Learning about Language名师教学设计1

Book 4

Unit 4

Grammar教学设计

The –ing form used as the attribute and adverbial 山东省昌乐一中

刘海华

Teaching goals 1.

Language goals To understand the usage of the –ing form as the attribute and adverbial. 2.

Ability goals To classify the usage of the –ing form as the attribute and adverbial and to use them in your writing or speaking. 3.

Emotional goals To improve the confidence of dealing with grammar exercises. Teaching important points Help the students make sure of the different situations in which the –ing form is used as the attribute or adverbial. Teaching difficult points Help the students use the –ing form as the attribute or adverbial correctly and properly. Teaching methods Explaining, exercises and discussion. Teaching aids Multimedia and exercise book. Teaching procedures Step One: Lead-in First, ask them to read the sentences from the reading text that containing the –ing form used as attribute and adverbial.

Then ask them to analyze the sentence element the –ing form is used as in each sentence. Step Two: Explaining and exercises Ⅰ. 动词-ing做定语

1. 单个的动词-ing形式作定语时，通常放在所修饰的名词之前；动词-ing形式短语作定语时，通常放在所修饰的名词之后。

(1) a walking stick

(2) The boy standing by the window is Tom.

2. 动词ing形式的主动式(doing)作定语时，表示主动和正在进行。

He rushed into the burning house. Exercises (1) The room _____(face) south is our classroom. (2) ______(bark) dogs seldom bite. (3) It’s a pleasure to watch the face of a_________ (sleep) baby.

(4) The ______(shake) buildings showed us that an earthquake is coming. (5) Most of the artists ________(invite) to the party were from South Africa. Ⅱ动词ing作状语

动词-ing形式作状语，和逻辑主语之间存在主动关系，可以表示时间、原因、结果、条件、方式或伴随动作，相当于所对应的状语从句。

1.

做时间状语

Walking in the street, I met an old friend of mine. = When I was walking in the street, I met an old friend of mine. Seeing the film star, they couldn’t help jumping.

= When they saw the film star, they couldn’t help jumping.

2.

做原因状语

Being too young, he couldn’t join the army.

= Because he was too young, he couldn’t join the army.

Thinking he might be at home, I called him. = As I thought he might be at home, I called him.

3.

做条件状语

Working hard, you will succeed. = If you work hard, you will succeed. Walking ahead, you will see a white house. = If you walk ahead, you will see a white house.

4.

做方式或伴随状语

做伴随状语的动作必须是主语发出的动作，与谓语所表示的动作同时发生。

They went into the classroom, laughing and talking. = They went into the classroom and were laughing and talking. He walked down the river, singing softly to himself. = He walked down the river and sang softly to himself.

5.

做结果状语

His parents died in the war, leaving him an orphan(孤儿). = His parents died in the war so that he became an orphan. The song is sung all over the country, making it the most popular song. = The song is sung all over the country so that it becomes the most popular song. 6.

悬垂分词

少数动词-ing形式并不表示主语的动作，即不存在其逻辑主语必须和句子主语一致的问题，只是表示说话人的态度。常用的有：

generally/ frankly/properly… speaking

一般/坦白/恰当··· ···

说来

judging from/ by…从··· ···

判断

considering …考虑到··· ···

supposing …假设··· ···

7.

应注意的问题

(1) 动词-ing(短语)做状语时，要注意时间性。当动词-ing形式的动作与谓语动词的动作同时发生或几乎同时发生时，用一般式(doing)。当它的动作先发生，而谓语动词的动作后发生时，用完成式(having done)。

Being ill, I was absent from school yesterday. Having lived in the city for 10 years, I know it well. (2) 动词-ing形式的否定是在它的前面加not。

Not seeing John, I asked where he was. Not having done it right, I tried again. (3) 动词-ing形式做状语时，必须遵循前后主语一致的原则，即分词的逻辑主语必须与句子的主语一致。(悬垂分词和独立主格除外) Looking around, I found there was no one nearby.

Exercises 1. _______(see) from the top of the hill, we find the city more beautiful. 2. _______(see) from the top of the hill, the city is very beautiful. 3. _______(knock) at the door before entering, please. 4. The student sat there, _________( not know) what to do. 5. ____________(suffer) such heavy pollution already, it may now be too late to clean up the river. Step Three: Practice Finish More exercises on your workbook on page 78. Step Four: Homework

Do more exercises to consolidate the grammar rules.