高二英语选修六课件
教学准备
教学目标
1. Knowledge objectives
Know that the -ing form can be used as various kinds of adverbials
Understand the differences among “doing”, “having done”, “being done” and “having been done”
2. Ability objectives
Master the usage of the -ing form as adverbials and properly use it in writing
Polish one’s writing with the -ing form as adverbials
3. Emotional objectives
Cultivate teamwork and confidence
Feel free to use English grammar in daily life
教学重难点
教学重点 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials
教学难点 Master the usage of the -ing form as adverbials and properly use it in writing
教学过程
Lead-in: Song appreciation
(1) Play the song Take me to your heart before class.
(2) Start the class with a clip of the song sung by the teacher.
(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.
This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.
Step 1: We Choose
Task 1: Observe the -ing form in each sentence and decide what it refers to.
(reason, result, concession, time, manner, condition)
1. Being very rich, he spends as much money as he likes. (reason)
2. Working hard, you’ll surely succeed. (condition)
3. They sat there, waiting for the beginning of the sports meeting. (manner)
4. Walking on the street, he came across a long-lost friend. (time)
5. The polar bear was not careful enough, falling on the icy ground. (result)
6. Not understanding what you are talking about, I still admire you. (concession)
It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.
Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)
Laughing and jumping, he left school.
Having finished his homework, he left school.
Being talked about at that time, he left school.
Having been punished, he left school.
First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having been done”.
Task 3: Read the sentences aloud and recall the tips.
When the reading is finished, ask Ss how to use the -ing form as adverbials.
It is intended as a transition from “what” to “how” and the second step is naturally introduced.
Step 2: We Change
Task 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.
1. I had a wonderful childhood, travel around the world.
2. When crossed the road, you should be careful.
3. Having not finished his homework, he was punished by his parents.
4. Working hard, your dream will come true.
It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.
Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.
e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.
(Notice that only the clause part will be changed: predicate→non-predicate)
Having been informed of Mr. Li’s birthday, we hurried to……
1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.
2. When we danced together, we felt very excited.
3. Although we had not met him before, we still treated him as an old friend.
4. If you think it over, you will have a good idea.
5. She stood on the stage and played with her hair.
6. He was so humorous that he made us burst into laughter.
It is designed for Ss to put into practice the tips mentioned in the previous task.
Step 3: We Chat
Task 1: Using the correct form of the given verbs, help me to complete the caption of my moment.
Last month, I led my students to join in the oral English competition.
(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.
(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.
It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.
Task 2: Writing
o Choose a picture to post.
o Write the caption for it.
o Try to use the -ing form as adverbials. (3 minutes)
Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.
Task 3: Sharing
o Move around the classroom.
o Share your moment.
o Get “like” or “comment”.
(You may also leave your comment when discovering any grammatical mistake.)
An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.
Task 4: Presenting
o How many“ likes” have you got?
o What about “comments”?
o Who would like to share with the whole class your moment or the comments you got?
This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.
Step 4: Summary
Summarize what we have learnt today:
o 6 kinds of adverbials
o 4 forms of -ing
o 5 tips
This is to remind Ss of what they have learnt today.
课后习题
Homework
o Review the usage of the –ing form as adverbials.
(You may refer to a mini-lecture. )
o Polish your caption and share it with your friends.
o Finish exercise 3 - 5 on Page 64 of your exercise book.
The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writing skills.
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