Using LanguageⅡppt配用优秀教学设计

Unit 3 A taste of English humor Part 1 Teaching Design 第一部分

教学设计

Period 2 A sample lesson plan for Learning about Language (The –ing form as the Predicative, Attribute and Object Complement)

Introduction

In this period students will be first helped by the teacher to discover and learn to use some useful words and expressions, and then to discover and learn to use the following useful structures: the –ing form as the predicative, attribute and object complement. The following steps of teaching may be taken: Warming up by discovering useful words and expressions，Learning something about the –ing form as the Attributive，Learning about the –ing form as the predicative，Learning about the –ing form as the Object Complement，

Doing exercises for consolidation, Closing down discovering.

Objectives

To learn about the –ing form as the Predicative, Attribute & Object Complement To discover and learn to use some useful words and expressions To discover and learn to use some useful structures Procedures 1. Warming up by discovering useful words and expressions Turn to page 20 and do the exercises. Check your answers against your classmates’.

2. Learning something about the –ing form: Participles 用原版

Something about Participles A participle

is a verbal that is used as an adjective. It does the work of both a verb and an adjective. The term verbal indicates that a participle, like the other two kinds of verbals (gerund and infinitive), is based on a verb and therefore expresses action or a state of being. However, since they function as adjectives, participles modify nouns or pronouns. There are two types of

participles: present participles and past participles. Present participles end in -ing. sometimes doubling the final consonant:

“think” becomes “thinking”

“fall” becomes “falling”

“run” becomes “running”

Past participles end in -ed, -en, -d, -t, or -n, as in the words asked, eaten, saved, dealt, and seen. A participial phrase is a group of words consisting of a participle and the modifier(s) and/or (pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of the action or state expressed in the participle, such as: 

The student earning the highest grade point average will receive a special award.



The guy wearing the chicken costume is my cousin.

Find the participial phrases in these sentences and tell what word they modify. 1. The man running slowly still finished the race. 2. The boy having been scolded finally did his work. 3. The teacher, having retired, could now travel widely. 4. The soldier, having saluted his superior, continued on his way. 5. The truck swerving and sliding hit the brick wall.

Keys: 1. running slowly modifies man 2. having been scolded modifies boy 3. having retired modifies teacher 4. having saluted his superior modifies soldier 5. swerving and sliding modifies truck You can shorten a normal sentence by using the Participle Constructions. I'm a lucky man feeling like you.

(I'm a lucky man who is feeling like you.) The students wanting extra help were assigned to a special class. (The students who wanted extra help were assigned to a special class.) The screaming fans cheered their fighting team.

(The fans who were screaming cheered their team that were fighting.) Let sleeping dogs lie.

(Let dogs that are sleeping lie.)

Points to remember

1. A participle is a verbal ending in -ing (present) or -ed, -en, -d, -t, or -n (past) that functions as an adjective, modifying a noun or pronoun. 2. A participial phrase consists of a participle plus modifier(s), object(s), and/or complement(s). 3. Participles and participial phrases must be placed as close to the nouns or pronouns they modify as possible, and those nouns or pronouns must be clearly stated. 4. A participial phrase is set off with commas when it: a) comes at the beginning of a sentence, b) interrupts a sentence as a nonessential element, or c) comes at the end of a sentence and is separated from the word it modifies.

the –ing form as the Attributive What is attributive? It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.

the –ing 形式作定语时表示该动作正在进行。单个the –ing form作定语通常放在被修饰词的前面. the –ing form短语作定语则放在被修饰词之后。如:

The rising sun looks very beautiful.

I think some sleeping pills may help you. Do you know the boy lying under the big tree? There was a terrible noise following the sudden burst of light. 若被修饰词与the –ing form是被动关系时,须用the –ing form的被动式(being done)作定语。如:

The song being broadcast is very popular with the young students.

The meeting being held is of very important. We must keep a secret of the things being discussed here.

the –ing form as the predicative the -ing形式作表语多表示主语自身具有的特征。

The –ed and –ing adjective endings signal different relationships to the nouns they modify: That question interests me. That question is interesting.

I am interested.

凡表示“令人……的”都是-ing形式，凡是表示“感到……”都用-ed形式。

interesting使人感到有趣的，interested感到有趣；exciting令人激动的，excited感到激动；delighting令人高兴的，delighted感到高兴；disappointing令人失望的，disappointed感到失望；encouraging令人鼓舞的，encouraged感到鼓舞；pleasing令人愉快的，pleased感到愉快；puzzling令人费解的，puzzled感到费解；satisfying令人满意的，satisfied感到满意；

surprising令人惊异的，surprised感到惊异；worrying令人担心的，worried感到担心

The situation is disappointing. The question remains puzzling. It sounds frightening but it is not real. I thought this was quite amusing indeed. The movie sounds exciting. How did it end? Why can it be so frustrating getting things to work? Travelling is interesting but tiring．

The argument is very convincing．

The pupils will get confused if they are made to learn too much．

They were very excited at the news．

the –ing form as the Object Complement An object complement follows the direct object and modifies or refers to the direct object. An object complement can be an adjective, a noun, or a word or word group acting as an adjective or noun 用作宾语补语的分词常用来补充说明下列动词之后的宾语：see, watch, look, notice, observe, hear, listen, feel, set, keep, find, have, get,

I saw him walking in the street.

He kept water boiling. I heard them singing in the classroom. We found the baby crying.

I thought Hilruk's story the most touching. Delores noticed her cousin walking along the shoreline. A cook will be immediately fired if he is found smoking in the kitchen. His remarks left me wondering about his real purpose. Foreign men really get me going. It is exciting to me that someone is from another culture or destination, because there is so much that one can share. 3. Doing exercises for consolidation 1. Seeing the sun ____ above the surface of sea, we let out a cry of joy. (9194上海). A. to rise

B. to raise

C. rising

D. raising 2. The ____ boy was last seen ____ near the East Lake. (2000上海) A. missing, playing

B. missing, play 3. It is believed that if a book is ____, it will surely ____ the reader. (2003上海) A. interested; interest

B. interesting; be interested

C. interested; be interesting

D. interesting; interest 4. Will those ____ the children from abroad come to the headmaster’s office? (2000上海) A. teaching

B. teach

C. who teaches

D. who teaching 5. The picture ____ on the wall is painted by my nephew.(2000春) A. having hung

B. hanging

C. hangs

D. being hung Keys: C A D A B 4. Closing down by discovering To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.

Unit 3

A taste of English humor Part 1 Teaching Design 第一部分

教学设计

Period 3 A sample lesson plan for Using Language (English jokes) Introduction Language is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by reading school jokes comes first to be followed by reading and underlining and doing the exercises. Guided speaking and writing will lead to the end of the period: closing down by acting. Objectives

To enjoy reading the paragraph of Jokes about Sherlock Holmes and Doctor Watson To learn to use the language by reading, listening, speaking and writing Procedures 1. Warming up

Warming up by reading school jokes There are lots of jokes in English about school life. Read one to see whether you will laugh or not. 用原版

Why must we learn this? One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, “Why do we have to learn this pointless information”

“To save lives.” the professor responded quickly and continued the lecture.

A few minutes later, the same student spoke up again. “So how does physics save lives?” he persisted.

“It keeps the ignoramuses like you out of medical school,” replied the professor.

2. Reading and underlining Read the paragraph and underline all the useful expressions or collocations in it. Copy them into your notebook after class as homework. Collocations from the paragraph on page 22 go camping去野营, in a mountainous area山区, lie in the open air露营, under the stars在星空下, look up at the stars抬头看星星, think of…考虑；思考, try a third time试第三次, in one’s beds在床上

3. Doing the exercise Now you are going to do the exercise 1 on page 22.

4. Guided Speaking Think of funny stories in English and tell them to your group mates. The Student and the Pharmacist 学生和药剂师

A somewhat advanced society has figured how to package basic knowledge in pill form. A student, needing some learning, goes to the pharmacy and asks what kind of knowledge pills are available. The pharmacist says, “Here’s a pill for English literature.” The student takes the pill and swallows it and has new knowledge about English literature!

“What else do you have?” asks the student. “Well, I have pills for art history, biology, and world history,” replies the pharmacist.

The student asks for these, and swallows them and has new knowledge about those subjects. Then the student asks, “Do you have a pill for math?”

The pharmacist says, “Wait just a moment,” and goes back into the storeroom and brings

back a whopper of a pill and plunks it on the counter.

“I have to take that huge pill for math?” inquires the student. The pharmacist replied, “Well, you know... math always was a little hard to swallow.”

5. Guided Writing—Learn to write jokes There are two main parts to the structure of a joke. The first part prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: “My wife just ran off with my best friend. Boy, do I miss him.” and “I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off.” Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.

So, to write jokes you need to practice reading statements and writing down the assumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.

Now write down your own jokes, in English.

6. Closing down by acting Acting out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us. To end this period, we are going to act the film by Charlie Chaplin, The Great Dictator.

The Great Dictator 大独裁者

Schulz: Speak —

it is our only hope. The Jewish Barber (Charlie Chaplin's character): Hope... I'm sorry but I don't want to be an Emperor —

that's not my business —

I don't want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.

We all want to live by each other's happiness, not by each other's misery. We don't want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone. The way of life can be free and beautiful. But we have lost the way. Greed has poisoned men's souls —

has barricaded the world with hate; has goose-stepped us into misery and bloodshed. We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness.

Without these qualities, life will be violent and all will be lost. The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say “Do not despair”.

The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish... Soldiers

—

in the name of democracy, let us all unite! Look up! Look up! The clouds are lifting —

the sun is breaking through. We are coming out of the darkness into the light. We are coming into a new world. A kind new world where men will rise above their hate and brutality. The soul of man has been given wings —

and at last he is beginning to fly. He is flying into the rainbow —

into the light of hope —

into the future, that glorious future that belongs to you, to me and to all of us. Look up. Look up.