高中英语 Unit 4 Body language Grammar教案 新人教版必修4
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Unit 4 Body language Grammar （授课日期： 年 月 日 星期 班级 ）
授课题目 Unit4 Book4 Grammar 拟 课时 第 课时 明确目标 1、知识与技能： To help students learn about The ~ing form as the Attribute & Adverbial. To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures. 2、过程与方法: Self-learning, cooperative-learning. 3、情感态度与价值观：To get Ss to have knowledge of the grammar point: The ~ing form as the Attribute & Adverbial. 重点难点 重点：Master The ~ing form as the Attribute & Adverbial 难点：How to use The ~ing form as the Attribute & Adverbial 课型 □讲授 □习题 □复习 □讨论 □其它 教 学 内 容 设 计 因材施教 Step I Warming up Warming up by discovering useful words and expressions Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’. Step II Learning about grammar 1. Reading and thinking Turn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……) 2. Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。 III. Ready used materials for The ~ing form as the Attribute & Adverbial ... When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:. Anthony is fishing. I have a boring teacher. In this lesson, we will look at the use of verbs in the ~ing form ... The ~ing form 作定语 现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当于一个定语从句。现在分词作定语通常带有主动意义和未完成意义。例如： The man following was obviously in a hurry。（现在分词单独作定语） They acted just like a conquering army。（现在分词单独作定语） Do you know the man standing over there by the motor car?（分词短语作限定性定语。） Last night,we caught a thief stealing John's bike.（分词短语作限定性定语） The name Nebraske comes from the Oto Indian word “ebrathka”.meaning flat water.（分词短语作非限定性定语） The ~ing form 作状语 现在分词作状语表示主语在进行一动作的同时所进行的另一动作，它对谓语动词起修饰或陪衬的作用。这时要注意现在分词与其逻辑主语在时态和意义上的统一。例如： Rushing out of the room, he has knocked down by a car.（作时间状语） =When he rushed out of the room, he was hnocked down by a car. Working harder, you will pass the entrance exam.（作条件状语） =If you work harder, you will pass the entrance exam. She sat at a window and read a book.（作伴随状语） =She sat at a window and read a book. Having won the championship, he was awarded a million dollars.（作原因状语） =Because he had won the championship, he was awarded a million dollars. Even if taking a taxi, I will still be late for the meeting.（作让步状语） =Even if I take a taxi, I will still be late for the meeting. The road is under construction, thus causing the delay.（作结果状语） =The road is under construction, and thus caused the delay. 注意，当现在分词作让步状语时，一般放在句首，常常由although, though, even if ,unless等连词引入；作结果状语时，一般放在句末，前面可so, thus, henc。 IV. Closing down by doing a quiz To end the period you are going to take a quiz on ~ing words. ~ING WORDS Highlight all the words ending in '-ing'. Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence. Examples of some of the different categories • He's swimming. • He's wearing a swimming suit. • He likes swimming. • Swimming is pleasant. Rewrite each sentence without using the '-ing' form. Is there a change in meaning? What is it? Find sentences in the text which can be rewritten using an -ing form. Is there any change in meaning? What is it? Step II: Leading in Find out the sentences which contain the modal verbs from the reading passage. 1. By lunchtime they would all be sold. 2. His restaurant ought to be full of people. 3. What could have happened? 4. Nothing could have been better? 5. Something terrible must have happened. 6. I will take all that fat off you in two weeks. 7. He could not believe his eyes. 8. He wondered if he should go to the library to find out. 9. He couldn’t have Yong Hui getting away with telling people lies. 10. He had better do some research. 11. After eating in the restaurant people would become fired very quickly. Step III Discovering useful structures Ask students to do the Exercise1&2 on Page11, then check the answers with their partners. Step III: Grammar point--- had better, should and ought to 1. When you give advice or your opinion about something, you can use had better or had better not. You had better get some rest. (=you’d better get some rest) You had better not eat fruit that isn’t ripe.(=you’d better not eat fruit that isn’t ripe) 2. When you are trying to advise someone about what to do or what not to do, you can use should / ought to or should not / ought not to. You should / ought to be careful with fruit. You should not / ought not to eat so much junk food. ( = you shouldn’t / oughtn’t to eat so much junk food.)
