必修四第二单元语法导学案
人教版高中英语必修四Unit2 全单元导学案
人教版高中英语必修四Unit2 Working the landWarming Up, Pre-reading and ReadingPeriod 1 Warming up and pre-reading.Step 1 Lead-in.Poem By Li ShenFarmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day.Then let one student recite the poem in Chinese.Step 2 Warming up by questioningHello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)Has anyone of you ever been to the countryside? What did you do there?(For reference: I went to Chuankou the day before yesterday. It is a small mountain village 75 li north of Beijing. I went there to visit my uncle’s family. I like that small beautiful village very much. )Who are from a farmer’s family? What do you know about farming?Step 3 Pre-reading and talkingQuestioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?(For reference: Then the south people would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China. )If you had the chance to do one thing to help end hunger in the world, what would you do?(For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.)Giving background information about Professor Y uan LongpingHave you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?(For reference: Professor Yuan Longping is a Chinese agricultural scientist. Professor Yuan's breakthrough scientific achievement led to the world's first successful and widely grown hybrid rice varieties, revolutionizing rice cultivation in China and tripling production over a generation. His approach to rice breeding then spread internationally throughout Asia and to Africa and the Americas, providing food for tens of millions and leading to his becoming known as the "Father of Hybrid Rice."Step 4. ReadingReading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and readaloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.A brief introduction:Yuan Longping is known as China’s “father of hybrid rice”. It’s said that in China, we eat depending on “Two Ping” ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）. Although he is 74 years old, he is still working on the research into agriculture.Period 2 ReadingStep 1 Lead-in。
人教版高中英语必修四Unit2重点知识运用导学案
人教版高中英语必修四Unit2重点知识运用导学案人教版高中英语必修四Unit 2 Working the land一、重点拼写（一）单词拼写1. adj.晒黑的2. n．十年；十年期3. n．输出；产量4. v．输出；出口；5. n．自由；自主6. adj.引起烦恼的；令人不安的7. n.谷物；庄稼；农作物；8. n．战役；v.搏斗9. adv.因此；所以；因而10. n.营养；滋养11. n.根；根源12. v．浏览；略读13. v．划底线标出；强调14. n.总结；摘要；概要15. n.评论v.表达意见（二）单词拓展1. n．饥饿；欲望；v.(使)饥饿adj.饥饿的；渴望的2. n发现；发觉v.发现3. adj．感到满意的；满足的adj.令人满意的n．满意；满足v.使满意；使满足4. v．使迷惑；使为难adj.感到迷惑的adj.令人迷惑的5. adj.令人不安的；引起烦恼的adj.感到心烦意乱的v.使不安6. n.国籍n.国家adj.民族的7. n.性格；个性；人格n.人；人称adj.个人的；私人的8. n.生产；制造v.生产；制造n.农产品n.工业产品n.生产者9. v.减少；缩减n．减少；缩减10. v.循环；流传n.循环；流通11. v．配备；装备n．设备12. v. &n.惋惜；遗憾adj.后悔的；遗憾的；惋惜的（三）用括号中所给词的正确形式填空1.They were all __________by the _____________news; that is, the news _________all of them.(disturb)2.There was a ___________ look on his face when he met with the _____________ problem.(confuse)3.We all want to improve the technology so that we can increase the _______________.(produce)4.My_____________ is China and I joined in ____________team three year ago.(nation)5. This is a new_________________ that has a number of industrial applications（工业用途）. (discover)二、重点短语1.thanks to 幸亏；由于。
必修4 unit2 语法导学案
Useful structure ( 30m )1．作主语. 动名词作主语时，句子有三种形式：①动名词直接置于句首主语的位置上。
1) 捉弄别人是我们万万不能干的._______________________ is something we should never do．2)学习新单词对我来说非常重要。
____________________ is very important for me．3)说比做容易。
___________ is easier than doing.Useful structure ( 30m )②用形式主语it，把真正的主语——动名词结构移置句尾。
但这种句子形式有一定的限制，作表语的只能是某些形容词或少数名词，如useful，useless，good，fun；no use，worth等。
如：1) It’s worth making the effort．这事值得去做。
2) 和夏洛克争辩是没有什么用的。
_______________________________ with Shylock．3)想再解释一次有好处吗?__________________________________________________4)跟你在一起工作是令人愉快的。
__________________________________________________常用-ing形式作主语的句型有：It +be +a waste of time doing 做……是浪费时间的It is/was no good/use doing 做……是没用处的It is/was hardly/scarcely worth doing 做……不值得It is/was worth/worthwhile doing 做……是值得的There is no doing 无法……，不允许……There is no sense in doing 做……没有道理There is/was no use doing 干……无意义There is/was nothing worse than doing 没有比……更糟的There is/was no point doing 干……无意义动名词作宾语有两种情况。
人教版高中英语必修 四Unit2全单元导学案设计(无答案)
人教版高中英语必修四Unit2 Working the land 导学案Learning aims（学习目的）1.Learn the new words and phrase about Working the land in this unit;(学习本单元的有关词汇及用法。
)2.Improve the reading skills by reading the two passages of this unit and doing some comprehensive problems （通过阅读本单元的两篇文章和做一些综合理解题，不断提高自己的阅读理解能力。
）3.Enable students to learn about the v-ing form as the subject or the object；（使学生掌握动名词做主语及宾语的用法。
）Learning emphasis（学习重点）1.Learn the vocabulary and sentences in this unit;（学习本单元的词汇和句型。
）2.Improve the comprehensive reading skills.（提高综合阅读理解能力。
）Learning difficulties（学习难点）1.Master the usage of the grammar about the v-ing form as the subject or the object;( 使学生掌握动名词做主语及宾语的用法。
)2.Improve students’ reading skills .(提高学生的阅读能力能力。
)Learning Plan(学案)Period 1 Warming up and Reading【学习目标】1. Help students learn more about agriculture, countryside and farming.2. Help students know something zbout Yuan Longping and his achievements.3. Help students learn some good qualities from Yuan Longping.【学法指导】1.Fast reading to get the general idea of the text.2.Detail reading to understand the passage better.3. Students-centered and teacher-directed【学习过程】请根据下列任务预习课文，并在课堂上按照老师的引导检查各项任务的完成情况。
必修四第二单元导学案
班级 1 thanks to 2 rid…of 3 be satisfied with 4 be pleased with 5 be content with 6 would rather do..than do .. 7 build up 8 lead to 9 focus on 10 keep...free from... 11 struggle for 12 work the land 13 in the past five decades 14 a high output 15 consider sb.to be… 16 a piece of equipment 17 be equipped with 18 confuse A with B 19 regret doing… 20 regret to say/tell/inform 21 reduce A to B 22 reduce A by B 23 comment on/upon 24 make comments on 25 with the hope of 26 compar...with ... 27 supply/provide sb. with sth.
必修四第二单元语法导学案2
必修四第二单元语法导学案教学目标: 掌握动名词作主语和宾语的用法。
动词的ing形式作主语和宾语6．接动词ing形式和动词不定式作宾语，但意义差别较大的词或短语有：remember/regret/forget to do sth.记着去做/很遗憾/忘记要做某事remember/regret/forget doing sth. 记得/后悔/忘记已做了某事(4) stop to do sth. 停下来开始做另一件事stop doing sth. 停下正在做的事(5) mean to do sth. 打算做某事mean doing sth. 意味着做某事(6) try to do sth. 设法要做某事try doing sth. 做某事试试看有何效果(7) can’t help to do sth. 不能帮助做某事can’t help doing sth. 禁不住做某事(8) go on to do sth. 做完某事后接着做另一事go on doing sth. 继续做一直在做的事注：stop to do sth. 与stop doing sth.也不同，前者指停下来去做某事，后者指停止正在做的事，但stop to do sth. 中的不定式不是宾语，是目的状语。
①I remember posting the letter．我记得我已把信寄了。
②I’ll remember to post the letter．我会记着去寄信的。
③I shall never forget seeing the famous writer．我永远不会忘记见到过那位著名作家。
④Don’t forget to write to your mother．不要忘了给你母亲写信。
⑤Please go on to do the other exercise．请做另外一个练习。
⑥Stop doing停止做，stop to do停下正在干的事去干另一件事。
外研版必修四第二模块语法导学案
祈使祈使句可以表达说话人的意愿、请求、叮嘱、号召、命令或建议，它的主语you （听话人）通常省略，谓语动词用原形，句子末尾用感叹号或句号，读时用降调。
1. 祈使句的肯定形式1）be型（系动词原形be＋表语＋其他）Be careful! Don…t go too high.Be quiet, everyone!2) do型（行为动词＋宾语＋其他）Come in, please!Please open your books!3) let型（Let＋宾语＋动词原形＋其他）Let me have a look.Let me help you.2.祈使句的否定形式1) be型（Don't＋be＋表语）Don‟t be lazy!Never be late again.2) do型（Don't＋行为动词原形＋其他）Don‟t throw the ball like that.Don‟t worry. I'll soon be all right.Never do it like that.Don‟t anybody say a word.3) let型有两种否定形式：①Let＋宾语＋not＋动词原形＋其他。
Let him not go there.Let‟s not waste time.②Don‟t＋let＋宾语＋动词原形＋其他。
Don‟t let her go there.Don‟t let the water run into the room.4) No+ v-ing/n. 禁止做某事3. 祈使句的类型1). 不带主语的祈使句Be careful next time!Come and see me whenever it is convenient to you. 2). 带主语的祈使句；为了加强语气或特别指明向谁提出命令或要求时，需加主语“you”，有时还可加呼语，如：Tom , you water the flowers !命令吩咐几个人分头做几件事时，祈使句需带主语“you”，还可同时带呼语。
必修四第二单元语法导学案
必修四第二单元语法导学案教学目标: 掌握动名词作主语和宾语的用法。
动词的ing形式作主语和宾语1. 动词-ing形式的构成: 是在动词末尾加-ing 形式构成, 因此又叫动词的-ing 形式。
如: do-doing, be-being, ask-asking, etc.否定形式: not+ -ing 构成2. 动词-ing形式不能单独作谓语, 没有人称和数的变化, 但可以有自己的宾语和状语, 还有时态和语态的变化。
3. 动词-ing形式由动词加-ing变化而成, 它同时具有名词和动词的特征, 在句中可以作主语、宾语等。
动名词的形式动词ing形式既是现在分词形式，也是动名词形式。
作为动名词，它具有动词的基本性质，因而可以有状语修饰它；及物动词的动名词还应有宾语，从而构成动名词短语；它也具有名词的基本性质，因而在句子中可作主语、宾语、表语和定语等。
一、动词ing形式作主语动词ing形式作主语通常有两种位置：一种是位于句首；另一种是it作形式主语，动词-ing形式短语作真正的主语，放在句后。
动名词作主语，谓语动词用单数。
Reading aloud is a good way in learning languages.大声朗读是学习语言的一个好办法。
It’s no use just waiting.一味等待毫无用处。
一、动词-ing形式作主语1. 表示经常的、习惯性的动作或状态, 谓语动词通常用单数。
如：Walking is a good form of exercise for both young and old.无论对年轻人和老年人来讲, 走路是一种很好的锻炼。
Going to Hangzhou by train takes about 16 hours. 乘火车去杭州要16个小时。
Asking a woman’s age is impolite in our country.在我们国家问一个女人的年龄是不礼貌的。
必修4 Unit 2 Words and expressions 导学案
必修4 Unit2 Words and expressions 导学案主备人: 郗广俊审核人: 高一年级组【教师寄语】Knowledge makes humble,ignorance makes proud. ( )【学习目标】1、熟记本单元重点词汇的音、形、义；2、学会适当运用重点单词。
【学习重点】学习本单元重点单词和短语的用法【学习难点】1、.活学活用重点词汇。
2、同义词、近义词的辨析【学法指导】注重词汇运用的语言环境和搭配，重在理解【课时安排】2课时学习过程：Ⅰ、课前自主学习：预习单词和短语的读音、拼写、意义和用法，并尝试完成预设的题目。
（一）基本单词1．____________ vi.& n．斗争；拼搏；努力2．____________ n．十年；十年期3．____________ vt.& vi.使变大；伸展4．____________ vt.& vi.循环；流传5．____________ adv.因此；所以；因而6．____________ n．工作；职业；占领7．____________ vt.遗憾；惋惜n.遗憾；懊悔8．____________ n．焦点；中心点vt.集中；聚焦9．____________ vt.减少；减缩10．____________ n．评论；议论vi.& vt.表达意见；作出评论（二）派生单词11．____________ n．饥饿；欲望vt.& vi.(使)饥饿→____________ adj.饥饿的；渴望得到的12．____________ vt.& vi.配备；装备→____________(不可数) n．设备13．____________ vt.& vi.输出；出口→____________(反义词) vt.& vi.输入；进口14．____________ vt.使迷惑；使为难→____________adj.令人迷惑的→____________adj.感到迷惑的→__________n．迷惑15．____________ n．总结；摘要；概要→____________vt.总结（三）重点短语1．幸亏；由于；因为thanks ________2．摆脱；除去rid ________3．对……感到满意be satisfied ________4．宁愿；宁可would________5．逐渐增强；建立；开发build________6．导致；造成(后果)lead________7．集中(注意力、精力等)于focus________8．使……免受(影响；伤害等)；使……不含(有害物) keep...free________Ⅱ、课堂展示研讨：1. struggle vi.&n.斗争；拼搏；努力e.g. They were struggling to get out the burning car.他们挣扎着从烧着的车里往外爬。
必修4unit2语法V----ing 作主语和作宾语导学案
From small beginning come great things.九层之台，起于累土。
}she is an experienced one.? that c 2) Talking is easier than doing. 3) It's no use complaining.4) It's no good worrying about it. 5) It's worthwhile making the experiment. 6) Not being late is a good habit. 勾出V-ing 并归纳： V-ing 做主语，谓语动词用______数。
3),4),5)句中，it 是__________, 真正的主语是__________.否定形式为__________ 句型1. It+be +no use/ no good/ useless doing 做...是没有用的/没有好处的 句型2. It +be+ worthwhile/ a waste of time (in)doing 做....是值得的/浪费时间的 句型 3.There is/ was no point doing sth 做……是无意义的 有时态和语态的变化。
语态时态 主动语态被动语态一般式 doing完成式Having been done①动名词的一般式表示动作或状态与谓语动词的动作同时发生,或者表示一种无时间性限制的经常性、习惯性的动作或状态。
②完成式动名词的完成式表示动作或状态先于谓语动词的动作或状态。
练习：完成课本P13 exercise 2 V-ing 做宾语1) As a young man, he saw the great need for increasing the rice output.2) Dr Yuan searched for a way to increase rice harvests without expanding the area of the fields.3) He enjoys listening to violin music, playing mah-jong, swimming and reading.4) Dr Yuan awoke from his dream with the hope of producing a kind of rice that could feed more people. 勾出V-ing 并归纳：V-ing 既可作_______词的宾语，也可作_______词的宾语。
人教版高中英语必修四unit 2语法导学案
人教版高中英语必修四Unit 2 Working the land(Grammar part)Today I’m doing to sharing my grammar lesson of Unit 2 Working on the Land which is taken from NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 4. I will say the lesson from the following ten parts.Part One: The Analysis of the Teaching MaterialsIn this class, we are going to learn the grammar part. First, I will analyze the whole unit. This unit is from Senior Book 4. The topic of this unit is working on the land about agriculture. The reading passage is about a well-known person-Yuan Longping that all the students have an expression on him. By learning this passage, not only do students broaden their horizon on agriculture development, but also they could understand the importance of saving .Then I am going to analyze the grammar part of the unit. This grammar of this unit is v.+ing form as subject and object. Before this unit, students have known what are subject, object and gerund. So I think it’s easy for students to learn it. The teacher still needs to give students good guidance about the grammar. The teacher should lead the students to discovery the rules of v.+ing form as subject and object step by step. The most important is to guide students to use v.+ing form as subject and object to express their own ideas.Part Two: Analysis of the students:The students in this grade have known some basic knowledge about what are subject, object and gerund. But grammar parts always are difficult for students. And the students think it’s so boring that they don’t pay much attention to it.At that time, teachers should arouse student’s interest at first. Teacher can use some vivid pictures, videos, and daily life experiences to help their teaching process. What’s more, students can learn the grammar rules by themselves and use it in daily life properly.Through the teaching process, students can change their fear about grammar. At the same time, students will get confidence and achievement.Part Three: Objectives：Ⅰ.Knowledge objectives（1）By the end of this stage，Ss are able to recognize v.+ing form as the subject and object.（2）By the end of this stage, Ss will master the rules of v.+ing form as the subject and object.（3）By the end of this stage, Ss should know how to use v.+ing form as the subject and object in their daily lives.（4）By the end of this stage, Ss are able to sort verbs gerund used as subject or object.Ⅱ.Language skills objectives(1) By the end of this stage, the students’ grammar sense and communicate abilitycan be developed. Students use English thinking to get, deal with and analyze information.(2)By the end of this stage, students are able to use the grammar to describethemselves and other students.Ⅲ.Education objectives(1)By the end of this stage, students learn to pay attention to others.(2)By the end of this stage, Students should care each other. Their confidenceand achievements of English are improved.Part Four: Focal points & Difficult pointsFocal points:Although Ss have known some grammar rules about this unit, they still need some opportunities to practice, to express their ideas, feelings and experience. And especially in grammar lesson, Ss firstly need to learn and master some important words and phrases in reading part. And then students are able to use v.+ing as subjectand object freely.Difficult points:As the senior high school students, they might not know how to get the key point of the grammar rules. Besides, students may have difficult in understanding of sentence structures.So I will use diagram to give Ss a direct understanding of the grammar rules. What’s more, more pictures and practices will be used.Part Five: Teaching methodIn my class, first I will use guided discovery method to guide students learning grammar rules. In this method, I present a contextual specific structure and write the whole sentences on the blackboard. Then I will use meaningful practice to enhance their ability to using v.+ing as subject and object. I provide students a context to use the grammar. At last, I will use audio--visual approach, using some pictures to arouse students’ interests and make class interesting.Part Six: Teaching principles:I think as a teacher, I should review the knowledge that students have learnt, such as key word and phrases in the reading part. While I have class, I will also use live show and pictures to arouse students’interests and provide students with some efficient strategies to improve students’ grammar sense step by step. As we all know, students are different in personalities and levels and other aspects, so I will consider those differences and try my best to make all the students participate in my class.Part Seven: Teaching Procedure1. PresentationStep 1: leading inI will introduce myself at first.That is“1. I’d like to begin my class with introducing myself.2.Teaching is my career, my job. 3. I devote most of my time to doing my job well. 4. I enjoy playing with friends. 5. I’m good at telling stories to myyounger brother. 6. I hate singing to him. Why? 7. My always forgetting words makes him very laugh.”Purpose: 1. This step make a close contact between teacher and students. It’s a good chance for teacher to show himself.2. Review the key words and phrases in reading part. Such as devote … to, would rather, lead a … life.3. Introducing v.+ing as subject and object in the beginning will give students a sign of focal points of the class.4. Give some verbs forward I enjoy… , I’m good at…，I hate…, I can’t stand. It’s easy for the students going to next teaching parts naturally.Step 2: Fill in blanksStudents read the passage then fill in the blanks. At last listen to the tape to check the answer. Wang Ping was a teacher in an agricultural college. She was not _____ ______ the present grain output in China. In her opinion, using organic farming methods was better for the soil than chemical fertilizer（化肥）. Wishing for things costs nothing. She realized that Chinese farmers ______ _______ use methods they understood and _____ a comfortable ______. She, herself, cared more about ______ China______ the grain with a low output. So she started building her own organic farm and devoted herself to finding _____ ways to increase the grain output.______ ______ her hard work, her struggle for a higher output succeeded. Getting ______ when she worked in the sun meant nothing to her. Getting rid of ______ was what she really dreamed of.Purpose: This activity will not only practice students listening, but also give students a chance to discovery the grammar.Step 3: Summarize the grammar rulesFind and underline the sentence in the reading passage that use v.+ing as either subject and object. Let students sort the v.+ing into two groups. Then students distinguish v.+ing as subject and object under teacher guidance. At last, teachersummarizes the whole grammar rules of this unit.Purpose: This step is to draw s tudents’ attention to the target structure and lead them to conclude the target structure.2. PracticeStep 1: Give four interesting pictures and make students give the words, phrases and sentences following the teachers’’sentence pattern. Chatting online wastes a lot of time. 2. The boy is busy chatting online now.Purpose: 1. In this step, interesting pictures provide students a context to use the grammar. 2. It decreases the boring process in grammar practice.3. From easy to hard process will build students learning confidence.Step2. Students introduce themselves one by one. Teacher give some sentence patterns like I like / enjoy/ prefer / hate/ dislike…… I’m fond of / I’m interested in……I look forward to …… My favorite music / sport is ……Purpose: In this step, it will enhance the target sentence and grammar rules.3. ProductionStep1. Group workDivide the all students into four groups. They need to describe one of their classmates using at least three v.+ing sentence. Then other group will guess who he is. First, teacher will give an example of Liu Xiang.Purpose: In this step, it will develop students’ cooperation and give more chance to know others.Step2.Do some exercises related to collage entrance exam and summarize the grammar rules in the end.Purpose: In this step, students have a close contact to exam. It will help them get makes. Also it stresses the grammar part.Step3.HomeworkUsing v.+ing form to describe his most respectable person. The teacher will give an example at first.Purpose: In this step, students can not only consolidate v+ing as subject and object, but also widens their thinking. It is great in practicability.Part Eight: Teaching aidsWe will use blackboard, chalks, a piece of music and multi-media. The multi-media is able to cover a large information and can support variety of materials, such as picture, video, sounds and so on, which on the one hand, students can be exposed to a lot of information in a short time so that we will hasten the speed of our lesson; on the other hand, for so many teaching forms, students will concentrate themselves on the lesson.Part Nine: Blackboard designPart Ten: Reflection1. Shining pointsFirstly, the shining points. I make students study by themselves. Instead of giving them knowledge, I guide them know the rules by their own. Also I use interesting teaching process to arouse students’ interest, attract their attention and improve their overall ability. Besides, by some competitions and group work, students could form competition, cooperation awareness, and give them a sense of achievement.The defect is that there lack of enough materials.That all our presentation, thank you!。
人教社新课标高中英语必修四第二单元 Grammar 导学案
Keep good men company and you shall be of the number.近朱者赤，近墨者黑。
编号：gswhyybx4 (004)文华高中高一英语导学案必修4语法动词--ing形式作主语和宾语班级_______ 姓名__________ 组名__________学习目标：1. 学生能够识别动词-ing形式在句子中作主语或宾语，并能够使用这种结构。
2. 学生能够区分某些常用动词后面跟不定式作宾语还是动词-ing形式作宾语学习重难点：能够理解动词-ing形式，并知道如何使用学法指导：自主学习，小组合作学习过程：语法感知（试一试）1.The little boy is lucky enough to have escaped ___C_ to death in thebig fire.A．burning B．to be burned C．being burned D．to have been burned2 They enjoyed __C___ a wonderful evening at the Country Club．A．spent B．to spend C．spending D．spend3 __B____ a family of chimps wake up is our first activity of the day. A．Watch B．Watching C．Watched D．Being watched知识储备动名词是非谓动词的又一种形式。
它在形式上与现在分词相同，都是在动词原形的词末加-ing。
在现代语法中，这两种形式同视为"-ing形式"。
这两种形式的另一个相同之处是：它们都是由动词变化而成的，它们都保留了动词的某些特征，它们都能带自己的宾语、状语，而构成动名词短语或是现在分词短语去担当句子成分。
动名词 - 概述动名词是非限定动词的一种形式，由动词原形+ing构成。
必修4Unit2教案：语法知识学习
必修4 Unit2教案：语法知识学习语法是语言的骨架，学好语法是学好语言的关键。
在英语学习中，语法的难度不亚于词汇和听说读写等方面的考试内容。
本文将介绍必修4 Unit2教案中包含的语法知识，以帮助读者更好地掌握英语语法，提升英语能力。
一、关系代词关系代词是连接主句和从句的词语，包括who, whom, whose, which, that等。
在Unit2教案中，阅读部分中的文章《修女与流浪汉》，以及书写任务中的文章《流浪汉的身世》，都涉及到了关系代词的应用。
关系代词who, whom连接主句和从句时，用来引导介绍人的信息，who作主语，whom作宾语。
例如：-The man who is sitting over there is my uncle.-The woman whom I met yesterday is my teacher.Whose引导的从句用来表达所属关系，例如：-The house whose roof was blown off in the storm is now being repaired.Which作为主语或宾语引导从句时，用来介绍动物、事物或抽象概念，例如：-The book that I borrowed from the library is very interesting.-The computer which I bought yesterday cost a lot of money.That作主语或宾语引导从句时，可用来介绍人、动物、事物或抽象概念，例如：-The boy that broke the window is standing over there.-The movie that we watched last night was very exciting.二、非谓语动词非谓语动词指不带有人称和时态的动词形式，包括动名词和不定式。
英语高中人教版导学案必修四Unit2Wokingtheland语法学生版
Book Four： Unit2 Using leinguage and grammar 学案2) Your being right doesn ' saneycesean my being wrong.动名词与不定式做主语时的比较： 动名词表示的动作通常是一个习惯性的长期进行的动作，不定式则通常表 示动作的一次性或短暂性。
e.g.1)Teaching English is my job.2) Finding ways to grow more rice has been his life goal. 3) To reach there on time is my task.川、动名词用作宾语.动名词作宾语有两种情况。
1. 只能后接-ing 作宾语的动词,常见的有 avoid, consider, enjoy, keep, finish, suggest, dislike, delay, escape, cannot help, imagi ne, mind, miss, practise, cannot sta nd, excuse, fan cy, give up, put off, risk, in sist on, I ook forward, feel like 等。
1) I can ' t avoid go.ing2) Have you considered looking for one special friend? 3) People couldn ' t help laughing foolish man2. 既可接-ing 和to do 作宾语的动词，常见的有：begin, start, continue, like, love, prefer, by, mean, forge , remember, hate 等。
A. 在like, love, hate, prefer 等动词之后，用-ing 或不定式意义上没有什么 不同，只是侧重点有些不同，ing 表示泛指的动作，to do 表示具体的一次性 动作。
Traffic jam 导学案
英语必修四 Module 2 Traffic Jam Grammar 导学案1. 熟练掌握祈使句的不同句型，否定式，反义疑问句及如何加强语气和“祈使句+and/or/ or else/ otherwise+陈述句+陈述句”句型。
2. 通过小组成员的积极讨论、踊跃展示、大胆质疑，探究和总结。
3. 了解掌握交通指示标志和遵守交通规则的重要性。
预习指导：1.重点：祈使句的肯定及否定形式。
2.难点：祈使句的反意疑问句及如何加强语气和“祈使句+and/ or/ or else/otherwise+陈述句+陈述句”句型。
学习策略：1、收集信息渠道：教材，语法书，互联网2、解决问题方法：自己查资料，小组内、外研究探讨。
句子分析：If you get on a double-decker bus, make sure you sit upstairs. (in “Buses and trolleybuses” on page12)自学导引：一、祈使句定义二、祈使句的肯定句型1. Stand up!这个例句可以总结为什么句型呢？______________2. Be careful!这个例句，可以总结为什么句型呢？______________3. Let me help you!这个例句，可以总结为什么句型呢？______________三、祈使句的否定形式请同学们回忆一下，祈使句如何否定的？注：Let’ s 型祈使句，其否定形式也可以使用什么形式呢？四、祈使句的反意疑问句形式1. 肯定祈使句_____________2. 否定祈使句，其反意疑问句用___________3. Let’ s 与Let usA+B A+B C这个图已表示了两者的区别,请总结以下吧:Let’ s开头的祈使句，其反意疑问句用___________Let us开头的祈使句，其反意疑问句用___________五、如何加强祈使句的语气？六、“祈使句+and/ or/ or else/ otherwise+陈述句”句型如何应用？变形1：变形2：1. Lose one hour in the morning ____ you will be looking for it the rest of theday.2.What should I do with this passage?_____ the main idea of each paragraph. (find out)3.—Sorry, Joe. I didn't mean to...—Don't call me “Joe”. I'm Mr. Parker to you, and ______ you forget it!(not)4.—An, you feed the bird now, _________?—But I fed it yesterday.5. Let us pass, _______?6. Wait a minute, ______?7. One more week, ______ we will accomplish the task.8. _____ let anyone open the door.9. —Don’t be late again.—Sorry, _______10. —Call me when you get home.—OK, ______.。
人教版高中英语必修四Unit2单元导学案设计
人教版高中英语必修四Unit 2 Working the land导学案Warming up- Reading第一课时学习目标：1. 了解农村、农业以及农作物耕种的基本知识，了解袁隆平博士的研究成果以及有机耕种的重大意义。
2. 学习有关农业的词汇。
3. 掌握动词-ing 形式作主语和宾语的用法。
语篇解读：I.First reading:Read the passage and match the main idea with the right paragraph.Paragraph 1 A. Dr. Yuan’s dreamsParagraph 2 B. Dr. Y uan’s personality (性格)Paragraph 3 C. Dr. Y uan’s appearance（外表）and his achievements Paragraph 4 D. Dr. Yuan’s brief life experienceII. Second readingRead the passage and find out the right answers.1. What is the passage mainly about?A. Yuan Longping’s achievements in farmingB. Yuan Longping’s daily lifeC. the world’s hunger problemD. the world’s rice problem2. Why did Yuan Longping want to increase the rice output when he was young?A. Because he saw many people go hungry.B. Because he was a farmer.C. Because his family was poor.D. Because he was the first agricultural pioneer.3. What has been his life goal since 1953?A. Making money.B. Finding a good job.C. Finding ways to grow more rice.D. Working on the land all his life.4. What is Dr Yuan’s dream now?A. To export his rice.B. Rice plants as tall as sorghum.C. Each ear of rice as big as an ear of corn.D. Each grain of rice as huge as a peanut.III. Find out the phrases from the text.1. 耕种土地____________________2. 使…成为可能____________________3. 从…毕业____________________4. 从那时起____________________5. 不增加土地面积____________________6. 传播知识____________________7. 幸亏；由于；因为____________________ 8. 摆脱；除去____________________9. 关心；忧虑；惦念；在乎____________________ 10. 过舒适的生活____________________ 11. 怀有…的希望_____________________IV. Analyze these sentences.1. Although he is one of China’s most famous scientists, Yuan Longping considers himself a farmer,for he works the land（耕耘土地）to do his research.①Although he is one of China’s most famous scientists是____________从句;②for he works the land to do his research是_____________从句，起补充说明的作用;Yuan Longping considers himself (to be) a farmer, a farmer 作__________成份，to do his research作__________成份2. Dr Yuan Longping grows what is called super hybrid rice.what引导的______从句, 在从句中作________成份。
高一英语必修四unit2导学案
一、Language points1. confuse vt. 使迷惑；使为难confuse A with/and B 把A 混为Bbe confused about…对……感到困惑be confused by…被……搞糊涂了be confused that…对……困惑confused adj 困惑的；烦恼的confusing adj. 令人困惑的(1) It is important to explain this again or we will_________ the students.把这个再解释一遍很重要，否则我们就会使学生感到迷惑。
(2) _________________________________.我被他们提出的问题弄糊涂了。
(3) I ___________________________, because they were so alike.我把她和她妹妹弄混了，因为她们长得太像了。
2．regret （1）vt. 遗憾；惋惜regret to do sth.(常和tell, say, inform等动词连用) 对将要做某事表示遗憾regret doing sthhaving done sth. 后悔做了某事(2) n. 遗憾；懊悔to one’s regret 令某人遗憾的是with regret 遗憾地I _______________you that you are fired. 我很遗憾地告诉你，你被开除了。
I ____________so much money on a car.我后悔在一辆小汽车上花了这么多钱。
____________________, I can’t help you now.很遗憾的是，我现在不能帮你。
3．comment(1) n. 评论；议论make comments on / upon / about sth. 评论某事without comment 不必多说no comment 无可奉告My teacher ____________________my mistakes.老师对我的错误进行了一番评论。
人教社新课标高中英语必修四第二单元 语法 导学案 (教师版)
编号GSWHYYBX4---Unit2—003文华高中高一英语必修4Unit 2 Working the land (教师版)Module 3 Grammar: V-ing形式作主语和宾语班级___________ 姓名__________ 组名_____________【学习目标】1. 知识目标：掌握V-ing形式作主语和宾语的基本用法。
2. 技能目标：在专项练习中灵活运用所学规则。
3. 通过学习V-ing形式作主语和宾语的基本用法，让学生丰富句子内容，提高学生学习英语的兴趣。
【教学重点】V-ing形式作主语和宾语的基本概念，结构和基本用法。
【教学难点】在实际做题中能够区分V-ing, done 和to do 的差别和用法。
【学习过程】Step 1:【课前预习】一、基本形式-ing形式主动语态被动语态一般式doing being done完成式having done having been done1. I hate talking with such people. 我讨厌与这样的人说话。
2. He denied having taken any money from the cash register. 他否认从现金出纳机里拿了钱。
3. I don’t like being laughed at in public. 在公共场合下，我不喜欢被别人嘲笑。
4. I am very pleased at your having been honored with a medal. 我很高兴你能获得奖牌。
【注意】：动名词的否定式：not + V-ingI regret not being able to help you. 我很抱歉不能帮助你。
Step 2：【自主学习】二、基本用法1．作主语★1）直接位于句首做主语Reading is an art. 读书是一种艺术。
Climbing mountains is really fun. 爬山真是有趣。
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必修四第二单元语法导学案教学目标: 掌握动名词作主语和宾语的用法。
动词的ing形式作主语和宾语1. 动词-ing形式的构成: 是在动词末尾加-ing 形式构成, 因此又叫动词的-ing 形式。
如: do-doing, be-being, ask-asking, etc.否定形式: not+ -ing 构成2. 动词-ing形式不能单独作谓语, 没有人称和数的变化, 但可以有自己的宾语和状语, 还有时态和语态的变化。
3. 动词-ing形式由动词加-ing变化而成, 它同时具有名词和动词的特征, 在句中可以作主语、宾语等。
动名词的形式动词ing形式既是现在分词形式，也是动名词形式。
作为动名词，它具有动词的基本性质，因而可以有状语修饰它；及物动词的动名词还应有宾语，从而构成动名词短语；它也具有名词的基本性质，因而在句子中可作主语、宾语、表语和定语等。
一、动词ing形式作主语动词ing形式作主语通常有两种位置：一种是位于句首；另一种是it作形式主语，动词-ing形式短语作真正的主语，放在句后。
动名词作主语，谓语动词用单数。
Reading aloud is a good way in learning languages.大声朗读是学习语言的一个好办法。
It’s no use just waiting.一味等待毫无用处。
一、动词-ing形式作主语1. 表示经常的、习惯性的动作或状态, 谓语动词通常用单数。
如：Walking is a good form of exercise for both young and old.无论对年轻人和老年人来讲, 走路是一种很好的锻炼。
Going to Hangzhou by train takes about 16 hours. 乘火车去杭州要16个小时。
Asking a woman’s age is impolite in our country.在我们国家问一个女人的年龄是不礼貌的。
2. -ing形式作主语时常后置, 此时须用it作形式主语, 用形容词或名词作表语。
常见的名词或名词短语有: no use, no good, fun, hard work, a hard / difficult job, a waste of time等; 形容词有: dangerous, worthwhile, useless等。
如:It’s no use making an excuse for this. 为这件事找借口是没有用的。
It’s a waste of time talking about such a useless thing.谈论这样无用的事情简直是浪费时间。
It’s dangerous swimming in the sea o n windy days.有风的天气在海里游泳是危险的。
It is worthwhile discussing the question.这个问题值得讨论。
3. 在there be结构中作主语, 这种结构的意思相当于“It is impossible to do… ”。
如：There is no joking about such matter. 这种事开不得玩笑。
There was no knowing when he would leave. 无法知道他什么时候离开。
4. 动名词与不定式做主语时的比较：动名词表示的动作通常是一个泛指的动作, 不定式则通常表示具体的动作。
如：As a child, she felt that visiting sick people was a duty and a pleasure．还是个孩子的时侯, 她就觉得探视病人是一种责任, 也是一种愉悦。
Being a guest in an American home will be a good experience for me.到美国人家里做客对我来说将是一个极好的经历。
He said, “To go on like this is no use.”他说: “继续这样下去是无用的。
”It’s an honor for me to be invited to the party．我很荣幸被邀请参加这个晚会。
归纳拓展常用动词ing形式作主语的句型有：It be a waste of time doing sth.做某事是浪费时间的It be no good/use doing sth.做某事是无益/没用的It be worth doing sth.做某事是值得的There is no sense in doing sth.做某事没意义There is no use doing sth.做某事没用There is no point in doing sth.做某事无意义There was no point in joking about such matter. 拿这种事开玩笑没有意义。
注意：1). 当动名词用作主语时，其逻辑主语由形容词性物主代词或名词所有格构成。
物主代词或名词所有格和动名词构成逻辑上的主谓关系。
Tom’s being ill made us worried. 汤姆病了让我们很担心。
My sister’s being ill made me worried.我姐姐病了, 使我很担心。
Your being right doesn’t necessarily mean my being wrong. 你正确未必就意味着我错了。
除此之外，动名词的复合结构还可在句中作宾语。
Do you mind my/me coming late for the film? 你介意我看电影来迟了吗？2). There is no need to do sth 干……没必要,在此句式中to do不可换为doing。
There is no need to tell her. 没有必要告诉她。
二、动词ing形式作宾语1．动词ing形式可作某些动词、介词及形容词的宾语。
The boy admitted being careless. 这个男孩承认他太粗心大意了。
I have never dreamed of visiting that place.我从未梦想到要参观那个地方。
Hearing this，I can’t help laughing.一听说这件事，我禁不住大笑起来。
I am busy doing my homework.2．常只接动词ing形式作宾语的动词有：avoid避免appreciate感激advise建议miss错过finish完成mention提及prevent阻止escape逃避imagine想象admit承认quit停止resist抵制suggest建议mind介意consider考虑deny否认enjoy喜欢excuse原谅Practise 练习delay推迟risk冒险stand忍受postpone推迟fancy喜欢①I can’t avoid going．我不能不去。
②Have you considered looking for one special friend? 你是否考虑过找一位挚友?③We must try to avoid repeating the same mistake．我们必须设法避免犯同样的错误。
3．接动词ing形式作宾语的介词常出现在下列短语中：be good at擅长于……dream of梦想lead to导致devote...to...把……奉献于……look forward to盼望，期盼be used to习惯于……feel like想要insist on坚持think of想出stick to坚持pay attention to注意get down to开始认真做某事give up放弃, put off拖延,推迟①Do you feel like having a walk with me after supper? 晚饭后你想和我一起散步吗?②People couldn’t help laughing foolish man．人们忍不住嘲笑那个愚蠢的人。
4．接动词ing形式作宾语的形容词有：be worth doing sth.值得做某事be worthwhile doing sth.值得做某事be busy doing sth.忙于做某事5．既可接动词ing形式，又可接动词不定式作宾语，意义无多大区别的动词有：1) attempt尝试begin/start开始continue继续intend打算用动名词和不定式, 意义无甚区别, 尤其是当主语是人的时候。
2) 在like, love, hate, prefer等动词之后，用-ing或不定式意义上没有什么不同, 只是侧重点有些不同, 动名词表示泛指的动作, 不定式表示具体的一次性动作。
高考试题赏析1. 2013年高考英语【上海卷】34. Young people may risk ______ deaf if they are exposed to very loud music every day. A. to go B. to have gone C. going D. having gone2. 2013年高考英语【福建卷】22. ___ basic first-aid techniques will help you respond quickly to emergencies.A.KnownB. Having knownC. KnowingD. Being known3. 2013年高考英语【浙江卷】7. _______ how others react to the book you have just read createsan added pleasure. A Hearing B. Hear C. Having heard D. To be hearing 4. Was it _____ the product on CCTV that made the company the focus of the country then?A．advertised B．having advertised C．to advertise D．advertising5. Victor apologized for ______ to inform me of the change in the plan before hand.A．his being not able B．him not to be able C．his not being able D．him to be not able 6. I have to go to work on foot，for my bike needs ________.A．repair B．to repair C．repairing D．being repaired7. It's no use ________ me believe you.A．to try making B．trying to make C．to try to make D．trying making8. ________ the meeting himself gave them a great deal of encouragement.A．The president will attend B．The president to attendC．The president attended D．The president's attendingII.用动词的适当形式填空1．________(raise) your hat to a lady is good manners.2．________(learn) some new words is not difficult for me.3．He was not aware of ________ (do) wrong.4．We would appreciate________ (hear) from you.5．_______________(expose) to the sun will make you burnt.。