知识学习A taste of English humour教案.docx
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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[:
学|科|网Z|X|X|k]
someoneorsomethingthatisnotsuccessful
failure
extremelygood
outstanding
whenwaterishotenoughtoturnintogas
boil[:
学_科_网Z_X_X_k]
keystoExercise2onPage19:
.chew 2.astonishes 3.bottom 4.contented 5.particular 6.throughout 7.failure 8.skin
keystoExercise3onPage20:
Noun
Adjective
Noun
Adjective
enjoyment
enjoyable[:
学&科&网]
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[:
学科网]
themanstandingattheschoolgate theoldmansittingonthesofa
thef
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