Learning about Language名师教学设计

新课标必修四

Unit 2 Working the Land Learning about language 教学设计与教学反思

教材分析

(一)

教学重点(Teaching important points)

1. 能运用动名词作主语对不同情境进行描述。

2.

能运用动名词作宾语对不同情境进行描述。

(二)

教学难点(Teaching difficult points) 1、引导学生用动名词描述特定场景。

2、把动名词的教学有机融入情景教学中。

学情分析

高一学生处于高中英语学习兴趣培养和学习习惯形成阶段。他们希望在学习过程中享受到乐趣，不希望老师死板地讲解字词及语法。能够激发他们好奇心和创造力，并与他们日常生活紧密相连的学习语境是他们希望教师在课堂上能呈现的东西。一旦教师走进他们的生活，他们就愿意跟着教师走，掌握文化知识，了解学习策略，形成良好的人生观和价值观。

教学目标

英语课程目标

教学目标

三维目标领域

语言技能

能用自己的语言用动名词描述特定场景。

语言知识

学会使用相关的新词汇；

学会用动名词做主语和宾语的基本用法。

学习策略

学会在新的语境中运用新学的语言知识。

情感态度

让学生做个快乐的英语语言学习者。

教学过程

Step1 Lead in Show students some daily signs of -ing form to tell them English is around us.

Step2 Warming up Lead students to know the different forms of -ing. 形式

主动式

被动式

一般式

doing being done 完成式

having done having been done

Step3 V-ing used as subject Task1：Describe the following pictures: Picture1: ____________ is good for our health. Picture2: _________________________ is what we should do. Picture3: ________________________ upsets him. Picture4: a. ______________(被需要) feels good. b. _________________(不被需要) feels bad.

Task2：Translate the following sentences in pairs. 1) 1) 眼见为实。

Seeing is believing. 2)说比做容易。

Talking is easier than doing. Ps: Some special sentence structures of V-ing as subject: It is/was a waste of time doing

It is/was no good/use doing

It is/was worth/worthwhile doing

There is no doing

There is no sense in doing

There is/was no use doing

There is/was no point doing

Task3: I’m a little translator! (Group work) (1)

出国旅行是很激动人心的。

Travelling abroad is very exciting. (2) 在这儿等是没用的, 我们走吧。(It is no use doing...) It’s no use waiting here. Let’s go.

(3) 被邀请在毕业典礼上演讲让他很兴奋。

Being invited to deliver a speech at the commencement makes him excited.

(4) 他不在这让我们很失望。

His not being here makes us very disappointed. Step4 V-ing used as object Ask students to make a self-introduction by using the following sentence patterns. I like doing... ; and I practice doing...(how often). Up to now, I have finished doing ....so I can’t help... Summary: 后只能接动名词作宾语的动词，常见的有（口诀助记）：

避免错过(少)延期; 建议完成多练习; （avoid, miss, put off; advise, finish, practice;）

喜欢想象禁不住; 承认否认与妒忌; ( enjoy, imagine, can’t help; admit, deny, envy; ）

逃避冒险莫原谅; 忍受保持(不)介意.

（escape, risk, excuse; stand, keep, mind.）

Step6 Consolidation of v-ing as subject and object Task5:

Changchang is a smart boy. __________(play) model cars is his favourite. And he also likes

__________（run）. It seems __________（play）is his job every day. Besides, he enjoys _________ (talk) so much that it seems that he never stops __________(talk) until he goes to sleep. Maybe that is why he is good at _______(tell) stories.

Step7

Homework Write a passage about a great but simple person you admire. 1.Try to use as many V-ing forms as you can. 2. Write down the dialogue you have made.

板书设计

It is/was a waste of time doing

It is/was no good/use doing

It is/was worth/worthwhile doing

There is no doing

There is no sense in doing

There is/was no use doing

There is/was no point doing

教学反思

1．从教学设计而言，本堂课主要想要用轻松愉快的氛围让学生掌握动名词做主语和宾语的用法。根据上课的情况看，我已经基本实现了教学目标，学生也通过大量不同语境下的练习，学到了目标设定的内容。

2．从本堂课教学节奏而言，这堂课开始时节奏过慢，以至于到下课时没有完成Task5。这是对学生不了解及本身课堂节奏控制能力不足造成的。

3．从学生反映而言，学生都很认真听课，积极思考，积极回答问题，且完成任务时参与面也较广。但是学生被动思考的情况比较多，这是本堂课最大的不足。

最后，我想提出几点在备课过程中产生的困惑。

1．现在都说淡化语法教学，那么在上语法类课时，是否该提到语法术语，比如说“主语”，“宾语”等？

2．课堂教学有效性如何体现？怎样才能让教师明白学生掌握的情况？是通过他们课堂的回答和作业情况吗？