學必求其心得，業必貴于專精學必求其心得，業必貴于專精學必求其心得，業必貴于專精高效課堂教學設計：(授課日期:年月日星期班級）授課題目Unit4Book4Grammar擬課時第課時明確目標1、知識與技能：TohelpstudentslearnaboutThe~ingformastheAttribute&Adverbial.Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions。Tohelpstudentsdiscoverandlearntousesomeusefulstructures.2、過程與方法:Self—learning，cooperative—learning。3、情感態度與價值觀：TogetSstohaveknowledgeofthegrammarpoint：The～ingformastheAttribute&Adverbial。重點難點重點：MasterThe～ingformastheAttribute＆Adverbial難點：HowtouseThe～ingformastheAttribute&Adverbial課型□講授□習題□復習□討論□其它教學內容設計因材施教StepIWarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage27anddoexercisesNo。1,2，3and4first。Checkyouranswersagainstyourclassmates’。StepIILearningaboutgrammar1. ReadingandthinkingTurntopage25andreadwithmethetextofCOMMUNICATION:NOPROBLEM?Asyoureadalong,payattentiontotheusesofThe~ingformastheAttribute＆Adverbial。(Theyarevisitorscomingfromseveralcountries.作定語;Fourpeopleenterlookingaroundinacuriousway。作狀語；Thisisanexcitingexperienceforyou.作定語；Youstandwatchingandlistening.作狀語;……）2. DoingexercisesNo。1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe～ingformastheAttribute&Adverbial。。。Whenweuseaverbin-ingformmorelikeaverboranadjective,itisusuallyapresentparticiple：。Anthonyisfishing.Ihaveaboringteacher。Inthislesson,wewilllookattheuseofverbsinthe～ingform..。The～ingform作定語現在分詞可以單獨作定語，也可以構成合成詞作定語，但在更多的情況下是分詞短語作定語，包括限定性和非限定性（用逗號與其他部分分開），在意義上相當于一個定語從句。現在分詞作定語通常帶有主動意義和未完成意義。例如：Themanfollowingwasobviouslyinahurry。（現在分詞單獨作定語）Theyactedjustlikeaconqueringarmy。(現在分詞單獨作定語）Doyouknowthemanstandingovertherebythemotorcar?（分詞短語作限定性定語.）Lastnight，wecaughtathiefstealingJohn’sbike.（分詞短語作限定性定語）ThenameNebraskecomesfromtheOtoIndianword“ebrathka"。meaningflatwater。（分詞短語作非限定性定語)The～ingform作狀語現在分詞作狀語表示主語在進行一動作的同時所進行的另一動作,它對謂語動詞起修飾或陪襯的作用。這時要注意現在分詞與其邏輯主語在時態和意義上的統一。例如:Rushingoutoftheroom,hehasknockeddownbyacar.（作時間狀語)=Whenherushedoutoftheroom,hewashnockeddownbyacar.Workingharder,youwillpasstheentranceexam。（作條件狀語）=Ifyouworkharder，youwillpasstheentranceexam.Shesatatawindowandreadabook。(作伴隨狀語)=Shesatatawindowandreadabook。Havingwonthechampionship，hewasawardedamilliondollars.（作原因狀語)=Becausehehadwonthechampionship,hewasawardedamilliondollars.Eveniftakingataxi,Iwillstillbelateforthemeeting。（作讓步狀語）=EvenifItakeataxi,Iwillstillbelateforthemeeting。Theroadisunderconstruction,thuscausingthedelay。(作結果狀語）=Theroadisunderconstruction，andthuscausedthedelay。注意，當現在分詞作讓步狀語時，一般放在句首，常常由although,though，evenif,unless等連詞引入；作結果狀語時,一般放在句末，前面可so,thus，henc。IV。ClosingdownbydoingaquizToendtheperiodyouaregoingtotakeaquizon～ingwords.～INGWORDSHighlightallthewordsendingin’—ing’。Makelistsofallthedifferentcategoriesof'-ing'words;thatis,theirdifferentfunctionsinthesentence。Examplesofsomeofthedifferentcategories? He’sswimming。? He’swearingaswimmingsuit。? Helikesswimming.? Swimmingispleasant。Rewriteeachsentencewithoutusingthe’-ing'form.Isthereachangeinmeaning?Whatisit?Findsentencesinthetextwhichcanberewrittenusingan—ingform.Isthereanychangeinmeaning？Whatisit?StepII:LeadinginFindoutthesentenceswhichcontainthemodalverbsfromthereadingpassage.1.Bylunchtimetheywouldallbesold.2.Hisrestaurantoughttobefullofpeople。3.Whatcouldhavehappened？4。Nothingcouldhavebeenbetter?5.Somethingterriblemusthavehappened.6.Iwilltakeallthatfatoffyouintwoweeks。7.Hecouldnotbelievehiseyes。8。Hewonderedifheshouldgotothelibrarytofindout。9.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies.10。Hehadbetterdosomeresearch.11。Aftereatingintherestaurantpeoplewouldbecomefiredveryquickly。StepIIIDiscoveringusefulstructuresAskstudentstodotheExercise1&2onPage11,thenchecktheanswerswiththeirpartners。StepIII:Grammarpointhadbetter，shouldandoughtto1。Whenyougiveadviceoryouropinionaboutsomething，youcanusehadbetterorhadbetternot。Youhadbettergetsomerest.(=you’dbettergetsomerest)Youhadbetternoteatfruitthatisn’tripe.(=you’dbetternoteatfruitthatisn’tripe)2。Whenyouaretryingtoadvisesomeoneaboutwhattodoorwhatnottodo，youcanuseshould/oughttoorshouldnot/oughtnotto.Youshould/oughttobecarefulwit