高一导学案Book 4 unit4Grammar
9A Unit 4 grammar导学案
9A Unit 4 Growing upPeriod 4 Grammar学习目标：1.了解并掌握时间状语从句的结构。
2.掌握并能使用引导时间状语从句的连词。
自主预习：在复合句中，由时间连接的表示时间状语从句叫作时间状语从句，它常由连词when, before, after, as soon as或until等引导。
1.before，意思为“在……之前”，主句的动作发生在从句的动作之前。
2.after“在……之后”，主句的动作发生在从句的动作之后。
3.when“当……时候”与延续性动词或短暂性动词连用，从句的动作可以在主句的动作之前，之后或与之同时发生。
4.while“在……期间”与延续性动词连用，从句的动作必须和主句的动作同时发生的。
5.since “自从……以来”从句的谓语动词用一般过去时，而主句的谓语动词用现在完成时。
6.till/until “到……为止”相当于“until”，但till不可以置于句首，而until 可以。
7. as soon as“一……就……”强调动作紧密相连。
8. Whenever“每当，无论何时”相当于when，但语气比when强，主句动词或都用一般现在时，或都用一般现在时，分别表示现在，过去的习惯动作。
当堂反馈：一、用连词when, while, after, before填空1.He washed his hands ________he had breakfast.2.Jack was watching TV__________I received a call from my uncle.3.I have breakfast ___________I go jogging every morning.4.___________I got back. I found my mother cooking for me.5.__________the children have fun, parents can take dancing lessons on thebeach.6.___________we were dancing, a stranger came in.二、用since, till或until合并句子或连词成句。
2020新译林版高中英语选修第一册Unit4 grammar教学设计教案
Book 1 Unit 4 Fun with scienceGrammar and compositionSubjunctive mood (II): other cases教学目标By the end of this section, students will be able to:1. identify the use of other cases of the subjunctive mood;2. work out the rules of other cases of the subjunctive mood;3. use the subjunctive mood to finish tasks of correcting mistakes and completing an article;4. make a conversation about snowflakes using the subjunctive mood.教学重难点1. To distinguish different cases of subjunctive mood;2. To learn to apply subjunctive mood in conversations.教学过程步骤教学活动设计意图互动时间&模式Lead-inStep 1 1. The teacher has students reviewif-clause in unreal conditionals, listrelative pronouns and explain theirrules.(1) What is subjunctive mood?(2) Give some examples of if-clause usedin unreal conditionals.(3) Are there other cases in which we usesubjunctive mood?让学生联系第三单元关于“虚拟语气”的语法知识，结合第四单元Reading语篇中的例句或已知的其他例句，自主分析其他虚拟语气句型的基本规则。
Book_4_Unit_4_Grammar_动名词作定语_状语
动名词作定语，状语一、动名词作定语动名词作定语时，在句子中通常有两个位置：如果是单个的动名词作定语，常放在被修饰的名词前面作前置定语；如果是动名词短语作定语，则放在被修饰名词的后面，作后置定语。
1．动名词作定语，说明被修饰词的性质、特征或用途。
He may be in the reading room. 他可能在阅览室里。
They set up an operating table. 他们搭起一个手术台。
2．动名词作定语，表示其与被修饰词之间为主动关系，并且表示动作正在进行。
There are about 200 students studying in this school. 大约有200个学生在这个学校学习。
Who is the woman talking to our English teacher? 正在和我们英语老师谈话的那个女人是谁？3．有些动名词已经转化成了形容词，常用作定语修饰物，表示“令人……”：exciting, shocking, puzzling, confusing, disappointing, discouraging, boring, tiring, moving, touching, interesting, satisfying, frightening, amazing等。
That must be a terrifying experience. 那肯定是一次可怕的经历。
The experiment was an amazing success. 那实验是一个惊人的成功。
注意：如果动名词与被修饰词之间是被动关系，就要用它的被动式being done，通常表示正在被做，常作后置定语。
The tall building being built now is our new school. 正在被修建的那建筑是我们的新学校。
That question being discussed was presented by the headmaster.正在被讨论的那个问题是校长提出来的。
译林版高中英语选必四Unit4 Grammar and usage 教案(雅礼版)
Unit 4 Never too old to learnGrammar and usage: Analysis of complicated sentences◆内容分析：本板块围绕单元话题，以“职业教育”为主题创设情境，引导学生在语篇中探究、分析复杂句的规则和用法；再通过句子、语篇两个层面的练习内化新知；最后让学生运用所学，准确、恰当、得体地使用目标语，实现“形式——意义——使用”三者的统一。
◆教学目标：By the end of this section, students will be able to:1.analyse the usage of complicated sentences;2.work out the rules of complicated sentences;e complicated sentences appropriately to finish related tasks;4.make a story using complicated sentences.◆教学重难点：1.To summarize the general rules;2.To apply complicated sentences correctly and properly;◆教学过程：Step 1 Lead-inA student from Bayi V ocational School in Yushu, Qinghai province, works on a painting. Experts and officials are encouraging the development of modern vocational education to ease the imbalance between labor supply and the huge demand for technical talent.Step 2 Exploring the rulesDiscussion1. What is vocational education?2. Why is vocational education important?Answer:1.V ocational education generally prepares people to work in a specific occupation by teaching theory in the classroom and offering hands-on training in the workplace.2.It can qualify applicants to work in a particular field. It also offers applicants an advantage in the job market.A Read the article again and fill in the table in part A on page 48.Tips复合句分为并列复合句compound sentence（也称并列句）和主从或从属复合句complex sentence（也称复杂句），并列复合句compound sentence是有并列连词：and、or、but连接；从属复合句complex sentence由一个主句（Principal Clause）和一个或一个以上的从句(Subordinate Clause)构成。
人教课标版高中英语必修4 Unit4_Grammar_名师教学设计(一)
Unit4 Grammar 名师教学设计Module 4 Unit 4 Body LanguagePeriod3 GrammarTeaching Material AnalysisThe previous lessons include Warming-up, Pre-reading from Page 25 to Page 27 and Language points on Page 28. And this is the third lesson of Unit 4. It is mainly about t he usage of v.ing form as adverbial.In Unit 3 the students have learnt the usage of v.ing form as the object complement, pr edicative or attribute. As the understanding of an adverbial is quite unfamiliar to the st udents, the teacher intends to help the students to sense the structure via Free Talk, fin d it out in the reading passage, observe and understand how to use it via Exercise 2 on Page 29. Step by step, following the general understanding, there are three tasks. Task 1, Speaking while watching the videos, aims to inspire students to express what happe ned in everyday life, using v.ing form. Task 2, Acting it out, aims to judge whether stu dents can understand others using v.ing form. Task 3, Making a change in the composi tion, aims to help students use v.ing form to paraphrase the previous writing of themse lves.Analysis of the studentsIt is a new way for the students to learn Grammar by reading, speaking and writing. T hey should find out the rules on their own by observing and trying. After nearly one y ear’s learning, some of them are brave to make mistakes; some hold different views th ough sometimes strange; some are eager to express themselves in English; and becaus e of their limited vocabulary and practice some are afraid of learning Grammar points through English.Above all, what the students have in common is their curiosity and inspiration to stud y Grammar Points in a new way.Teaching aims1. Knowledge aimsBy the end of the lesson, the Ss will be able to:master how to use the basic V.ing form to describe a verb;tell the difference between the usage of a V.ing as adverbial and attribute;2. Ability aimsBy the end of the lesson, the Ss will be able to: describe a common scene using V.ing form; act out what others describe using V.ing form.3. Emotional aimsBy the end of the lesson, the Ss will be able to: try to make their composition better us ing V.ing form; cooperate with their team members expressing themselves; be braver t o express themselves freely and accurately.Teaching important pointsHelp the students to sense the structure of V.ing form via Free Talk, find it out in the r eading passage, observe and understand how to use it via Exercise 2 on Page 29. And put it into practice through three tasks.Teaching difficult pointsTell the difference of the usage of V.ing form as adverbial and attribute; how to put th e verbs together within one sentence using V.ing form.Teaching ApproachesTask-based approach, situational approach and communicative approachTeaching aidsSlide Multi-media, blackboard, guided learning plan for SsTeaching procedureStep 1: Lead-inFree Talk: Who is in each picture? What is he/she doing?Picture1: Charlie, eat, sit, entertain…Picture2: Henry, sit, ordering…Picture3: Wang Peng and Yong Hui, combine, get married, lead a …life…Put those verbs together within one sentence using “and”Is there another way to put them together?...Step 2: PresentationFirstly, choose one verb to be the primary action, that is to say, to be the center of the sentence. Then, the other verbs are secondary actions. Finally, add -ing to the secondary actions to describe the primary action.Eg: Sitting at the table, Charlie ate his shoe , entertaining the audience.Step 3: ReadingRead the text on Page 26 again, finding out as many V.ing form as adverbial as the stu dents can.Check the answers one by one. Explain the difference between an adverbial and attrib ute.Step 4: Further understandingFinish off Exercise 2 on Page 29 to better understand the use of V.ing form.Count how many of them are used as adverbial?Discuss the usage of each one.Step 5: PracticeTask 1: Speak using V.ing form as adverbial while watching the videos chosen from st udents’daily routine.Task 2: Act it out. A group leader reports the sentence they made up using v.ing form, the next group members just act it out. Start a competition.Task 3: Make a change in the students’previous composition, inspiring them to put wh at they have just learnt into use.Step 7: Homework1. Use v.ing form to rewrite some sentences of your previous compositions;2. Fish off P56-57 of the Exercise Book, thinking about where to put “not” and how to use the Passive V oice of the V.ing form.附：板书设计：教学设计思路：本课为本单元的第三课时，语法（Ｖ.ing 作状语）。
译林版高中英语选必一Unit4 Grammar and usage (II) 教案(雅礼版)
Unit 4 Exploring poetryGrammar and usage (II)Overview of to-infinitives, verb-ing and verb-ed form◆内容分析：本板块围绕单元话题,以“浪漫派诗歌和诗人”创设情境，对之前所学的非谓语动词的用法进行系统回顾和复习。
教学活动首先引导学生在有关“浪漫派诗歌和诗人”的语篇中观察、探究、总结非谓语动词在文中的使用，辨识非谓语动词在句中所做的成分；在通过句子、语篇两个层面的巩固练习让学生内化非谓语动词的知识；最后要求学生综合运用非谓语动词完成一个语言输出任务，实现“形式——意义——使用”三者的统一。
◆教学目标：By the end of this section, students will be able to:1.identify and categorize the use of to-infinitives, verb-ing, and verb-ed forms;2.summarize the general rules of to-infinitives, verb-ing, and verb-ed forms;e the right forms of to-infinitives, verb-ing, and verb-ed to finish tasks such asrewriting sentences, completing and article and writing on the importance of reading poems.◆教学重难点：1.To summarize the general rules;2.To apply the rules correctly and properly.◆教学过程：Step 1 Homework CheckingC.Fill in the blanks with the correct forms of the verbs.1.to run2.Approaching3.to be discovered4.Having struggled5. seen6. cleaning/to be cleaned7. lost8. Judging9. telling10. to haveStep 2 Rewrite the following sentences using to-infinitives, verb-ing or verb-ed forms1.Romantic poets experimented with new poetic forms. They were particularlyinterested in it.Romantic poets were particularly interested in experimenting with new poetic forms.2.Romantic poets often mentioned the effect of beauty on the poet’s imagination when they described natural scenes.Romantic poets often mentioned the effect of beauty on the poet’s imagination when describing natural scenes.3.Poems that focus on nature often stress the moment of inspiration.Poems focusing on nature often stress the moment of inspiration.4.Many Romantic poems are filled with descriptions of magic and ancient themes, and contain rich sensory details.Filled with descriptions of magic and ancient themes, many Romantic poems contain rich sensory details.5.Since Romantic poets were highly colourful and independent individuals, finding concerns common to all of them is sometimes difficult.Since Romantic poets were highly colourful and independent individuals, it is sometimes difficult to find concerns common to all of them.Step 3 ExerciseB2 Below is an article about the English poet Willian Wordsworth. Complete the article with the correct to-infinitives, verb-ing or verb-ed forms of verbs in the brackets.Born in 1770, Willian Wordsworth was one of the (1) ________ (lead) poets of the Romantic movement in England. (2) ________ (grow) up in the beautiful Lake District, Wordsworth had a childhood that was perfect for a developing poet. (3) __________ (educate) at Cambridge, Wordsworth received his degree in 1791. He spent a lot of time (4) _________ in Europe. Travelling obviously provided Wordsworth with plenty of ideas for his poems. In 1795, he met Samuel Taylor Coleridge and the two talented young men became close friends. (5) ________ (meet) Coleridge had a huge impact on Wordsworth. Lyrical Ballads, a collection of poems (6) ________ (write) together with Coleridge, was Wordsworth’s first great work. It was published in 1798 and marked the start of the Romantic era in poetry. Wordsworth explained that they wanted to write poetry that ordinary people could use (7) ____________ (express) their feelings. Many of the poems in the collection were about returning to nature. Like other Romantics, Wordsworth preferred (8) ____________ (live) in the country rather than in the city.1.leading;2. Growing;3. Educated;4. touring;5. Meeting;6. written;7. to express; 8. living/to live【设计意图：通过填空，让学生熟悉文本内容。
2024-2025学年高一英语必修第一册(译林版)UNIT4Grammarandusage教学课件
Teenagers who do not sleep well may experience situations where body development slows down, and their health suffers. • Teenagers who do not sleep well may experience situations. • Body development slows down, and their health suffers in
Do you remember the farm _w_h__ic_h_/_th_a_t_ was built twenty years ago ? _w__h_ic_h_/_t_h_a_t we visited together? o_n__w_h_i_c_h_/w__h_e_r_e_ we stayed together? _w_h_o_s_e_ products are sold all over the world?
he didn’t come to school for the reason
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• 在一个往往以瘦为美的社会里，青少年有时会借助极端的 方法来快速减肥。
Unit 4 Grammar 讲义-2021-2022学年高一英语牛津译林版（2020）必修第一册
译林版必修第一册Unit4单元语法--关系副词引导的限制性定语从句语法精析当先行词在定语从句中作状语时，通常要用关系副词引导定语从句。
常用的关系副词有where，when，why等。
1．关系副词wherewhere引导的定语从句的先行词往往是表示地点的名词(如place，room，house，spot等)，关系副词在从句中作地点状语。
常用in which，at which，on which等代替。
They are playing in the park where(＝in which) there are some flowers.他们正在有花的公园里玩耍。
The office where(＝at which) the girl works is not far from here.这个女孩工作的办公室离这儿不远。
[温馨提示]①有一些先行词，如point，stage，position，case，condition等，属于抽象的地点名词，如果定语从句中缺状语，需要接where引导的定语从句。
You reach a point in your project where you just want to get the thing f inished.从事任何项目你都会进入一种境界：一心想完成它。
We reached a stage where we had to answer violence with violence.我们陷入了必须用暴力来对抗暴力的境地。
②where引导定语从句和状语从句的区别：引导定语从句时，where是关系副词，在从句中作地点状语，其前有表示地点的名词作先行词，从句修饰先行词；引导状语从句时，where是从属连词，从句修饰主句的谓语动词，where前面没有表示地点的名词。
He’s got into a situation where he is likely to lose control over the plane.(定语从句)他陷入了一种很可能会失去对飞机的控制的境地。
Book 4 unit4 Body Language导学案
2013-2014学年第二学期高一英语学案使用时间：2014年春季学期Book 4 Unit 4 Body Language导学案
高一英语备课组
【使用说明及学法指导】
1．课前20分钟自学课本第26页课文，独立完成学案题目，并上交。
2．先快读课文1遍，把握文章的主旨大意，完成Task1 Task2。
3．再精读课文1遍，把握文章的细节，完成Task3和课内探究。
【学习目标】：1. 进一步培养推测、略读、找读、归纳内容等阅读技巧
2．深入理解课文，分析文章长难句，培养快速阅读和整体理解的能力。
3．通过合作探究，主动质疑．，学会概括主旨，分析句子和复述课文的方法。
4. 通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
激情投入课堂，享受英语学习的快乐。
高一英语必修四Unit4 Grammar ： Ving 作状语
高一英语必修四Unit4 Grammar ：Ving 作状语V-ing 形式在句中作定语和状语是本单元的学习重点。
1. 作定语V-ing 形式可以单独充当名词的前置修饰语, 这时有两种情况。
1) -ing形式表示“供作......之用”的意思(1) A swimming pool= a pool for swimming(2) In the following years he worked even harder. 在后来的几年中，他学习更努力了。
(3) The man speaking to the teacher is our monitor's father.正与老师谈话的那个人是我们班长的父亲。
2) -ing形式表示“......的”意思, -ing形式短语作定语时一般放在它所修饰的名词之后, 相当于一个定语从句。
（1) A sleeping child=a child who is sleeping（2）working people=people who are working（3）the rising sun= the sun which is rising(4) They are visitors coming from several countries.=They are visitors who come from several countries(5) The boy standing there is a classmate of mine.=The boy who is standing there is a classmate of mine.2. 作状语现在分词在语法功能上相当于动词、形容词和副词。
现在分词通常和逻辑主语之间存在主动关系。
但要注意它地各种形式变化：现在分词作状语往往和逻辑主语之间存在主动关系。
现在分词作状语，常常用来表示原因、时间、方式、结果、条件、伴随状况等。
高中英语人教版：必修四 unit 4 grammar 学案
必修四Unit 4 Grammar【学习目标】：V-ing 形式在句中作定语和状语【学习重点】：V-ing 形式在句中作状语【学习难点】：独立主格结构【教学过程】：V-ing 形式在句中作定语和状语是本单元的学习重点。
1、作定语⑴ V-ing 形式可以单独充当名词的前置修饰语,A swimming pool A sleeping carworking people the rising sun⑵-ing形式短语作定语时一般放在它所修饰的名词之后, 相当于一个定语从句。
They are visitors coming from several countries.The boy standing there is a classmate of mine.2、作状语可以表示时间, 原因, 结果,条件, 行为方式或伴随动作等。
Being poor, he couldn’t afford a TV set.Working hard, you’ll surely succeed.Hearing the news, he got frightened.Not knowing his telephone number, I couldn’t get in touch with him.She stood waiting for a bus.He sat there reading a book.The students ran out of the classroom, talking and laughing.Her husband died, leaving her four children.注意：⑴当v-ing形式所表示的动作发生在谓语动词动作之前时，应使用完成式：having done Having finished his homework, he rushed out to play basketball.练习：___________________a reply， he decided to wait again.（）A. No receivingB. Receiving notC. Not having receivedD. Having not received分析：在 V-ing 形式的否定式中，否定词（ no 、 not 或 never ）应置于其前面，不能置于其后面。
2024年高中英语Unit4Grammarandusage教案牛津译林版选择性必修第二册
首先，我发现部分学生在理解过去完成时的构成和用法上还存在一些困难。他们对于过去完成时的构成规则掌握不牢固，导致在运用时出现错误。因此，我计划在未来教学中更加注重过去完成时的基础知识教学，通过更多的例子和练习来帮助学生理解和掌握。
其次，我发现一些学生在课堂上的注意力不够集中，特别是在小组讨论的时候。他们可能会被周围的同学干扰，或者容易分心。为了解决这个问题，我计划引入更多的互动和参与性的活动，以吸引学生的注意力，并保持课堂的活跃氛围。
核心素养目标
1.语言能力：通过本节课的学习，学生能够准确理解和运用过去完成时态描述过去发生的动作或状态，提高英语语言表达能力。
2.文化意识：通过学习过去完成时态在具体语境中的应用，使学生了解西方文化中关于时间的表达方式，增强对不同文化的认识和理解。
3.思维品质：通过分析、对比和归纳过去完成时态的用法，培养学生的逻辑思维和分析问题的能力。
6.增强对英语语法的认识和理解，提高语法分析能力。
7.培养批判性思维能力，通过分析、对比和归纳过去完成时的用法。
8.提高自主学习能力，通过课堂参与和小组讨论积极探究问题。
9.增强团队合作能力，通过小组讨论和实践活动与他人合作解决问题。
10.培养良好的学习习惯，通过课堂互动和自主学习提高学习效果。
学生将通过课堂讲解、小组讨论、实践活动和课后作业等方式来巩固和应用所学的知识。通过这些学习活动，学生将能够更好地理解和运用过去完成时，提高英语语言运用能力。同时，学生也将通过参与小组讨论和实践活动来培养团队合作能力和批判性思维能力。此外，学生还将通过自主学习和课堂互动来提高学习效果，并培养良好的学习习惯。通过本节课的学习，学生将能够更好地运用过去完成时，提高英语语言表达能力和语法分析能力，为后续学习打下坚实的基础。
高中英语 Unit4 grammar导学案新人教版必修4
高中英语 Unit4 grammar导学案新人教版必修4language第10周第3课时编号：41课题：Grammar(1)编写人：班级__________ 姓名__________ 师评__________一、学习目标1、Revise the v-ing form used as the Attribute2、Learn about the v-ing form used as the Adverbial二、学习重点Understand the usages of the v-ing form used as the Adverbial三、学习方法1、observation2、discussion四、学习过程Part1、自主学习Task1、完成表格语态时态主动语态被动语态一般式(not)doing完成式(not)having been doneTask2、在括号里写出v-ing 在句中所做的成分。
1、Being a rich woman is lucky、（）2、 She enjoys being a rich woman、（）3、After half an hour of waiting for their flight to arrive, they finally came out、（）4、 Learning a foreign language is very important to businessmen、（）5、This year saw the famers being rich、（）6、The news is astonishing 、（）7、The bad weather keeps the flight coming late、（）8、They are exciting 、（）Task3、朗读下列句子，观察划线部分并总结规律。
A、 V-ing 在句中做定语。
1、We must improve our working method、2、They set up an operating table in a small temple、3、China is a developing country、4、The student making the experiment is our monitor、5、 The person translating the songs can speak seven languages、总结：1、v-ing做定语，单独一个词放在所修饰的名词的__________（前/ 后）面。
Unit4 Grammar
Why did lots of people know about the show? Lots of people knew the show because of the advertisements on TV.
Why were the dolphins really tired ? They were really tired because of the long performance.
Work out the rules:
• We need a _________ after the ‘if’-clause when it is the first part of a sentence. • We don’t use a _________ if the main clause comes first. • We use ______________________________in the ‘if’-clause, we use _________________________in the main clause.
Why couldn’t some students go to the show? They couldn’t go to the show because of the exam next week.
Work out the rules: We can use “because” and “because of” to give the reason(s) for something. because The word “___________” introduces the clause of reason and we usually put it in the middle of a sentence. We use a noun, a noun phrase or a pronoun after because of “________________”.
译林版高中英语选必四Unit4 Grammar and usage 教案
《英语》（选择性必修·第四册）Unit 4Never too old to learnGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. analyse complicated sentences;2. understand the basic rules of simple, compound sentence, complex and compound-complexsentence;3. practice application of complicated sentences.II. Key competence focusAnalysis and practice of complicated sentencesIII. Predicted area of difficultyAnalysis of complicated sentences.IV. Teaching proceduresT greets the class.T: Class begins, boys and girls! Good morning/afternoon!Step 1 Revising the core words and phrases learnt last period.Fill in the blanks with proper forms of the (given) words.1. Our class ________ (compose) of 20 boys and 15 girls, most of whom are excellent at writing.1. is composed2. An ________ (educate) guess is a guess which is based on a certain amount of knowledge andis therefore likely to be correct.2. educated3. He’s too ________ (bind) up in his work to have much time for his children.3. bound4. We must find a way ________ (resolve) these problems before it’s too late.4. to resolve5. He walked on the opposite side of the street ________ (refresh) his memory of the building.5. to refresh6. Listening with an open mind to ________ (criticize) and accepting useful advice are the key toprogress and improvement.6. criticism7. You are a very ________ (inquire) mind person and your paper will achieve very good scores.7. inquiring8. If installed, the instrument ________ (register) every change of direction or height.8. will register9. I’ve personally never subscribed ________ the view that either sex is superior to the other.9. to10. In the world of fashion it sometimes seems that the only constant is ________ (cease) change.10. ceaseless【设计意图：上一节课核心词汇较多，有必要复习一下这些内容。
人教版必修高一英语下学期Book4Unit4语法导学案全面版
人教版必修高一英语放学期Book4 Unit4语法导教案课标解读：本单元的语法项目是动词的-ing 形式做状语和定语。
教师应该启迪学生思虑，经过示例指引学生总结出动词的-ing 形式在什么状况下作状语或作定语，而后进一步理解其用法，直至比较娴熟的掌握与运用。
Teaching aims（教课目标）Knowledge aims:Get students to know the use of the –ing formas the attribute and the adverbial.Ability aims:Enable students to learn the use of the –ing formas the attribute and the adverbial accordingto the context.Emotional aim:1.Get students to become interested in grammar learning.2.Develop students ’ sense of group cooperation.Teaching emphasis（教课要点）Get students to learn and master the use of the –ing form as the attribute and the adverbial. Teachingdifficulties （教课难点）Enable students to learn how to use the rules ofthe –ing formas the attribute and the adverbial correctly.Teaching &learning procedures (教课与学习过程)【巧设导语激发兴趣】（5 分钟）Step1. Preparing lessons &self-study and exploring the problemsAsk the Ss to report the answers and read the passage quickly to point out the sentences including the –ing form in the text.【整体感知情形创建】Step2.Finishing plan & asking questionsReport the answers to the class and teacher.Point out the sentences including the–ing form in the text.Step3.Researching cooperatively& answering questionsAnd ask the Ss what the rules of the –ing form in the text are.Task1. turn back to Page 26 to read through the passage Communication:No Problem? pick out the sentences using the-ing forms as the attribute and theadverbial., and then underline the–ing form in each sentence and translate the whole sentence into Chinese.1)Yesterday, another student and I , representing our university’s studentassociation, went to the CapitalInternationalAirport to meet this year’s international students. (attribute)2)After half an hour of waiting for their flight to arrive, I saw several youngpeople enter the waiting area looking around curiously. (attribute)(adverbial)3)I stood for a minute watching them and then went to greet them.(adverbial)4)She stepped back appearing surprised and put up her hands, as if in defence.(adverbial)5)Then Akira Nagata from Japan came in smiling, together with George Cook fromCanada.(adverbial)6)Just at that moment,hwever, Akira bowed so his nose touched George ’s moving hand. (attribute)7)When Darlene Coulon from France came dashing through the door, she recognized Tony Garacia’s smiling face. (adverbial)8)In the same way that people communicate with spoken language , they also express their feelings using unspoken ”language”through physical distance, actions or posture.(adverbial)【提出问题合作研究】（ 15 分钟）Step4.Summing &chewing, summarizing knowledgeTask 2.Grammar learning一、作定语。
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基础新知预习用括号词的正确形式填空，并指出该词在句中充当的成分。
1. ________ (find) ways to grow more rice has been his life goal.2. He saw the great need for _________ (increase) the rice output.3. He enjoys _______ (listen) to violin music…4. _________ (spend) money on himself or leading a comfortable life also means little to him.5. It's rather tiring ________ (walk) around in a city.6. There is a _________ (swim) pool in the back yard.7. Only after repeated practice can we improve our _________ (teach) method.8. I heard her ________ (sing) an English song when I passed by her room yesterday.9. There are hundreds of visitors ________ (wait)in front of the Art Gallery to have alook at Van Gogh’s paintings.10. The missing boy were last seen _________ (play) near the river.11. The main job of the ant queen is __________ (lay) eggs.12. The movie we saw yesterday is ____________( terrify).复习归纳：动词ing形式在句中可以当_________、_________、_________、_________、_________ 。
语法导学探究动词-ing在语法功能上相当于动词、形容词和副词。
现在分词通常和逻辑主语之间存在主动关系。
但要注意它的各种形式变化：主动形式被动形式一般式V-ing being V-ed完成式having V-ed having been V-edHearing the bell, the students began to enter the classroom.(听见和进入两个动作同时发生)The building being built now is our new library.(being built为现在分词的被动形式，表示动作正在进行之中)Having done the work, he went home. 完成了工作，他就回家了。
动词-ing作状语往往和逻辑主语之间存在主动关系，常常用来表示原因、时间、方式、结果、条件、伴随状况等。
动词-ing一般不用作表目的的状语（通常用不定式表目的的状语）。
1)表时间状语Walking in the street, I came across an old friend of mine.(=When I was walking in the street, I came across an old friend of mine.)While waiting for the bus, he read a copy of China Daily.(=While waiting for the bus, he read a copy of China Daily.)2)表原因状语Being ill, he didn’t go to school. (=as he was ill, he didn’t go to school.)Being a student, you should study hard.(=Since you are a student, you should study hard.)Thinking he might be at home, I called him.(As I thought he might be at home, I called him.)3)表方式、伴随情况的状语作伴随状语的动词-ing表示的动作，必须是主语的一个动作，或是与谓语所表示的动作（或状态）同时发生，或是对谓语表示的动词（或状态）作进一步地补充说明。
He sat on the sofa, watching TV.(=He sat on the sofa, and watched TV.)他们笑着谈着走进了教室。
____________________, they went into the classroom.他斜靠(lean)着墙站着。
He stood____________________.4)表结果Her mother died in 1990, leaving her with her younger brother.(=Her mother died in 1990, and left her with her younger brother.)全国到处在传唱这首歌曲，使它成了一首最受欢迎地歌曲。
The song is sung all over the country, _____________________________.5)表条件Using your head, you will find a way.(=If you use your head, you will find a way.)一直往前走，你就会看到一座白色地房子。
______________, you will see a white house.6)与逻辑主语构成独立主格All the tickets having been sold out, they went away disappointedly.所有的票已经卖光了，他们失望地离开了。
Time permitting, we'll do another two exercises.如果时间允许，我们将做另两个练习。
有时也可用with (without) +名词（代词宾格）+分词形式With the lights burning, he fell asleep. 他点着灯睡着了。
(7) 作独立成分：Judging from / by his appearance, he must be an actor. 从外表看，他一定是个演员。
语法课堂训练1. On receiving a phone call from his wife ____ she had a fall, Mr. Gordon immediately rushed home from his office.A. saysB. saidC. sayingD. to say2.Do you wake up every morning _____ energetic and ready to start a new day?A. feelB. to feelC. feelingD. felt3.____ around the fire, the tourists danced with the local people.A. GatherB. To gatherC. GatheringD. To be gathering4. Look over there --- there’s a very long, winding path ______ up to the house.A. leadingB. leadsC. ledD. to lead5. the city center, we saw a stone statue of about 10 meters in height.A. ApproachingB. ApproachedC. To approachD. To be approached6. He had a wonderful childhood, _____ with his mother to all corners of the world.A. travelB. to travelC. traveledD. traveling7. Dina, ______ for months to find a job as a waitress, finally took a position at a local advertising agency.A. strugglingB. struggledC. having struggledD. to struggle8. The lady walked around the shops, _____ an eye out for bargains.A. keepB. keptC. keepingD. to keep9.It rained heavily in the south, _____ serious flooding in several provinces.A. causedB. having causedC. causingD. to cause10._____ at my classmates’ faces, I read t he same excitement in their eyes.A. LookingB. LookC. To lookD. Looked11.The news shocked the public, __ to great concern about students’ safety at school.A. having ledB. ledC. leadingD. to lead12. They set out ____ for the ____ boy.A. searching; losingB. searching; lostC. to search; lostD. searched; losing13. The student sat there, ____ what to do.A. doesn’t knowingB. didn’t knowingC. not knowD. not knowing14. He sat there _____, with his head on his hand.A. and thinkB. thinkingC. thoughtD. being thought15. The ____ Prime Minister expressed his satisfaction with his talks, ____ that he had enjoyed his stay here.A. visiting; addB. visited; addingC. visiting; addingD. visited; added Homework1.Finish exercises on Page 29.2. Finish exercises in 金榜学案-跟踪练习。