Using LanguageⅡ公开课教案（教学设计）

Unit 3 A taste of English humour

The Fourth Period

Using Language Teaching goals 教学目标

1. Target language 目标语言

2. Ability goals 能力目标

Enable the students to learn to use the -ing form as the attribute, the object complement and the predicative. 3. Learning ability goals 学能目标

Help the students learn how to use the -ing form as the attribute, the object complement and the predicative.

Teaching important points 教学重点

Let the students know the members of the sentence and the structures of the sentences with the -ing form. Teaching difficult points 教学难点

Help the students to tell the -ing form as the predicative and the usage of the present continuous tense.

Teaching methods 教学方法

Practice and conclude. Teaching aids 教具准备

A computer and a projector. Teaching procedures & ways 教学过程与方式

StepⅠDiscovering useful structures There are two steps in this step. One is to revise the usage of the -ing form which the students have learned in Unit 2. The other one is to learn the new usage of the -ing form. Task 1 Revision T: Now let’s have a revision about the -ing form used as the subject and the object.

Here are some sentences for you to translate. 1. Talking to him is talking to a wall. 2. Smoking may cause cancer. 3. Walking is my sole exercise. 4. Talking mends no holes. 5. I suggested bringing the meeting to an end. 6. He admitted taking the money. 7. I couldn’t help laughing.

8. Your coat needs brushing. Suggested translation: 1. 和他说话等于对牛弹琴。

2. 吸烟会致癌。

3. 散步是我唯一的运动。

4. （谚）空谈无济于事。

5. 我建议结束会议。

6. 他承认钱是他拿的。

7. 我禁不住笑了起来。

8. 你的大衣需要刷一下了。

Task 2 New usage of the -ing form Ask the students to look at Exercise 4 on Page 20. And then work in pairs to finish the Exercise. In order to make sure the quality, the teacher can ask some of the students to explain some of the phrases in the Exercise. T: Now let’s finish the Exercise 4 on Page 20. I’ll give one minute for you to check your answers. Because you have done this in the homework, I think one minute is enough. And then I’ll choose some of them to let you explain. But before doing this you’d better pay attention to the example. In the example, we can use for ... phrase or an attributive to explain the -ing phrases. Are you clear? Ss: Yes. T: Ok, do the Exercise now. One minute later.

T: Well, what does cooking pot mean? S1: A pot that is used for cooking. T: What does operating table mean? S2: A table for operating. T: What does drinking horse mean? S3: It means a horse that is drinking water. T: It seems that you have master the usage of the -ing form as attribute. Now, let’s look at the Exercise1 on Page 21. What does it tell us to do? S4: It tells us to find the sentences in the reading passage where the -ing form is used as the object complement. T: Can you find some? S4: Yes. In fact we have done this work in the last period. But I don’t understand what object complement means. T: This is a good question. The object complement is used to explain what object has done, or doing, or to do. Or we can think that the speaker wants to express his/her meaning more completely. Of course, in this unit we only study the -ing form as the object complement. The structure of the sentence with an object complement is: (Show the following on the screen.) Subject + Predicate + Object + Object complement

Are you clear now? S4: Yes. T: Now, let’s look at Exercise 2. Have you done this?

Ss: Yes. T: Ok, now let’s check the answers for this Exercise. Who would like to say your answers out? Teacher can ask 9 students to read the 9 complete sentences to check the answers. If there are some questions, teacher should give students some explanations, and make some changes if there are some incorrect answers. T: Well, can you analyze the part of speech of the -ing form in the 9 sentences? S5: In the first three sentences the -ing form is used as object complement.

T: Right. Have you found the same structure in other sentences? S5: Yes. In the fifth, the sixth, the seventh, the eighth and the ninth sentence, the -ing form is also used as the object complement. T: How about the rest? S5: In the fourth sentence, the -ing form is used as the attribute. T: Quite right. Now I think we can go on to do Exercise 3. Let me see if you have finished this Exercise. Teacher walks around, the students are asked to check their answers. T: I’m very glad that most of you have finished the exercise. But some of you need to be more deligent. Next time I’ll specially check your answers. Well, the structure of the sentences has been given. Can you tell me the structure? S6: Yes, I can. The words in the left column are the subject. The -ing forms in the middle column are the attribute. And the words in the right column the words are used as the predicate, and so on. T: Right. Now I’d like you to read out one of your sentences and then translate it. Who can? S7: The boy climbing the mountain is a friend of my brother. 爬山的那个男孩儿是我哥的一个朋友。

T: Your translation is wrong. Try it again. S7: 爬山的那个男孩儿是我哥的一个朋友。

T: Wrong again. Try again. S7: But I think I’m

right. If you don’t think so, ask the other students.

T: Good idea. But wait a moment. Who would like to make a sentence and translate it again? S8: Let me try. The girl eating her dinner is very tired and needs rest. 那个吃饭的女孩子很累,而且需要休息一下。

T: The sentence is right, but the translation is not right. Try again. S8: Miss Wu, I think I’d better not try. I’m afraid my translation is the same. Please tell us why? T: Do you really want to know?

Ss: Of course. T: It’s very easy, you need add 正在before the girl and the boy. That’s Ok.

Ss: But it’s the same meaning!

T: Yes, it has the same meaning. I’m not a fool. You are not fools. But when you go out of this classroom, you will be fools. Can you think 做事的男孩

and 正在做事的男孩

has the same meaning? The first one doesn’t give us a clear meaning whether he has done, or is doing, or will to do the thing. While the second one tells us the exact meaning of the -ing form. That is the boy

doing the thing. The picture appearing before our eyes is that the boy is doing his things. Later we will study the Past Participle and the Infinitive. In order to get clear meaning of the phrases, we’d better have such exercises. Do you understand? Ss: Yes. T: Now let’s try again to see whose translation has such mistakes.

The purpose of doing this is to train the students to have exact understanding about the -ing form, because when they study the -ed form, they will be confused about the difference between the -ing form and the -ed form. So at first, teacher should help them to have a correct understanding at the meaning.

T: Ok, it seems that all of you have learned the way to translate the sentences correctly. Well, now let’s look at Ex 4. Who would like to do this exercise? You five please. S1: Seeing is believing. S2: His job is cleaning the yard.

S3: What he likes is playing basketball. S4: The news is exciting. S5: The film is more interesting than any that I’ve ever seen.

T: Very good. All of them are right. In order to make sure that you master the usage of the structure, I’ll give you some more sentences. Now please look at the screen. 1. Her hobby is painting. 她的爱好是绘画。

2. Her favorite sport is skiing. 她最喜爱的运动是滑冰。

3. This was very disappointing. 这很令人失望。

4. The test results have been very discouraging.

测试的结果很让人沮丧。

5. She was very pleasing in her appearance.

她的外貌很招人喜欢。

6. His concern for his mother is most touching.

他对母亲的关爱很感人。

7. The photograph is missing. 那张照片不见了。

8. The article was misleading, and the newspaper has apologized. 这篇文章有误导性，报纸已经道歉了。

T: In the first two sentences, the -ing form is used to show the character of the subject. In the next four sentences the words of the -ing form are all about the feelings. In the last two sentences, the words of the -ing form show some states and qualities. Now please look at these sentences on the screen. How are things going? 现在情况怎么样? It’s snowing hard. 天正下着大雪。

What are they quarrelling about? 他们在为什么事争吵？

Why aren’t you wearing a coat? It’s so cold. 天这么冷，你怎么没穿大衣？

I’m waiting to have a word with you. 我在等着和你说话。

She’s teaching in a night school. 她在夜校教书。

Sorry, you can’t take the typewriter away, I’m using it. 对不起，你不能把打字机拿走，我在用。

T: Do you think these -ing forms are also used as the predicative? S6: No, these -ing forms are used as the predicate in the present continuous tense. T: That’s quite right. Now do you know how to tell the -ing form as the predicative from what used as predicate in the present continuous tense? S7: Yes. The -ing form as the predicative shows the quality, or the state of the subject;

while the -ing form in the present continuous tense show an act is going. T: This is a good conclusion. Now let’s turn to the next step.

Homework T: Today, we learned some useful structures. What are they? Ss: The -ing form as the attribute, the object complement, and predicative. T: Good. What should we pay attention in understanding these -ing forms? Ss: The meanings, the translations, the sentence structures and also the difference between the -ing form as the predicative and those used in the present continuous tense. T: Right. Now, your homework: finish all Exercises on Page 56. Exercise 1&2 in USING WORDS AND EXPRESSIONS give us a good chance to review what we have learned in this unit.

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Fun stories A Letter to Girlfriend

One day a young man was writing a letter to his girl friend that lived just a few miles away in a nearby town. Among other things, he was telling her how much he loved her and how wonderful he thought she was. The more he wrote the more poetic he became. Finally, he said that in order to be with her he would suffer the greatest difficulties, he would face the greatest dangers that anyone could imagine. In fact, to spend only one minute with her, he would climb the highest mountain in the world, he would swim across the widest river, he would enter the deepest forest and with his bare hands fight against the fiercest animals.

He finished the letter, signed his name, and then suddenly remembered that he had forgotten to mention something quite important. So, in a postscript below his

name, he added: “By the way I’ll be over to see you on Wednesday night—if it doesn’t rain.”

致女朋友的一封信

一天，一个青年男子给住在离他几英里远的镇上的女朋友写信。除写了其他的事情外，他告诉她他爱她有多深，他认为她有多好，他越写越富有诗意。最后，他写道，为了能和她呆在一起，他将克服最大的困难，他将面对任何人能够想象的最大的危险。实际上，为了能和她呆上一分钟，他将爬越世界上最高的山，他将游过最宽的河，他将赤手空拳进入最深的森林同最凶恶的野兽搏斗。

他写完了信，签上了名，突然，他想起忘了写一件挺重要的事。因此，他在信末签名后又补充道：“顺便说一下，我将在星期三晚上去看你——如果不下雨的话。”



with his bare hands：

赤手空拳

The New Baby

Mr. and Mrs. Taylor had a seven-year-old boy named Pat. Now Mrs. Taylor was expecting another child. Pat had seen babies in other people’s houses and had not liked them very much, so he was not delighted about the news that there was soon going to be one in his house too.

One evening Mr. and Mrs. Taylor were making plans for the baby’s arrival. “This house won’t be big enough for use all when the baby comes,” said Mr. Taylor.

Pat came into the room just then and said, “What are you talking about?”“We were saying that we’ll have to move to another house now, because the new baby’s coming,” his mother answered.

What is intelligence?

Two men were digging a ditch on a very hot day. One said to the other, “Why are “It’s no use,” said Pat hopelessly, “He’ll follow us there.”

we down in this hole digging a ditch when our boss is standing up there in the shade of a tree?” “I don’t know,” responded the other. “I’ll ask him.”

So he climbed out of the hole and went to his boss. “Why are we digging in the hot sun and you’re standing in the shade?”

“Intelligence.” the boss said. “What do you mean, ‘intelligence’?”

The boss said, “Well, I’ll show you. I’ll put my hand on this tree and I want you to hit it with your fist as hard as you can.” The ditch digger took a mighty swing and tried to hit the boss’ hand. The boss removed his hand and the ditch digger hit the tree. The boss said, “That’s intelligence!”

The ditch digger went back to his hole. His friend asked, “What did he say?” “He said we are down here because of intelligence.” “What’s intelligence?” said the friend. The ditch digger put his hand on his face and said, “Take your shovel and hit my hand.”

True Fear By Kelley E. Rachels Crying of fear In the dark Hurry and run Says my heart. But I lie there Too scared to scream Praying so hard That it’s just a dream.

Then I see the shadow Slowly moving outside I want to get up And find a place to hide. I gather up the courage And yell, Please help me! They quickly run away As I can plainly see. A bunch of questions

Everyone did ask I don’t know the answers

It happened so fast. Feeling a little more brave Not wanting to show fear I act big and bad Saying, They better not come back here! The next night at supper After I took my last bite I got up from the table and said, Who’s sleeping with me tonight.

English jokes

Sam: Would you punish me for some thing I didn’t do?

Teacher: No, of course not.

Sam: Good, because I didn’t do my homework.

A：

How can you tell when a lawyer is lying? B：

His lips are moving.

C：

If your dog was barking at the back door and your wife was knocking on the front door, who would you let in first?

D：

The dog, because at least he would shut up once he was in.

E：

How many social scientists does it take to screw in a light bulb? F：

They do not change light bulbs; they search for the root cause as to why the last one went out. Funny Poems

Mary Had a Little Lamb Mary had a little lamb whose fleece was worth some money. Now Mary’s filthy rich

but her bald lamb looks kind of funny. ——K