Using LanguageⅠ教学设计内容推荐

Unit 5 Enjoying Novels

The Fourth Period Grammar

Teaching goals教学目标

1．Target language目标语言

a．重点词汇与词组

burglars，put…off，inspect，bungalow，chain，semicircle，pun oneself up roof，collar，bench，pine，claw，squirrel b．Learn about the nominative absolute construction．

2．Ability goals能力目标

Enable the students to use the nominative absolute construction．

3．Learning ability goals学能目标

Help the students use the structure freely．

Teaching important points教学重点

Use the nominative absolute construction．

Teaching difficult points教学难点

Help the students learn to use what、the nominative absolute．

Teaching aids教具准备

A projector and a computer．

Teaching methods教学方法

Explaining and practicing．

Teaching procedures &ways教学过程与方式

Step I Revision Check the homework. Answers to Part 2 of Discovering useful structure on Page 44. T: After finishing the exercise, do you know what the nominative absolute construction is? Let the students think of it for a minute.

T: The nominative absolute construction is a free standing (absolute) part of a sentence that describes or modifies the main subject and verb. It is usually at the beginning or end of the sentence, although it can also appear in the middle.

Step II Grammar T: This is the grammar in this unit. Please go over all the sentences in Part 1 on Page 44. Sum up how the structure can be used in this pattern. A way to

remember or determine what constitutes a nominative absolute is to add a verb. You can always create a sentence out of a nominative absolute with one verb. e.g. Their manes flowing, the horses ran from the burning barn. Nominative absolute: "Their manes flowing." Add a verb: "Their manes were flowing." e.g. Stephen, his mind taxed, searched frantically for a dictionary. Nominative absolute: "his mind taxed" Add a verb: "His mind was taxed." Similarly, one can break the absolute off, add a verb and make two sentences. ("Stephen searched frantically for a dictionary. His mind was taxed.") Can you understand me? Ss: Yes. T: OK. Let's go on. Absolute constructions consist of a noun and some kind of modifier, the most common is participles. Because they often come at the beginning of a sentence, they are easily confused with dangling participles.

But an absolute construction modifies the rest of the sentence, not the subject of the sentence (as a participial phrase does). You can use absolute constructions to compress two sentences into one and to vary sentence structure as a means of holding a reader's interest. Here are some examples: e.g. No other business arising, the meeting was adjourned.

The paint now dry, we brought the furniture out on the deck.

The truck finally loaded, they said goodbye to their neighbors and drove off.

The horse loped across the yard, her foal trailing behind her. T: Constructions like these are used more often in writing than in speaking, where it is

more common to use a full clause: When the paint was dry, we brought the furniture out on the deck. There are, however, many fixed absolute constructions that occur frequently in speech: e.g. The picnic is scheduled for Saturday, weather permitting.

Barring bad weather, we plan to go to the beach tomorrow.

All things considered, it's not a bad idea. T: Notice that absolute phrases contain a subject (which is often modified by a participle), but not a true finite verb. e.g. Their reputation as winners secured by victory, the New York Liberty charged into the semifinals. The season nearly finished, Rebecca Lobo and Sophie Witherspoon emerged as true leaders. The two superstars signed autographs into the night, their faces beaming happily. T: When the participle of an absolute phrase is a form of to be, such as being or having been, the participle is often left out. e.g. The season (being) over, they were mobbed by fans in Times Square. (Having been) Stars all their adult lives, they seemed used to the attention. T: Another kind of absolute phrase is found after a modified noun; it adds a focusing detail or point of focus to the idea of the main clause. This kind of absolute phrase can take the form of a prepositional phrase, an adjective phrase, or a noun phrase. e.g. The old firefighter stood over the smoking ruins, his senses alert to any sign of another flare-up. His subordinates, their faces sweat-streaked and smudged with ash, leaned heavily against the firetruck.

They knew all too well how all their hard work could be undone in an instant. T: It is not unusual for the information supplied in the absolute phrase to be the most important element in the sentence. In fact, in descriptive prose, the telling details will often be wrapped into a sentence in the form of an absolute phrase: e.g. Coach Nykesha strolled onto the court, her arms akimbo and a large silver whistle clenched between her teeth. The new recruits stood in one comer of the gym, their uniforms stiff and ill fitting, their faces betraying their anxiety.

T: A noun phrase can also exist as an absolute phrase: e.g. Your best friends, where are they now, when you need them?

And then there was my best friend Sally--the dear girl--who has certainly fallen on hard times. T: It might be useful to review the material on Misplaced Modifiers because it is important not to confuse an absolute phrase with a misplaced modifier.

Step Ⅲ Consolidation Choose some exercises to practice, show the exercises on the PowerPoint. 1.

production up by 60%,the company has had another excellent year. ( NMET 2000)

A. As

B. For

C. With

D. Through 2. Off we started,

remaining behind.

A. he

B. his

C. him

D. he's 3.

Sunday, the students are at home.

A. Being

B. To be

C. It is

D. It being 4. So many people

him, he is sure to succeed.

A. helped

B. help

C. have helped

D. to help

5. The key

, I couldn't enter the room.

A. has lost

B. having been lost

C. having lost

D. has been lost

6. Nobody

anymore to say, so the meeting was closed.

A. had

B. having

C. having had

D. has

7. The boy lay on his side, his eyes

.

A. half close

B. half closed

C. half closing

D. to close half 8.

, so Mary had to ask for a leave to tend

her.

A. Being ill

B. Her mother being ill

C. Her mother to be ill

D. Her mother was ill 9. This

, we finally found a moment to relax.

A. done

B. was done

C. did

D. having done 10. All things

, your plan is practical.

A. considering

B. being considered

C. considered

D. are considered 11. Weather

, we will start tomorrow.

A. permit

B. permits

C. permitted

D. permitting keys: 1-6 CADDBA 7-11 BDACD

Step IV Homework 1. Go over the nominative absolute construction. 2. Finish Parts 1 & 2 on Page 86.

Unit 5 Enjoying Novels Period Five: Writing Teaching goals教学目标

1．Target language目标语言

a．重点词组

in vain，at length，straight away b．重点句子

If 1 were you，I would do sth．

The reason is…

2．Ability goals能力目标

Use some words the teacher gives you to make a short story．

3．Learning ability goals学能目标

Help the students learn how to make a story．

Teaching important points教学重点

Use different

sentence

structures

to make

a good composition．

Teaching difficult points教学难点

HOW to make a story．

Teaching aids教具准备

Computer and some slides．

Teaching methods教学方法

Task-based and students-centered activities．

Teaching procedures & ways教学过程与方式

Step I Revision Check homework as usual．

T：Last period，we learned nominative absolute construction. You are required to rewrite the sentences of Using Structures. Have you finished the homework? Ss: Yes. Then show the answers on the slide. Step II Lead-in Talk about the two main characters in Pride and Prejudice: T: Elizabeth Bennet and Darcy are the two main characters in the novel. The development of their relationship is one of the clues of the story. What do you know about the two characters? Ask the students to read about the two characters. Show the following. Ask the students to read about the two characters. Elizabeth Bennet The second daughter in the Bennet family, and the most intelligent and quick-witted, Elizabeth is the heroine of Pride and Prejudice and one of the most well-known female characters in English literature. Her admirable qualities are numerous --- she is lovely, clever, and, in a novel defined by dialogue, she converses as brilliantly as anyone. Her honesty, virtue, and lively wit enable her to rise above the nonsense and bad behavior that pervade her class-bound and often spiteful society. Nevertheless, her sharp tongue and tendency to make hasty judgments often lead her astray; Pride and Prejudice is essentially the story of how she (and her true love, Darcy) overcome all obstacles --- including their own personal failings --- to find romantic happiness.

Fitzwilliam Darcy The son of a wealthy, well-established family and the master of the great estate of Pemberley, Intelligent and forthright, he too has a tendency to judge too hastily and harshly,

and his high birth and wealth make him overly proud and overly conscious of his social status.

Indeed,

his haughtiness makes him initially handle his courtship badly.

When he proposes to her, for instance, he dwells more on how unsuitable a match she is than on her charms, beauty, or anything else. Her rejection of his advances builds a kind of humility in him.

Darcy proves himself worthy of Elizabeth,

and she ends up repenting her earlier, overly harsh judgment of him.

Step III Writing T: Open your books and turn to P49. We've known the story between Darcy and Elizabeth. Now, you are going to write about your opinion of them. Sample writing: Their behavior wasn't right. Mr Darcy was arrogant and cared about people's social rank. He was so rich that he expected any girl he wanted to marry to agree at once. Elizabeth had a prejudice against Mr Darcy because he slighted her and hurt her dignity by refusing to dance with her at a party and she-was told that Mr Darcy was a cold blooded, selfish man who had deprived Wickham of his fortune and wanted to separate her sister and Bingley. These caused her refusal of his honest proposal. So I think their behavior wasn't right. T: Good ! Well, if you were Elizabeth / Mr Darcy, what would you have done instead? S2: If I were Mr. Darcy, I would not be arrogant and be friendly to others including Elizabeth. S3: If I were Elizabeth, I would not take revenge on him by refusing his offer of marriage. T: Well done. Next, let's make up interesting stories, using in vain, at length and straight away. Try and think of a twist at the end of the stories that will make them

funny. Then share your stories in group. A few minutes later, ask some students to read their stories to the class. S4: I am on diet in vain. When I see the good food, I always want to eat. One day my mother prepared a good dinner. Strangely I didn't want to eat. I thought at last I withstood the temptation. But a few minutes later, I received a call from a friend, who wanted to invite me dine out. After my putting down the receiver, straight away I put on my coat, ran down the stairs and out into the street. T: Excellent job you've done. Your article is very interesting. So always remember the tips for writing:

1. Keep dairy everyday.

2. Write the good sentences down once you see them.

3. Read more books and memorize some good sentences in them.

Teaching Record of Unit 5: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________