；
3、教师重点补充、归纳
在全班讨论完之后，教师可根据课堂实际情况补充讲解学生可能忽略的重点、规律；并展示其解题规律及区别，让学生有一个更清晰地概念。 总结规律: 1.不定式与分词作定语的区别：
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；
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）We’re having a meeting 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--- there’s 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别: 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。 3.不定式与分词作状语的区别：
to do ：一般在句中作目的，结果，原因状语。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, just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）I’m glad to receive your letter again.
分析：glad 的原因是to receive your letter again. 分词可作时间、条件、伴随、方式等状语；判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danced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通常表时间和原因状语。表时间常置于句首。
3) Having been translated into English, the sentence was found to have an entirely 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 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、小组讨论、探讨等来培养学生自主、合作、探究的学习能力及学习意识，提高学习效果。
2、解题规律、知识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、解决问题的能力。小组之间讨论相互提出的难点，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知识点，在生生之间开展质疑和释疑活动，引导学生总结解题规律，加深其对该语法点的理解及运用。
4、小组内或小组之间的讨论，给学生创造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、教师给出正确答案；
3、小组讨论各自难点。 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 conference. 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.— Good morning.Can I help you? — I’d 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 great 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 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，让学生及时巩固所学知识；对自己掌握不透的知识和解题规律、方法等及时向同伴或老师请教，让考生真正解决自己的难点，做到学以致用、提高英语运用能力和解题能力
