高中英語(yǔ)必修3Unit3高中英語(yǔ)必修3Unit3高中英語(yǔ)必修3Unit3Unit3AtasteofEnglishhumourI.單元教學(xué)目標(biāo)技能目標(biāo)SkillGoalsTalkaboutdifferenttypesofhumour;atasteofEnglishhumourLearnhowtoexpressone’semotionsLearnthe-ingformasthePredicative,Attribute&ObjectComplementLearntowritehumorousstoriesII.目標(biāo)語(yǔ)言功能句式情感（Emotions）Ienjoythisverymuchbecause...Ilaughatthatkindofthingbecause...Thisisfunbecause...Howwonderful/surprising!Itsurprisesmethat...I’mpleasedwewerebothamusedat...Ifelthappybecause...It’samusingthat...詞匯1.四會(huì)詞匯Astonishing,performer,throughout,overcome,homeless,ordinary,entertain,leather,chew,direct,outstanding,2.認(rèn)知詞匯verbal,nonverbal,mime,farce,CharlieChaplin,EdwardLear,bump,poverty,charming,tramp,lace,enjoyment,Oscar,costume,SherlockHolmes3.詞組becontentwith,badlyoff,pickout,starin,pickout,cutoff語(yǔ)法構(gòu)詞法：名詞與形容詞之間的轉(zhuǎn)化動(dòng)詞的-ing形式作表語(yǔ)、定語(yǔ)和賓語(yǔ)補(bǔ)足語(yǔ)的用法（The-ingformaspredicative,attributeandobjectcomplement）Ⅲ.教材分析與教材重組1．教材分析 本單元的中心話題是“感受英語(yǔ)幽默”，其中涉及到了幽默的種類(lèi)及其代表人物，并就中外幽默進(jìn)行了粗略的比較，以此讓學(xué)生感受英語(yǔ)幽默的內(nèi)涵。 1.1WARMINGUP中提出了三個(gè)問(wèn)題：Howmanykindsofhumourdoyouknow？Doyouknowthesekindsofhumour？DoyouhaveotherkindsofhumourinChina？這三個(gè)問(wèn)題直指本單元中心話題，為下一步的閱讀理解作了準(zhǔn)備。 1.2PRE-READING在WARMINGUP的基礎(chǔ)上提出了另外三個(gè)問(wèn)題：Whatdoyouliketolaughat？Whatdoeshumourmean？Ishumouralwayskind？這三個(gè)問(wèn)題進(jìn)一步讓學(xué)生了解幽默的含義，即把缺陷與完美、荒唐與合理、愚笨與機(jī)敏等兩極對(duì)立的屬性不動(dòng)聲色地結(jié)合起來(lái)，在對(duì)立統(tǒng)一中見(jiàn)其深刻的意義。 1.3READING以美國(guó)著名喜劇大師CharlieChaplin的表演為例，為學(xué)生展示了幽默的內(nèi)涵。第一段以常見(jiàn)的踩香蕉皮滑倒為例，指出了幽默的內(nèi)涵之一：“Perhapsitmakesusfeelmorecontentwithourlifebecausewefeelthereissomeoneelseworseoffthanourselves”.從第二段開(kāi)始介紹卓別林以其獨(dú)特的表現(xiàn)方式成為著名的幽默大師，文中列舉了兩部他的喜劇片，一部是TheLittleTrump，另一部是TheGoldRush。前者以其穿著及行為而受到了人們的喜愛(ài)；后者通過(guò)吃皮鞋這一片段，讓人領(lǐng)略了他的無(wú)與倫比的想象力與幽默感。卓別林將滑稽的相貌、夸張的穿戴和離奇的想象完美地結(jié)合起來(lái)，出于現(xiàn)實(shí)而又超脫現(xiàn)實(shí)。令人在捧腹大笑的同時(shí)，感到了他對(duì)待苦難的積極態(tài)度，和對(duì)下層小人物的同情。這篇文章揭示了幽默的內(nèi)涵，給學(xué)生留下了思考的余地：Ishumouralwayskind？ 1.4COMPREHENDING分為兩部分。第一部分以填寫(xiě)表格的形式讓學(xué)生練習(xí)寫(xiě)閱讀筆記，同時(shí)提示他們?nèi)宋飩饔浀膶?xiě)法，讓學(xué)生了解文章結(jié)構(gòu)。第二部分練習(xí)課文中出現(xiàn)的生詞。 1.5LEARNINGABOUTLANGUAGE包括詞匯和語(yǔ)法兩部分。詞匯部分強(qiáng)調(diào)用英語(yǔ)來(lái)解釋詞匯，并在實(shí)際情景中使用所學(xué)詞匯。語(yǔ)法部分主要通過(guò)大量的例句和習(xí)題來(lái)實(shí)現(xiàn)讓學(xué)生自主學(xué)習(xí)的目的，總結(jié)-ing形式在句中作表語(yǔ)、賓語(yǔ)和賓語(yǔ)補(bǔ)足語(yǔ)的用法。 1.6USINGLANGUAGE部分,從聽(tīng)、說(shuō)、讀、寫(xiě)四個(gè)方面來(lái)學(xué)習(xí)和鞏固所學(xué)語(yǔ)言知識(shí)，全面體現(xiàn)語(yǔ)言運(yùn)用能力。 2.教材重組 2.1將WARMINGUP（P17），READING（P22）與SPEAKING（P23）整合在一起上一堂口語(yǔ)課。 2.2將PRE-READING，READING(P17),COMPREHENDING(P18)及LEARNINGABOUTLANGUAGE中的練習(xí)一和練習(xí)二整合在一起上一堂閱讀課。從字、詞、句、和篇章幾個(gè)方面掌握目標(biāo)語(yǔ)言。 2.3將LEARNINGABOUTLANGUAGE(P20)中的剩余練習(xí)及USINGLANGUAGE(P56)中的所有練習(xí)整合成語(yǔ)法課來(lái)練習(xí)-ing形式在句中作表語(yǔ)、賓語(yǔ)和賓語(yǔ)補(bǔ)足語(yǔ)的用法。 2.4將LISTENING(P23),LISTENING(P55)和LISTENINGTASK(P58)整合在一起上一堂聽(tīng)力課。 2.5將WRITING（P23），TALKING（P55）和SPEAKINGANDWRITING（P60）整合成一堂寫(xiě)作課。 2.6將USINGWORDSANDEXPRESSIONS（P56），READINGTASK（P59），PROJECT（P61）和SUMMINGUP（P24）整合在一起上一堂復(fù)習(xí)課，總結(jié)這個(gè)單元所學(xué)全部?jī)?nèi)容。 3．課時(shí)分配1stperiod Speaking2ndperiod Reading3rdperiod Grammar4thperiod Listening5thperiod Writing6thperiod SummaryⅣ.分課時(shí)教案TheFirstPeriodSpeakingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯verbal,nonverbal,mime,farce,pancakes,mountainous,whisperb.重點(diǎn)句型Ithinkhowshortlifeisandhowlongtheuniversehaslasted.P222.Abilitygoals能力目標(biāo)EnablethestudentstotalkaboutsometypesofEnglishhumourandChinesehumour.3.Learningabilitygoals學(xué)能目標(biāo)a.HelpthestudentslearnhowtotalkaboutsometypesofEnglishandChinesehumour,andthenfindtheirdifferences.b.Letthestudentslisten,read,andthenimitatethejokes,sothattheycanrealizethathumouristoletpeopletobeoptimisticabouteverythingaround.Teachingimportantpoints教學(xué)重點(diǎn)HelpthestudentslearnhowtounderstandandenjoyEnglishhumors.Teachingdifficultpoints教學(xué)難點(diǎn)HelpthestudentsknowthedifferencesbetweenEnglishandChineseinhumours.Teachingmethods教學(xué)方法Usingpictures,discussion,readingandimitation.Teachingaids教學(xué)準(zhǔn)備Arecorderandaprojector.Teachingprocedures&ways教學(xué)過(guò)程與方式StepⅠRevisionHaveadictationaboutthewordsandexpressionsthatappearedinUnit2.StepⅡWarmingupStartthenewunitbyshowingthestudentsapicture:T:Look!Whatdoyouthinkofthepicture?Ss:It’sveryfunny!Awolforadogisjumpingacrossthebackofasheep!T:Yeah!It’ssofunnythatwecannothelplaughingabouttheiracting.Itmakesusfeelnice.Today,wearegoingtolearnsomethingabouthumour.ThetitleisAtasteofEnglishhumour.DoyouknowsomethingaboutEnglishhumour?S1:I’msorry.S2:IknowanEnglishhumour.T:Really?Pleasereadittous.S2:I’lltry.Onedayapatientwenttoseehisdoctor.Hesaidtothedoctor:“Doctor,Iseedouble.”Thedoctorsaid:“Sitonthechairplease.”Andthenthepatientaskedthedoctor:“Whichone?”T:That’sreallyinteresting!Thankyou!InfactthisisakindofEnglishhumour,whichwecallverbaljoke.Ok,herearesomepictures.Look,whoarethey?（1）（2）（3）（4）S3:It’sCharlieChaplin.AndIknowpictureoneisfromafilmcalledTheGoldRush.T:Right.Whoknowthemaninpicture3?S4:Idaresaythateveryoneknowhim.He’sMr.Bean,oneofthemostfamousandsuccessfulBritishactor.T:Youareright.He’snowrecognizedasthemostpopularBritishcomedyexpert.Andhowaboutthelastone?S5:It’sdifficulttosay.Iguesshe’sanAmericanbecausethepicturebehindhimlookslikeanAmericanflag.T:Right.HeisMarkTwain,thefamousAmericanwriter.Doyouknowsomethingabouthim?S6:Helikedtomakejokeswithotherpeople.T:Haveyouoncereadsome?S6:Onlyafew.T:Canyoubringussomenexttime?S6:Letmetry.T:OK,now,let’slookatthechartonPage17.Whatdoesittellus?S7:FromthetablewecanseethatCharlieChaplinisgoodatnonverbalhumour;Mr.Beanisfamousforhismimeandfarce;whileMarkTwainwasgoodattellsomefunnystories.ButIdon’tknowEdwardLear.T:Right.EdwardLearisafamousBritishpoet.Hispoemsarefunny.Buttheywereallfromdailylife.Untilnowpeoplealsoreadthemandenjoythem.Hereisoneofhisshortpoems.Pleaselookatthescreen:TherewasanoldManwithabreadTherewasanoldmanwithabread,Whosaid,“It’sjustasIfeared!Twoowlsandahen,Fourlarksandawren,Haveallbuilttheirnestsinmybread!”T:InthesetwopoemswecanseethatEdwardLearusedakindofmagnificationtomakehispoemfunny.ButbecausethesenseofhumourofEnglishandChineseisdifferent,sometimeswhattheyfeelfunnywouldnotsoundfunnytous.Butifyouwanttomakefunofoneofyourfriends,youcansendthemtohim/her.Theywillbesurprisetoseethese.Well,doyouknowthesepersonsinthepictures?Whataretheygoodat?Nonverbal,mimeandfarce,funnystoriesorfunnypoems?（1） （2） （3） （4）S8:Picture1isChenPeisi.Ithinkheisfamousforhismimeandfarce.S9:Picture2isZhaoBenshan.HeisfamousforhisXiaopin.Andheisalsoforhismime,Ithink.S10:Thetwopersonsinpicture4areLiuQuanheandLiuQuanlin.TheyaregoodatYaju(啞劇).T:Doyouknowthethirdperson?No?Heisthefamouscrosstalkactor—HouBaolin.Whenhewasliving,hewasthemostpopularactor.Manyofhisworksaretheclassic.OK,nowcanyoufinishthelastcolumnofthechart?TheSuggestedanswers:EnglishhumourNonverbalMimeandfarceVerbaljokesFunnystoriesFunnypoemsChinesehumourPantomime(啞劇)劉全和、劉全林Funnyplays陳佩斯、趙本山Crosstalk侯寶林、馬季JokesDoggerel（打油詩(shī)）StepⅢReadingonP22Thepurposeofthisreadingistointroducethekindofhumourwecanlaughat-verbaljokes.Theyusea“playonwords”tobefunny.Letthestudentsreadthethreejokesandthenmatchthejokewiththeexplanation.T:Well,boysandgirls,justnowwelearnedsomethingaboutEnglishandChinesejokes.Nowlet’sreadsomeEnglishjokesonPage22.I’llgivethreeminutesforyoutoreadthemandthenmatchthejokewiththeexplanation.Ifyoulike,youmayhaveadiscussion.Andthenwe’llchecktheanswer.OK,readthem.Thestudentsreadandfinishtheirtask,andtheteachercanshowsomeotherjokesonthescreen.Aftertheyhavefinishedthetask,checktheanswerandaskthemtoenjoythejokesonthescreen.T:Haveyoufinishedthereading?Arethejokesfunny?Ss:Yes,theyareveryfunny.We’veneverfoundthatEnglishjokessofunny.T:What’stheanswer?S11:Theansweris1toB,2toCand3toA.T:Good.Now,pleaselookatthescreen.Herearemorejokesonit.Readthemandenjoythem.Ifyouhavesometroublesinunderstanding,discuss,oraskme.Givethestudentssometimetoreadthejokes.Patient:Doctor,I’velostmymemory.Doctor:Whendidthishappen?Patient:Whendidwhathappen?Anisha:Thankyoudoctor.Myfeverisgone.Doctor:Don’tthankme.Thankgod.Anisha:ThenI’llpaythefeestogod.Amanwithtworedearswenttoseehisdoctor.Doctor:Whathappenedtoyourears?Man:Iwasironingashirtandthephonerangbutinsteadofpickingupthephone,Iaccidentallypickeduptheironandstuckittomyear.Doctor:OhDear!But...whathappenedtoyourotherear?Man:Thescoundrel(惡棍)calledback!T:Funny?Ss:We’relaughingtodeath!T:Don’tdothat,anotherjokeiswaitingforyou.PleasereadtheneatjokeonPage22.Andthenfinishthequestionfollowed.Givethestudentsthreeminutestodoit.T:Nowdecidewhichofthesetwokindsofjokesyoulikebetter.Giveyourreason.S12:Ifindthefirstkindjokesareeasiertounderstand.S13:Thosejokesonthescreenarethefunniesones,Ithink.S14:Wemustunderstandthebackgroundofthefunnystoryatfirst,andthenwecanknowwhatahumorSherlockHolmeswas.Ithinktounderstandthiskindofjokesneedswisdomtounderstand.Wemustknowthathewasadetective,sohewasalwaysthinkingofthethingssuchasstealing.T:Whatyousaidisreasonable.Nowlet’slistentothetape,payattentiontotheintonation,andtrytobringoutthehumorousmeaning.Iftimepermits,theteachercanasksomestudentstoactoutthejokes.StepIVSpeakingT:Now,we’velearnedsomejokesandlistenedtosometoo.Howaboutspeakingoutwhatyoufeelfunnyinclass?I’llgiveyoufiveminutestopreparethistask,andthenasksomeofyoutotellusyourstory.Therearesomestepsforyoutofinishthetask.Ifyouthinktheyareuseful,followthem.Fiveminuteslater.S15:MystoryisonedayLianHongwasstandingbythewindow,talkingwithotherstudents.RenXingliancameup.ShewantedtomakeajokewithLianandgaveherasurprise.SosherushedtowardsLianandkickedheratthesame.Buttoallofussurprise,Renslippedonthefloor!Everybodylaughedtobendtheirbacks,metoo.T:Metoo!OK,thisclassisfullofjoy.Weknowthatinourlife,therearefullofhappiness,sorrows,boredoms,andjoys.Whenwemeetwithsorrowsorboredoms,don’tforgettoreadthesejokes.Maybetheycanbringyousunshine.AmIright?Ss:Yes.Thankyou.StepVHomeworkT:Today’shomeworkistopreviewtheReadingmaterialandfinishtheComprehendingahead.AndIhaveawishthatatthebeginningofeachclass,oneofourclassmatescangiveusajoke,tobringsmileintotheclassroom.Doyouagree?Ss:That’sagoodidea.T:Let’sbeginfromGroupone.Oneofyouwilltellajoketousatthebeginningofnextclass.Don’tforgetit.Ok,classisover.Seeyounexttime.Ss:Seeyou.TheSecondPeriodReadingTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言a.重點(diǎn)詞匯slide,skin,cruel,contentwith,badlyoff,particular,entertaining,throughout,homeless,worn-out,failure,overcome,difficulty,fortunate,snowstorm,pickout,cutoff,chew,starin,outstanding,Switzerlandb.重點(diǎn)句子Doyoufinditfunnytoseesomeoneslidingonabananaskin,bumpingintosomeoneelseroundacorner,orfallingdownaholeintheroad?P17Perhapsitmakesusfeelmorecontentwithourlife...P17Hebecamefamousforusingaparticularformofacting,includingmimeandfarce.P17Buthewaslivedbyallwhowatchedthefilmsforhisdeterminationinovercomingdifficultiesandbeingkindevenwhenpeoplewereunkindtohim.P18Imagineyouarehungryandallthereistoeatisaboiledshoe.P18ThatwastheproblemfacingCharlieChaplininoneofhismostfamousfilms.P18Hesolveditbyusingnonverbalhumour.P18Theirjobis“panningforgold”.P18Finallyhetriescuttingandeatingthebottomoftheshoe.P18Firsthepicksoutthelacesandeatsthemasiftheywerespaghetti.P18Thenhecutsofftheleathertopoftheshoe,treatingifasifitwerethefinestmeat.P18Hemakesitseemsasifitwereoneofthebestmealshehaseverhad!P182.Abilitygoals能力目標(biāo)Enablethestudentstolearnwhathumourmeansandwhatisnonverbalhumour.3.Learningabilitygoals學(xué)能目標(biāo)HelpthestudentslearnhowtodescribewhatnonverbalhumourisbyChailieChaplin’scareer.Teachingimportantpoints教學(xué)重點(diǎn)Helpthestudentstodividethetextintoseveralpartsaccordingtothemeaningofthepassage.Teachingdifficultpoints教學(xué)難點(diǎn)a.Decidethedivideoftheparagraphsofthetext.b.HelpstudentstolearntheSubjunctiveMood.Teachingmethods教學(xué)方法Scanning,carefulreading,anddiscussion.Teachingaids教學(xué)準(zhǔn)備Arecorderandaprojector.Teachingprocedures&ways教學(xué)過(guò)程與方式StepⅠRevisionT:Gladtoseeyou,everyone!ClassmatesinGroupone,haveyoupreparedajokeforus?Ss:Yes.T:Whowouldliketotellus?S:I’dliketo.Myjokeisveryshort.Inordertoletallofusunderstandthejoke,I’dliketoactitout.Butthereisanewwordinthestory.Itis“l(fā)eash”.Itmeansaropeusedtotieadog.ThetitleofthejokeisAblindmaninastore.Look,thisismydog.Ok,nowI’llactoutthejoke.AblindmaninastoreAblindmanwalksintoastorewithhisSeeingEyedog.Allofasudden,hepicksuptheleashandbeginsswingingthedogoverhishead.Themanagerrunsuptothemanandasks,“Whatareyoudoing?!!”Theblindmanreplies,“Justlookingaround.”S:That’sallforthejoke.Thankyou.T:Woo!It’ssowonderful.Thankyouforbringingussowonderfuljokeandyourperformance.Let’sclapourhandsforhim.Ok,let’scontinuetocheckyourhome-work.Lasttimewelearnedsomethingabouthumour.Somejokesmadeuslaugh.Well,whatishumour?S1:Humour,likejokes,canmakepeoplelaugh.S2:Ithink,humourincludesnonverbal,mimeandfarce,verbaljokes,funnystoriesandfunnypoems.S3:Humourisasense.Somepeoplehaveit.It’snatural.S4:Humourisqualityofbeingamusing;it’sanabilitytoappreciatethecomicoramusing.Ithinkmyansweristhemostcorrectanswer,becauseIlookedupthedictionary.T:Allright,Ithinktheseexplanationsgiveusafullunderstandingabouthumour.Ithink,humourcanalsoreflectaperson’switorintelligence.Forexample,whatdoyouthinkofabanker?S1:Abankerisamillionaire.S2:Abankerisabigpotato.Heownslargehouses,cars,andhecanenjoyplentyofgoodthingsintheworld.T:Yes.Allofyouareright.ButMarkTwainoncesaid:“Abankerisafellowwholendsyouhisumbrellawhenthesunisshining;butwantsitbacktheminuteitbeginstorain.”ThatiswhyMarkTwainisMarkTwain.OK,nowlet’slookatthetwoquestionsinPre-reading.StepⅡPre-readingT:Whatdoyouliketolaughat?S1:Somefunnythings,suchasfunnylooks,funnyacts,funnywordsandsoon.T:Good.Ishumouralwayskind?S2:Iguessmostlyhumouriskind.Butitdependsonwhoisjokingandwhoislistening.T:Right.Differentpeoplehavedifferentunderstandingaboutthesamejokes.Oneday,ifoneofyourfriendssaystoyou:“Dog,I’llpickyourheadandbeatitlikeabasketball.”Youareshoutingathim/her“Stop!Youpig.”Whataninterestingthingitis!Doyoulikethis?S3:Idon’tthinkthisisfunny.It’scrazy!Ifhereallysaysthistome,hewillloseme.T:Butsomepeoplelikethis.Itisdifficulttoseewhoisrightandwhoiswrong.Somepeoplethinkitisfunny;whileotherpeoplewillthinkitwillmakethemthrowup.“Beautyisintheeyeofthebeholder.”Thissentencemeanswhatonepersonconsidersbeautifulmaynotbebeautifultoanother.Sowecanseethathumourisnotalwayskind.StepⅢReadingThepurposeofthisreadingistointroducenonverbalhumour.ThisreadingmaterialtakesCharlieChaplinforexample.Ittellsuswhatnonverbalhumourmeans;what’sCharlieChaplin’sstyleofacting;howhemadeasadsituationentertainingandsoon.

WhatdoyouknowaboutCharlieChaplin?Thisstepcanhavethreetasks.Task1,findthemainideaofeachparagraph.Workingroupstodecidehowmanypassagesthematerialcanbedivided.Task2,discussthefollowingquestions：1.Doyouthinkhispoorchildhoodhelpedhiminhiswork?Why?2.WhydidpeoplelikeTheLittleTramp?3.DoyouthinkChaplin’seatingboiledshoesfunny?Why?StepIVSummaryofthepassage:InBritainandAmericapeoplewerefeelingmiserablebecauseofthebadeconomicsituation.Charlieunderstoodtheirproblems.Hischaracter“thelittletramp”waspoorandhomeless,buteverybodylovedhimforhiskindheartandthewayhedealtwithhisdifficultsituation.CharlieChaplinmadepeoplelaughatsomeoftheseterriblesituationslikebeingwithoutfoodormoney.HewroteanddirectedhisownfilmsandreceivedanOscarforhisoutstandingwork.StepVHomeworkPreviewgrammarbyfinishingExercisesonPage21.TheThirdPeriodGrammarTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語(yǔ)言2.Abilitygoals能力目標(biāo)Enablethestudentstolearntousethe-ingformastheattribute,theobjectcomplementandthepredicative.3.Learningabilitygoals學(xué)能目標(biāo)Helpthestudentslearnhowtousethe-ingformastheattribute,theobjectcomplementandthepredicative.Teachingimportantpoints教學(xué)重點(diǎn)Letthestudentsknowthemembersofthesentenceandthestructuresofthesentenceswiththe-ingform.Teachingdifficultpoints教學(xué)難點(diǎn)Helpthestudentstotellthe-ingformasthepredicativeandtheusageofthepresentcontinuoustense.Teachingmethods教學(xué)方法Practiceandconclude.Teachingaids教具準(zhǔn)備Acomputerandaprojector.Teachingprocedures&ways教學(xué)過(guò)程與方式StepⅠDiscoveringusefulstructuresTherearetwostepsinthisstep.Oneistorevisetheusageofthe-ingformwhichthestudentshavelearnedinUnit2.Theotheroneistolearnthenewusageofthe-ingform.Task1RevisionT:Nowlet’shavearevisionaboutthe-ingformusedasthesubjectandtheobject.Herearesomesentencesforyoutotranslate.1.Talkingtohimistalkingtoawall.2.Smokingmaycausecancer.3.Walkingismysoleexercise.4.Talkingmendsnoholes.5.Isuggestedbringingthemeetingtoanend.6.Headmittedtakingthemoney.7.Icouldn’thelplaughing.8.Yourcoatneedsbrushing.Suggestedtranslation:1.和他說(shuō)話等于對(duì)牛彈琴。2.吸煙會(huì)致癌。3.散步是我唯一的運(yùn)動(dòng)。4.（諺）空談無(wú)濟(jì)于事。5.我建議結(jié)束會(huì)議。6.他承認(rèn)錢(qián)是他拿的。7.我禁不住笑了起來(lái)。8.你的大衣需要刷一下了。Task2Newusageofthe-ingformAskthestudentstolookatExercise4onPage20.AndthenworkinpairstofinishtheExercise.Inordertomakesurethequality,theteachercanasksomeofthestudentstoexplainsomeofthephrasesintheExercise.T:Nowlet’sfinishtheExercise4onPage20.I’llgiveoneminuteforyoutocheckyouranswers.Becauseyouhavedonethisinthehomework,Ithinkoneminuteisenough.AndthenI’llchoosesomeofthemtoletyouexplain.Butbeforedoingthisyou’dbetterpayattentiontotheexample.Intheexample,wecanusefor...phraseoranattributivetoexplainthe-ingphrases.Areyouclear?Ss:Yes.T:Ok,dotheExercisenow.Oneminutelater.T:Well,whatdoescookingpotmean?S1:Apotthatisusedforcooking.T:Whatdoesoperatingtablemean?S2:Atableforoperating.T:Whatdoesdrinkinghorsemean?S3:Itmeansahorsethatisdrinkingwater.T:Itseemsthatyouhavemastertheusageofthe-ingformasattribute.Now,let’slookattheExercise1onPage21.Whatdoesittellustodo?S4:Ittellsustofindthesentencesinthereadingpassagewherethe-ingformisusedastheobjectcomplement.T:Canyoufindsome?S4:Yes.Infactwehavedonethisworkinthelastperiod.ButIdon’tunderstandwhatobjectcomplementmeans.T:Thisisagoodquestion.Theobjectcomplementisusedtoexplainwhatobjecthasdone,ordoing,ortodo.Orwecanthinkthatthespeakerwantstoexpresshis/hermeaningmorecompletely.Ofcourse,inthisunitweonlystudythe-ingformastheobjectcomplement.Thestructureofthesentencewithanobjectcomplementis:(Showthefollowingonthescreen.)Subject+Predicate+Object+ObjectcomplementAreyouclearnow?S4:Yes.T:Now,let’slookatExercise2.Haveyoudonethis?Ss:Yes.T:Ok,nowlet’schecktheanswersforthisExercise.Whowouldliketosayyouranswersout?Teachercanask9studentstoreadthe9completesentencestochecktheanswers.Iftherearesomequestions,teachershouldgivestudentssomeexplanations,andmakesomechangesiftherearesomeincorrectanswers.T:Well,canyouanalyzethepartofspeechofthe-ingforminthe9sentences?S5:Inthefirstthreesentencesthe-ingformisusedasobjectcomplement.T:Right.Haveyoufoundthesamestructureinothersentences?S5:Yes.Inthefifth,thesixth,theseventh,theeighthandtheninthsentence,the-ingformisalsousedastheobjectcomplement.T:Howabouttherest?S5:Inthefourthsentence,the-ingformisusedastheattribute.T:Quiteright.NowIthinkwecangoontodoExercise3.LetmeseeifyouhavefinishedthisExercise.Teacherwalksaround,thestudentsareaskedtochecktheiranswers.T:I’mverygladthatmostofyouhavefinishedtheexercise.Butsomeofyouneedtobemoredeligent.NexttimeI’llspeciallycheckyouranswers.Well,thestructureofthesentenceshasbeengiven.Canyoutellmethestructure?S6:Yes,Ican.Thewordsintheleftcolumnarethesubject.The-ingformsinthemiddlecolumnaretheattribute.Andthewordsintherightcolumnthewordsareusedasthepredicate,andsoon.T:Right.NowI’dlikeyoutoreadoutoneofyoursentencesandthentranslateit.Whocan?S7:Theboyclimbingthemountainisafriendofmybrother.爬山的那個(gè)男孩兒是我哥的一個(gè)朋友。T:Yourtranslationiswrong.Tryitagain.S7:爬山的那個(gè)男孩兒是我哥的一個(gè)朋友。T:Wrongagain.Tryagain.S7:ButIthinkI’mright.Ifyoudon’tthinkso,asktheotherstudents.T:Goodidea.Butwaitamoment.Whowouldliketomakeasentenceandtranslateitagain?S8:Letmetry.Thegirleatingherdinnerisverytiredandneedsrest.那個(gè)吃飯的女孩子很累,而且需要休息一下。T:Thesentenceisright,butthetranslationisnotright.Tryagain.S8:MissWu,IthinkI’dbetternottry.I’mafraidmytranslationisthesame.Pleasetelluswhy?T:Doyoureallywanttoknow?Ss:Ofcourse.T:It’sveryeasy,youneedadd正在beforethegirlandtheboy.That’sOk.Ss:Butit’sthesamemeaning!T:Yes,ithasthesamemeaning.I’mnotafool.Youarenotfools.Butwhenyougooutofthisclassroom,youwillbefools.Canyouthink做事的男孩and正在做事的男孩hasthesamemeaning?Thefirstonedoesn’tgiveusaclearmeaningwhetherhehasdone,orisdoing,orwilltodothething.Whilethesecondonetellsustheexactmeaningofthe-ingform.Thatistheboydoingthething.Thepictureappearingbeforeoureyesisthattheboyisdoinghisthings.LaterwewillstudythePastParticipleandtheInfinitive.Inordertogetclearmeaningofthephrases,we’dbetterhavesuchexercises.Doyouunderstand?Ss:Yes.T:Nowlet’stryagaintoseewhosetranslationhassuchmistakes.Thepurposeofdoingthisistotrainthestudentstohaveexactunderstandingaboutthe-ingform,becausewhentheystudythe-edform,theywillbeconfusedaboutthedifferencebetweenthe-ingformandthe-edform.Soatfirst,teachershouldhelpthemtohaveacorrectunderstandingatthemeaning.T:Ok,itseemsthatallofyouhavelearnedthewaytotranslatethesentencescorrectly.Well,nowlet’slookatEx4.Whowouldliketodothisexercise?Youfiveplease.S1:Seeingisbelieving.S2:Hisjobiscleaningtheyard.S3:Whathelikesisplayingbasketball.S4:Thenewsisexciting.S5:ThefilmismoreinterestingthananythatI’veeverseen.T:Verygood.Allofthemareright.Inordertomakesurethatyoumastertheusageofthestructure,I’llgiveyousomemoresentences.Nowpleaselookatthescreen.1.Herhobbyispainting.她的愛(ài)好是繪畫(huà)。2.Herfavoritesportisskiing.她最喜愛(ài)的運(yùn)動(dòng)是滑冰。3.Thiswasverydisappointing.這很令人失望。4.Thetestresultshavebeenverydiscouraging.測(cè)試的結(jié)果很讓人沮喪。5.Shewasverypleasinginherappearance.她的外貌很招人喜歡。6.Hisconcernforhismotherismosttouching.他對(duì)母親的關(guān)愛(ài)很感人。7.Thephotographismissing.那張照片不見(jiàn)了。8.Thearticlewasmisleading,andthenewspaperhasapologized.這篇文章有誤導(dǎo)性，報(bào)紙已經(jīng)道歉了。T:Inthefirsttwosentences,the-ingformisusedtoshowthecharacterofthesubject.Inthenextfoursentencesthewordsofthe-ingformareallaboutthefeelings.Inthelasttwosentences,thewordsofthe-ingformshowsomestatesandqualities.Nowpleaselookatthesesentencesonthescreen.Howarethingsgoing?現(xiàn)在情況怎么樣?It’ssnowinghard.天正下著大雪。Whataretheyquarrellingabout?他們?cè)跒槭裁词聽(tīng)?zhēng)吵？Whyaren’tyouwearingacoat?It’ssocold.天這么冷，你怎么沒(méi)穿大衣？I’mwaitingtohaveawordwithyou.我在等著和你說(shuō)話。She’steachinginanightschool.她在夜校教書(shū)。Sorry,youcan’ttakethetypewriteraway,I’musingit.對(duì)不起，你不能把打字機(jī)拿走，我在用。T:Doyouthinkthese-ingformsarealsousedasthepredicative?S6:No,these-ingformsareusedasthepredicateinthepresentcontinuoustense.T:That’squiteright.Nowdoyouknowhowtotellthe-ingformasthepredicativefromwhatusedaspredicateinthepresentcontinuoustense?S7:Yes.The-ingformasthepredicativeshowsthequality,orthestateofthesubject;whilethe-ingforminthepresentcontinuoustenseshowanactisgoing.T:Thisisagoodconclusion.Nowlet’sturntothenextstep.HomeworkT:Today,welearnedsomeusefulstructures.Whatarethey?Ss:The-ingformastheattribute,theobjectcomplement,andpredicative.T:Good.Whatshouldwepayattentioninunderstandingthese-ingforms?Ss:Themeanings,thetranslations,thesentencestructuresandalsothedifferencebetweenthe-ingformasthepredicativeandthoseusedinthepresentcontinuoustense.T:Right.Now,yourhomework:finishallExercisesonPage56.Exercise1&2inUSINGWORDSANDEXPRESSIONSgiveusagoodchancetoreviewwhatwehavelearnedinthisunit.附件FunstoriesALettertoGirlfriend Onedayayoungmanwaswritingalettertohisgirlfriendthatlivedjustafewmilesawayinanearbytown.Amongotherthings,hewastellingherhowmuchhelovedherandhowwonderfulhethoughtshewas.Themorehewrotethemorepoetichebecame.Finally,hesaidthatinordertobewithherhewouldsufferthegreatestdifficulties,hewouldfacethegreatestdangersthatanyonecouldimagine.Infact,tospendonlyoneminutewithher,hewouldclimbthehighestmountaininthewo