Learning about Languageppt课件课堂实录

教学设计

西安交大阳光中学

吕华

Unit 2 Working the land

Discovering useful structure: Grammar Teaching analysis

1.

Textbook analysis The content of this lesson is from New Senior English for China Book 4 Unit 2. This unit is about

Working the land . This period will mainly focus on grammar—V-ing form used as subject and object. Adjustments to the teaching material: 

create a new situation “a box to keep students’ phones ” with target language to lead in the topic and it is also used in the writing part. 

adjust Ex.1 on P50 to be a pair work practice as well as Ex.2 on P13 to be a group discussion 2.

Students analysis The students are from senior one. They’ve just gone hiking for more than 30km a day to Banpo Museum, so using pictures of their hiking with target language to lead in would be a good choice. Most of the students live in the downtown area in Xi’an , and using smart phones is quite common among them, so the situation of how to keep phones in school would be relative to their daily life and easy to express their thoughts. The level of the students is various, so the tasks should be designed from the easiest to a more advanced competence. Teaching aims：

1.

Language competence:

At the end of the class, the students would be able to: 

discover and conclude the usage of V-ing form as subject and object;(all students) 

tell which verbs are followed by-ing, which by to do and which by both to do and doing ;(most students) 

use what they discovered in their oral and written English.(some students) 2.

Thinking Quality:

At the end of the class, the students would be able to: 

make a judgment on the phone box idea( all students) 

think about the advantage and disadvantage of taking phones into classroom, (most students) 3.

Learning competence At the end of the class, the students would be able to: 

Solve problems by group discussing 

Integrate what they learnt in the class to their language output Teaching important and difficult points



important points : discover and conclude the usage of V-ing form as subject and object



difficult points:

tell verbs followed by-ing, by to do and by both to do and doing

Teaching methods：



Discover-conclude-use method 

Situational Teaching Method 

Cooperative learning and practice Teaching aids：

A computer Teaching procedure:

Steps Teaching and learning activities The purpose Time of the design Step 1.

Ask the students to describe two pictures of their hiking To lead in 3’

experience. 1 the target Hiking to Banpo is an unforgettable experience.

language warmMy group succeeded in making fire.

ing-u

2.

T:Ask what do these sentences have in common p 3.

T:Ask what’s the function of v-ing form in these two sentences: subject , object or others? 4.

T:Show the theme and

aims of this period and read them to the students 1.Create a 4’

situation they are familiar 2. Let the students discover and find out their doubts. 3. Write the main BB design Step 3

1.

T:Ask students in which sentence patterns can it+ v-ing Understand 3’

form be used?

Discovand get 2.

Show sentences on the screen er familiar with more



It is no use trying to argue with my mother. the sentence 

It’s no good smoking , father.

patterns by 

It was a waste of time reading that book. the Ss Step 2 1.

T: Show two pictures of phone boxes in a school and ask whether they think it a good idea. Discover and 2.

T: Show four sentences of opinions on the sceen

conclu3.

Ss:Read together A: Keeping phones in the box is a smart idea.It’s no de

good taking phones with students all the time.

B: Phones are useful for learning. I love playing games by using my phone, but I won’t play them in school.

4.

Ss:Discover and conclude the usage of v-ing, and finish the conclusion 1 on their handout. 5.

One student share his/her opinion, the teacher check and correct and write the key conclusion on the BB. 

It is fun playing football everyday.

3.

T:What sentence pattern can we conclude from the first sentence? 4.

Ss conclude the sentence patterns, the teacher write them on the BB.

Step 4 1.

Ss Work in groups to find out which verbs are followed 1.Inspire 10’

them to find out what they knew,what they

are confused and what they don’t know 2.Learn to solve problems in group discussion Step 5

I:Speaking(Pair work) Practice T :Divide the class into pairs and let students work in pairs what Use they what to make up dialogues discovered Ss :Read out the sentences and check the answers together.

to use

you by-ing, which by to do and which by both to do and Discusdoing s and conclu2.

T Asks three groups to write their answers on the BB. 3.

Deal with the errors and problems SS may have. de 4.

Correct the answers and show the right ones on the

screen.

discovered A: I enjoy ________ (play) violin. It’s fun doing so. What do you enjoy? B: I enjoy…

B: She is good at ________

(dance). What are you good at? A: I am good at…

A:

________ (learn) Math is hard for me? What is hard for you? B:

…… is hard for me.

II: Fill in blanks and check the answers together

1. If you can keep ________(read) English newspapers, your English will be improved.

2. They plan _______(hold) a birthday party for Tom. 3. I will never forget __________(go) to Beijing with him last summer. 4. I forgot ________(tell) her the news; so she knew nothing about it. 5. He promised __________(keep) his word. 6. When I talked to him, he told me he dreamed of

__________(have) his own farm.

III: Writing

1.

T:Ask the students to fill in blanks. Our school plans

(use)

this box in classrooms.Some students think that

(keep) phones in the box is a smart idea, because it’s a waste of time

(play) phones in the 4’

4’

10’

school. While others believe phones are useful for

(learn). They can avoid

(play) phones in classes. 2.

T: ask students to write their own opinions on the handout with at least 3 v-ing form. an 3.

Ss write by themselves. 4.

T : ask them to swap their writing with desk mates , underline the usage of v-ing forms and correct mistakes for their partner. 5.

T: Show one or two writings on the screen. Step 6 Summarize what they have learnt today with the students Summary

Step 7 Homework 1.

Polish your writing 2.

Complete the chart with more verbs.

4’

have a better 2’

understanding of what they learnt today To find out

the different usage of several verbs after class will be a supplement to what they’ve learnt today.

Blackboard design

Blackboard 1 V+ to do Blackboard 2 Blackboard 3 Blackboard4

to do V+

Doing Ss write some words here T check the answers

Unit 2 Grammar-V-ing form

V+ doing

Doing….+V…….

Ss write some Subject

It is/was….doing…

Ss write some words here

words here (no use/no good/a waste of time/fun)

T check the

Vt+ doing T check the answers Object

prep+doing

answers