高中英语必修四教案：第四单元Grammar

1、人教版高中英语必修四高效课堂教学设计:（授课日期： 年 月 日 星期 班级）授课题目Unit4 Book4 Grammar拟课时第课时明确目标1、知识与技能：To help students learn about The ing form as the Attribute & Adverbial.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.2、过

2、程与方法：Self-learning, cooperative-learning.3、情感态度与价值观：To get Ss to have knowledge of the grammar point: The ingform as the Attribute & Adverbial.重点难点重点： Master The ing form as the Attribute & Adverbial难点： How to use The ing form as the Attribute & Adverbial课型讲授口习题复习口讨论其它教学内容设计因材施教Step I Wa

3、rming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1,2 ,3 and 4 first. Check your answers against your classmates '.Step II Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATIONNOPROBLEM As you read

4、 along, pay attention to the uses of The ing form as theAttribute & Adverbial.(They are visitors coming from several countries.作定语； Four peopleenter looking around in a curious way.作状语； This is an excitingexperience for you.作定语；You stand watching and listening.作状语；)?2. Doing exercises No. 1 and

5、2 on page 29Turn to page 29. Do exercises No. 1 and 2。III. Ready used materials for The ing form as the Attribute& Adverbial. When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:.Anthony is fishing. I have a boringteacher. In this lesson, we will

6、look at the use of verbs in the ing form .The ing form 作定语现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当一个定语从句。现在分词作定语通常带有主动意义和未完成意 义。例如：The man following was obviously in a hurry。（现在分词单独作定语）They acted just like a conquering army。（现在分词单独作定语）Do you know the man standing over t

7、here by the motor car?（分词短语作限定性定语。）Last night,we caught a thief stealing John's bike.（分词短语作限定性定语）Thename Nebraske comes from the Oto Indian word“ebrathka ” .meaning flat water.（分词短语作非限定性定语）The ing form 作状语现在分词作状语表示主语在进行一动作的同时所进行的另一动作，它对 谓语动词起修饰或陪衬的作用。这时要注意现在分词与其逻辑主语在时态和 意义上的统一。例如：Rushing out of

8、the room, he has knocked down by a car.（作时间状语）=When he rushed out of the room, he was hnocked down by a car.Working harder, you will pass the entrance exam.（作条件状语）=If you work harder, you will pass the entrance exam.6She sat at a window and read a book.（作伴随状语）=She sat at a window and read a book.Hav

9、ing won the championship, he was awarded a million dollars.（作原因状语）=Because he had won the championship, he was awarded a milliondollars.Even if taking a taxi, I will still be late for the meeting.（作让步状语）=Even if I take a taxi, I will still be late for the meeting.The road is under construction, thus

10、 causing the delay.（作结果状语）=The road is under construction, and thus caused the delay.注意，当现在分词作让步状语时，一般放在句首，常常由although,though, even if ,unless等连词引入；作结果状语时，一般放在句末，前面可 so, thus, henc 。IV. Closing down by doing a quizTo end the period you are going to take a quiz on ing words.ING WORDSHighlight all the

11、 words ending in '-ing'.Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence.Examples of some of the different categories?He's swimming.?He's wearing a swimming suit.? He likes swimming.? Swimming is pleasant.Rewrite e

12、ach sentence without using the '-ing' form.Is there a change in meaning? What is it?Find sentences in the text which can be rewritten using an -ing form.Is there any change in meaning? What is it?Step II: Leading inFind out the sentences which contain the modal verbs from the reading passage

13、.1. By lunchtime they would all be sold.2. His restaurant ought to be full of people.3. What could have happened?4. Nothing could have been better?5. Something terrible must have happened.6. I will take all that fat off you in two weeks.7. He could not believe his eyes.8. He wondered if he should go

14、 to the library to find out.9. He couldn ' t have Yong Hui getting away with telling people lies.10. He had better do some research.11. After eating in the restaurant people would become fired very quickly.Step III Discovering useful structuresAsk students to do the Exercise1&2 on Page11, th

15、en check the answers with their partners.Step III: Grammar point- had better, should and ought to1. When you give advice or your opinion about something, you can use had better or had better not.You had better get some rest.(=you ' d better get some rest)You had better not eat fruit that isn' t ripe.(=you ' d better not eatfruit that isn' t ripe)2. When you are trying to advise someone about what to do or what not to do, you can use should / ought to or should not / ought not to.You should / ought to be careful with fruit.Y