Learning about Language说课稿【一等奖】

Book4

Unit2

Working the land Learning about Language (The –ing form as the Subject & Object) Aims 1. To help students learn about The –ing form as the Subject & Object . 2. To help Ss learn how to express their ideas using the -ing form as subject and object as they like. They can also practise actively and attentively so that they reach their goals.

3. Through the studying of this part, the students will know more about the -ing form as a noun. Besides, their ability of transference will be strengthened. Teaching important points

Learn how to use the -ing form as a noun. Teaching difficult points

Learn to use the -ing form as a subject as well as an object.Teaching methods

Asking-and-answering activity to check the students’ answers of the exercises; individual, pair or group work to finish each task.Teaching aids

A multi-media computer

Teaching procedures & ways 教学过程与方式

Procedures Step I. Warming up 1. Teacher gets Ss to discuss some signs.

2. To give a definition about V-ing form. (设计意图：通过生活中常见的图片标语，引导学生发现V-ing form as the Subject and Object这一目标语言结构，同时可对学生进行情感教育。) Step II. Ready used materials for The –ing form as the Subject & Object 一、动名词作主语

1. Explanation (设计意图：通过文字所描绘的情境，使学生明白V-ing 形式充当主语的用法。) 1）名词直接放在句首作主语。如：

Helping her is my duty. Seeing is believing.

2）it为形式主语。如：

It’s rather tiring walking around in a city.

2. Practice Describe a picture and pair work. (设计意图：通过叙述式和游戏式，引导学生运用V-ing 形式充当主语的形式解释所设置的文本信息，实现师生互动、生生互动，从而将V-ing 形式充当主语的各种结构进行归纳、运用。) 二、动名词作宾语

1. Explanation (设计意图：通过文字所描绘的情境，引导学生掌握V-ing 形式充当宾语的用法。) 1）有些动词后面要求跟动名词作宾语。常这样用的动词有：

admit，avoid，consider，enjoy，escape，excuse，finish，imagine，mind，miss，practise，suggest等。如：

The little girl practises playing the piano every day. 2）动名词常跟在介词或介词短语后做宾语。如：

Liming is fond of swimming. 3）在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow／advise／forbid／permit ＋名词／代词＋不定式（宾语补足语）”之形式。如：

We don't allow smoking here．

We don't allow anybody to smoke here．

4) 动词-ing形式用在动词need, want, require等后表示“需要”时, 用动词-ing形式的主动形式或者用不定式的被动式表示被动意义。如：

The window needs cleaning／to be cleaned．

5) 有些动词后既可跟动词-ing形式作宾语, 也可跟动词不定式作宾语, 用法和意义区别不大。这些动词有：begin, continue, love, like, hate, prefer, intend, start等。如：

Then they began swimming/ to swim. 6)有些动词后既可跟动词-ing形式作宾语, 也可跟动词不定式作宾语, 但用法和意义都有所不同。

①在动词

remember, forget, regret等后面，表示动作已经发生，用动词-ing形式作宾语；表示动作未发生，跟动词不定式作宾语。如：

I remembered opening the window. 我记得关了窗户。

I remembered to open the window. 我记得要关窗户。

②一些动词后加动词-ing形式和不定式意义区别较大。如：

go on doing继续做原来的事

go on to do 接着做另一件事

try doing试着做某事

try to do 努力做某事

mean doing 意味着要做某事

mean to do 想要做某事

be used to doing 习惯于做某事

be used to do被用来做某事

stop doing 停止做某事

stop to do停下来去做另一件事

can’t help doing禁不住做某事

can’t help to do 不能帮助做某事

2. Practice Describe a picture and group work. (设计意图：通过叙述式和游戏式，引导学生运用V-ing 形式充当宾语的形式解释所设置的文本信息，实现师生互动、生生互动，从而将V-ing 形式充当宾语的各种结构进行归纳、运用。) Step III. Consolidation 1.Play a guessing game. (设计意图：根据教学内容设计猜谜游戏。这样的操练活动既可以锻炼学生的思维能力和快速反应能力，又加深了对所学语法现象的理解，使枯燥的语法课变得轻松有效。) 2.Do some exercises.

1. It took the workmen only two hours to finish______ my car.

（repair）

2. It is no good _______ all the time.

（complain）

3.学习新单词对我来说非常重要。

__________________

is very important for me．

4.我们必须设法避免犯同样的错误。

We must try to ___________ the same mistake．

(设计意图：学生在完成一系列任务后，对V-ing充当主语和宾语的基本规则有了

感性的认识，同时也形成了初步的语言习惯。这时，教师引导学生对所学的内容和重点进行简单的小结，整理思路，形成清晰的概念后，设置书面的练习活动使学生明确课后复习的要点以及进一步学习和探索的方向。) Step V. Homework 1. Summarize the rules of V-ing form as the Subject and Object in your own way. 2. Finish the exercises of “Discovering useful structures” on Page 13.

(设计意图：课后作业是教学内容的巩固、延伸和拓展，布置的作业体现课堂教学整体内容，同时为学生的进一步学习指引方向。)