Learning about Language课堂实录及点评

Instructional Design By Feng Yueqing from Jinzhou No.1 Middle School (晋州一中

冯月轻) Lesson type

: Learning about language I. Analysis of teaching material （教材分析）

The lesson is Unit2 Working the land Learning about language

in Book 4 published by the People’s Education Press. This lesson centers on the vocabulary and grammar. After

students read the passage A pioneer for all people, they will learn words and expressions about working the land. This period will help them consolidate vocabularies they learnt in the passage .For the grammar, the exercises will help students learn the function of –ing forms and explain the meaning in context. It is necessary to make the lesson connect it with their daily life in order to let it easy to accept and understand II. The analysis of the students (学情分析) They are students of Senior Grade One from a high school, who have known some words about food. As independent-minded teenagers, they are willing to learn more about working the land and more interested in the open-ended tasks. Students can see that a prosperous future can be made in agriculture.

III. Teaching aims （教学目标）

At the end of the period, the students will be able to …

1.

Language knowledge (知识目标):

Learn to talk about working the land by using the words and expressions: struggle, expand, thanks to, rid … of, would rather, export. Discover useful structures; using structures. 2. Language skills (能力目标)

Understand the –ing form as the subject and object , learn to use the –ing form freely in context and output the words and expressions in more than one way. 3. Emotional aims (情感目标)

A enable students to appreciate words and expressions in passages to know more about working the land. b. Get Students to become interested in grammar learning c. Develop students‘sense of group cooperation 4. Strategy aims(策略目标) Students can figure out problems individually and accomplish the task cooperatively. IV. Teaching important points : a.

Get students to review and consolidate the use of target words.

b.

Master the use of the –ing form. Teaching difficult points : a. Students are likely to have some difficulty in expressing themselves using what they’re learning. b. Enable students to understand the functions of the –ing form.

Teaching methods: a. discover the structure with the teacher’s help. b. Cooperative learning c. Question-and-Answer activity teaching method VI. Learning approach Cooperative Learning Approach, guided learning method, discover the structure with the help of the teacher. VII. Teaching aids Multi-media, a blackboard , a projector VIII Teaching procedure Step 1.review the words in the passage. 1.

paraphrase the words

For decades, farmers in China

struggled

to search for ways to increase the grain output, but without success. Thanks to

Yuan Longping’s research on the hybrid rice, farmers are producing harvests twice as large as before, which means 22% of the word’s

population have get rid of hunger. As a result ,most of the farmers say they are now quit satisfied

with their lives and would rather be farmers in the countryside. 1)

to try extremely hard to achieve something 2)

because of 3)

to make something or somebody free of 4)

pleased by having what one wants or needs 5)

would prefer to 2.

Find words from the previous pages of this unit to replaced the underlined words. You may need to change the words’forms to fit. 1)

According to the WHO’s information about 1.8 million people across the world die each year from diseases caused by unsafe food and water. 2)

Different kinds of strong corn, another hybrid grain, has been developed by scientists of many different races . 3)

Not having enough food leads to poor health and , therefore, sickness. 4)

With the open conditions in today’s international business world, hybrid grains can be sold and sent abroad to countries around the world. Answers : 1) stastics, glob 2)super, nationalities 3) Hungry, disease 4)

freedom, exported 设计意图

：通过文章的概要，帮助学生回忆了课文，第一个练习选择用英文解释词汇的含义，第二个练习用文中所学词汇代替下面划线词汇，用不同的方法培养学生用英语思考的能力。

3.

Find and underline the sentences in the passage that use –ing fors as either the subject or the object. Part of answers: 1) Since

then , finding ways to grow more rice has been his life goal. 2) As a young

man ,he saw the great need for increasing the rice output. 3) He enjoys listening to violent music, playing mah-jong, swimming and reading. 4) Just dreaming for things, however, costs nothing. 设计意图

：让学生从他们已熟悉的文章中找出目标结构，进行观察、对照。复习课文，激发学习兴趣。

Step2. Presentation. Wok in pairs , conclude the function and the use of –ing forms in the sentences they found in the passage. Let students translate them and pay attention to these underlined words. Then they will report their conclusion in class. 1) Since then , finding ways to grow more rice has been his life goal.

2) As a young man, e saw the great need for increasing the rice output. 3) He enjoys listening to violent music, playing mah-jong, swimming and reading. 4) Just dreaming for things, however, costs nothing. Answers: 1) subject 2)object of preposition 3)object of verb 4) subject

Summary; the –ing form can be used as the subject or the object both of verb and preposition

The –ing form can have its own object or adverbial. And the predicate verb is used singular form. 设计意图

：学生在理解句子的基础，让学生通过两人或小组活动，一起总结v-ing 做主语和宾语的用法。然后小组代表在班内口头归纳、汇报总结成果。全班同学进行补充纠正，最会老师点评，归纳出其用法规则。调动了学生的积极性，学生通过主动观察，发现，在教师的点拨下，能够较好的归纳出目标语言。

Step3.practice and summing up Rewrite the following sentences using the –ing form as the subject. 1)

It is nice to help people in need of help. 2)

It is not easy to grow super hybrid rice. 3)

It is not difficult to learn more about farming. Key: 1.Helping people in need of help is nice .

2. Growing super hybrid rice is not easy. 3.Learning more about farming is not difficult. Summary: 动词-ing 和动词不定式都可以作主语。动词-ing作主语时，常表示经常性、习惯性的动作，谓语动词用单数。

Step3.

Practice. Exercises1.

Play a short video in which car crashed into a bus. Task: five students in a group. Make a dialogue to show how the ancident happened and how to deal with it and try to use all kinds of –ing forms. S1Traffic police came to the scene of the accident. S2 the driver of the car

S3 the driver of the bus S4 A passenger in the bus.

S5 A eyewitness 设计意图

：使学生在真实的语境下自由表达和灵活运用语言结构，达到语言运用能力的提高。

Exercises2 Complete the sentences with the given words in proper forms. 1.

Fancy Mary ____( do) a thing like that. 2.

_____( take ) physical exercise every day is profitable to our health. 3.

That is a matter of importance. It wants_____( handle ) carefully. 4.

Her not ____(come ) back made us disappointed. 设计意图

：测评练习是对本节课所学知识的巩固。

Step 5.Homework 1.

Write about a person you love or respect very much, trying to use the –ing form as much as possible. 2.

Do some research on the other usage of the –ing form. 设计意图

：家庭作业是课堂教学活动的延伸，旨在巩固学生所建构的知识，而且任务的结果能使学生获得成就感，树立自信，并产生继续学习的动力。

Step6 Teaching

Assessment and Reflection Teaching Assessment After learning this lesson, I am able Very to do the following things. Use the new vocabulary in this unit Use the –ing form as the subject Use the –ing form as the object Reflection 优点：让学生自己发现本单元的新的语法现象，帮助他们归纳出动词-ing 的语法结构形式与功能，符合学生循序渐进的认知规律。达到了本节课的教学目的。

不足：时间有限，词汇的学习只列举几个，只能起到抛砖引玉的作用。

well

Quite ok A little little well