Grammar优秀教学设计

教

案

首

页

主备

授课

马素亮

时间

课

题

教

学

目

标

Book6 Module 2 Fantasy Literature

Grammar

(1) Learn to understand and use adverbial clauses with –ing. (2) Through grammar exercises, encourage the students to use adverbial clauses with –ing. (3) Use adverbial clauses with –ing to improve their writing skills.

教

学

重

点

教

学

难

点

教与学

方

法

课

型

(1) Learn how to use adverbial clauses with -ing. (2) Different usages of –ing. Learn how to rewrite the adverbial clauses with -ing.

情景法

(Situational Language Teaching)

Question and answer; Exercise.

语法新授课

“十选五”导课与提示

讲解与示范

合作与讨论

整理与总结

检测与练习

环节设计

教学过程

Step1 Lead-in Look at the following sentences and find the similarities. 1. Putting down his shopping bag, Will held out his hand. 2. Will, still watching, saw the cat behave curiously. 3. He crossed the road, keeping his eyes on the place where the cat had vanished.

4. Arriving at the classroom, the children began to do cleaning. 5. The song is sung all over the country, making it very popular. 总结归纳：-ing形式：一般式

doing

意义：1.分词和谓语动词所表示的两个动作是同时发生或一个发生紧接着另一个发生；

2.两个动作都由同一个主语发出；

3.分词和逻辑主语表达主动关系。

Step2 Exercise Rewrite the sentences using the –ing form of the underlined verbs. 1.

The witch leapt into the air and vanished. 2. The man shouted angrily and waved his sword at the stranger. 3. She picked up the cat and rubbed its head affectionately. 4. The bear came out of the bushes, showed its teeth and made a loud noise. Step3 Discussion and summary.

动词的-ing形式作状语，通常表示主语正在进行的另一动作，用来对谓语动词表示的动作加以修饰或作为陪衬。它可表示时间、条件、原因、让步、结果、方式或伴随动作，相当于相应的状语从句。

Step4 The usages of –ing. (1) “when/while+-ing形式”强调-ing形式与谓语动词的动作同时发生。

While/When reading the book, he nodded from time to time. (2) “before + -ing形式”强调-ing形式在谓语动词所表示的动作之后发生。

Make sure to read all choices before deciding on the best answer. (3) “after+动词的-ing形式”强调-ing形式在谓语动词所表示的动作之前发生。

After finishing reading the letter, he went on to write a reply. (4) “on/upon + -ing形式”表示“一（刚）……就……”。

On/Upon hearing their teacher’s voice, the pupils stopped talking at once.

(5) “thus + -ing形式”表示结果。

The car was caught in a traffic jam, thus causing the delay. (6) “though /although+ -ing形式”表示让步。

Though/Although raining heavily, it cleared up very soon. Step5 Exercise Rewrite the sentences using the –ing form of the underlined verbs. 1. When he saw the witch, the boy ran away.

2. Before he starts the war, the king speaks to the prince. 3. While he was fighting in the war, the prince learnt many things. 4. After he had spoken to his son, the king went to war. 5. Because he doesn’t know what to do, Ferdinand follows the frog’s advice.

Step6独立主格结构

Weather permitting, we will go out for a picnic tomorrow. =If weather permits, we will go out for a picnic tomorrow. 独立成分作状语常见的有：generally speaking一般地说；frankly speaking 坦率地说；considering… 考虑到…；judging from/ by 由……判断出

eg. Generally speaking, people like to hear compliments from others. Judging from his accent, he must be from Hunan. Step7 Summary Step8 课堂检测（单句改错）

1.

Having not seen the film, I can’t tell you what I think of it.

2.

Seen from the top of the hill, we find the city more beautiful. 3.3. Generally speak, facial expressions are helpful ways of communication as well. 4.European football is played in 80 countries, made it the most popular sport in the world. 5. “Can’t you read?” the man said, angrily pointed to the notice on the wall. 6.

Suffered such heavy pollution already, the river may now be too late to be cleaned up. 7.

It rained heavily, caused severe flood in the area. 8.

Finishing his homework, he went out to play. Step9 Homework Do the exercises in 1,3 on page76. 课后反思

本课的成功之处：利用“情景法 (Situational Language Teaching)”教授语法知识。情景教学法突出“情景”二字，利用并创造各种情景，使学生沉浸在丰富的自然或半自然的言语习得环境之中，使他们在自然或人为的情景中接触并输入大量的语言材料，旨在创造情景帮助学生身临其境地快乐学习。

本课的不足：1、由于本课内容多，在组织教学时担心时间不够，对规则动词过去式的练习少，也没有让学生单独回答，此知识点学生哪一块存在问题无法在课堂上得知。

在以后的教学中应注意合理分配时间，在课堂上及时发现问题及时纠正。

2、缺乏趣味性。在课堂中，大部分学生都一直在机械地背诵、记忆，然后强化练习，一堂课下来既没有高潮也没有低估，枯燥无味。在教学中要重视学生的参与，教学形式要丰富多彩。