人教课标版高中英语必修四 Unit4 Grammar 教案-新版

Unit4 Grammar 教学设计

设计意图

This is the last teaching period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this unit is mainly focused on the understanding and usage of the -ing form. Therefore, teachers should create relatively real context to present enough sentences for students to draw a conclusion about the rules of how to use the -ing form as the attribute and adverbial. Meanwhile, teachers should not spend too much time in explaining the grammar but offer more opportunities to students to practice this kind of grammar. The best way to learn grammar is to put it into practice. In addition, the exercises designed ought to be simple and easy to do, which fits the students’ cognitive rules and enhance s their ability.

教学重点

Enable students to get familiar with how to make good use of the -ing form as the attribute and adverbial.

教学难点

Get students to grasp the rules of using the -ing form as the attribute and adverbial and help them to put these rules into their daily study.

教学目标

I. Help students to know the rules of this grammar point.

1. The -ing form can be used as the attribute.

2. The -ing form can be used as the adverbial of time /reason /accompanying /result…

II. Enable students to make use of the rules to make sentences.

呈现新知

Lead-in

Hello, everybody! Today we will continue to learn the grammar: The -ing form as the attributive and adverbial. Since you have learned the first reading passage in this unit, which contains several sentences dealing with the -ing form, look through the first reading passage, write out the missing part of the eight sentences and point out

their functions in the sentences.

【尝试运用】

完成句子

1. Yesterday, another student and I, ____________________, went to the Capital International Airport to meet this year’s international students.

2. I saw several young people enter the waiting area ____________________.

3. I stood for a minute ____________________ and then went to greet them.

4. She stepped back ____________________ and put up her hands.

5. Then Akira Nagata from Japan came in ____________________.

6. Just at that moment, however, Akira bowed so his nose touched ____________________.

7. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s _______________ face.

8. In the same way that people communicate with spoken language, they also express their feelings ____________________.

Suggested answers: 1. representing our university’s student association

2. looking around curiously

3. watching them

4. appearing surprised

5. smiling

6. George’s moving hand

7. smiling

8. using unspoken “language” through physical distance, actions and posture

The teacher gives students several minutes to finish this exercise and lets students give the answers. At the same time the teacher writes down the key words of the rules on the blackboard.

When students give their answers, make sure that they:

(1) Have an understanding of the rules: the -ing form as the attribute and adverbial.

(2) Know the differences between the -ing form as the attribute and adverbial.