Using LanguageⅡppt课件教学实录

Unit 3 A taste of English humour I. 单元教学目标

技能目标Skill Goals Talk about different types of humour; a taste of English humour Learn how to express one’s emotions

Learn the -ing form as the Predicative, Attribute & Object Complement Learn to write humorous stories II. 目标语言

情感（Emotions）

I enjoy this very much because ... I laugh at that kind of thing because ... 功能句式This is fun because ... How wonderful/ surprising! It surprises me that ... I’m pleased we were both amused at ...

I felt happy because ... It’s amusing that ...

1. 四会词汇

Astonishing, performer, throughout, overcome, homeless, ordinary, entertain, leather, chew, direct, outstanding,

词汇2. 认知词汇

verbal, nonverbal, mime, farce, Charlie Chaplin, Edward Lear, bump, poverty, charming, tramp, lace, enjoyment, Oscar, costume, Sherlock Holmes 3. 词组

be content with,

badly off,

pick out,

star in, pick out, cut off

语法构词法：名词与形容词之间的转化

动词的-ing形式作表语、定语和宾语补足语的用法（The -ing

form as predicative, attribute and object complement）

Ⅲ. 教材分析与教材重组

1．教材分析

本单元的中心话题是“感受英语幽默”，其中涉及到了幽默的种类及其代表人物，并就中外幽默进行了粗略的比较，以此让学生感受英语幽默的内涵。

1.1 WARMING UP中提出了三个问题：How many kinds of humour do you know？Do you know these kinds of

humour？

Do you have other kinds of humour in China？这三个问题直指本单元中心话题，为下一步的阅读理解作了准备。

1.2 PRE-READING在WARMING UP 的基础上提出了另外三个问题：What do you like to laugh at？

What does humour mean？

Is humour always kind？这三个问题进一步让学生了解幽默的含义，即把缺陷与完美、荒唐与合理、愚笨与机敏等两极对立的属性不动声色地结合起来，在对立统一中见其深刻的意义。

1.3 READING以美国著名喜剧大师Charlie Chaplin的表演为例，为学生展示了幽默的内涵。第一段以常见的踩香蕉皮滑倒为例，指出了幽默的内涵之一：“Perhaps it makes us feel more content with our life because we feel there is someone else worse off than ourselves”.从第二段开始介绍卓别林以其独特的表现方式成为著名的幽默大师，文中列举了两部他的喜剧片，一部是The Little Trump，另一部是The Gold Rush。前者以其穿着及行为而受到了人们的喜爱；后者通过吃皮鞋这一片段，让人领略了他的无与伦比的想象力与幽默感。卓别林将滑稽的相貌、夸张的穿戴和离奇的想象完美地结合起来，出于现实而又超脱现实。令人在捧腹大笑的同时，感到了他对待苦难的积极态度，和对下层小人物的同情。这篇文章揭示了幽默的内涵，给学生留下了思考的余地：Is humour always kind？

1.4 COMPREHENDING分为两部分。第一部分以填写表格的形式让学生练习写阅读笔记，同时提示他们人物传记的写法，让学生了解文章结构。第二部分练习课文中出现的生词。

1.5 LEARNING ABOUT LANGUAGE包括词汇和语法两部分。词汇部分强调用英语来解释词汇，并在实际情景中使用所学词汇。

语法部分主要通过大量的例句和习题来实现让学生自主学习的目的，总结-ing形式在句中作表语、宾语和宾语补足语的用法。

1.6 USING LANGUAGE部分, 从听、说、读、写四个方面来学习和巩固所学语言知识，全面体现语言运用能力。

2. 教材重组

2.1 将WARMING UP（P17），

READING（P22）与SPEAKING（P23）整合在一起上一堂口语课。

2.2 将PRE-READING，READING (P17), COMPREHENDING (P18)及LEARNING ABOUT LANGUAGE中的练习一和练习二整合在一起上一堂阅读课。从字、词、句、和篇章几个方面掌握目标语言。

2.3 将LEARNING ABOUT LANGUAGE (P20)中的剩余练习及USING LANGUAGE (P56)中的所有练习整合成语法课来练习-ing形式在句中作表语、宾语和宾语补足语的用法。

2.4 将LISTENING(P23), LISTENING(P55) 和LISTENING TASK(P58)整合在一起上一堂听力课。

2.5 将WRITING（P23），TALKING（P55）和SPEAKING AND WRITING（P60）整合成一堂写作课。

2.6 将USING WORDS AND EXPRESSIONS（P56），READING TASK（P59），PROJECT（P61）和

SUMMING UP（P24）整合在一起上一堂复习课，总结这个单元所学全部内容。

3．

课时分配

1st

period

Speaking 2nd

period

Reading 3rd

period

Grammar 4th

period

Listening 5th

period

Writing 6th

period

Summary

The Third Period Grammar/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.