Learning about Language优质课教学设计

Unit 2

Working the land Grammar:动名词

一、教学内容

Discovering useful structures; Using structures二、教学目标

1. 学生能够识别动词-ing形式在句子中作主语或宾语，并能够使用这种结构。

2. 学生能够区分某些常用动词后面跟不定式作宾语还是动词-ing形式作宾语。

三、教学设计

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教材分析：

Students often feel the –ing form abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. First, ask students o read A pioneer for all people again, tick out the sentences using the –ing forms as either the subject or the object.

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教学重点：

(1) Let students learn which verbs are followed by the –ing form as the object and which by the infinitive.

（2）Get students to grasp which verbs can be followed by the –ing form or infinitive or both of them. 3.教学难点：

（1）Enable students to learn how to use the –ing form as

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subject and object correctly. (2) Have students master which verbs can be followed by both the –ing form and the infinitive but express different meanings. 4. 教学目标：

（1）知识目标：Let students learn the –ing form as subject and object. （2）能力目标：Enable students to use the –ing form as subject and object correctly. (3) 情感目标：Get students to become interested in grammar learning and develop students’ sense of group cooperation. 5、教学步骤

Step 1: 热身

I. Warming UpHave you ever seen these signs?Gambling, parking, swimming,smoking-ingforms

从目前最热门的话题“世界杯”入手，引出no gambling这个话题，再给学生呈现几幅有趣又常见的公示牌，提醒学生注意其中使用的-ing形式。

设计意图：从日常生活中的热点和生活体会入手，一方面激

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起学生学习语言知识的兴趣，另一方面告诉学生这种语言知识在实际生活中的应用。

Step 2：

Discovering

(1)让学生在课文里划出带有动词-ing形式的句子。可以先呈现给学生一个例子。

(2)小组活动。让学生从这些句子中，找出动词-ing形式短语作主语和宾语的句子，分成两大类。

1. Finding ways to grow more…Discovering3. Choose the sentences that use –ingforms either as thesubjectsubjector theobjectAs the subject（主语）Since then, finding waysto grow more rice has been his life goal.As the object（宾语）As a young man, he saw the great need for increasing the rice output.II. Discovering1. Turn to Page 10 to read through the passage A pioneer for all people 2. Find and underline the sentences in the passage that use –ingforms.①⑥⑦②③④⑤⑧

设计意图：培养学生的探究和归纳能力。

Step 3: -ing form as the subject III. As the subject(主语)1. What have you discovered?As the subject（主语）2. Look at these sentences and explore more.1) To him, swimming is much fun.动名词做主语2) Walking in step is not easy.时，也可以用it3) It’s no use complaining.做形式主语4) It’s no good worrying about it.5) It’s difficult finding your way around here?6) Would you mind myopening the window?7) Nothaving been trained as a dancer is my one regret.动名词也可以有否定形式Compare the –ingform with a nounand a verb.It can be used as the subject.As the subject（主语）Since then, finding waysto grow more rice has been his life goal.V + -ingformEg：To him, swimmingis much fun.It can have its own object or/and adverbial.动名词保持着一些动词的性质，后面可以接宾语或者副词修饰词，构成动名词短语。①⑥⑦Eg: Finding ways to grow rice has been his life goal.

先让学生集中精力观察动词-ing形式短语作主语的句子，看看能否发现动词-ing形式的特点。教师可以通过提问，引导学生发现动词-ing形式既有名词的特点，又有动词的特

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点。

给学生展示一些课外材料中的例子，让学生再体验一下动词-ing形式的用法。并且继续总结归纳其使用规则。从这些例句中，学生还可以得到两个启发：一是可以用It作形式主语；二是可以有否定形式。

As the subject（主语）3. Do Exercise 2 on Page 13.做课本练习2（P 13）。巩固动词-ing形式作主语的用法。

设计意图：让学生通过熟悉的课文中的句子，自己归纳动词-ing形式作主语的规律。然后提供新的例句，让学生继续发现和归纳，一步一步地不断加深。最后再通过练习题巩固。

Step 4：-ing form as the object IV.As the object（宾语）1.Read the sentences from the text and try to find some rules.2) As a young man, he saw the great need forincreasing the rice output.3) Dr Yuan searched for a way to increase rice harvests withoutexpanding the area of the fields.5) Heenjoyslistening to violin music, playing mah-jong,swimmingand reading.It can be used as the object both of verb and preposition.动名词既可以做动词宾语，也可以做介词宾语呈现课文中的动词-ing形式作宾语的句子。让学生能够发现动词-ing形式既可作动词的宾语，也可以

作介词宾语。

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给学生提供课本以外的例子，在这个过程中，引起学生注意有些动词后面用-ing形式作宾语，有些动词后面用不定式作宾语。

As the object（宾语）2. Look at the following sentences. What have you found?1) He suggesteddoingit in a different way.2) The president tried to avoid answeringthe reporter’s questions.3) I admithaving readyour letter.4) Mom agreed to lendme some money.5) Jack pretendednot to seeme when he passed.有些动词后面是用-ing形式做宾语，有些动词后面用不定式做宾语小组活动。

1、一部分学生讨论哪些动词后面常跟动词-ing形式作宾语，

2、其余学生讨论哪些动词后面常跟不定式作宾语。

3、执行相同任务的小组之间可以展开竞赛。

4、最后教师总结归纳。

让学生比较一下有的动词后跟动词-ing形式作宾语和不定式作宾语时的意义不同。再让学生比较有的动词后跟动词-ing形式作宾语和不定式作宾语时的意义差别不大或没有差别

As the object3. Compare the three pairs of sentences.As the object4. Compare the three pairs of sentences.As the object5. Compare the three pairs of sentences.I forgot postingyour letter.I forgot to post your letter.我忘了这封信已经寄出去了（信已经寄出，但我忘记了）我忘了寄这封信。（信没有寄出）I’d like to havea cup of coffee.A future actionI like readingnovels very much.I prefer to takethe next train.I prefer goingto work by bus.A general caseIt has started to snow.It has started snowing.The band began to play.The band began playing.They continued to meetregularly.They continued meetingregularly.继续读第三课（刚才读的就是第三课）Go on readingLesson Three. 接着读第三课(刚才也许读的是Go on to readLesson Three.别的或者做其它事情)We stopped talking.我们停止了说话。We stopped to talk.我们停下来说话。Oh, I hate to leaveyou tomorrow.I hate lying and cheating.

做课本练习4（p. 13），巩固动词-ing形式作宾语的用法。

remember, regret, mean, try, etc.As the object6. Do Exercise 4 on Page 13.

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Step 5：

Summary: 让学生自己回顾本课所学的语言知识，并做出总结。

V. Summary-ingform-ingform as the subject-ingform as the object

设计意图：学生在本节课学习了很多关于动词-ing形式的知识，让他们自己回顾并总结比教师总结更有利于学生掌握知识。最后的环节是让学生在语境中综合运用所学知识，以便及时发现自己仍存在的问题和不足。

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Step 6: Homework 1.

《南方新课堂》Do Exercise 2 on Page 32 《南方新课堂》Do Exercise 2 on Page 32.1. Now the young man regretted waste so much time when he was at school.wasting2. It seems you need to apologize to avoid to lose a good friend.losingdrawing3. No one can finish draw a picture in only two minutes.4. When asked, he denied to do like that.having done5. Walk in the morning does good to our health.Walking

2. Review what we have learnt today.

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