Learning about Language第二课时教案

Lesson plan of Book4 unit2 Working the land (grammar)

何彩芳

教材内容分析

覆盖内容：Discovering useful structures(The –ing form as the Subject&Object) 教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习动词-ing形式做主语和宾语。前面的课文阅读教学和词汇教学是本课时可利用的基础。本节课充分运用任务型语法教学法和综合运用型语法教学法，让学生熟悉掌握语法的基本结构和基本规则，通过多种活动和方式，让学生在“听、说、读、写、用”的各种活动中学习语法。如何让学生通过感知、观察、发现、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。

Teaching goals (3-dimensional objectives) Knowledge & Skills

Let students learn –ing form as the Subject&Object. Process & Method

1.

Help students discover and learn to use some useful structures.

2.

Enable students to use the –ing form as the Subject&Object correctly and freely.

Emotion, Attitude & Value

1.

Get students to become interested in grammar learning. 2.

Get students to learn more from great person-Yuan Longpin. 3.

Develop students’

sense of cooperation as well as arouse their love for school and life. Teaching important and difficult points 1.

Get students to master the usages of the –ing form as the Subject&Object. 2.

Enable students to learn how to use the –ing form as the Subject&Object correctly. Teaching methods

1.

Task-based teaching and learning 2.

Cooperative learning and practice 3.

Situational teaching and communicative teaching

Teaching aids

1.

The multimedia teaching system 2.

The blackboard Teaching process StepⅠLead-in 1.

Ask students “Who is China’s “father of hybrid rice?””

2.

Enjoy a video about Yuan Longping and use the vocabulary in this unit to fill in the blanks. 3.

Pay attention to the answers using –ing form as the Subject&Object. 设计说明：视频生动形象，运用视频导入可以高效地激发学生的学习兴趣与热情，从而自然地导入语法教学。而且视频内容主要是介绍袁隆平对世界的奉献，介绍袁隆平的短文既让学生巩固复习了本单元的阅读与词汇，而且让学生有向伟人学习的动力。

Step Ⅱ

Read and discover. Find out the functions of the sentences that contain the –ing form as the Subject&Object on page 10 and divide them into two groups. 设计说明：语篇可以为语法规则的比较归纳总结提供良好的上下文语境，语法所蕴含的意义才能够得到充分的体现与理解。回到阅读语篇中学习语法，使语法知识变得活跃而有生命力，从而让学生更好的感知与体验语法知识。

Step Ⅲ

Practice and summarize 1.

Fill in the blanks according to pictures. 2.

Summarize the usages of –ing form as the Subject. 3.

Finish some sentences to consolidate usages of –ing form as the Subject and lead in the usages of –ing form as the Object. 4.

Summarize the usages of –ing form as the Object. 5.

Finish some sentences and summarize the tense and voice of the -ing form. 设计说明：运用图片完成句子，形象有趣，给学生深刻印象。练习设计由简单到复杂，层层递进，环环相扣，通过对比归纳让学生自我总结动名词作主语及宾语的用法以及动名词的各种形式。翻译句子的练习为后面的活动埋下伏笔，而且励志类的句子往往被学生所爱。

Step

Ⅳ

Using structures Use the –ing form as the Subject&Object to design your own slogans and signs for our school—Yuanlin High Middle School. 设计说明：以学校这个环境来创设情境，一方面更好的达到这节课的知识目标；另一方面有利于培养学生们的情感价值观，达到这节课的情感目标—对班级的小爱、对学习的热爱、对学校的大爱。

StepⅤ

Homework

Learn to sing a song by John Lennon -love

Love is real, real is love Love is feeling, feeling love Love is wanting to be loved

Love is touch, touch is love Love is reaching, reaching love Love is asking to be loved

Love is you You and me Love is knowing

We can be

Love is free, free is love Love is living, living love Love is needing to be loved 设计说明：让学生们明白语法学习不应该是枯燥的，只存在教科书中，而是存在于音乐、谚语、娱乐……即语法学习存在于生活中，有滋有味。