Chapter4 What should I do?-Grammar
一．章节剖析（Chap
ter 4 Grammar section ）
（一）语法地位（Grammar Position）
动词非谓语形式是高中英语语法的要紧组成部分，也是高考考试语法部分的考查重点，而在牛津英语高中第一册第四章节就出现目前分词、过去分词，对高中一年级学生来讲有肯定困难程度，所以教师有必要做好教学铺垫，紧扣课本内容，不做语法点的展开，结合书本上训练进行解说和操练，配以补充题加以巩固。
高中一年级学生对let / make的意义和使用方法有初步知道，但教师要讲清let和make的意义差异，帮助学生翻译、写作时准确用。
教师需要讲清动词let/make在主动语态和被动语态中表达时的不同。
（二）语法目的（Grammar Target）
1）常识目的 运用动词的目前分词、过去分词来表达时间和缘由；动词let/make在被动语态中的使用方法。
2）能力目的 熟练地运用状语从句和分词短语表达时间、缘由。
3）情感目的 追求语句表达的多样性和完美度。
（三）语法重点和难题（important and Difficult Points）
1）．重点要点 目前分词和过去分词作状语有什么区别，即何时用目前分词，何时用过去分词。
2）。主要语法点
目前分词作时间状语，表示主、次动作几乎同时发生。
on/ while / after / before + v-ing，作时间状语。
目前分词作缘由状语。
过去分词作缘由状语。
let / make在被动语态中的使用方法。
2、教学设计（Teaching Designs）
教学内容 | 教学推行建议 | 教学资源参考 |
1 introductory teaching | 需要学生课前做筹备，在课文中找出带 学生可能罗列的含v-ing短语的语句及老师的解说见[链接1]
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2 main part | 在引入部分的基本解说后，转入本章节的语法学习。 2. 教师可以参考学生的学习程度，适合地添加有关训练进行巩固。 [链接2] 3．教师解说动词let/make在被动语态中的使用方法，完成书本上训练。 |
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3 follow-up | 这是对语法的拓展部分活动，为了让学生能运用刚学的分词短语状语，设计一个课堂任务。[链接4] |
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[链接1]
说明： 这是教师指导学生怎么样 |
借助课本这个教学资源进行自主学习的契机，让学生回到课文，依据学生原有些理解，去探寻教师需要的信息（V-ing / V-ed），从中教师也可学会学生对有关信息的认知状况，以便教师更好地把握教学步骤。 1．教师找两句课文中的原句，对动词的非谓语形式进行说明。
例句1：One even
ing night last month, I was __________ a close friend in her new high-rise flat when she accidentally __________ a flower pot from her window.
visiting， V-ing 形式，在句子中作be动词的表语，帮助构成进行时态。
knocked，V-ed形式，在句子中作谓语动词，表示一般过去时态。
例句2：__________ home later that evening, my friend learned that the police had been to the flats.
returning, V-ing形式，在句子中不作谓语，称为动词非谓语形式。
例句3 ：Late 
last night, while __________ home by train, I saw three tough guys enter my almost empty carriage.
traveling, V-ing形式，跟在while之后，不作句子谓语，称为动词非谓语形式。
2．教师需要学生回到课文中，找出象例句中一样不作句子谓语的动词形式: V-ing / V-ed。
____________________ of losing her job in the civil service, my friend has said nothing.
____________________ down beside a young boy who was traveling alone, they began to tease and bully him.
（缘由）I wanted to help him, but not __________ Superman and __________ violence, what could I do?
____________________ the error, I went back to tell her about it.
（时间）I had done my best, __________, to correct the error.
3．教师需要学生把这类动词非谓语形式进行分类，学生非常快可以分出时间和缘由两类。
4．教师需要学生把这类动词非谓语形式改成相应的状语从句，让学生更好地理解状语从句到状语短语的转变，从而掌握使句式多元化。
缘由状语从句：
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?
时间状语从句：
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. 教师需要让学生分清何时用目前分词，何时用过去分词。说明：当非谓语动词与其逻辑主语是主动关系，
则用目前分词；当非谓语动词与其逻辑主语是被动关系、或表示状况，则用过去分词。教师第三借用上面的从句，进行举例剖析。
补充：用动词see填空。
__________ from the peak, we can enjoy a superb night view of Victoria Bay.
__________ from the peak, Victoria Bay has a superb night view.
[链接2]
1．用目前分词翻译短语，以完成句子。
__________ ，he rushed to help.
____________________，he dreamed that he was at sea.
__________ ，she ran towards the rock star.
____________________ ，she felt very proud.
__________ ，he waited at the door.
__________ ，I froze in fear.
用adverb +V-ing 的形式翻译句子。
1）做完功课，我去了趟书店。
After finishing my homework, I went to the bookstore.
2) 坐在公交车上，我考虑了一下我的计划。
While sitting on the bus, I thought about my plan.
3) 一看见她，我就冲了过去。
On seeing her, I rushed over to her.
4) 一摔下来，女生就开始哭。[来源:Z|xx|k.Com]
On falling down, the girl started to cry.
5) 去购物之前，我列了一张购物清单。
Before going shopping, I made a shopping list.
用分词改写句子。
1）__________, so I went to Pizza Hut.
Feeling hungry, I went to Pizza Hut.
2) __________, I didn’t buy the nice dress.
Having no money, I didn’t buy the nice dress.
3) __________, so I ran away.
Seeing a tough guy, I ran away.[来源:学科网]
4)__________, so I laughed.
Hearing a joke, I laughed.
4. 把表格中的信息连成完整的、符合逻辑的句子。
1．Hurt | by the witness, | iron sinks. |
2. Loved | cheaply, | he died slowly. |
3. Dropped | by his wife, | the thief was soon caught. |
4. Seen | into fire, | the watch was no good. |
5. Caught[来源:学科网ZXXK] | in the desert, | he could not walk. |
6. Lost | in water, | paper burns quickly. |
7. Thrown | by the rain, | he lived happily. |
8. Bought | by his fall, | he got very wet. |
Key:
Hurt by his fall, he could not walk.
Loved by his wife, he lived happily.
Dropped in water, iron sinks.
Seen by the witness, the thief was soon caught.
Caught by the rain, he got very wet.
Lost in the desert, he died slowly.
Thrown into fire, paper burns quickly.
Bought cheaply, the watch was no good.
[链接3]
教师借用板书解说：
make sb./sth. do 
→ sb./sth. is made to do
let sb./ sth. do → sb. /sth. is let do
sb./sth. is allowed to do 比 sb. /sth. is let do 更常用。
2．教师需要学生以小组形式拓展学习活动，用英语解说班规、校规，要用到动词let/make。
[链接4]
展示几幅图片，教师需要学生对其中的人物所作的事情进行描述，以动作为主。学生可以先用状语从句描述人物，再请另一学生改成分词。三幅图片之后，需要直接用分词短语进行描述。
教师需要学生以同伴合作学习的方法，完成一次采访任务，主要用到动词非谓语形式。
先对课文文章中出现的非谓语形式设计问题，然后整理，为采访做筹备。
教师帮助学生测试问题的可行性，进行改进。
指导学生拓展采访，教师要强调运用动词非谓语形式。
