the boiling water=the water that is boilingdrinking water=water for drinking
The woman standing over there is our English teacher.
The house being built (=which is being built) now will be our new library.
The news is very exciting.(How is the news?)
具体区别可见下表：
表1-2作定语时的区别：
表1.
名称
形式
位置
内容
时间
现在
分词
单个分词或分词短语均可（相当于adj）。
前后
均可
与所修饰的词有逻辑上的主谓关系，说明所修饰词的特征或主语所处的状态。
主动形式与主句谓语动词的动作同时发生；被动形式在主句谓语动词之前发生。
A. forced B. forcing C. to be forcedD. having forced
【解析】现在分词短语作后置定语，修饰new laws ,相当于which forces ……...故选B。
5.There isa great deal of evidence _____that music activities engage different parts of the brain. (浙江)A. indicateB. indicatingC. to indicateD. to be indicating
动名词
仅仅是单个形式出现（相当于n）。
在所修饰词之前
一般表示所修饰词的用途。无主谓关系。
表2.
区别
举例
动名词
通常指被修饰词的用途，无逻辑上的任何关系
Shall we go to the swimming pool?
现在分词
与被修饰词之间是主谓关系，表示动作与谓语动作同时发生
the boiling water / the boiled water
Teaching time
（授课时间）
Designer
（设计）
Wang Junlong
Checker（修订）
Teacher(授课教师)
Class（授课班级）
Class:_____
Teaching time（授课时间）
Teaching aims
（教学目的）
Knowledge aims:
1. Get students to knowthe use ofthe –ing formasthe predicative, attribute and object complement.
A. having B. had C. have D. to have
【解析】some与creatures之间是所属关系，some后接现在分词短语作定语，相当于一个非限制性定语从句，即：some of which havea life span of around 20 years.故选A。
3.Look over there-there’s a very long, windingpath_____up to the house. (201山东卷)
the developing country
作表语时的区别：表3.
区别
举例
动名词
表示的动作比较抽象，或者泛指习惯性的动作，有时也可以用it做形式主语，做表语时可以和主语互换位置。
It is no use saying that again and again.
Teaching is my job.
现在分词
Task4.Do the following exercises:
1.Recently a survey _______ prices of the same goods in two different supermarkets has caused heated debate among citizens.（江苏卷）
5…. His subtle acting made everything entertaining…
6.The acting isso convincing thatit makes you believe.
7.How did the little tramp make a sad situation entertaining?
Step3.Researching cooperatively& answering questions(合作探究,解决问题)
And ask the Ss what the functions of the –ing form in the text are.
Task1.turn back to Pae 18 to read through the passage, pick out the sentences using the-ing forms, and then underline the –ing form in each sentence and translate the whole sentence into Chinese.
Grammar learning
一、作定语：现在分词做定语是现在时或进行时态意义，做定语表明先行词的性质、特征和状态；动名词做定语，须前置，且要重读，它表明先行词的用途。如：
a swimming boy=a boy who is swimming a swimming pool=a pool for swimming
A．compared B．comparing C．compares D．being compared
【解析】survey后接现在分词短语作后置定语，且它与分词之间是主动关系。故选B。
2.Bats are surprisingly long-lived creatures, some ______ a life span of around 20 years.（浙江卷）
Step2. Encourage the Ss to judge the functions of the –ing form in the sentences.
Step4.Summing &chewing,summarizing knowledge（总结反刍，知识梳理）
Task 2.Getthe Ss to learn and analyze the usages of the –ing form in groups .
Step 3. Help the Ss sum up the usages of the –ing form
Step5.Testing in class& improving skills（随堂检测，落实考点）
Task 3.Turn to Page 21. Ask students to do Exercise 2-3.
二、作表语：动名词做表语解释主语内容，且可以和主语颠倒，意思仍然通顺，回答what的问题。它们有时存在经常性和一次性行为的区别，现在分词做表语表明主语的性质、特征和状态，不能和主语颠倒，主语一般是事物；可以回答how的问题。如：
Her job is cleaning offices.(What is her job?) (=Cleaning offices is her job.)
Then check the answers with the whole class. Give some explanations if necessary.
Step4. Let the Ssto finish the following exercises.
Step6.Assessment & Homework（课堂评价，布置学案）
2. Let students learn the use ofthe rules ofthe use ofthe –ing form
Ability aims:
Enable students to learnthe use ofthe –ing form asthe predicative, attribute and object complement.
1.you mayfind it astonishingCharlie was taught to sing as soon as he could speak…
2. Unfortunately his father died,leaving the family even worse off,…(the-ing form as adverbial for result)
无名词的性质，不能做主语。但是有形容词的性质，可以做表语，多表明主语的特征性质或者状态等，可被very, quite, rather等副词修饰。
现在分词多含有“令人…”之意，说明主语的性质特征，多表示主动，主语多为物。
The situation is encouraging.
(常见分词有astonishing, moving, tiring, disappointing, puzzling, shocking, boring, amusing
Emotional aim:
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
Teaching emphasis
（教学重点）
Get students to learn and master the use ofthe –ing form as asthe predicative, attribute and object complement.