高一英语人教版必修四教案Period2LearningaboutLanguage(Unit2Workingtheland)
人教版高中英语必修4Unit1__Learning__about__language2参考教案
Unit1 Learning about language2参考教案Teaching objectives1.Master the principles of subject-verb agreement when collective nouns, pronuns, nouns or/ and pronuns connected by connectors;2. apply the language knowledge about subject-verb agreement to practice.Teaching procedures & waysI. Review-the definition of subject-verb agreementChoose the correct verb form. Can you summarize the rules?•I am/are seventeen. // She is/are sixteen.•There is/are a desk in the room.•There is/are no chairs in it.•John gets/get up at six o’clock every morning.•They has/have not come yet.•What is/are the latest news about the Olympics?II. Collective nouns1.Study the examples in Ex1 p.5 and2. More examples inEx2 p.53. Guide Ss to summarize the ruleSubject Collective nouns:family, group, army, class, the public, police, college, school, crowd, government, audience, team, etc.Verb Singular: when looked as a wholePlural: when the emphasis is on the individualIII. Pronouns1. Look at the following sentences. Note the subjects and verbs Everything is ready.Has somebody told you about the result? Nobody was alive after the accident.Does anybody else want to go? Each student in ourclasshas a dictionary.Both of them were tired after the walk. Many of us were absent yesterday.All of us are here for lunch.All is going well.2.T’s guidanceSubject anyone, anybody, anything,everyone, everybody, everything, someone, somebody, something, no one, nobody, nothing, each, the otherVerb SingularSubject both, many, few Verb: PluralSubject little, much Verb: Singular Subject all, neither, none, some,any, wh-pronounVerb: Singular or plural3. Practise-Ex2 p.43IV. Other examples1.Study the following sentences,payingattention to the subj-v agreement Not only you but also he is late for school.Neither the table nor thechairsare made of wood.就近一致There is a lamp, two pens on the desk.Here are some English books for you.A young mother with her twoboysis waiting downstairs.Tom as well as his sister is going to join the musicclub.Two years is a short time to somepeople.Three thousand miles is a long distance.2. Practice-Ex3 p.5V. Summary of subject-verb agreement rules :Read through the Grammar summary on pages 88-89.VI. HomeworkFinish Exercise 2 on page 5 and Exercises 1 and 3 on page 43 Reflection。
人教版高中英语必修4 Unit2 Learning about language参考教案
Unit2 Learning about language参考教案Period 4Teaching Goals:1 To enable Ss to master some new words and expressions.2. To get Ss to have knowledge of this grammar point: The –ing form as the subject & object)Teaching Procedures:Step 1. RevisionPurpose: To consolidate the words and phrases in the text.1. Ask Ss to find words and expressions that mean the same from the text and finish Ex1on page 12..2. Ask Ss to finish Ex2 on page 12.3.Ask Ss to finish Ex3 on page 12 ,and compare their answers quickly.Step 2. GrammarPurpose: To get Ss to have knowledge of the grammar: the –ing form as the subject & objectExplain the grammar for Ss.-ing形式是动词的一种非限定形式，本单元主要介绍的用法如下：（1）它们都有名词的特征，在句子中可以用作主语。
如：Using his hybrid rice farmers are producing harvests twice as large as before. Wishing for things, however, costs nothing.（2）也可以作为宾语。
Unit4BodylanguangePeriod2LearningaboutLanguage优秀教案(人教版必修4)
Period 2Learning about LanguageThe General Idea of This PeriodThis period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part:-ing form as the adverbial and the attribute.You will have systematic explanations of it and assign some exercises for the students to consolidate what they learn.Get the students to use the -Get the students to master the useful words and expresHow to help the students to use the -Question-and-Pair work or gA multi-Three Dimensional Teaching AimsHelp the students recognize the useful words and expressions learnt in ReaMaster the usage of the -Individual work tSystematic explanation to help the students apply the -Get the students to apply the -Step 1 RevisionT:Good morning,boys and girls!Last class I assigned you to collect some info rmation about body language inS:Different cultur es often have different forms of behavior by sending the same body signals.Nodding one’s head is generally meant to show agreement “yes”,but to Nepalese,Sri Lankans,some Indians a nd some Eskimos,it means not “yes”,but “no”.When an American rubs his nose,it may mean his disagreeing with someone or rejectingT:Step 2 Useful words and expressionsT:You are expected to complete the exercises in Learning about language independently.Now let’s check theSuggested answers:1.local (are)2.represent3.approach4.major5.express6.curious7.general8.likely to (do something)Ex.2 on P1.major2.introduce3.body language4.general5.represent6.actions7.spoken8.likely to;express9.approach10.curious;avoids1.nod2.hug3.kiss4.shake5.smile6.clap7.slapPic 5:raise one’Pic 6:shrug one’PiPic 8:shake one’Pic 11:scratch one’Step 3 Find sentencesT:OK,so much for the homework.Today,we are going to learn the v.-ing form used as adverbial and attribute.First,I will give you 4 minutes to read the text again on Page 25 and find out all the sentences with the v.-After 4 minutes,ask some students to read out the sentences they’T:OK,time’S:They are visitors coming from several countriesS:Four people enter looking around in a curious wayS:This is an exciting experience for you,so you stand watching and listeningS:You see her step back appearing surprised,aS:The visitor from Japan comes in smiling at the same timeS:His nose touches Mr Cook’s moving handS:Not all cultures greet each other the same way,nor are they comfortable touching strangers or being too close ortoo far away.S:In the same way that people communicate with spoken language,they also express their feelings using unspoken “language” through keeping physical distance,actions or postureS:Most people around the world now greet each other by shaking hands,but some cultures use other greetings asS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kiss each other twice S:It is an interesting study and can help you avoid difficulty in communication.Step 4 Struc ture studyT:Today,we are going to learn the v.-ing as the attribute.It means that the v.-ing form is used as the adjective to modify a noun.In the above sentences,which sentences have the v.-S:They are visitors coming from several countriesS:This is an excitingS:His nose touches Mr Cook’s moving hand,aS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kiss each other twiceS:It is an interestingT:V ery good.You have totally understood the usage of v.-ing as attribute.Now,let’s learn more.Take the second sentence for example.Four people enter looking around in a curious way.In this sentence,the v.-ing describes the movement “enter”.So it’s used as an adverbial.In the aS:Four people enter looking around in a curious wayS:This is an exciting experience for you,so you stand watching and listeningS:You see her step back appearing surprised,and take a few steps away from MrS:The visitor from Japan comes in smiling at the same timeS:Not all cultures greet each other the same way,nor are they comfortable touching strangers or being too close or too far awayS:In the same way that people communicate with spoken language,they also express their feelings using unspoken “language” through keeping physical distance,actions or postureS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kiss each other twice on each cheek.Step 5 Exercises for consolidationT:So far you have got a clear idea about the v.-ing as the attribute and adverbial.Now let’s do some exercises to consolidate your understanding.Have a look at Ex.2 on Page 29.There are some verbs in the box.You have to use1.We were all nervous about the approaching2.Business leaders look very serious.They do not often have smiling3.The shaking buildings showed u4.It is exciting to watch competing1.My mother is a happy woman.She always gets up smiling2.After the dog fell in the lake,it climbed out shaking3.After we saw the comedy show,we left the theatre laughing4.The blind man walked touchingT:OK.So much for the textbook.Now have a look at the following sentences.There are some mistakes in the following sentences.You are required to find out the mistakes and correct them.I will give you 5 minutes to finishThe sentences with some mistakes:1.Having not seen the film,I can’2.The men worked for extra hours5.“Can’6.Knocking at the door7.European football is played in 80 countries,made iT:S:1.Not having seen the film,I can’S:S:S:4.GenerallyS:5.“Ca n’S:S:7.European football is played in 80 countries,making it the most popular sport in the world.Step 7 Summary and HomeworkT:Today we have gone over the important words an d expressions in this unit.We’ve learnt the v.-ing form as the attribute and as the adverbial.I hope you’T:Homework for today is to finish the exercises of Using structures onThe Design of the Writing on the BlackboardUnit 4Body languagePeriod 2Learning about language4.Stru cture study (v.-RecordActivi ties and ResearchThe teacher may first prepare some cards on which some words are written describing body movements.And then two students are needed to act-and-guess,that is,one is to act the body movements and the other may justReference for teaching动词-ing形式作定语和状语作定语1.动词-ing形式作定语,单个分词作定语时,放在所修饰的名词之前,说明其修饰名词的性质或特征，表示“供作……之用”和“……的”。
优质高一英语人教版必修4教案：Unit3Period2 LearningaboutLanguage+Word版含解析
Period 2 Learning about LanguageThe General Idea of This PeriodIn this period the students are to do some exercises on the usefulwords,expressions and structures learned in the reading part.It is to help them use the useful words and expressions from the context.They are also to learn something about the usage of -ing form.To achieve the above aims,that is,the teacher will get the students to work on the exercises individually first and then check the answers together with their partners.While dealing with the usage of -ing form,the teacher will help the students do it as a task.That is,the teacher will first ask the students to find and read some sentences from the text in which the -ing form is used,then ask them to discover the function of each -ing form,summarize the rules and apply them to the exercises.This is to help the students to learn autonomously and cooperatively.Teaching Important and Difficult PointsHow to grasp and apply the the usage of -ing form.How to gain the ability to use the key words and expressions from the context.Teaching MethodsAutonomous learning,cooperative learning,task-based learningTeaching AidsA multi-media computer and a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsHelp the students gain the ability to use the useful words and expressions from the context.Help the students learn something about the usage of -ing form.Process and StrategiesNecessary explanation to make the students apply the useful words and expressions correctly.Individual work to finish each task.Feelings and ValueGet the students to sum up the grammatical rules themselves.Meanwhile,train their ability of appreciating simple jokes in English.Teaching ProceduresStep 1 Time for funT:Nice to see you again.I’m sure each of you has prepared an English joke or funny story for us?Now first share them with your partners,so that everyone has a chance to present your work,and then some volunteers will tell their jokes or stories in class.T:Who would like to tell your English jokes or funny stories?Volunteers!S:I’d like to.My joke is very short.One day the teacher asked the class when Rome was built?Tom answered,“At night”.The teacher felt puzzled and asked,“ Who toldyou that?”“You did.You said Rome wasn’t built in a day.”answered Tom.T:That’s funny.Another one!S:Let me tell you a funny story.The title of the story is Key to one’s success.It goes like this.One day a father was teaching his son and said,“The keys to your success are keeping your word and cleverness.Once you promise somebody a promise,you must carry it out no matter what will happen.This is called ‘keeping one’s word.’”“What is cleverness?” asked his son.“Cleverness is that you’ll never make such a promise,” the father answered.T:Thank you for your wonderful jokes!Step 2 Discovering useful words and expressions.T:Just now we had great fun telling jokes and stories.Let’s move on to the Discovering useful words and expressions part.I’d like you to do Exercises 1、2 and 3 first individually,as I think they are easy for you to finish them,and then we will check the answers together.A few minutes later.T:Let’s check the answers together.Keys to Exercise 1 on Page 19:Alternative expressions Words and expressions from the text break down food using teeth chewouter covering of a body or plant skinthe lower part or point of something bottombe happy and satisfied with;not wantingmorecontentsurprise greatlyastonish in every part ofthroughout special,more than usualparticularly someone or something that is not successfulfailure extremely goodoutstanding when water is hot enough to turn into gas boilKeys to Exercise 2 on Page 19:1.chew2.astonishes3.bottom4.contented5.particular6.throughout7.failure 8.skinKeys to Exercise 3 on Page 20:Noun Adjective Noun Adjective enjoyment enjoyable difficulty difficult entertainment entertaining cruelty cruelmouth mouthful honesty honesthelp helpful fortune fortunateT:Finished?You see it is very important to learn to use the useful words and expressions in the given situation.Only in this way can you gain the ability to use them correctly.It is the same with the learning of grammar.So in the next part,while learning the usages of -ing form,you should also learn them by discovering the usages,summarizing the rules and then you can apply them to speaking and writing.Nowlet’s move on to the next part.Step 3 Discovering useful structuresT:First you are to read the text once again quickly to find out the sentences in which the -ing form is used,and try to tell the function of each -ing form.A few minutes later.T:Have you finished your job?OK,let’s read them out.1.Do you find it funny to see someone sliding on a banana skin,bumping into someone else round a corner,or falling down a hole in the road?2.His entertaining silent movies are still popular today.3.His charming character The little Tramp is well known throughout the world.4.That was the problem facing Charlie Chaplin in one of his most famous films The Gold Rush.5.Their job is “panning for gold”.6.Chaplin sits down at the table with his plate and drinking cup.T:From these sentences what can you learn about the -ing form?S:Let me try.From these sentences,we can learn that the -ing form can be used as the attribute,the predicative and the object complement.T:Good!Anything more?S:When an -ing form word is used as the attribute,it is put before the noun,while when an -ing form phrase is used as the attribute,it is put after the noun.T:What a good observation!Another point for you to bear in mind is that when the -ing form is used as the attribute,it may tell the use of the noun or tell the action,character or quality of the noun,and the -ing form attribute can be replaced by an attributive clause.Now let’s consolidate this point by doing Exercise 4 on page 20.T:Well,what does a sleeping boy mean?S:A sleeping boy is a boy who is sleeping.T:What does a drinking cup mean?S:A drinking cup is a cup used for drinking.T:It seems that you have master the usage of the -ing form as attribute.Now,do the same with your partners and finish the rest phrases.T:Now let’s have a competition.Look at Exercise 3 on Page 21.I’d like you to do it in groups.T:This is a very interesting exercise,isn’t it?Let’s learn the usage of -ing form as the object complement.Can you tell the structure of -ing form as the object complement?Ss:The structure is Subject+Predicate+Object+Object complement.T:Yes.The object complement is used to explain what object has done,or doing,or to do.Or we can think that the speaker wants to express his/her meaning more completely.Of course,in this unit we only study the -ing form as the object complement.To grasp it,do Exercise 2 on Page 21.T:OK,now let’s check the answers for this Exercise.Who would like to say your answers out?The teacher can ask 9 students to read the 9 complete sentences to check the answers.If there are some questions,the teacher should give the students someexplanations,and make some changes if there are some incorrect answers.T:Well,can you analyze the part of speech of the -ing form in the 9 sentences?S:In the first three sentences the -ing form is used as object complement.T:Right.Have you found the same structure in other sentences?S:Yes.In the fifth,the sixth,the seventh,the eighth and the ninth sentence,the -ingform is also used as the object complement.T:How about the rest?S:In the fourth sentence,the -ing form is used as the attribute.T:Quite right.It is very important to analyze the sentences correctly while learning the usages of the -ing form.And here,I’d like to remind you to pay attention to the verbs that can be followed by the -ing form as the object complement,such as see,watch,notice,find,observe,and so on.T:Well,now let’s look at Ex 4.Who would like to do this exercise?S:Seeing is believing.S:His job is teaching us physics.S:What he likes is playing chess after supper.S:The news is exciting.S:The film is more interesting than any that I’ve ever seen.T:Very good.All of them are right.In order to make sure that you master the usage of the structure,I’ll give you some more sentences.Now please look at the screen,and try to analyze the usage of the -ing form in these sentences.1.Its full-time job is laying eggs.(Laying eggs is its full-time job.)2.Our greatest happiness is serving the people.3.The film we saw last night is quite moving.4.The music they are playing sounds so exciting.5.What she said was surprising.T:In the first two sentences,the -ing form is used to express a constant action of the subject.In the next three sentences the -ing form is used to show the character or the quality of the subject.Are you clear?Ss:Yes.T:Well,I’ll give you some words that can be used as the predicative to show the character of the subject.They are:charming surprisinginterestingmoving inspiringdisappointing boringencouraging confusingastonishing tiringexciting frighteningStep 4 Summary and homeworkT:Well,it’s almost time for a break.We have to bring an end to the class.Toconsolidate what we have learned in this period,I’d like you to do the exercises in the Using words and expressions part and the exercises in the Using structures part as your homework.Yes,if you want to master a grammar item,you must do much practice,and practice makes perfect.See you tomorrow!Ss:See you!The Design of the Writing on the BlackboardUnit 3 A taste of English humourPeriod 2 Learning about languageThe usage of the -ing form1)as the attribute2)as the object complement3)as the predicativeRecord after TeachingActivities and ResearchIn this period the teacher may offer the students a situation and ask the students make up a story according to the situation given using the -ing form.It seems to be a two-birds-with-one-stone task,which can not only enable the students to apply the -ing form correctly,but can...Reference for teachingGrammar动词-ing 形式1.动名词可以在句子中充当定语,表示所修饰名词的用途或使用目的,并且位于所修饰词的前面。
【教案】Unit 4 Learning about Language 人教版选择性必修第二册)
Unit 4 Period 2 Learning about Language 教学设计This section guides students to pay attention to the typical context of vocabulary use, helps students accumulate vocabulary around the key vocabulary of this unit, and uses the learned words and word chunks in different contexts to deeply understand their meaning and usage, so as to achieve the purpose of review and consolidation.The teaching design activities aim to guide students to pay attention to the typical context in which the target vocabulary is used, as well as the common vocabulary used in collocation, so that students can complete the sentence with correct words. In terms of vocabulary learning strategies, this unit focuses on cultivating students' ability to pay attention to collocation of words and to use word blocks to express meaning.For vocabulary learning, it is not enough just to know the meaning of a single word, but the most important thing is to master the common collocations of words, namely word blocks.Teachers should timely guide students to summarize common vocabulary collocation, such as verb and noun collocation, verb and preposition collocation, preposition and noun collocation, and so on.1. Guide students to understand and consolidate the meaning and usage of the vocabulary in thecontext,2. Guide the students to use the unit topic vocabulary in a richer context3. Let the students sort out and accumulate the accumulated vocabulary, establishes the semanticconnection between the vocabulary,4. Enable students to understand and master the vocabulary more effectivelyGuiding the Ss to use unit topic words and the sentence patterns in a richer context.Step1: Complete Samuel's story with the correct phrases.bound for commercial world a massive amount of money urbanareas1. In Canada, _____________________has been spent on preserving the forest, and the country'sdeforestation rate is among the world's lowest.2 .A growing number of woodworkers have decided to move to the ____________________for better jobs.3. Aboard the plane ________________Toronto, Samuel, a young woodworker, began imagining a whole new life in the big city.4. However, he also had some worries. Ideally, he wanted to make a living in the arts, but he also knew well that it was somewhat a _________________________.keys:1. a massive amount of money2.urban areas3.bound formercial worldStep2: Complete the sentence according to the Chinese meanings and the initial letters.1. It's freezing (冰冻的) here—can't we shut a few windows?2．Only in the southern part of Beijing have I seen such scenery (风景) as this.3．That question that we were worried about arose (出现)．4．It's always pleasant (令人愉快的) to do what you're good at doing.5．He had left a huge bunch (束) of flowers in her hotel room.6．It's small and red with narrow steps in front and windows so small that you'd think they were holding their breath (呼吸)．7．200 peace activists are planning to set up a peace camp at the border (边界)．8．One of the highlights (最精彩的部分) of the trip was seeing the Taj Mahal.9．The ships in this small harbor/harbour (港口)are safe.10．With their volcanoes ，valleys and waterfalls , the islands of Hawaii have some of the most spectacular (壮观的)views on earth.Step 3: Complete the sentences using suitable nouns in their correct forms and circle the words which collocate with them.1. After arising in the morning, the first thing he does is to draw the______________.2.He was impressed by her ___________________and charm.3. The visitors were admiring the ______________dating back to the 17th century.4 .We all remember the _____________________of the trip-visiting the Huangguoshu Waterfall.5.Protect the _________________which are unique to Australia and their natural habitats.6. What ___________did you fly?7. It is one of the most difficult _________________to climb in the Rocky Mountains.8. The beauty of Qinghai Lake took t he visitors’ ____________away.9. In freezing cold winter, windows are often covered with_________________.10. We sailed into a beautiful __________________in the southwest of Canada.11. Judy enrolled in a programme of study that was eight months in_______________，but she completed it in only six months.keys：1.curtains2. beauty3. antique4. highlight5.creatures6. airline7. peaks8.breath9.frost 10. bay 11.durationStep4: Suppose you were talking to your friend Jane. Choose the suitable adjectives to comment on the situations.1.Jane: The welcome party at the University of Oxford helped many students to make new friends. You: They must have spent a(n)______________evening together.2 Jane: We’re surprised to find hat is warmer than usual this winter in London.You: You're so lucky to have a ______________winter here.3.Jane:We visited a famous tourist site in Scotland: the beautiful coastline and breathtaking landscape of St Andrews.You: How wonderful! You must have had an _________experience.keys:1.pleasant 2. mild 3. awesomeStep 5:Dictate the key words and phrases in this unit.Part 1: key words:1．adj. 令人愉快的；友好的2．vi. 起身；出现；由……引起3．adj.巨大的；非常严重的4．n．呼吸的空气5．adv.字面上；真正地6．adj.准备前往(某地)；一定会7．n．风景；景色8．adj.令人惊叹的；可怕的；很好的9．n．最好或最精彩的部分vt. 突出；强调；使醒目10．vi.& vt. 钻(孔)；打(眼) n. 钻(头)；训练；演习11．vi.& vt.结冰；(使)冻住12．vt.预料；预见；期望13．n．束；串；捆14．n．窗帘15．n．国界；边界(地区)16．n．手艺；工艺；技艺17．n．古物；古董adj.古老的；古董的18．adj.壮观的；壮丽的；惊人的n．壮丽的场面；精彩的表演19．n．顶峰；山峰；尖形keys:1.pleasant 2. arise 3.massive 4. breath 5.literally 6.bound 7. scenery 8. awesome 9. highlight 10.drill 11. freeze 12. anticipate 13. bunch 14. curtain 15. border 16. craft 17. antique 18. spectacular 19. peakPart 2: Key phrases1.travel by commercial line,take the train to ...乘商业线，乘火车到…2.passing through...通过……3.take a taxi to ...,乘出租车到…4.take a coach bound...through...to...乘长途汽车去……经过……到……5.the train arrived at the station火车到达了车站6.catch the train towards...赶上了开往……的火车7.the train headed ...火车开往…8.the train thundered on ...火车隆隆地前进。
人教版必修4英语Unit2_learning_about_Language_名师教学设计
Unit2 learning about Language 名师教学设计人教版高中英语M4U2 Learning about Language教学设计一、教材分析本单元的中心话题是“农业”，内容涉及我国著名的杂交水稻专家袁隆平的贡献、化肥对土地耕种的影响以及开展有机生态耕种等。
学生对于农业的话题较为陌生，因此本单元词汇学习重设语境，从三国演义中学生耳熟能详的故事着手，结合社交媒体和多媒体应用帮助学生熟悉并掌握以下词汇：occupy; disturb; struggle; regret; satisfy; comment; focus; lead to; thanks to; freedom 。
二、学生分析授课对象为高一学生，学生喜欢轻松的话题，具备一定的词汇基础和中国古典名著的知识基础。
因此，本次设计从热门微博中三国演义片段着手，能较好地吸引学生，激发学生的语言学习兴趣从而进一步掌握该单元词汇。
但是学生对于词汇的用法缺乏系统的认知和理解，运用能力弱。
因此本次课题结合教授与运用，着重提升词汇运用能力。
三、教学目标1.语言能力学生能熟悉并运用以下词及词组的用法:occupy; disturb; struggle; regret; satisfy; comment; focus; lead to; thanks to; freedom 。
2. 学习能力学生能通过个人、同伴互助和小组讨论等方式，在观察、思考、游戏等过程中，正确归纳、比较和运用重点词和词组的涵义和用法。
3.文化品质学生能加深对中国经典著作的理解，致力于传统文化的学习与传播，让传统文化焕发生机，赋予时代意义持续传承下去。
四、教学重点通过语境呈现、填空、实操等方法，帮助学生学习掌握以下重点词及词组的意义和用法:occupy; disturb; struggle; regret; satisfy; comment; focus; lead to; thanks to; freedom 。
高一英语人教版必修4教案：Unit2Period2 LearningaboutLanguage+Word版含解析
教学设计Period 2 Learning about Language The General Idea of This PeriodThis period is about the useful words,expressions and structures learned in the reading part,from the exercises in this period,the students can consolidate what they learnt in the reading part,and learn the grammar about the -ing form as a noun. Teaching Important PointsLearn how to use the -ing form as a noun. Teaching Difficult PointsLearn to use the -ing form as a subject as well as an object. Teaching MethodsAsking-and-answering activity to check the students’ answers of the exercises;individual,pair or group work to finish each task. Teaching AidsA multi-media computer A blackboardThree Dimensional Teaching Aims Knowledge and SkillsLearn some key words: trial,consider,prove,tell the truth,pretend,think highly of,besides Learn some important drills: I think highly of those who are searching for the Amber Room. Besides,my father once told me that any person who finds something could keep it. I must say that I agree with you. I must say that I don’t agree with you. Help the students learn how to use the -ing form as a noun. Enable the students to learn how to make judgments and give their opinions. Process and Strategies The teacher may lead the students to sum up some grammatical items themselves.Give some necessary explanation. Feelings and ValueThrough the studying of this part the students will know more about the -ing form as a noun.Besides,their ability of transference will be strengthened. Teaching Procedures Step 1 Revision 1.Greetings. 2.Ask the students to use the first person to retell the passage about Dr Yuan,and ask them to try to use the proper conjunctions. Step 2 Useful words and expressions T:From the reading part,we can find some useful words and expressions.So now please find the words and expressions that means the same from the text.(Ex.1 on Page 11) After two minutes,the teacher begins to check the answers and give the right answers: Suggested answers: 1.sunburnt 2.hunger 3.rid...of 4.expand 5.circulate 6.lead a...life 7.would rather 8.thanks to 9.struggle 10.export T:Now Let’s come to Ex.2.Please complete the passage with words and expressions from the previous sections,then I’ll ask you to give me the answers sentence by sentence. After several minutes,the teacher ask the students to give their answers. Suggested answers: 1.prove 2.would rather 3.live a 4.life 5.rid 6.of 7.output 8.increased 9.sunburnt T:How about Ex.3,have you found the answers?I’d like to ask some of you to read the sentences and then give me the answers. Suggested answers: 1.super 2.satisfied 3.strain 4.exported 5.suitable Step 3 Discovering useful structures T:Let’s come to discovering useful structures,at first let’s finish the exercises in this part.Do you know what does “ even a poor person can have a wish” mean? S:It means “Wishing for things costs nothing.” T:Very good!Now please rewrite the sentences in Ex.2 on Page 12.After five minutes,the teacher checks the answers.(Ss answer the questions one by one.) Suggested answers: 1.Helping people in need of help is nice. 2.Growing hybrid rice isn’t easy. 3.Learning more about farming isn’t difficult. 4.Doing research in the countryside isn’t easy. 5.Getting rid of hunger is very important in some African countries. 6.Explaining this again is important or we will get confused. T:Do you think it’s very easy to learn about the -ing form as the subject?But how about the -ing form as the object?Now I’d like to check the answers of Ex.3 on Page 12. (Ss give the answers one by one.) Suggested answers: 1.Dr Yuan likes talking to rice growers about his work. 2.He continued doing research until a better strain of rice was found. 3.Many city kids look forward to visiting the countryside. 4.Not all students enjoy working in the fields. 5.They started producing hybrid rice in 1974. 6.I remember meeting the scientist while he was in Beijing last time. Step 4 Grammar T:Today,we are going to learn the v.-ing as a noun.So at first who can tell me what a noun can be used as in a sentence?And please give me some examples. S:It can be used as subject.For example:Smoking is harmful to our health. T:Now I think you have known how to use the v.-ing as subject.But how about others? S:It can also be used as object.For example:I have forgotten seeing this film. T:You are right.The v.-ing form can be used as object,too.Now let’s come to know more about it. T:Very good.(The teacher may give a systematical explanation of the grammar.) Step 5 Homework 1.Finish the related exercises on Workbook. 2.Prepare for the next class. 3.Finish the exercises about the -ing form as the subject and object.The Design of the Writing on the Blackboard Unit 2 Working the landPeriod 2 Learning about language 1.chemical adj.化学的;关于化学的 chemistry n.化学 2.Phrases that can be used with the -ing form: be good at;care (little) about;dream of;devote...to;see the need for;be afraid of;be concerned about;be interested inRecord after TeachingActivities and ResearchWhen leading in the grammar part,you may give the students some examples about the -ingform as a noun and encourage the students to sum up the grammatical rules.Then the teacher mayask the students to make up as many sentences as possible to consolidate it.Reference for TeachingGrammar动名词一、概述和不定式一样,动名词也是非谓语动词的一种,它通常由动词原形加-ing 构成。
高中英语人教版必修4《Learning about language》教学课件
The high wall was built as a defence against intruders. [C] A lot of money is spent on defence. [U]
in defence of 保卫……，为……辩解
知识拓展
defend v. 保护；保卫；辩解；防守（球 门等）
6. His remarks showed that he ___________ (误解) my position on the question.
7. I woke up and was ________ (greet) by bird song.
8. They built a robot capable of understanding ______ (speak) commands.
Chinese people defended against the Japanese army during World War 2. How can you defend the killing of animals for pleasure?
5. As I get to know more international friends, I learn more about this cultural “body language”.
1) possible 常用于下列结构: It’s possible for sb. to do sth; It’s possible + that-clause.
注意：possible 的主语不能是人 2) probable语气比possible重，是most likely
之意。常用于这种结构： It’s probable + that 从句
《Unit 3 Learning about Language》第2课时教学课件【高中英语人教版】
被only，last，next以及序数词或形容词最高级修饰的名词常用不定式作定语。 e.g. Rita was the only person to complain. He was the first man to fly across the Atlantic. Tom is the best man to do the job.有些名词后面常接不定式作定语，如ability，chance，desire，decision，effort，intention，need，opportunity，plan，promise，pressure，right，time，way等。 e.g. After months of unemployment, all he asked for was a chance to earn his bread.
记得/忘记/遗憾要做某事
记得/忘记/懊悔做过某事
设法做某事
试着做某事
打算、意欲做某事
意味着……
Grammar
Different meanings and usages
need / want(想要) to do sth.
need / want(需要) / require(需要) + doing=need / want(需要) / require(需要) + to be done (v.-ing主动形式表被动意义)
Unit 3 Sea Exploration
Learning About LanguagePeriod 2
Practice
Find all the sentences containing infinitives in the reading passage
人教高中英语必修4Unit2Learning about the language 导学案
M4U2 Working the LandLearning about the languageClass_______Name______ Learning aims:At the end of this class, you will be able to1.understand the meanings of words and expressions such as output, thanks to, rid...of..., battle, circulate etc. by talking about Yuan Longping’s achievements and efforts in agriculture.2.apply the words and expressions correctly to situations such as disturbing, struggle, equip...with/for, ...make it possible to do ... etc.3.appreciate Yuan Longping’s great contributions to the mankind and his good qualities.I.Choose the correct meaning and rewrite the sentence.Thanks to his research, the UN has more tools in the battle to rid the world of hunger.A. to make sb./sth. leave...B. to make sb./sth. free of...C. to make sb./sth. throw away...(...make it possible (for sb.) to do...)_____________________________________________________________________ II.Fill in blanks with the proper form of the given word “disturb”.Hunger was a _________ problem in many other less developed countries. It _______ people there in daily life. They suffer a lot and feel ________.III.Match the meanings with phrases.The last five decades have seen Yuan Longping struggling against/with all kinds of difficulties to achieve his dreams. He struggles for the increased output of rice. Even though his struggles are long and hard, Dr Yuan believes in himself and struggles to develop other hybrid rice.① fight for...② try extremely hard to achieve something③ fight against/with..._____________________________________________________________________V.Read the news and find words and phrases with the same meaning.The battle against hunger in MadagascarCollins, a farmer with ________(brown skin from spending too much time in the sun) arms in Madagascar, said, “_________(not having enough food) leads to such a ______________(worrying) situation. We have been struggling to______________(to become larger in size) the production of rice. But we are still not _______________(pleased by having what one wants) the output of crops and rely on the rice that other countries ___________（to send things to foreign countries for sale) .”Collins: Thanks to Dr. Yuan's training courses, I can equip myself with knowledge and farming skills for agriculture.equipVI.Translation科学的农业知识使我能应对抗击饥荒的斗争。
人教版高中英语必修四第五单元教案第二课时LearningaboutLanguage教案
新人教版 高 中 英 语 教 案Unit 5 Theme parks Period 2 Learning about Language 优秀教案（人教版必修 4） Period 2 Learning about Language人教版高中英语教案系列The General Idea of This Period In this period the students are to do some exercises on the useful words,expressions and structures learned in the reading part.It is to help them use the useful words and expressions from the context.They are also to learn something about word formation,which will help them to remember English words so that they will enlarge their vocabulary.To achieve the above aims,the teacher can help the students to learn autonomously and cooperatively.That is,the teacher will get the students to work on the exercises individually first and then check the answers together with their partners.While dealing with word formation,the teacher will help the students do it as a task.That is,the teacher will first ask the students to read some words and sentences from the text in which some compound words,derivatives are used,then ask them to discover how these words are formed,summarize the rules and write as many words as possible according the rules in groups. Teaching Important and Difficult Points How to grasp and apply the knowledge of word formation to enlarge vocabulary. How to ga in the ability to use the key words and expressions from the context. Teaching & Learning Methods Autonomous learning,cooperative learning,task-based learning. Teaching Aids A multi-media computer and a blackboard.Three Dimensional Teaching Aims Knowledge and SkillsHelp the students learn to use the useful words and expressions from the context. Help the students learn something about word formation. Process and Strategies Get the students to sum up the grammatical rules in word formation. Help them study autonomously and cooperatively. Feelings and Value Through the study of this period they may have grasped an effective way in memorizing new words—word formation.Meanwhile,their ability of autonomous learning will be improved to a certain extent.Teaching Procedures Step 1 Revision T:In the last period,we studied a passage about different theme parks in the world.And I asked you to write a summary using the key words.Now please look at the screen and read out your summary of the passage with the key words individually.I’m sure all of you can do it well. Summary:Parks provide people with a place to amuse themselves and to escape their busy life for a while.In recent decades,however,many parks have been designed to provide entertainment.We call them theme parks.The new parks are usually huge places and have a variety of things to see and do.Theme parks have a certain idea—a certain theme—that the whole park is based on.For example,a sport theme park will offer visitors sports to play or watch;a history or culture theme park will let us see how our ancestors dressed,worked and lived.The oldest theme park in the world is Disneyland. It seemed like a place of fantasy. Besides these,we have the marine or ocean parks,the science theme parks and so on to let us enjoy totally different experience from the real world. S tep 2 Discovering useful words and expressions T:From the reading passage,we can find some useful words and expressions.So now I’d like you to do Ex.1 and Ex.2 on Page 35,Ex.3 and Ex.4 on Page 36 individually first and then check your answers with your partners to see if you can use them in the given context. Suggested answers: Exercise 1:人教版高中英语教案系列2人教版高中英语教案系列alternative expressionWords and expression from the textA main subject or ideathemeset of things needed for an activityequipmentshoes us ed for sports and outdoor activitysneakerspeople going to live in a new area with small population settlersunlimited imaginationfantasya careful test to try out an ideaexperimenta small number or part;less than halfminoritybecome real;become alivecome to lifeExercise 2:sneakers，fantasy，theme，experiment，equipment，settlers，came to life，minorityExercise 3:1.amused 2.various 3.charged 4.admission 5.profits 6.souvenirExercise 4:1.When I got close to the tiger.I felt very nervous and excited.2.As I got closer to him,he moved further and further away from me.3.Who are you closer to,your aunt or your uncle?Why?I’m closer to my aunt because she and I both like shopping for clothes.4.The map showed me that China is closer to Japan than England.5.My brother is getting closer every year to becoming the leader of his company.Step 3 Discovering useful structuresT:Boys and girls,have you finished checking your answers?If so,let’s come to the next part—Discovering usefulstructures.First read the following sentences from the reading passage,pay attention to the underlined words andsee what you can find from these words.Of course you can have a discussion.1.They are more than amusement parks with rides,such as a Ferris wheel,merry-go-round or a roller coaster.2.They all charge money for admission.The big companies that own theme parks expect to make a profit not just by the charges for admission,but also byselling souvenirs in their shops and advertising them on television.3.So basketball and football may be sold along with sneakers and s pecial sports clothing.S:Let me try.From these words,we can see that some words are made up of two words or more;some words cannot only be used as verbs,but also as nouns,and some words are formed by adding prefix or suffix.T:You really have good observation!As you can see two words or more can make up one word and some arewords joined by a hyphen or two,we call these words compound words.Some words can be used both as verbs andnouns.This is another way how words are used,we call it conversion.If some words are formed by adding prefix orsuffix,we call this method derivation.We have learned many compound words,derivatives and those words whichcan be used as different parts of speech.Grasping these will help you remember words easily and enlarge yourvocabulary.So now I’d like you to work in ten groups to recall and write as many such words as possibleaccording to the examples.You can refer to word formation on Page 92.(The teacher hands out sheets to each group)Task for group 1Examples of compound words:1.合成名词 名词＋名词构成复合名词weekendair conditioner形容词＋名词构成复合名词blood pressuresolar systemfast foodhuman being人教版高中英语教案系列3人教版高中英语教案系列动词的-ing 形式＋另一词构成复合名词frying panwashing machine用其他方式构成的复合名词driving licenseget-togetheroutbreaktypewriterTask for group 2 2.合成形容词 名词＋形容词构成的复合形容词snow-whiteworld-wi de形容词＋过去分词或带-ed 结尾的词构成复合形容词absent-mindedduty-bound用动词的-ing 形式＋另一词构成的复合形容词grey-hairedfar-reachingclose-fitting用其他方式构成的复合形容词long-sufferingfive-storeyedwell-knownworn-outTask for group 3 3.合成动词white-wash 4.合成副词safe-guardhalf-understandhoweverbeforehand5.合成代词1)代词宾格或物主代词+self(selves)foreverhimselfherselfourselves2)某些不定代词 some,any,no,every+body(one,thi ng)someoneanybodynobodyTask for group 4Exa mples of derivatives1.前缀dis-否定disablediscouragedistrustin- 不,非incorrectincompleteim- 不,非impossibleimpatientun- 不unableunfairnon-不,非non-stopinformal immoral unlimitedTask for group 5 mis- 误 re- 重,再 en- 使成为 multi- 多 tele- 远 kilo- 千misunderstand rewrite enable multiculturaltelephone kilometerreconsiderreuseTask for group 6 2.后缀 名词后缀-anAmerican-tion/ationcollectionliberationtranslation-domfreedom-erfarmer人教版高中英语教案系列4人教版高中英语教案系列-orvisitor-eseChinese-esswaitress-fulhandfulTask for group 7-ianmusician-ingfeeling-ismmaterialism-istpianist-mentamusement-nesshappiness-shipfriendship-thtruthTask for group 8 形容词后缀-ableacceptableeatablesuitable-alnational-anRussian-engolden-ernnorthern-eseChineseTask for group 9-fulhopeful-ishchildish-ivecreative-lesshomeless-ythirsty-wardbackwardTask for group 10 动词后缀-fy/-ifybeautify-enwiden-ize/-ise 副词后缀apologize/-ise-lybadly-ward(s) 数词后缀backward(s)-teenfourteen-tysixtyT:Time is up.Let’s show and share your work.T:Marvelous!You’ve written so many words.I’ve summarized most of the compound words and derivatives wehave learned so far for your reference.You can copy them if you like after class.But y ou should pay muchattention and don’t take it for granted how a certain word is formed.For example,you can put prefix “in-” beforethe word “correct” to form the new word “incorrect” with the opposite meaning,while you should put prefix “im-”before the word “possible” to form the new word “impossible” with the opposite meaning.Step 4 Homework人教版高中英语教案系列5人教版高中英语教案系列T:In this period we have learned how to use the key words and expressions in the given context by doing some exercises,and we have learned much about word formation,which will help us a lot in memorizing new words and enlarging our vocabulary.You are really working hard today.Now homework for you today. 1.Do Exercises 1-2 on Page 70;Exercises 1-3 on Page 71 and Page 72. 2.Preview Reading and speaking on Page 38,and Reading task on Page 73.The Design of the Writing on the Blackboard Unit 5 Theme parksPeriod 2 Learning about language Word formation pounding 2.Derivation 3.ConversionRecord after TeachingActivities and ResearchTo enhance the students’ knowledge about word formation,the teacher may carry out a competition in whichthe students are encouraged to choose some vocabulary from the dictionary and analyze their prefixes and suffixesand further sum up the meanings of the prefixes and suffixes listed.The group who get the most will be thewinner.Reference for TeachingGrammar Word formation 构词法按照一定的语言规律创造新词的方法叫做构词法。
2019新人教高中英语选择性必修四Unit2Learning about Language公开课教案
2019新人教高中英语选择性必修四Unit2 Iconic AttractionsLearning about Language 公开课教案Teaching aims:By the end of this period, students will be able to1. find, observe and analyse the examples of past participles in the text.2. better master the usages of past participles serving as an attribute, adverbial, predicative, or object complement.3. rewrite the sentences using past participles and recognise the difference.4. apply past participles in your writing.Teaching key and difficult points:1.Instruct students to differ the usages of past participles serving as an attribute, adverbial, predicative, or object complement.2.Help students to improve their expressions by using past participle.3.Instruct students to use past participles correctly in the real context.Teaching procedures:StepⅠRevisionLook at the pictures and review what you have learnt about past participles.Activity1Fill in the blanks.1.This is a b vase.2.There is a famous bridge b in 1937.3.They shouted at each other to make themselves h.4.The people are e.5.S by the news on the phone, the boy opened his mouth wide.Suggested answers:1.broken2.built3.heard4.excited5.ShockedActivity2Read the sentences again and discuss the functions of the past participles.1.This is a broken vase.2.There is a famous bridge built in 1937.3.They shouted at each other to make themselves heard.4.The people are excited.5.Shocked by the news on the phone, the boy opened his mouth wide.Suggested answers:1.作定语(attribute)2.作定语(attribute)3.作宾语补足语(object complement)4.作表语(predicative)5.作状语(adverbial)StepⅠFind,analyse and summariseActivity1Work in groups and read the text on Pages14-15to find as many examples of past participles as possible.Activity2Observe the sentences and discuss whether each past participle functions as an attribute, adverbial, predicative, or object complement.And why the past participle is used in each sentence.Suggested answers:StepⅠ Fill in the blanks and rewrite the sentencesActivity 1 Fill in the blanks.1.Scotland is d as “the home of golf” and it is a perfect destination for a relaxing holiday.2.Cuba is just south of America and it is sfrom America only by the Straits of Florida. It is a country k for its exciting music and dancing.3.Because many parts of the world are not m yet, researchers have begun a project that involves travelling around the world and taking sample photographs.4.The Sunday roast was i by the first European settlers to Australia and it is now considered typical Australian food.5.Though they are e to the freezing weather, many brave tourists and scientists still choose to visit Antarctica.6.Many capital cities are i by Chinese culture,so they now have Chinatowns which are in themselves popular tourist attractions.Suggested answers:1.described2.separated;known3.mapped4.introduced5.exposed6.influencedActivity2Rewrite the sentences using past participles and recognise the difference.For example:1.Described as “the home of golf”,Scotland is a perfect destination for a relaxing holiday.2._______________________________________________________________3._______________________________________________________________4._______________________________________________________________5._______________________________________________________________6._______________________________________________________________Suggested answers:2.Cuba is just south of America,separated from it only by the Straits of Florida. It is a country known for its exciting music and dancing.3.With many parts of the world not mapped yet, researchers have begun a project that involves travelling around the world and taking sample photographs.4.Introduced by the first European settlers to Australia, the Sunday roast is now considered typical Australian food.5.Exposed to the freezing weather, many brave tourists and scientists still choose to visit Antarctica.6.Influenced by Chinese culture, many capital cities now have Chinatowns which are in themselves popular tourist attractions.StepⅠCorrect the mistakes in the text and learn the history of the Eiffel TowerActivity1Read the text in Activity2and answer the following questions.1.What does this text mainly talk about?2.What is the topic sentence?3.What can you see if you look carefully at the tower?Suggested answers:1.The text is mainly about the history of the Eiffel Tower before it was considered an iconic attraction.2.The Eiffel Tower is the most famous landmark in France, and one of the most visited monuments in the world. But it wasn’t always so popular.3.I can see the names of the 72 scientists, engineers, and mathematicians who helped in its construction.Activity2The text contains quite a few verb form mistakes.Correct the mistakes on your own.The Eiffel Tower is the most famous landmark in France, and one of the most visiting monuments in the world. But it wasn’t always so popular.In fact, in 1886, just after its construction was first propose, many were strongly against it. At that time, it would have been the tallest building in the world, and many claim it would destroy the skyline of Paris, or perhaps even destroy some historic landmarks. The chief engineer, Gustave Eiffel, replied say that such a large monument was necessary to symbolise the great efforts of the French people as well as the great advancements in modern engineering, industry, and science. The next year,Eiffel gains approval and the tower was built in time to celebrate the 1889 World Fair in Paris. If you look carefully at the tower, you can still see the names of the 72 scientists, engineers, and mathematicians who help in its construction. Originally, the tower was planned to be taken down after 20 years, but it proved to be too useful as a communications tower, not to mention a giant advertisement board, before finally becomes the iconic attraction that we all know today.Suggested answers:1.visiting→visited2.propose→proposed3.have been→be4.claim→claimed5.say→saying6.gains→gained7.help→helped8.becomes→becomingActivity3Read the text again and finish the mind map of the history of the Eiffel Tower.Suggested answers:StepⅠHomeworkDo more exercises about past participles.。
2024春高中英语Unit4Period2课件新人教版选择性必修第四册
(3)Mr Wang ______________________ none in this company. 在这家公司，王先生是老大。 (4)He is still ________________ his father in this company. 在这家公司，他的地位仍然次于他父亲。 【答案】(3)is secondary to (4)secondary to
2．You deserve a reward for being so helpful.
()
3．If I were asked to work on Sundays，I should resign.
()
4．She put the plug in the sink and filled it with cold water.
Do you think Hippomenes deserves to win the race? 你认为希波墨涅斯应该赢得比赛吗？ She deserves the honour and we should learn from her. 她配得上这项荣誉， 单句语法填空 (1)The report deserves careful ________(consider). (2)One player in particular ________(deserve) a mention. (3)What she has done deserves ________(praise). (4)They didn’t deserve ________(win). (5)He deserves ________(lock) up forever for what he did. 【答案】(1)consideration (2)deserves (3)to be praised/praising (4)to win (5)to be locked/locking
2019-2020年高中英语 Unit4 Body languange Period 2 Learning about Languageg优秀教案 新人教版必修4
2019-2020年高中英语 Unit4 Body languange Period 2 Learning about Languageg优秀教案新人教版必修4This period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part:-ing form as the adverbial and the attribute.You will have systematic explanations of it and assign some exercises for the students to consolidate what they learn.Get the students to use the -Get the students to master the usefulHow to help the students to use the -Question-and-answer activity to help the students to go through the words of this unitA multi-media puterThree Dimensional Teaching AimsHelp the students recognize the useful words and expressions learnt in Reading:be likelyMaster the usage of the -Systematic explanation to help the students apply the -Get the students to apply the -Step 1 RevisionT:Good morning,boys and girls!Last class I assigned you to collect some information about bodyS:Different cultures often have different forms of behavior by sending the same body signals.Nodding one’s head is generally meant to show agreement “yes”,but to Nepalese,Sri Lankans,som e Indians and some Eskimos,it means not “yes”,but “no”.When an American rubs hisT:Step 2 Useful words and expressionsT:You are expect ed to plete the exercises in Learning about language independently.Now let’s(Ask some students to the blackboard to write down their answers,then ask the other studentsSuggested answers:1.local (are)2.represent3.approach4.major5.express6.curious7.general8.likely to (do something)1.major2.introduce3.body language4.general5.represent6.actions7.spoken8.likely to;express9.approach 10.curious;avoids 11.general;lo1.nod2.hug3.kiss4.shake5.smile6.clap7.slapEx.2 on Page 64Pic 1:starePic 6:shrug one’s shoulders and make a fStep 3 Find sentencesT:OK,so much for the homework.Today,we are going to learn the v.-ing form used as adverbial and attribute.First,I will give you 4 minutes to read the text again on Page 25 and find out all the sentences with the v.-T:S:They are visitors ing from several countries,who are interested in the development of businessS:Four people enter looking around in a curious wayS:This is an exciting experience for you,so you stand watching and listeningS:You see her step back appearing surprisedS:The visitor from Japan es in smiling at the same timeS:His nose touches Mr Cook’s moving handS:Not all cultures greet each other the same way,nor are they fortable touching strangers or being too close or too far away.S:In the same way that people municate with spoken language,they also express their feelingsusing unspoken “language” through keeping physical distance,actions or postureS:Most people around the world now greet each other by shaking hands,but some cultures use otherS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kissS:It is an interesting study and can help you avoid difficulty in munication.Step 4 Structure studyT:Today,we are going to learn the v.-ing as the attribute.It means that the v.-ing form is used as the adjective to modify a noun.In the above sentences,which sentences have the v.-ing as theS:They are visitors ing from several countries,who are interested in the development of businessS:This is an excitingS:His nose touches Mr Cook’s moving hand,andS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kissS:It is an interestingT:Very good.You have totally understood the usage of v.-ing as attribute.Now,let’s learn more.Take the second sentence for example.Four people enter looking around in a curious way.In this sentence,the v.-ing describes the movement “enter”.So it’s used as an adverbial.In the above seS:Four people enter looking around in a curious wayS:This is an exciting experience for you,so you stand watching and listeningS:You see her step back appearing surprised,and take a few steps away from Mr Garcia.S:The visitor from Japan es in smiling at the same timeS:Not all cultures greet each other the same way,nor are they fortable touching strangers or being too close or too far awayS:In the same way that people municate with spoken language,they also express their feelings using unspoken “language” through keeping physical distance,actions or postureS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kiss each other twice on each cheek.Step 5 Exercises for consolidationT:So far you have got a clear idea about the v.-ing as the attribute and adverbial.Now let’s do some exercises to consolidate your understanding.Have a look at Ex.2 on Page 29.There are some verbs in the box.You have to1.We were all nervous about the approaching2.Business leaders look very serious.They do not often have smiling3.The shaking buildings showed us that an earthq4.It is exciting to watch peting1.My mother is a happy woman.She always gets up smiling2.After the dog fell in the lake,it climbed out shaking3.After we saw the edy show,we left the theatre laughing4.The blind man walked touchingT:OK.So much for the textbook.Now have a look at the following sentences.There are some mistakes in the following sentences.You are required to find out the mistakes and correct them.I willThe sentences with some mistakes:3.See7.ET:S:1.Not having seen the film,I can’t tell you whS:S:S:S:5.“Can’t you read?” the man said,angriS:S:7.European football is played in 80 countries,making it the most popular sport in the world. Step 7 Summary and HomeworkT:Today we have gone over the important words and expressions in this unit.We’ve learnt the v.-ing form as the attribute and as the adverbial.I hope you’ll review what you have learntT:The Design of the Writing on the BlackboardUnit 4 Body languagePeriod 2 Learning about language4.Structure study (v.-Activities and ResearchThe teacher may first prepare some cards on which some words are written describing body movements.And then two students are needed to act-and-guess,that is,one is to act the body movements and the other may just speak out the words.It is a good chance for the students toReference for teaching动词-ing形式作定语和状语作定语1.动词-ing形式作定语,单个分词作定语时,放在所修饰的名词之前,说明其修饰名词的性质或特征，表示“供作……之用”和“……的”。
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Period 2 Learning about Language The General Idea of This PeriodThis period is about the useful words,expressions and structures learned in the reading part,from the exercises in this period,the students can consolidate what they learnt in the reading part,and learn the grammar about the -ing form as a noun. Teaching Important PointsLearn how to use the -ing form as a noun. Teaching Difficult PointsLearn to use the -ing form as a subject as well as an object. Teaching MethodsAsking-and-answering activity to check the students’ answers of the exercises;individual,pair or group work to finish each task. Teaching AidsA multi-media computer A blackboardThree Dimensional Teaching Aims Knowledge and SkillsLearn some key words: trial,consider,prove,tell the truth,pretend,think highly of,besides Learn some important drills: I think highly of those who are searching for the Amber Room. Besides,my father once told me that any person who finds something could keep it. I must say that I agree with you. I must say that I don’t agree with you. Help the students learn how to use the -ing form as a noun. Enable the students to learn how to make judgments and give their opinions. Process and Strategies The teacher may lead the students to sum up some grammatical items themselves. Give some necessary explanation. Feelings and Value Through the studying of this part the students will know more about the -ing form as a noun.Besides,their ability of transference will be strengthened. Teaching Procedures Step 1 Revision 1.Greetings. 2.Ask the students to use the first person to retell the passage about Dr Yuan,and ask them to try to use the proper conjunctions. Step 2 Useful words and expressions T:From the reading part,we can find some useful words and expressions.So now please find the words and expressions that means the same from the text.(Ex.1 on Page 11) After two minutes,the teacher begins to check the answers and give the right answers: Suggested answers: 1.sunburnt 2.hunger 3.rid...of 4.expand 5.circulate 6.lead a...life 7.would rather 8.thanks to 9.struggle 10.exportT:Now Let’s come to Ex.2.Please complete the passage with words and expressions from the previous sections,then I’ll ask you to give me the answers sentence by sentence. After several minutes,the teacher ask the students to give their answers. Suggested answers: 1.prove 2.would rather 3.live a 4.life 5.rid 6.of 7.output 8.increased 9.sunburnt T:How about Ex.3,have you found the answers?I’d like to ask some of you to read the sentences and then give me the answers. Suggested answers: 1.super 2.satisfied 3.strain 4.exported 5.suitable Step 3 Discovering useful structures T:Let’s come to discovering useful structures,at first let’s finish the exercises in this part.Do you know what does “ even a poor person can have a wish” mean? S:It means “Wishing for things costs nothing.” T:Very good!Now please rewrite the sentences in Ex.2 on Page 12. After five minutes,the teacher checks the answers.(Ss answer the questions one by one.) Suggested answers: 1.Helping people in need of help is nice. 2.Growing hybrid rice isn’t easy. 3.Learning more about farming isn’t difficult. 4.Doing research in the countryside isn’t easy. 5.Getting rid of hunger is very important in some African countries. 6.Explaining this again is important or we will get confused. T:Do you think it’s very easy to learn about the -ing form as the subject?But how about the -ing form as the object?Now I’d like to check the answers of Ex.3 on Page 12. (Ss give the answers one by one.) Suggested answers: 1.Dr Yuan likes talking to rice growers about his work. 2.He continued doing research until a better strain of rice was found. 3.Many city kids look forward to visiting the countryside. 4.Not all students enjoy working in the fields. 5.They started producing hybrid rice in 1974. 6.I remember meeting the scientist while he was in Beijing last time. Step 4 Grammar T:Today,we are going to learn the v.-ing as a noun.So at first who can tell me what a noun can be used as in a sentence?And please give me some examples. S:It can be used as subject.For example:Smoking is harmful to our health. T:Now I think you have known how to use the v.-ing as subject.But how about others? S:It can also be used as object.For example:I have forgotten seeing this film. T:You are right.The v.-ing form can be used as object,too.Now let’s come to know more about it. T:Very good.(The teacher may give a systematical explanation of the grammar.) Step 5 Homework 1.Finish the related exercises on Workbook. 2.Prepare for the next class. 3.Finish the exercises about the -ing form as the subject and object.The Design of the Writing on the Blackboard Unit 2 Working the landPeriod 2 Learning about language 1.chemical adj.化学的;关于化学的 chemistry n.化学 2.Phrases that can be used with the -ing form: be good at;care (little) about;dream of;devote...to;see the need for;be afraid of;be concerned about;be interested inRecord after TeachingActivities and ResearchWhen leading in the grammar part,you may give the students some examples about the -ingform as a noun and encourage the students to sum up the grammatical rules.Then the teacher mayask the students to make up as many sentences as possible to consolidate it.Reference for TeachingGrammar动名词一、概述和不定式一样,动名词也是非谓语动词的一种,它通常由动词原形加-ing 构成。