A. working; stopping B. to work; stopping C. working; to stop D. To work; to stop B. 作介词的宾语 习惯于做 ； 盼望做 ； 致力于做 ； 花时间做 ；喜爱做 ； 擅长做 ； 为做…而自豪 ；对做…感到厌倦 ；想做 ； 温馨提示： 1）有些动词（ continue, prefer, begin, hate, like, start, love）后面既可以接不定式作宾语，也可以接动名词作宾语 例：I like swimming but I don’t like to swim in winter. ◆ 学习小结：to do与doing区别： 2）有些动词，如forget, remember, regret等，后面接动名词表示 ，而不定式表示 。 3）动名词作真正宾语，而用it作形式宾语。 例：I found it no use / good quarrelling with him. ★(Ⅳ). 作定语 swimming pool, waiting room, walking stick a sleeping car 动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写 a sleeping car = a car 2. 动名词的复合结构 例：①. He was awakened by his mother’s knocking at the door. ②. Mary’s laughing made Tom angry. (二). 现在分词 ★ (Ⅰ) V-ing used as attribute: 1. a running man 2. The man running in the picture is Liu Xiang. 3. The man running fastest got the first place. 4. The man who is running in the picture is Liu Xiang. ◆学习小结： (1) (2) Practice1. Fill in the blanks with the verb given in its proper form 1. Sixty million people__________(live) in rural areas are moving to the cities every year. 2. The bottle ___________( contain) the poison was sent to the laboratory. 3. The man ________(sit) on the platform is a professor from Wuhan University. 4. Who is the girl _________(walk) along the river? 5. The man with sun-glasses __________(stand) near a car is a detective. ★ (Ⅱ) V-ing used as Object Complement 1. We saw some students playing basketball on the playground. 2. I heard him singing in the next room. 3.They have the fire burning all night. ◆学习小结： (1). (2).V-ing形式作宾语补足语的常见动词: ①表示感觉和心理状态的动词，常见的有 ②表示指使意义的动词，常见的有 Practice1. Please complete the following sentences. ①.我发现地板上放着一个包。 I ___________________on the ground. (find; lie) ②. 那老板让工人整夜地工作。The boss ___________________________the whole night. (keep; work) ★(Ⅲ) V–ing used as predicative v-ing形式作表语时放在系动词之后，现在分词作表语,相当于形容词,表示主语的性质 例如：①. The film is interesting. ②. The result is _____________.(令人意外的) ◆ 学习小结：作表语的现在分词常常由下列动词转化而来： Practice. Fill in the blanks with the following in their proper form. shock astonish excite disappoint encourage invite 11
1. Our trip was ___________.We did not find any unusual plants. 2. The food at the dinner party did not seem very ____________. 3. The program for the weekend looks __________ . I am looking forward to it. 4. The news was __________ . All the three boats had sunk in the storm. 5. The report from Cook was _______ . The captain decided to attack the following night. 6. It was ________ to see the animals and plants that are found nowhere else in the world. ★(Ⅳ) V-ing used as an adverb: V-ing词组可以在句中充当时间、原因、目的、结果、条件、伴随 、让步等状语，相当状语从句，否定形式为not doing 1. v-ing短语作时间状语一般置于句首。如： Hearing the bad news, they couldn’t help crying. = , they couldn’t help crying. 当听到这个不幸的消息时，他们情不自禁地哭了起来。 __________________________, I decided to write back. 收到他的信后，我决定给他回信。 =___________________________ I decided to write back. ◆ 学习小结：doing与having done 的区别 Practice. Fill in the blanks with the verb given in its proper form 1. to the labs, we were taken to seen the library. (show) 2. the dog came over, our friend ran away. (see) 3. the work ,he went out. (finish) 2. v-ing短语作原因状语一般置于句首。如： ? Being so angry, he couldn’t go to sleep. =Because he was so angry, he couldn’t go to sleep. 因为太生气了，他不能入睡。 ? 因为他已经去过长城许多次，上周他就没去。 ____________________________________________, he didn’t go last week. _________________________________________________________, he didn’t go last week. 3. v-ing作条件状语置于句首或句末。如： Working hard, you will succeed. =If you work hard, you will succeed. 如果你勤奋一点，你就会成功 起早一点，否则你赶不上第一班公交车。 ____________, you won’t catch the first bus. =___________, you won’t catch the first bus. 4. v-ing短语作结果状语，常位于句末，用逗号与主句隔开，如 His parents died, . 他父亲死了，留下他一个孤儿(orphan)。 5.V-ing作伴随状语 They come into the classroom singing and laughing. =They sang and laughed; they came into the classroom. 他们又唱有笑地走进教室。 He sat at the table . (吃晚饭) 温馨提示：切记现在分词的逻辑主语通常为句子的主语，否则应用分词独立结构或状语从句。 Step three: Consolidation Exercise Do the relevant exercises in 《学海导航》 教学后记 12
课 题 课 型 语言综合技能 Task M5U2 The Environment 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2014 本节（课）三维目标与教学重难点 知识与技能 To help the students to listen and draw conclusions and help the students to read for information To help the students to read a scientific article Listening, speaking, brainstorming and interactive activities 过程与方法 情感态度与价值观 To inspire students to actively apply language to practical use 教学重点 教学难点 To train students’ overall language skills by completing a series of activities To guide the students to apply their acquired knowledge to participate in the interactive activities of using language in a practical way 本节（课）教学目标 1 help the students to listen and draw conclusions and help the students to read for information 3 help the students to read a scientific article Teaching Procedures: Step 1: Skills building 1 : Explain to students that in order to draw conclusions, they need to think about the situation and the information they have and then try to decide what it means . 1 Ask the students to read the guidelines and the dialogues in skills building on Page 32, Ask them to draw conclusions from what is said in the dialogues and ask students to draw some conclusions. 2 Ask students to read the instructions in Part A . Then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation. 3 Tell the students to listen to the tape and complete Part B . Ask them to choose which of the conclusions are logical and to state their reasons . Step2 : Listening to a lecture 1. Ask students to listen to the tape and Encourage them to fully participate in to express their opinions freely . 3. Ask several students to read one answer each . 4. Ask students to finish Part B . Ask them to consider what conclusions can be drawn from the statements . Step3 : Skills building 2 :Reading for information 1 Ask students to read the guidelines on Page 34 .
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2 Organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in Part A . 3. Ask students to read the newspaper article in Part B and answer the four questions listed below it . Step 4: Reading a scientific article 1 Help students to review what they have learnt about desertification in Step 1 on Page 33 . Encourage them to list the things they know about desertification. 2 Ask students to read the scientific article about desertification . Make sure that they understand the article . 3 Organize students into groups of four and tell them to study the scientific article together. 4 Ask students to list their solutions on Page 35. Step 5: Skills building 3 : Presenting your point of view 1 Ask students to read the guidelines in this part . Make sure that they understand each point. 2 Ask students to read the instructions for Pat A on Page 36 and help them give explanation for their decisions. Ask several groups to explain their decisions to the class. Step 6 : Designing a poster 1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in Part A on Page 37 . They need to discuss which viewpoint they agree with and which one they will focus on. 2. Ask different groups to consider the questions in Part B and ask them to present their answers to the class. 3. Tell students that a good poster includes good content and a good layout . Ask students to read the instructions on Part C on Page 37 . 4. Ask each group to create their own poster . remind them to refer back to Step1 and 2 . Homework: Ask students to read the article in part A on Page 105 in Workbook. Then let them do Part B on the same page . 教学后记 14
课 题 课 型 综合技能 Project M5U2 The Environment ( 2 课时) 授课时间 第__ 周 星期 ___ 第_____节 Sept ___,2012 本节（课）三维目标与教学重难点 知识与技能 过程与方法 情感态度与价值观 教学重点 教学难点 Learn to talk about some practical measures to protect the Yangtze River. Learn to write a report on the environment protection Listening, speaking, brainstorming and interactive activities To inspire students’ enviromental awareness and cherish the precious enviroment condition we are live in Learn to talk about the critical situation of some practical measures to protect the Yangtze River. Yangtze River and To guide the students to apply their acquired knowledge to participate in the interactive activities of using language in a practical way 本节（课）教学内容分析 Teaching Procedures: Step one: Lead-in and warm-up (5 mins) 1.Do a quiz about some basic knowledge of the Yangtze River. 2. Present some of the problems the Yangtze River is facing. (in the form of pictures) Step two: Guide the Ss to analyze the first report “Protecting the Yangtze River” (15 mins) 1. Listen to the radio of this report. 2. Guide the Ss to figure out the main idea of each paragraph. 3. Ask the Ss to divide these paragraphs into different parts and give their reasons. 4. Guide the Ss to work out the general structure of a report. 5. Ask the Ss to find out the facts and data that the author gave to make the report convincing and impressive. Step Three: Analyze the second report “Climate change and a low-carbon life” (10 mins) 1. Listen to the radio of this report. 2. Ask the Ss to analyze the structure of the report. 3. The Ss present their results to the whole class. (The Ss should work in pairs and follow the model of the previous report.) Step Four: A task “write a report”(13 mins) 1. We will talk about the steps of writing a report. Step 1: choose a good topic. Step 2: write an outline. ( the structure of a report) Step 3: search information. Step4: write your report. 2. The Ss discus in groups and decide how to write their report. 3. Each group presents the general description of their report. Step Five: Homework (2 mins) 1. Read the two reports carefully and find out important and difficult points. 2. Finish B1 & B2 and D1 & D2 in the workbook on P99 and P101. 3. Finish your report which should be due the day after tomorrow. I. Phrases translation 15