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1Period2LearningaboutLanguageTheGeneralIdeaofThisPeriodThisperiodisabouttheusefulwords,expressionsandstructureslearnedinthereadingpart,fromtheexercisesinthisperiod,thestudentscanconsolidatewhattheylearntinthereadingpart,andlearnthegrammaraboutthe-ingformasanoun.TeachingImportantPointsLearnhowtousethe-ingformasanoun.TeachingDifficultPointsLearntousethe-ingformasasubjectaswellasanobject.TeachingMethodsAsking-and-answeringactivitytocheckthestudents’answersoftheexercises;individual,pairorgroupworktofinisheachtask.TeachingAidsAmulti-mediacomputerAblackboardThreeDimensionalTeachingAimsKnowledgeandSkillsLearnsomekeywords:trial,consider,prove,tellthetruth,pretend,thinkhighlyof,besidesLearnsomeimportantdrills:IthinkhighlyofthosewhoaresearchingfortheAmberRoom.Besides,myfatheroncetoldmethatanypersonwhofindssomethingcouldkeepit.ImustsaythatIagreewithyou.ImustsaythatIdon’tagreewithyou.Helpthestudentslearnhowtousethe-ingformasanoun.Enablethestudentstolearnhowtomakejudgmentsandgivetheiropinions.ProcessandStrategiesTheteachermayleadthestudentstosumupsomegrammaticalitemsthemselves.Givesomenecessaryexplanation.FeelingsandValueThroughthestudyingofthispartthestudentswillknowmoreaboutthe-ingformasanoun.Besides,theirabilityoftransferencewillbestrengthened.TeachingProceduresStep1Revision1.Greetings.2.AskthestudentstousethefirstpersontoretellthepassageaboutDrYuan,andaskthemtotrytousetheproperconjunctions.Step2UsefulwordsandexpressionsT:Fromthereadingpart,wecanfindsomeusefulwordsandexpressions.Sonowpleasefindthewordsandexpressionsthatmeansthesamefromthetext.(Ex.1onPage11)Aftertwominutes,theteacherbeginstochecktheanswersandgivetherightanswers:Suggestedanswers:1.sunburnt2.hunger3.rid...of4.expand5.circulate6.leada...life7.wouldrather8.thanksto9.struggle10.exportT:NowLet’scometoEx.2.Pleasecompletethepassagewithwordsandexpressionsfromtheprevioussections,thenI’llaskyoutogivemetheanswerssentencebysentence.2Afterseveralminutes,theteacheraskthestudentstogivetheiranswers.Suggestedanswers:1.prove2.wouldrather3.livea4.life5.rid6.of7.output8.increased9.sunburntT:HowaboutEx.3,haveyoufoundtheanswers?I’dliketoasksomeofyoutoreadthesentencesandthengivemetheanswers.Suggestedanswers:1.super2.satisfied3.strain4.exported5.suitableStep3DiscoveringusefulstructuresT:Let’scometodiscoveringusefulstructures,atfirstlet’sfinishtheexercisesinthispart.Doyouknowwhatdoes“evenapoorpersoncanhaveawish”mean?S:Itmeans“Wishingforthingscostsnothing.”T:Verygood!NowpleaserewritethesentencesinEx.2onPage12.Afterfiveminutes,theteachercheckstheanswers.(Ssanswerthequestionsonebyone.)Suggestedanswers:1.Helpingpeopleinneedofhelpisnice.2.Growinghybridriceisn’teasy.3.Learningmoreaboutfarmingisn’tdifficult.4.Doingresearchinthecountrysideisn’teasy.5.GettingridofhungerisveryimportantinsomeAfricancountries.6.Explainingthisagainisimportantorwewillgetconfused.T:Doyouthinkit’sveryeasytolearnaboutthe-ingformasthesubject?Buthowaboutthe-ingformastheobject?NowI’dliketochecktheanswersofEx.3onPage12.(Ssgivetheanswersonebyone.)Suggestedanswers:1.DrYuanlikestalkingtoricegrowersabouthiswork.2.Hecontinueddoingresearchuntilabetterstrainofricewasfound.3.Manycitykidslookforwardtovisitingthecountryside.4.Notallstudentsenjoyworkinginthefields.5.Theystartedproducinghybridricein1974.6.IremembermeetingthescientistwhilehewasinBeijinglasttime.Step4GrammarT:Today,wearegoingtolearnthev.-ingasanoun.Soatfirstwhocantellmewhatanouncanbeusedasinasentence?Andpleasegivemesomeexamples.S:Itcanbeusedassubject.Forexample:Smokingisharmfultoourhealth.T:NowIthinkyouhaveknownhowtousethev.-ingassubject.Buthowaboutothers?S:Itcanalsobeusedasobject.Forexample:Ihaveforgottenseeingthisfilm.T:Youareright.Thev.-ingformcanbeusedasobject,too.Nowlet’scometoknowmoreaboutit.T:Verygood.(Theteachermaygiveasystematicalexplanationofthegrammar.)Step5Homework1.FinishtherelatedexercisesonWorkbook.2.Prepareforthenextclass.3.Finishtheexercisesaboutthe-ingformasthesubjectandobject.TheDesignoftheWritingontheBlackboardUnit2WorkingthelandPeriod2Learningaboutlanguage1.chemicaladj.化学的;关于化学的3chemistryn.化学2.Phrasesthatcanbeusedwiththe-ingform:begoodat;care(little)about;dreamof;devote...to;seetheneedfor;beafraidof;beconcernedabout;beinterestedinRecordafterTeachingActivitiesandResearchWhenleadinginthegrammarpart,youmaygivethestudentssomeexamplesaboutthe-ingformasanounandencouragethestudentstosumupthegrammaticalrules.Thentheteachermayaskthestudentstomakeupasmanysentencesaspossibletoconsolidateit.ReferenceforTeachingGrammar动名词一、概述和不定式一样,动名词也是非谓语动词的一种,它通常由动词原形加-ing构成。动名词有主动和被动两种语态,有一般式,完成式和进行式三种形式。如下表所示:主动被动一般式doingbeingdone完成式havingdonehavingbeendone完成进行式havingbeendoing无动名词仍保留有动词的特征,可以和自己的逻辑主语、宾语和状语等构成动名词短语。动名词具有名词的功能,在句中可以充当主语、宾语、表语、定语等成分。二、动名词的时态和语态形式1.动名词的时态形式①一般式动名词的一般式表示动作或状态与谓语动词的动作同时发生,或者表示一种无时间性限制的经常性、习惯性的动作或状态。HeenjoyswritinglettersinEnglish.他喜欢用英语写信。Manyyoungpeoplelikeplayingfootball.许多年轻人喜欢踢足球。②完成式动名词的完成式表示动作或状态先于谓语动词的动作或状态,如:Theyregrethavingbeenunabletohelpyou.他们为没能帮上你的忙而遗憾。Afterhavingwrittentheletter,hewenttopostit.他写完信,就去寄它了。Sheregrettedhavingm