Period2 LearningaboutLanguageTheGeneralIdeaofThisPeriodInthisperiodthestudentsaretodosomeexercisesontheusefulwords,expressionsandstructureslearnedinthereadingpart.Itistohelpthemusetheusefulwordsandexpressionsfromthecontext.Theyarealsotolearnsomethingabouttheusageof-ingform.Toachievetheaboveaims,thatis,theteacherwillgetthestudentstoworkontheexercisesindividuallyfirstandthenchecktheanswerstogetherwiththeirpartners.Whiledealingwiththeusageof-ingform,theteacherwillhelpthestudentsdoitasatask.Thatis,theteacherwillfirstaskthestudentstofindandreadsomesentencesfromthetextinwhichthe-ingformisused,thenaskthemtodiscoverthefunctionofeach-ingform,summarizetherulesandapplythemtotheexercises.Thisistohelpthestudentstolearnautonomouslyandcooperatively.TeachingImportantandDifficultPointsHowtograspandapplythetheusageof-ingform.Howtogaintheabilitytousethekeywordsandexpressionsfromthecontext.TeachingMethodsAutonomouslearning,cooperativelearning,task-basedlearningTeachingAidsAmulti-mediacomputerandablackboard.ThreeDimensionalTeachingAimsKnowledgeandSkillsHelpthestudentsgaintheabilitytousetheusefulwordsandexpressionsfromthecontext.Helpthestudentslearnsomethingabouttheusageof-ingform.ProcessandStrategiesNecessaryexplanationtomakethestudentsapplytheusefulwordsandexpressionscorrectly.Individualworktofinisheachtask.FeelingsandValueGetthestudentstosumupthegrammaticalrulesthemselves.Meanwhile,traintheirabilityofappreciatingsimplejokesinEnglish.TeachingProceduresStep1TimeforfunT:Nicetoseeyouagain.I’msureeachofyouhaspreparedanEnglishjokeorfunnystoryforus?Nowfirstsharethemwithyourpartners,sothateveryonehasachancetopresentyourwork,andthensomevolunteerswilltelltheirjokesorstoriesinclass.T:WhowouldliketotellyourEnglishjokesorfunnystories?Volunteers!S:I’dliketo.Myjokeisveryshort.OnedaytheteacheraskedtheclasswhenRomewasbuilt?Tomanswered,“Atnight”.Theteacherfeltpuzzledandasked,“Whotoldyouthat?”“Youdid.YousaidRomewasn’tbuiltinaday.”answeredTom.T:That’sfunny.Anotherone!S:Letmetellyouafunnystory.ThetitleofthestoryisKeytoone’ssuccess.Itgoeslikethis.Onedayafatherwasteachinghissonandsaid,“Thekeystoyoursuccessarekeepingyourwordandcleverness.Onceyoupromisesomebodyapromise,youmustcarryitoutnomatterwhatwillhappen.Thisiscalled‘keepingone’sword.’”“Whatiscleverness?”askedhisson.“Clevernessisthatyou’llnevermakesuchapromise,”thefatheranswered.T:Thankyouforyourwonderfuljokes!Step2Discoveringusefulwordsandexpressions.T:Justnowwehadgreatfuntellingjokesandstories.Let’smoveontotheDiscoveringusefulwordsandexpressionspart.I’dlikeyoutodoExercises1、2and3firstindividually,asIthinktheyareeasyforyoutofinish,them,andthenwewillchecktheanswerstogether.Afewminuteslater.T:Let’schecktheanswerstogether.KeystoExercise1onPage19:AlternativeexpressionsWordsandexpressionsfromthetextbreakdownfoodusingteethchewoutercoveringofabodyorplantskinthelowerpartorpointofsomethingbottombehappyandsatisfiedwith;notwantingmorecontentsurprisegreatlyastonishineverypartofthroughoutspecial,morethanusualparticularlysomeoneorsomethingthatisnotsuccessfulfailureextremelygoodoutstandingwhenwaterishotenoughtoturnintogasboilKeystoExercise2onPage19:1.chew 2.astonishes 3.bottom 4.contented 5.particular 6.throughout 7.failure 8.skinKeystoExercise3onPage20:NounAdjectiveNounAdjectiveenjoymentenjoyabledifficultydifficultentertainmententertainingcrueltycruelmouthmouthfulhonestyhonesthelphelpfulfortunefortunateT:Finished?Youseeitisveryimportanttolearntousetheusefulwordsandexpressionsinthegivensituation.Onlyinthiswaycanyougaintheabilitytousethemcorrectly.Itisthesamewiththelearningofgrammar.Sointhenextpart,whilelearningtheusagesof-ingform,youshouldalsolearnthembydiscoveringtheusages,summarizingtherulesandthenyoucanapplythemtospeakingandwriting.Nowlet’smoveontothenextpart.Step3DiscoveringusefulstructuresT:Firstyouaretoreadthetextonceagainquicklytofindoutthesentencesinwhichthe-ingformisused,andtrytotellthefunctionofeach-ingform.Afewminuteslater.T:Haveyoufinishedyourjob?OK,let’sreadthemout.1.Doyoufinditfunnytoseesomeoneslidingonabananaskin,bumpingintosomeoneelseroundacorner,orfallingdownaholeintheroad?2.Hisentertainingsilentmoviesarestillpopulartoday.3.HischarmingcharacterThelittleTrampiswellknownthroughouttheworld.4.ThatwastheproblemfacingCharlieChaplininoneofhismostfamousfilmsTheGoldRush.5.Theirjobis“panningforgold”.6.Chaplinsitsdownatthetablewithhisplateanddrinkingcup.T:Fromthesesentenceswhatcanyoulearnaboutthe-ingform?S:Letmetry.Fromthesesentences,wecanlearnthatthe-ingformcanbeusedastheattribute,thepredicativeandtheobjectcomplement.T:Good!Anythingmore?S:Whenan-ingformwordisusedastheattribute,itisputbeforethenoun,whilewhenan-ingformphraseisused,astheattribute,itisputafterthenoun.T:Whatagoodobservation!Anotherpointforyoutobearinmindisthatwhenthe-ingformisusedastheattribute,itmaytelltheuseofthenounortelltheaction,characterorqualityofthenoun,andthe-ingformattributecanbereplacedbyanattributiveclause.Nowlet’sconsolidatethispointbydoingExercise4onpage20.T:Well,whatdoesasleepingboymean?S:Asleepingboyisaboywhoissleeping.T:Whatdoesadrinkingcupmean?S:Adrinkingcupisacupusedfordrinking.T:Itseemsthatyouhavemastertheusageofthe-ingformasattribute.Now,dothesamewithyourpartnersandfinishtherestphrases.T:Nowlet’shaveacompetition.LookatExercise3onPage21.I’dlikeyoutodoitingroups.T:Thisisaveryinterestingexercise,isn’tit?Let’slearntheusageof-ingformastheobjectcomplement.Canyoutellthestructureof-ingformastheobjectcomplement?Ss:ThestructureisSubject+Predicate+Object+Objectcomplement.T:Yes.Theobjectcomplementisusedtoexplainwhatobjecthasdone,ordoing,ortodo.Orwecanthinkthatthespeakerwantstoexpresshis/hermeaningmorecompletely.Ofcourse,inthisunitweonlystudythe-ingformastheobjectcomplement.Tograspit,doExercise2onPage21.T:OK,nowlet’schecktheanswersforthisExercise.Whowouldliketosayyouranswersout?Theteachercanask9studentstoreadthe9completesentencestochecktheanswers.Iftherearesomequestions,theteachershouldgivethestudentssomeexplanations,andmakesomechangesiftherearesomeincorrectanswers.T:Well,canyouanalyzethepartofspeechofthe-ingforminthe9sentences?S:Inthefirstthreesentencesthe-ingformisusedasobjectcomplement.T:Right.Haveyoufoundthesamestructureinothersentences?S:Yes.Inthefifth,thesixth,theseventh,theeighthandtheninthsentence,the-ingformisalsousedastheobjectcomplement.T:Howabouttherest?S:Inthefourthsentence,the-ingformisusedastheattribute.T:Quiteright.Itisveryimportanttoanalyzethesentencescorrectlywhilelearningtheusagesofthe-ingform.Andhere,I’dliketoremindyoutopayattentiontotheverbsthatcanbefollowedbythe-ingformastheobjectcomplement,suchassee,watch,notice,find,observe,andsoon.T:Well,nowlet’slookatEx4.Whowouldliketodothisexercise?S:Seeingisbelieving.S:Hisjobisteachingusphysics.S:Whathelikesisplayingchessaftersupper.S:Thenewsisexciting.S:ThefilmismoreinterestingthananythatI’veeverseen.T:Verygood.Allofthemareright.Inordertomakesurethatyoumastertheusageofthestructure,I’llgiveyousomemoresentences.Nowpleaselookatthescreen,andtrytoanalyzetheusageofthe-ingforminthesesentences.1.Itsfull-timejobislayingeggs.(Layingeggsisitsfull-timejob.)2.Ourgreatesthappinessisservingthepeople.3.Thefilmwesawlastnightisquitemoving.4.Themusictheyareplayingsoundssoexciting.5.Whatshesaidwassurprising.,T:Inthefirsttwosentences,the-ingformisusedtoexpressaconstantactionofthesubject.Inthenextthreesentencesthe-ingformisusedtoshowthecharacterorthequalityofthesubject.Areyouclear?Ss:Yes.T:Well,I’llgiveyousomewordsthatcanbeusedasthepredicativetoshowthecharacterofthesubject.Theyare:charming surprisinginteresting moving inspiring disappointing boring encouraging confusing astonishing tiring exciting frighteningStep4SummaryandhomeworkT:Well,it’salmosttimeforabreak.Wehavetobringanendtotheclass.Toconsolidatewhatwehavelearnedinthisperiod,I’dlikeyoutodotheexercisesintheUsingwordsandexpressionspartandtheexercisesintheUsingstructurespartasyourhomework.Yes,ifyouwanttomasteragrammaritem,youmustdomuchpractice,andpracticemakesperfect.Seeyoutomorrow!Ss:Seeyou!TheDesignoftheWritingontheBlackboardUnit3 AtasteofEnglishhumourPeriod2 LearningaboutlanguageTheusageofthe-ingform1)astheattribute2)astheobjectcomplement3)asthepredicativeRecordafterTeachingActivitiesandResearchInthisperiodtheteachermayofferthestudentsasituationandaskthestudentsmakeupastoryaccordingtothesituationgivenusingthe-ingform.Itseemstobeatwo-birds-with-one-stonetask,whichcannotonlyenablethestudentstoapplythe-ingformcorrectly,butcan...ReferenceforteachingGrammar动词-ing形式1.动名词可以在句子中充当定语,表示所修饰名词的用途或使用目的,并且位于所修饰词的前面。可以转换成“for...”的结构。例如:awalkingstick=astickforwalkingswimmingpool readingroom waitingroom walkingstickdiningroom paintingshop washingmachine sleepingcarteachingbuilding workingmethodsleepingbag drinkingcupdancinghall operatingtable,2.现在分词在句子中也可以充当作定语,表示正在进行的动作、状态、性质、特征。可以转换成定语从句结构或表语结构。例如:adevelopingcountry=acountrywhichisdeveloping;thetiringjourney=thejourneyistiring注意:单个现在分词作定语放在所修饰名词的前面;分词短语作定语放在所修饰名词的后awaitingman adevelopingcountryamissingboy asleepingchildawalkingman adancinggirladrinkinghorse therisingsunthegirlwearingaredskirt theboyplayingfootballthemanstandingattheschoolgate theoldmansittingonthesofathefarmersgettingincrops thescientistdoingexperimentthemanchewinghisownshoes acharmingcharacterthesurprisingnews aninterestingstory movingdeeds ainspiringleaderadisappointinganswer theboringclass encouragingwords confusingchoices astonishingloudsound thetiringjourneyanexcitingfootballmatch3.动名词可以在句子中充当表语,表示一般性、经常性的动作。这是主语和表语的位置可以互换。例如:Itsfull-timejobislayingeggs.(Layingeggsisitsfull-timejob.)Ourgreatesthappinessisservingthepeople.Ourtaskisbuildingsocialism.4.现在分词在句子中也可以充当表语,表示主语的性质、特征。这是主语和表语的位置不可以互换。例如:Thefilmwesawlastnightisquitemoving.Themusictheyareplayingsoundssoexciting.Whatshesaidwassurprising.常可以作表语的现在分词有:charming surprisinginteresting moving inspiring disappointing boring encouraging confusing astonishing tiring excitingfrightening5.现在分词可以在句子中充当宾语补足语,表示正在发生的动作。例如:Wewatchedhercrossingthestreet.Helookedaroundandcaughtamanputtinghishandintothepocketofapassenger.常跟现在分词作宾语补足语的多是一些使役动词(have,get,send,leave,keep)、感官动词（see,hear,watch,observe,notice,catch,find,listento,lookat,etc.）。
