人教版高中英语必修4 Unit4 Grammar 名师教学设计
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Unit4 Grammar 名师教学设计
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 enhances 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.
