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高中英语外研版 (2019)必修 第二册Unit 4 Stage and screen教案及反思
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这是一份高中英语外研版 (2019)必修 第二册Unit 4 Stage and screen教案及反思，共9页。教案主要包含了现在分词的基本形式，现在分词作状语的基本用法，现在分词作状语的其他情况等内容，欢迎下载使用。
Teaching bjectives:
Students can understand the frms, meanings and pragmatic functins f -ing as adverbial and use them crrectly in specific cntexts.
Students can use apprpriate theme wrds and expressins t describe different types f TV prgrams.
Students can think abut the differences between the Western and Eastern cultures. Understand and appreciate the Western and Eastern cultural activities.
Evaluatin bjectives:
Students can understand the frms, meanings and pragmatic functins f the present participle as adverbial and use them crrectly in specific cntexts.
Students can use apprpriate wrds and expressins t describe the appearance f their favurite TV prgrams.
Students can think abut the differences between the Western and Eastern cultures. Understand and appreciate the Western and Eastern cultural activities.
Teaching key and difficult pints:
Help students understand and summarize the frms, meaning and pragmatic functins f the present participle as adverbial.
Let students learn t use apprpriate wrds and expressins t describe their favurite TV prgrams.
Teaching methds:
Task-based Teaching Methd, Cmmunicative Teaching Methd
Teaching prcedures:
Step 1:Lead-in
Activity 1
1.Lk at the sentences frm the reading passage and answer the questins.
a.Having seen quite a few prductins f Hamlet and read the play many times,I was full f cnfidence—until the Peking Opera came t twn!
the main characters cme n stage,I was surprised!
(1)In sentence (a),wh had seen quite a few prductins f Hamlet and read the play many times?In sentence (b),wh saw the main characters cme n stage?
(2)Is this structure used mre ften in spken r written English?
Suggested answers：
(1)I.;I.
(2)In written English.
2.Cmpare them with the fllwing sentences and answer the questins.
c.Since I had seen quite a few prductins f Hamlet and read the play many times,I was full f cnfidence—until the Peking Opera came t twn!
I saw the main characters cme n stage,I was surprised!
(3)What is the difference between the tw grups f sentences?
(4)Why des the authr chse t use sentences (a) and (b) in the reading passage?
Suggested answers:
(3)The first grup uses the present participle as adverbial while the secnd grup uses adverbial clauses.
(4)The sentences frm the reading passage are mre cncise and frmal.
3.Nw lk fr mre sentences with this structure in the reading passage.
Suggested answers：
Dating back t the 18th century,Peking Opera has ver tw hundred years f histry.
Starting with an rchestra playing traditinal Chinese instruments,the pera brught a cmpletely new sund t my Western ears.
Using such techniques,the pera had transfrmed a small stage int the whle universe.
Feeling the strng emtins f lve,anger,fear and grief in the perfrmance,I culd easily recgnise the theme f Hamlet.
Step2 Explanatin f -ing as adverbial
一、现在分词的基本形式
1.现在分词的一般式,即ding。
表示分词的动作与谓语动词的动作同时或几乎同时发生。
Seeing the funtain,I culdn’t help thinking f my last visit t the park.
看见这个喷泉,我不禁想起了我上次来这个公园的情形。
2.现在分词的完成式,即having dne。
表示分词的动作发生在谓语动词的动作之前。
Having returned frm a lng bike ride,I was tired and bathed in sweat.
骑自行车跑了很长一段路返回后,我身体疲惫,汗流浃背。
3.现在分词的否定式,在其前加nt。
Nt having received the helmet and bt,I telephned the seller.
由于没有收到头盔和靴子,我给卖家打了电话。
4.现在分词的被动式
being dne表示与谓语动词的动作同时发生的被动动作;having been dne表示发生在谓语动词的动作之前的被动动作。
Being repaired,the car isn’t available nw.
汽车正在被修理,现在用不了。
Having been given such a gd chance,hw culd she let it slip?
人家给了她这样一个好机会,她怎能轻易放过?
二、现在分词作状语的基本用法
现在分词作状语可表示时间、原因、条件、让步、结果、方式或伴随等,且可以转换成相应的状语从句或并列句中的一个分句。
1.表示时间
现在分词作时间状语,相当于when,while,after等引导的时间状语从句。
Seeing the ld phts,I remembered my adlescence.
=When I saw the ld phts,I remembered my adlescence.
看到这些老照片时,我想起了我的青春期。
Having cllected sme vlcanic samples,they made their way back t the camp.
=When they had cllected sme vlcanic samples,they made their way back t the camp.
收集了一些火山样品后,他们开始返回营地。
2.表示原因
现在分词作原因状语,一般位于句首,相当于as,since,because等引导的原因状语从句。
Having been threatened by a rbber,he dared nt g t the plice.
=As he had been threatened by a rbber,he dared nt g t the plice.
由于受到强盗的威胁,他不敢报警。
3.表示条件
现在分词作条件状语,一般位于句首,相当于if,unless等引导的条件状语从句。
Keeping n wrking hard,yu’ll abslutely pass the examinatin.
=If yu keep n wrking hard,yu’ll abslutely pass the examinatin.
你如果继续努力学习,就绝对会通过考试。
试比较:Keep n wrking hard,and yu’ll abslutely pass the examinatin.(“祈使句+and+陈述句”,其中祈使句表示条件)
4.表示让步
现在分词作让步状语,相当于thugh,even if等引导的让步状语从句。
Having failed many times,I still have faith in my future.
=Thugh I have failed many times,I still have faith in my future.
尽管失败多次,我仍然对未来充满信心。
5.表示结果
现在分词作结果状语,表示必然的结果。它常常位于句末,可与句子一起转换成一个含有并列谓语的简单句。
It rained heavily,causing severe flding in that cuntry.
=It rained heavily and caused severe flding in that cuntry.
大雨滂沱,造成了那个国家严重的水灾。
6.表示方式或伴随
现在分词作方式或伴随状语,分词的动作和谓语动词的动作同时发生。表示伴随或方式的现在分词(短语)可与句子一起转换成and连接的并列成分。
My father sat in the armchair,glancing thrugh a newspaper.
=My father sat in the armchair,and glanced thrugh a newspaper.
我父亲坐在扶手椅上浏览报纸。
三、现在分词作状语的其他情况
1.现在分词作状语时,可以根据意义在其前加上相应的连词(词组)when,while,since,until,nce,thugh,althugh,as lng as,s lng as,unless,as if,as thugh,even if,even thugh等,表示更加明确的含义。有时这类结构也可视作状语从句的省略。
When crssing the street,d be careful.
过马路时务必要小心。
Dn’t evaluate children’s marks while having dinner.
吃饭时不要评价孩子们的分数。
Once lsing this chance,yu can’t easily find it back.
一旦失去这次机会,你就很难找回。
As lng as ging int the reading rm,yu shuld keep quiet.
只要进入阅览室,你就应保持安静。
He paused as if expecting Mary t speak.
他停了停,仿佛在期待玛丽说话。
2.有少数现在分词(短语)并不表示句子主语的动作,而是表示说话人的态度,称为分词的独立成分。常用的这类独立成分有:
generally speaking 一般说来
frankly speaking 坦白地说
hnestly speaking 诚实地说
strictly speaking 严格地说
judging frm/by... 由……判断
talking f... 谈到……
3.现在分词作状语时,其逻辑主语应与句子的主语保持一致,否则,分词应有自己的逻辑主语,构成分词的独立主格结构。
The meeting having been ver,we all left the rm and drve hme.
会议结束后,我们都离开房间开车回家了。
Weather permitting,we’ll g ut fr an uting.
如果天气允许,我们会去远足。
Step 3:Practice
Activity 2
Cmplete the jurnal entry with the crrect frm f the verbs in brackets.
Friday 15,May
Tday I perfrmed in the schl play.I did a gd jb!1. (see) all my family and friends in the audience applaud fr me,I 2. (feel) s cnfident and grateful.
At first,I hadn’t realised hw much wrk it wuld be.The teacher was very strict,3. (make)me s nervus that I wuld frget my lines.I ften stayed up late at night 4. (practise) my part.
5. (feel) extremely discuraged,I almst gave up.But thanks t the supprt f my teacher,parents and friends,I vercame my fears,6. (knw) that I did the best I culd.
It’s an unfrgettable experience.N pain,n gain,as the saying ges.
Suggested answers:
1.Seeing;2.felt;3.making;4.t practise;5.Feeling;6.knwing
Activity 3
Rewrite the paragraph using the -ing frm.
I went t watch the ballet The Peny Pavilin last night.Because I thught ballet was mre r less the same everywhere,I was ttally unprepared fr its unique beauty.As sn as the curtain rse,I was absrbed.The perfrmance brrwed a lt frm Chinese dance and music,s the Eastern influence n the ballet was clear.The prductin was full f clurs and rmantic symbls,and challenged my senses in new ways.I enjyed it s much that it’s changed my pinin abut ballet.I can’t wait t g again!
Suggested answers:
I went t watch the ballet The Peny Pavilin last night.Having thught ballet was mre r less the same everywhere,I was ttally unprepared fr its unique beauty.As sn as the curtain rse,I was absrbed.Brrwing a lt frm Chinese dance and music,the Eastern influence n the ballet was clear.The prductin was full f clurs and rmantic symbls,challenging my senses in new ways.Enjying it s much,I have changed my pinin abut ballet.I can’t wait t g again!
Step 4:Types f TV prgramme
Activity 4
Lk at the pictures n page 42 and answer the questins.
1.What d yu knw abut these types f TV prgramme?
Suggested answers:
students’ answers may vary.
2.Can yu think f sme examples f each type?
Suggested answers:
reality shw:a televisin prgramme that des nt use prfessinal actrs but shws real events and situatins invlving rdinary peple.
cstume drama:a play,TV prgramme,r film that is abut a particular time in histry,in which peple wear cstumes frm that time.
sap pera:a televisin r radi stry abut the daily lives and the relatinships f the same grup f peple,which is bradcast regularly.
sitcm:a funny televisin prgramme in which the same characters appear in different situatins each week.
Activity 5
Read and match the descriptins t the types f TV prgramme in Activity 4.Underline the wrds and expressins describing them.
1—c,2—e,3—d,4—a,5—b,6—f
1.I abslutely lved last night’s episde f Best Singer! It was very exciting and ttally unfrgettable. Each f the cntestants put n a wnderful perfrmance—they all really wanted t win! The final winner was s talented.
2.The Real Lives f Lepards—what an amazing prgramme! Lepards are such appealing creatures.Incredible phtgraphy f them in the wild. Highly recmmended!
3.I used t lve A Gd Laugh and I watched it every week. It was s ppular,but nw it’s gt really bring. The jkes aren’t funny at all. What a waste f time!
4.Mnkey King:Her is Back is my favurite! The Mnkey King is really cl,and definitely a her t me! I als enjy the creative plt and settings. The writers and artists have such great imaginatins. I’m thrilled t see Chinese culture presented in such an amazing and magical way.
5.I like t knw what’s ging n in the wrld first thing in the mrning,s I never miss this prgramme! It has all the headlines and market infrmatin yu culd pssibly need. And there’s a handy traffic reprt,t!
6.I watched Talk King last night,but I didn’t like it. What a rude persn the hst was! He hardly let his guests say a wrd! It’s a wnder they didn’t walk ut f the studi.
Activity 6
Wrk in pairs.Talk abut yur favurite TV prgramme using the wrds and expressins yu have learnt.
A:What’s yur favurite TV prgramme?
B:My favurite TV prgramme ’s a...
A:Why d yu like it?
...
Using the -ing frm t make sentences.
Suggested answers:
Students’ answers may vary.
教学反思：
本节课是现在分词做状语语法知识的复习，教学设计虽有些传统，但是很好的保证了学生的学习质量。新课标和新教材不是意味着要抛弃传统，那些有利于学生学习的传统方式还是要保留的。通过讲解和练习，及时巩固和补充了相关的现在分词做状语知识。通过相关习题的练习，让同学们对这一部分知识的考查有进一步的认识。
Teaching bjectives:
Students can understand the frms, meanings and pragmatic functins f -ing as adverbial and use them crrectly in specific cntexts.
Students can use apprpriate theme wrds and expressins t describe different types f TV prgrams.
Students can think abut the differences between the Western and Eastern cultures. Understand and appreciate the Western and Eastern cultural activities.
Evaluatin bjectives:
Students can understand the frms, meanings and pragmatic functins f the present participle as adverbial and use them crrectly in specific cntexts.
Students can use apprpriate wrds and expressins t describe the appearance f their favurite TV prgrams.
Students can think abut the differences between the Western and Eastern cultures. Understand and appreciate the Western and Eastern cultural activities.
Teaching key and difficult pints:
Help students understand and summarize the frms, meaning and pragmatic functins f the present participle as adverbial.
Let students learn t use apprpriate wrds and expressins t describe their favurite TV prgrams.
Teaching methds:
Task-based Teaching Methd, Cmmunicative Teaching Methd
Teaching prcedures:
Step 1:Lead-in
Activity 1
1.Lk at the sentences frm the reading passage and answer the questins.
a.Having seen quite a few prductins f Hamlet and read the play many times,I was full f cnfidence—until the Peking Opera came t twn!
the main characters cme n stage,I was surprised!
(1)In sentence (a),wh had seen quite a few prductins f Hamlet and read the play many times?In sentence (b),wh saw the main characters cme n stage?
(2)Is this structure used mre ften in spken r written English?
Suggested answers：
(1)I.;I.
(2)In written English.
2.Cmpare them with the fllwing sentences and answer the questins.
c.Since I had seen quite a few prductins f Hamlet and read the play many times,I was full f cnfidence—until the Peking Opera came t twn!
I saw the main characters cme n stage,I was surprised!
(3)What is the difference between the tw grups f sentences?
(4)Why des the authr chse t use sentences (a) and (b) in the reading passage?
Suggested answers:
(3)The first grup uses the present participle as adverbial while the secnd grup uses adverbial clauses.
(4)The sentences frm the reading passage are mre cncise and frmal.
3.Nw lk fr mre sentences with this structure in the reading passage.
Suggested answers：
Dating back t the 18th century,Peking Opera has ver tw hundred years f histry.
Starting with an rchestra playing traditinal Chinese instruments,the pera brught a cmpletely new sund t my Western ears.
Using such techniques,the pera had transfrmed a small stage int the whle universe.
Feeling the strng emtins f lve,anger,fear and grief in the perfrmance,I culd easily recgnise the theme f Hamlet.
Step2 Explanatin f -ing as adverbial
一、现在分词的基本形式
1.现在分词的一般式,即ding。
表示分词的动作与谓语动词的动作同时或几乎同时发生。
Seeing the funtain,I culdn’t help thinking f my last visit t the park.
看见这个喷泉,我不禁想起了我上次来这个公园的情形。
2.现在分词的完成式,即having dne。
表示分词的动作发生在谓语动词的动作之前。
Having returned frm a lng bike ride,I was tired and bathed in sweat.
骑自行车跑了很长一段路返回后,我身体疲惫,汗流浃背。
3.现在分词的否定式,在其前加nt。
Nt having received the helmet and bt,I telephned the seller.
由于没有收到头盔和靴子,我给卖家打了电话。
4.现在分词的被动式
being dne表示与谓语动词的动作同时发生的被动动作;having been dne表示发生在谓语动词的动作之前的被动动作。
Being repaired,the car isn’t available nw.
汽车正在被修理,现在用不了。
Having been given such a gd chance,hw culd she let it slip?
人家给了她这样一个好机会,她怎能轻易放过?
二、现在分词作状语的基本用法
现在分词作状语可表示时间、原因、条件、让步、结果、方式或伴随等,且可以转换成相应的状语从句或并列句中的一个分句。
1.表示时间
现在分词作时间状语,相当于when,while,after等引导的时间状语从句。
Seeing the ld phts,I remembered my adlescence.
=When I saw the ld phts,I remembered my adlescence.
看到这些老照片时,我想起了我的青春期。
Having cllected sme vlcanic samples,they made their way back t the camp.
=When they had cllected sme vlcanic samples,they made their way back t the camp.
收集了一些火山样品后,他们开始返回营地。
2.表示原因
现在分词作原因状语,一般位于句首,相当于as,since,because等引导的原因状语从句。
Having been threatened by a rbber,he dared nt g t the plice.
=As he had been threatened by a rbber,he dared nt g t the plice.
由于受到强盗的威胁,他不敢报警。
3.表示条件
现在分词作条件状语,一般位于句首,相当于if,unless等引导的条件状语从句。
Keeping n wrking hard,yu’ll abslutely pass the examinatin.
=If yu keep n wrking hard,yu’ll abslutely pass the examinatin.
你如果继续努力学习,就绝对会通过考试。
试比较:Keep n wrking hard,and yu’ll abslutely pass the examinatin.(“祈使句+and+陈述句”,其中祈使句表示条件)
4.表示让步
现在分词作让步状语,相当于thugh,even if等引导的让步状语从句。
Having failed many times,I still have faith in my future.
=Thugh I have failed many times,I still have faith in my future.
尽管失败多次,我仍然对未来充满信心。
5.表示结果
现在分词作结果状语,表示必然的结果。它常常位于句末,可与句子一起转换成一个含有并列谓语的简单句。
It rained heavily,causing severe flding in that cuntry.
=It rained heavily and caused severe flding in that cuntry.
大雨滂沱,造成了那个国家严重的水灾。
6.表示方式或伴随
现在分词作方式或伴随状语,分词的动作和谓语动词的动作同时发生。表示伴随或方式的现在分词(短语)可与句子一起转换成and连接的并列成分。
My father sat in the armchair,glancing thrugh a newspaper.
=My father sat in the armchair,and glanced thrugh a newspaper.
我父亲坐在扶手椅上浏览报纸。
三、现在分词作状语的其他情况
1.现在分词作状语时,可以根据意义在其前加上相应的连词(词组)when,while,since,until,nce,thugh,althugh,as lng as,s lng as,unless,as if,as thugh,even if,even thugh等,表示更加明确的含义。有时这类结构也可视作状语从句的省略。
When crssing the street,d be careful.
过马路时务必要小心。
Dn’t evaluate children’s marks while having dinner.
吃饭时不要评价孩子们的分数。
Once lsing this chance,yu can’t easily find it back.
一旦失去这次机会,你就很难找回。
As lng as ging int the reading rm,yu shuld keep quiet.
只要进入阅览室,你就应保持安静。
He paused as if expecting Mary t speak.
他停了停,仿佛在期待玛丽说话。
2.有少数现在分词(短语)并不表示句子主语的动作,而是表示说话人的态度,称为分词的独立成分。常用的这类独立成分有:
generally speaking 一般说来
frankly speaking 坦白地说
hnestly speaking 诚实地说
strictly speaking 严格地说
judging frm/by... 由……判断
talking f... 谈到……
3.现在分词作状语时,其逻辑主语应与句子的主语保持一致,否则,分词应有自己的逻辑主语,构成分词的独立主格结构。
The meeting having been ver,we all left the rm and drve hme.
会议结束后,我们都离开房间开车回家了。
Weather permitting,we’ll g ut fr an uting.
如果天气允许,我们会去远足。
Step 3:Practice
Activity 2
Cmplete the jurnal entry with the crrect frm f the verbs in brackets.
Friday 15,May
Tday I perfrmed in the schl play.I did a gd jb!1. (see) all my family and friends in the audience applaud fr me,I 2. (feel) s cnfident and grateful.
At first,I hadn’t realised hw much wrk it wuld be.The teacher was very strict,3. (make)me s nervus that I wuld frget my lines.I ften stayed up late at night 4. (practise) my part.
5. (feel) extremely discuraged,I almst gave up.But thanks t the supprt f my teacher,parents and friends,I vercame my fears,6. (knw) that I did the best I culd.
It’s an unfrgettable experience.N pain,n gain,as the saying ges.
Suggested answers:
1.Seeing;2.felt;3.making;4.t practise;5.Feeling;6.knwing
Activity 3
Rewrite the paragraph using the -ing frm.
I went t watch the ballet The Peny Pavilin last night.Because I thught ballet was mre r less the same everywhere,I was ttally unprepared fr its unique beauty.As sn as the curtain rse,I was absrbed.The perfrmance brrwed a lt frm Chinese dance and music,s the Eastern influence n the ballet was clear.The prductin was full f clurs and rmantic symbls,and challenged my senses in new ways.I enjyed it s much that it’s changed my pinin abut ballet.I can’t wait t g again!
Suggested answers:
I went t watch the ballet The Peny Pavilin last night.Having thught ballet was mre r less the same everywhere,I was ttally unprepared fr its unique beauty.As sn as the curtain rse,I was absrbed.Brrwing a lt frm Chinese dance and music,the Eastern influence n the ballet was clear.The prductin was full f clurs and rmantic symbls,challenging my senses in new ways.Enjying it s much,I have changed my pinin abut ballet.I can’t wait t g again!
Step 4:Types f TV prgramme
Activity 4
Lk at the pictures n page 42 and answer the questins.
1.What d yu knw abut these types f TV prgramme?
Suggested answers:
students’ answers may vary.
2.Can yu think f sme examples f each type?
Suggested answers:
reality shw:a televisin prgramme that des nt use prfessinal actrs but shws real events and situatins invlving rdinary peple.
cstume drama:a play,TV prgramme,r film that is abut a particular time in histry,in which peple wear cstumes frm that time.
sap pera:a televisin r radi stry abut the daily lives and the relatinships f the same grup f peple,which is bradcast regularly.
sitcm:a funny televisin prgramme in which the same characters appear in different situatins each week.
Activity 5
Read and match the descriptins t the types f TV prgramme in Activity 4.Underline the wrds and expressins describing them.
1—c,2—e,3—d,4—a,5—b,6—f
1.I abslutely lved last night’s episde f Best Singer! It was very exciting and ttally unfrgettable. Each f the cntestants put n a wnderful perfrmance—they all really wanted t win! The final winner was s talented.
2.The Real Lives f Lepards—what an amazing prgramme! Lepards are such appealing creatures.Incredible phtgraphy f them in the wild. Highly recmmended!
3.I used t lve A Gd Laugh and I watched it every week. It was s ppular,but nw it’s gt really bring. The jkes aren’t funny at all. What a waste f time!
4.Mnkey King:Her is Back is my favurite! The Mnkey King is really cl,and definitely a her t me! I als enjy the creative plt and settings. The writers and artists have such great imaginatins. I’m thrilled t see Chinese culture presented in such an amazing and magical way.
5.I like t knw what’s ging n in the wrld first thing in the mrning,s I never miss this prgramme! It has all the headlines and market infrmatin yu culd pssibly need. And there’s a handy traffic reprt,t!
6.I watched Talk King last night,but I didn’t like it. What a rude persn the hst was! He hardly let his guests say a wrd! It’s a wnder they didn’t walk ut f the studi.
Activity 6
Wrk in pairs.Talk abut yur favurite TV prgramme using the wrds and expressins yu have learnt.
A:What’s yur favurite TV prgramme?
B:My favurite TV prgramme ’s a...
A:Why d yu like it?
...
Using the -ing frm t make sentences.
Suggested answers:
Students’ answers may vary.
教学反思：
本节课是现在分词做状语语法知识的复习，教学设计虽有些传统，但是很好的保证了学生的学习质量。新课标和新教材不是意味着要抛弃传统，那些有利于学生学习的传统方式还是要保留的。通过讲解和练习，及时巩固和补充了相关的现在分词做状语知识。通过相关习题的练习，让同学们对这一部分知识的考查有进一步的认识。
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