Learning about Language多媒体教学设计及其点评

Unit 2 Working the land

语法课

一、教学内容

Discovering useful structures

(p.13); Using structures (p. 50)

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、教学步骤

步骤一

热身

给学生呈现几幅有趣的公示牌，提醒学生注意其中使用的-ing形式。

I. Warming UpHave you ever seen these signs?设计意图：从日常生活中的现象入手，一方面激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。

步骤二

发现与探究

1.

让学生在课文里划出带有动词-ing形式的Parking, spitting, littering, smoking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。

-ingformsII. Discovering1.Find and underline the sentences in the passage that use –ingforms.Example:Since then, finding waysto grow more rice has been his life goal. (paragraph 2)Discovering2. Choose the sentences that use –ingforms either as the subject or the object.As the subjectSince then, finding waysto grow more rice has been his life goal.As the object

设计意图：培养学生的探究和归纳能力。

步骤三

动词-ing形式作主语

1.

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。

III. As the subject1. What have you discovered?Compare the –ingform with a nounand a verb.It can be used as the subject.V + -ingformIt can have its own object or/and adverbial.

2.

教师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，学生还可以得到三个启发：一是可以用It作形式主语；二是动词-ing形式可以有逻辑主语（即独立主格结构），三是可以有否定形式。后两种形式在高一阶段可以只让学生作一般的了解。

3.

做课本练习2（p. 13）。巩固动词-ing形式作主语的用法。

As the subject2. Look at these sentences and explore more.1) To him, swimmingis much fun.2) Walking in step is not easy.3) It’s no use complaining.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 trainedas a dancer is my one regret.

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。

步骤四

动词-ing形式作宾语

1.

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。

IV.As the object1.Read the sentences from the text and try to find1) As a young man, he saw the great need for increasing the rice output.2) Dr Yuan searched for a way to increase rice harvests without expanding the area of the fields.3) He enjoys listening to violin music, playing mah-jong,swimmingand reading.4) Dr Yuan awoke from his dream with the hope of producing a kind of ricethat could feed more people.some rules.verb and preposition.It can be used as the object both of

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2.

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 object2. 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.6) My friend offeredto helpwhen I was in trouble.

3.

小组活动。一部分学生讨论哪些动词后面常跟动词-ing形式作宾语，其余学生讨论哪些动词后面常跟不定式作宾语。执行相同任务的小组之间可以展开竞赛。最后教师总结归纳。

As the objectVerbs with –ingform as their object:admit, advise, allow, appreciate, avoid, complete, consider, delay, deny, enjoy, escape, finish, imagine, keep, mind, miss, postpone, practise, quit, suggest, stop, can’t stand, can’t help, be worthVerbs with the infinitive as their object:afford, agree, arrange, choose, decide, hope, expect, offer, plan, promise, determine, demand, manage, fail, prepare, refuse, pretend, seem

4.

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。

As the object3. Compare the three pairs of sentences.I forgot mailingyour letter.I forgot to mailyour letter.Being early may means wastingtime.You really mean to go?He tried workingout the problem another way.He tried to openthe back door with the key.As the objectOther verbsremember, regret, need, want, go on, etc.You need totake more exercise.The batteries in that toy need changing.The teacher went on to talkabout –ingform after a short break.The headteacherwent on talkingfor one hour.

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5.

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 object4. Compare the three pairs of sentences.I’d like to havea cup of coffee.I like readingnovels very much.I prefer to takethe next train.I prefer goingto work by bus.Oh, I hate to leaveyou tomorrow.I hate lying and cheating.A future actionA general caseAs the object5. Compare the three pairs of sentences.It has started to snow.It has started snowing.The band began to play.The band began playing.They continued to meetregularly.They continued meetingregularly.

6.

做课本练习4（p. 13），巩固动词-ing形式作宾语的用法。

步骤五

总结

1.

让学生自己回顾本课所学的语言知识，并做出总结。

2.

综合练习。

V. Summary•-ingform•-ingform as the subject•-ingform as the objectSummary•Fill in the blanks with the verbs given in their proper form. I used to like to go to our local cinema. It was old and rather uncomfortable, but it had character. Now they’ve stopped ____ showingrunning(show) films there. The owner would have liked to go on ______ (run) to makethe cinema, but to do that he needed ________ (make) a lot of spendingimprovements, which meant ______ (spend) tens of thousands of watchingpounds. I remember _______ (watch) the last film at the cinema. It was a murder mystery. Five minutes from the end, when we were to worktrying ________(work) out who the murderer was when all the lights suddenly went out and the film stopped. We sat in the dark for afew to tellminutes, and then the owner appeared with a torch. “I regret _____ (tell) you,”he said, “that we’ve had a power cut. I’m sorry _________ to disappoint(disappoint) you, but I’m afraid we can’t show you the end of the film. phoningWe’ve tried _______ (phone) the electricity company, but they say to explainthey can’t help.”He went on _________ (explain) how the film ended. goingDespite this, I don’t regret ________ (go) to the cinema on its last evening.

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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步骤六

小结与作业

1.

完成练习册中的练习1和练习2（p. 50）。

2.

翻译若干谚语或名言。

VI. Homework1.Do Exercises 1 and 2 on page 50.2.Read the following quotations and proverbs. Then underline the -ingform used as subject or object. Try to translate them into Chinese. Homework1) Constant dripping wears away a stone. 2) Saying and doing are two different things.3) Writing is nothing more than a guided dream. 4) Doing is better than saying.5) There are three rules for writing the novel. Unfortunately, no one knows what they are. 6) Writing a book of poetry is like dropping a rose petal down the Grand Canyon and waiting for the echo. 7) Writing ought to be like running through a field. 8) Doing easily what others find difficult is talent; doing whatothers thinkis impossible is genius. 9) Learning makes a good man better, and an ill man worse.10) He who is ashamed of being curious is ashamed of learning.

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