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1、高效课堂教学设计：2022年高中英语必修四教案：第四单元Grammar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
2、: 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 upW
3、arming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates. Step II Learning about grammar1.Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pa
4、y 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
5、 29Turn 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 th
6、e 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
7、 the motor car?（分词短语作限定性定语。） Last night,we caught a thief stealing Johns 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, h
8、e 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 wo
9、n 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
10、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 quizTo end the period you are going to take a quiz on ing words. ING WORDS Highlight all t
11、he 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 categoriesHes swimming. Hes wearing a swimming suit. He likes swimming. Swimming is pleasant.Rewrite each sentence without using th
12、e -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 inFind out the sentences which contain the modal verbs from the reading passage.1. By lunchtime they would all be
13、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
14、 couldnt 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.St
15、ep III: Grammar point- had better, should and ought to1. When you give advice or your opinion about something, you can use had better or had better not. You had better get some rest. (=youd better get some rest)You had better not eat fruit that isnt ripe.(=youd better not eat fruit that isnt 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.
