知识学习A taste of English humour教案.docx

知识学习A taste of English humour教案.docx

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知识学习AtasteofEnglishhumour教案

AtasteofEnglishhumour教案

　　Period2　LearningaboutLanguage

　　TheGeneralIdeaofThisPeriod

　　Inthisperiodthestudentsaretodosomeexercisesontheusefulwords,expressionsandstructureslearnedinthereadingpart.Itistohelpthemusetheusefulwordsandexpressionsfromthecontext.Theyarealsotolearnsomethingabouttheusageof-ingform.Toachievetheaboveaims,thatis,theteacherwillgetthestudentstoworkontheexercisesindividuallyfirstandthenchecktheanswerstogetherwiththeirpartners.whiledealingwiththeusageof-ingform,theteacherwillhelpthestudentsdoitasatask.Thatis,theteacherwillfirstaskthestudentstofindandreadsomesentencesfromthetextinwhichthe-ingformisused,thenaskthemtodiscoverthefunctionofeach-ingform,summarizetherulesandapplythemtotheexercises.Thisistohelpthestudentstolearnautonomouslyandcooperatively.

　　TeachingImportantandDifficultPoints

　　Howtograspandapplythetheusageof-ingform.

　　Howtogaintheabilitytousethekeywordsandexpressionsfromthecontext.

　　Teachingmethods

　　Autonomouslearning,cooperativelearning,task-basedlearning

　　TeachingAids

　　Amulti-mediacomputerandablackboard.

　　ThreeDimensionalTeachingAims

　　knowledgeandSkills

　　Helpthestudentsgaintheabilitytousetheusefulwordsandexpressionsfromthecontext.

　　Helpthestudentslearnsomethingabouttheusageof-ingform.

　　ProcessandStrategies

　　Necessaryexplanationtomakethestudentsapplytheusefulwordsandexpressionscorrectly.

　　Individualworktofinisheachtask.

　　FeelingsandValue

　　Getthestudentstosumupthegrammaticalrulesthemselves.meanwhile,traintheirabilityofappreciatingsimplejokesinEnglish.

　　TeachingProcedures

　　Step1Timeforfun

　　T:

Nicetoseeyouagain.I’msureeachofyouhaspreparedanEnglishjokeorfunnystoryforus?

Nowfirstsharethemwithyourpartners,sothateveryonehasachancetopresentyourwork,andthensomevolunteerswilltelltheirjokesorstoriesinclass.

　　T:

whowouldliketotellyourEnglishjokesorfunnystories?

Volunteers!

　　S:

I’dliketo.myjokeisveryshort.onedaytheteacheraskedtheclasswhenRomewasbuilt?

Tomanswered,“Atnight”.Theteacherfeltpuzzledandasked,“whotoldyouthat?

”“youdid.yousaidRomewasn’tbuiltinaday.”answeredTom.

　　T:

That’sfunny.Anotherone!

　　S:

Letmetellyouafunnystory.Thetitleofthestoryiskeytoone’ssuccess.Itgoeslikethis.onedayafatherwasteachinghissonandsaid,“Thekeystoyoursuccessarekeepingyourwordandcleverness.onceyoupromisesomebodyapromise,youmustcarryitoutnomatterwhatwillhappen.Thisiscalled‘keepingone’sword.’”“whatiscleverness?

”askedhisson.“clevernessisthatyou’llnevermakesuchapromise,”thefatheranswered.

　　T:

Thankyouforyourwonderfuljokes!

　　Step2Discoveringusefulwordsandexpressions.

　　T:

justnowwehadgreatfuntellingjokesandstories.Let’smoveontotheDiscoveringusefulwordsandexpressionspart.I’dlikeyoutodoExercises1、2and3firstindividually,asIthinktheyareeasyforyoutofinishthem,andthenwewillchecktheanswerstogether.

　　Afewminuteslater.

　　T:

Let’schecktheanswerstogether.

　　keystoExercise1onPage19:

　　Alternativeexpressions

　　wordsandexpressionsfromthetext

　　breakdownfoodusingteeth

　　chew

　　outercoveringofabodyorplant

　　skin

　　thelowerpartorpointofsomething

　　bottom

　　behappyandsatisfiedwith;notwantingmore

　　content

　　surprisegreatlyastonish

　　ineverypartof

　　throughout

　　special,morethanusual

　　particularly[:

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　　someoneorsomethingthatisnotsuccessful

　　failure

　　extremelygood

　　outstanding

　　whenwaterishotenoughtoturnintogas

　　boil[:

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　　keystoExercise2onPage19:

　　.chew　2.astonishes　3.bottom　4.contented　5.particular　6.throughout　7.failure　8.skin

　　keystoExercise3onPage20:

　　Noun

　　Adjective

　　Noun

　　Adjective

　　enjoyment

　　enjoyable[:

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　　difficulty

　　difficult

　　entertainment

　　entertaining

　　cruelty

　　cruel

　　mouth

　　mouthful

　　honesty

　　honest

　　help

　　helpful

　　fortune

　　fortunate

　　T:

Finished?

youseeitisveryimportanttolearntousetheusefulwordsandexpressionsinthegivensituation.onlyinthiswaycanyougaintheabilitytousethemcorrectly.Itisthesamewiththelearningofgrammar.Sointhenextpart,whilelearningtheusagesof-ingform,youshouldalsolearnthembydiscoveringtheusages,summarizingtherulesandthenyoucanapplythemtospeakingandwriting.Nowlet’smoveontothenextpart.

　　Step3Discoveringusefulstructures

　　T:

Firstyouaretoreadthetextonceagainquicklytofindoutthesentencesinwhichthe-ingformisused,andtrytotellthefunctionofeach-ingform.

　　Afewminuteslater.

　　T:

Haveyoufinishedyourjob?

ok,let’sreadthemout.

　　.Doyoufinditfunnytoseesomeoneslidingonabananaskin,bumpingintosomeoneelseroundacorner,orfallingdownaholeintheroad?

　　2.Hisentertainingsilentmoviesarestillpopulartoday.

　　3.HischarmingcharacterThelittleTrampiswellknownthroughouttheworld.

　　4.ThatwastheproblemfacingcharliechaplininoneofhismostfamousfilmsTheGoldRush.

　　5.Theirjobis“panningforgold”.

　　6.chaplinsitsdownatthetablewithhisplateanddrinkingcup.

　　T:

Fromthesesentenceswhatcanyoulearnaboutthe-ingform?

　　S:

Letmetry.Fromthesesentences,wecanlearnthatthe-ingformcanbeusedastheattribute,thepredicativeandtheobjectcomplement.

　　T:

Good!

Anythingmore?

　　S:

whenan-ingformwordisusedastheattribute,itisputbeforethenoun,whilewhenan-ingformphraseisusedastheattribute,itisputafterthenoun.

　　T:

whatagoodobservation!

Anotherpointforyoutobearinmindisthatwhenthe-ingformisusedastheattribute,itmaytelltheuseofthenounortelltheaction,characterorqualityofthenoun,andthe-ingformattributecanbereplacedbyanattributiveclause.Nowlet’sconsolidatethispointbydoingExercise4onpage20.

　　T:

well,whatdoesasleepingboymean?

　　S:

Asleepingboyisaboywhoissleeping.

　　T:

whatdoesadrinkingcupmean?

　　S:

Adrinkingcupisacupusedfordrinking.

　　T:

Itseemsthatyouhavemastertheusageofthe-ingformasattribute.Now,dothesamewithyourpartnersandfinishtherestphrases.

　　T:

Nowlet’shaveacompetition.LookatExercise3onPage21.I’dlikeyoutodoitingroups.

　　T:

Thisisaveryinterestingexercise,isn’tit?

Let’slearntheusageof-ingformastheobjectcomplement.canyoutellthestructureof-ingformastheobjectcomplement?

　　Ss:

ThestructureisSubject+Predicate+object+objectcomplement.

　　T:

yes.Theobjectcomplementisusedtoexplainwhatobjecthasdone,ordoing,ortodo.orwecanthinkthatthespeakerwantstoexpresshis/hermeaningmorecompletely.ofcourse,inthisunitweonlystudythe-ingformastheobjectcomplement.Tograspit,doExercise2onPage21.

　　T:

ok,nowlet’schecktheanswersforthisExercise.whowouldliketosayyouranswersout?

　　Theteachercanask9studentstoreadthe9completesentencestochecktheanswers.Iftherearesomequestions,theteachershouldgivethestudentssomeexplanations,andmakesomechangesiftherearesomeincorrectanswers.

　　T:

well,canyouanalyzethepartofspeechofthe-ingforminthe9sentences?

　　S:

Inthefirstthreesentencesthe-ingformisusedasobjectcomplement.

　　T:

Right.Haveyoufoundthesamestructureinothersentences?

　　S:

yes.Inthefifth,thesixth,theseventh,theeighthandtheninthsentence,the-ingformisalsousedastheobjectcomplement.

　　T:

Howabouttherest?

　　S:

Inthefourthsentence,the-ingformisusedastheattribute.

　　T:

Quiteright.Itisveryimportanttoanalyzethesentencescorrectlywhilelearningtheusagesofthe-ingform.Andhere,I’dliketoremindyoutopayattentiontotheverbsthatcanbefollowedbythe-ingformastheobjectcomplement,suchassee,watch,notice,find,observe,andsoon.

　　T:

well,nowlet’slookatEx4.whowouldliketodothisexercise?

　　S:

Seeingisbelieving.

　　S:

Hisjobisteachingusphysics.

　　S:

whathelikesisplayingchessaftersupper.

　　S:

Thenewsisexciting.

　　S:

ThefilmismoreinterestingthananythatI’veeverseen.

　　T:

Verygood.Allofthemareright.Inordertomakesurethatyoumastertheusageofthestructure,I’llgiveyousomemoresentences.Nowpleaselookatthescreen,andtrytoanalyzetheusageofthe-ingforminthesesentences.

　　.Itsfull-timejobislayingeggs.

　　2.ourgreatesthappinessisservingthepeople.

　　3.Thefilmwesawlastnightisquitemoving.

　　4.Themusictheyareplayingsoundssoexciting.

　　5.whatshesaidwassurprising.

　　T:

Inthefirsttwosentences,the-ingformisusedtoexpressaconstantactionofthesubject.Inthenextthreesentencesthe-ingformisusedtoshowthecharacterorthequalityofthesubject.Areyouclear?

　　Ss:

yes.

　　T:

well,I’llgiveyousomewordsthatcanbeusedasthepredicativetoshowthecharacterofthesubject.Theyare:

　　charming　

　　　　surprising

　　interesting　

　　moving　　　

　　inspiring　

　　disappointing　　　

　　boring　

　　encouraging　　

　　confusing　

　　astonishing　　　

　　tiring　

　　exciting　　　

　　frightening

　　Step4Summaryandhomework

　　T:

well,it’salmosttimeforabreak.wehavetobringanendtotheclass.Toconsolidatewhatwehavelearnedinthisperiod,I’dlikeyoutodotheexercisesintheUsingwordsandexpressionspartandtheexercisesintheUsingstructurespartasyourhomework.yes,ifyouwanttomasteragrammaritem,youmustdomuchpractice,andpracticemakesperfect.Seeyoutomorrow!

　　Ss:

Seeyou!

　　TheDesignofthewritingontheBlackboard

　　Unit3　AtasteofEnglishhumour

　　Period2　Learningaboutlanguage

　　Theusageofthe-ingform

　　）astheattribute

　　2）astheobjectcomplement

　　3）asthepredicative

　　RecordafterTeaching

　　ActivitiesandResearch

　　Inthisperiodtheteachermayofferthestudentsasituationandaskthestudentsmakeupastoryaccordingtothesituationgivenusingthe-ingform.Itseemstobeatwo-birds-with-one-stonetask,whichcannotonlyenablethestudentstoapplythe-ingformcorrectly,butcan...

　　Referenceforteaching

　　Grammar

　　动词-ing形式

　　.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。

可以转换成“for...”的结构。

例如:

awalkingstick=astickforwalking

　　swimmingpool　　　

　　readingroom　

　　waitingroom　　　

　　walkingstick

　　diningroom　　　

　　paintingshop　

　　washingmachine　　　sleepingcar

　　teachingbuilding　　　workingmethod

　　sleepingbag　　　

　　drinkingcup

　　dancinghall　　　

　　operatingtable

　　2.现在分词在句子中也可以充当作定语,表示正在进行的动作、状态、性质、特征。

可以转换成定语从句结构或表语结构。

例如:

adevelopingcountry=acountrywhichisdeveloping;thetiringjourney=thejourneyistiring

　　注意:

单个现在分词作定语放在所修饰名词的前面;分词短语作定语放在所修饰名词的后

　　awaitingman　　　

　　adevelopingcountry

　　amissingboy　　　

　　asleepingchild

　　awalkingman　　　

　　adancinggirl

　　adrinkinghorse　　　

　　therisingsun

　　thegirlwearingaredskirt　　　

　　theboyplayingfootball[:

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　　themanstandingattheschoolgate　　theoldmansittingonthesofa

　　thef