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Class（授课班级）Class:_____Teachingtime（授课时间）Teachingaims（教学目的）Knowledgeaims:1.Getstudentstoknowtheuseofthe–ingformasthepredicative,attributeandobjectcomplement.2.Letstudentslearntheuseoftherulesoftheuseofthe–ingformAbilityaims:Enablestudentstolearntheuseofthe–ingformasthepredicative,attributeandobjectcomplement.Emotionalaim:1.Getstudentstobecomeinterestedingrammarlearning.2.Developstudents’senseofgroupcooperation.Teachingemphasis（教学重点）Getstudentstolearnandmastertheuseofthe–ingformasasthepredicative,attributeandobjectcomplement.Teachingdifficulties（教学难点）Enablestudentstolearnhowtousethe–ingformasasthepredicative,attributeandobjectcomplement.Teaching&learningprocedures(教学与学习过程)LearningPlan（学案）TeachingPlan（导案）Step1.Preparinglessons&self-studyandexploringtheproblems(预习自学，探究问题)Finishthetaskgiveninthelastperiod.Step2.Finishingplan&askingquestions（完成学案，提出问题）Reporttheanswerstotheclassandteacher.Step1.AsktheSstoreporttheanswersandEnglishTeaching&learningPlanofLvyeSeniorMiddleSchoolWugongCounty,ShaanxiProvince(陕西省武功县绿野高中英语导学案)Topic（课题）Book4Unit3Learningaboutlanguage:GrammarTeachingtime（授课时间）Designer（设计）WangJunlongChecker（修订）Teacher(授课教师)Pointoutthesentencesincludingthe–ingforminthetext.readthepassagequicklytopointoutthesentencesincludingthe–ingforminthetext.Step3.Researchingcooperatively&answeringquestions(合作探究,解决问题)AndasktheSswhatthefunctionsofthe–ingforminthetextare.Task1.turnbacktoPae18toreadthroughthepassage,pickoutthesentencesusingthe-ingforms,andthenunderlinethe–ingformineachsentenceandtranslatethewholesentenceintoChinese.1.youmayfinditastonishingCharliewastaughttosingassoonashecouldspeak…2.Unfortunatelyhisfatherdied,leavingthefamilyevenworseoff,…(the-ingformasadverbialforresult)3.Noonewaseverboredwatchinghim…(v-ingformusedasadverbialfortime)4.Hewalkedaroundstifflycarryingawalkingstick.(v-ingformusedasadverbialforactingatthesametime)5….Hissubtleactingmadeeverythingentertaining…6.Theactingissoconvincingthatitmakesyoubelieve.7.Howdidthelittletrampmakeasadsituationentertaining?Step2.EncouragetheSstojudgethefunctionsofthe–ingforminthesentences.Step4.Summing&chewing,summarizingknowledge（总结反刍，知识梳理）Task2.GettheSstolearnandanalyzetheusagesofthe–ingformingroups.Grammarlearning一、作定语：现在分词做定语是现在时或进行时态意义，做定语表明先行词的性质、特征和状态；动名词做定语，须前置，且要重读，它表明先行词的用途。如：aswimmingboy=aboywhoisswimmingaswimmingpool=apoolforswimmingtheboilingwater=thewaterthatisboilingdrinkingwater=waterfordrinkingThewomanstandingoverthereisourEnglishteacher.Thehousebeingbuilt(=whichisbeingbuilt)nowwillbeournewlibrary.二、作表语：动名词做表语解释主语内容，且可以和主语颠倒，意思仍然通顺，回答what的问题。它们有时存在经常性和一次性行为的区别，现在分词做表语表明主语的性质、特征和状态，不能和主语颠倒，主语一般是事物；可以回答how的问题。如：Herjobiscleaningoffices.(Whatisherjob?)(=Cleaningofficesisherjob.)Thenewsisveryexciting.(Howisthenews?)Step3.HelptheSssumuptheusagesofthe–ingform具体区别可见下表：表1-2作定语时的区别：表1.名称形式位置内容时间现在分词单个分词或分词短语均可（相当于adj）。前后均可与所修饰的词有逻辑上的主谓关系，说明所修饰词的特征或主语所处的状态。主动形式与主句谓语动词的动作同时发生；被动形式在主句谓语动词之前发生。动名词仅仅是单个形式出现（相当于n）。在所修饰词之前一般表示所修饰词的用途。无主谓关系。表2.区别举例动名词通常指被修饰词的用途，无逻辑上的任何关系Shallwegototheswimmingpool?现在分词与被修饰词之间是主谓关系，表示动作与谓语动作同时发生theboilingwater/theboiledwaterthedevelopingcountry作表语时的区别：表3.区别举例动名词表示的动作比较抽象，或者泛指习惯性的动作，有时也可以用it做形式主语，做表语时可以和主语互换位置。Itisnousesayingthatagainandagain.Teachingismyjob.现在分词无名词的性质，不能做主语。但是有形容词的性质，可以做表语，多表明主语的特征性质或者状态等，可被very,quite,rather等副词修饰。现在分词多含有“令人…”之意，说明主语的性质特征，多表示主动，主语多为物。Thesituationisencouraging.(常见分词有astonishing,moving,tiring,disappointing,puzzling,shocking,boring,amusingStep5.Testinginclass&improvingskills（随堂检测，落实考点）Task3.TurntoPage21.AskstudentstodoExercise2-3.Thenchecktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.Step4.LettheSstofinishthefollowingexercises.Step6.Assessment&Homework（课堂评价，布置学案）Task4.Dothefollowingexercises:1.Recentlyasurvey_______pricesofthesamegoodsintwodifferentsupermarketshascausedheateddebateamongcitizens.（江苏卷）A．comparedB．comparingC．comparesD．beingcompared【解析】survey后接现在分词短语作后置定语，且它与分词之间是主动关系。故选B。2.Batsaresurprisinglylong-livedcreatures,some______alifespanofaround20years.（浙江卷）A.havingB.hadC.haveD.tohave【解析】some与creatures之间是所属关系，some后接现在分词短语作定语，相当于一个非限制性定语从句，即：someofwhichhavealifespanofaround20years.故选A。3.Lookoverthere-there’saverylong,windingpath_____uptothehouse.(201山东卷)A.leadingB.leadsC.ledD.tolead【解析】path后接现在分词短语作定语，且与分词之间是主动关系，故选A。4.Thegovernmentplanstobringinnewlaws_____parentstotakemoreresponsibilityfortheeducationoftheirchildren.(江西)A.forcedB.forcingC.tobeforcedD.havingforced【解析】现在分词短语作后置定语，修饰newlaws,相当于whichforces……...故选B。5.Thereisagreatdealofevidence_____thatmusicactivitiesengagedifferentpartsofthebrain.(浙江)A.indicateB.indicatingC.toindicateD.tobeindicating【解析】现在分词短语作后置定语，修饰evidence，故选B。6.Atthebeginningofclass，thenoiseofdeskscouldbeheardoutsidetheclassroom.A.openedandclosedB.tobeopenedand（全国Ⅱ)C.beingopenedandclosedD.toopenandclose【解析】过去分词作定语表完成、被动；不定式作定语表将来；现在分词作定语表示正在进行。本题题意：开始上课时，在教室外面就能听到开关课桌的声音。由句意可知表示开关课桌的动作正在进行，因此用现在分词作定语。故选C。7.Peterreceivedaletterjustnowhisgrandmawouldcometoseehimsoon.(四川)A.saidB.saysC.saying【解析】根据句子结构，此处应用非谓语动词作定语。现在分词表示动作正在进行或经常发生，此处的saying相当于whichsaid;不定式作定语表示将来，不合题意。