Learning about Language第二课时 公开课

B4U2 Working the land

教学设计

一、教学目标

Ｉ．知识目标

[来源:学+科+网]

词

汇

1. 四会词汇

Sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, Vietman, circulate, satisfied, freedom 2. 认读词汇

hybrid, strain, sorghum, peanut, fertilizer,

3. 词组

rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, would…rather,

语

法

动词的

-ing 形式作主语和宾语的用法

（The -ing form as the subject & object）

a. Wishing for things, however, costs nothing. b. His other hobbies include playing mah-jong,swimming and reading. II．能力目标

Talk about agriculture: a pioneer in farming -Yuan Longping Master the usage of the -ing form as the subject and object

Ⅲ. 情感目标

本单元的中心话题是“农业”，学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。让学生了解农业在整个人类生活中的重要性，了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，并且帮助他们更深刻地理解农业科学家袁隆平的科学研究的价值。培养学生从小养成爱惜粮食，不铺张浪费的好习惯。

二、教材分析和教材在教学中的设计

1．教材分析

本文主要是让学生了解organic farming 以及它对人们生活的重要性，进一步扩大学生的关于农业方面的词汇量。

LEARNING ABOUT LANGUAGE 部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成第二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing 形式，教师此时可引导学生找出其他的句子，以启发学生理解-ing形式的句法功能。练习二通过模仿例句，用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句，让学生学习-ing形式作宾语的用法，并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。

2.

教材设计

将

Learning about Language on Page 11,

USING STRUCTURES (P50)设计成一节词汇和语法课。

Ⅳ. 教学设计

Grammar

一、Teaching goals 教学目标

1. Target language 知识目标

a. 词汇和短语

sunburnt, hunger, expand, circulate, struggle, export, output, satisfied, strain, rid ... of, lead a ... life, would rather, thanks to b. 语法

The -ing form as subject and object. 2. Ability goals 能力目标[来源:学科网ZXXK]

Enable Ss to master the usage of the words and expressions above and use the -ing form as subject and object correctly and freely. 二、Teaching important points 教学重点

The usage of the important words and the -ing form used as subject and object. 三、Teaching difficult points 教具难点

How to use the words and expressions and the -ing form freely. 四、Teaching methods 教学方法

Explaining, discussing and practising. 五、Teaching aids 教具准备

A projector and a computer. 六、Teaching procedures教学过程

①知识点的呈现和讲解：

Part1. Get the Ss to underline the sentences with v-ing form and then say out their function of v-ing forms. Seeing is believing.

Helping her is my duty. Talking mends no holes.

Working with you is a pleasure.

It's rather tiring walking around in a city. It’s worth making the effort．

It's no use crying over spilt milk. 归纳1：动名词作主语的用法

动名词作主语时，句子有两种形式：

①动名词直接置于句首主语的位置上。

②用形式主语it，把真正的主语——动名词结构移置句尾。但这种句子形式有一定的限制，作表语的只能是某些形容词或少数名词，如useful，useless，good，fun；no use，worth等。 Part2. Get the Ss to underline the sentences with v-ing form and then say out their function of v-ing forms. A.I can’t avoid going．

Have you considered looking for one special friend?

Do you feel like having a walk with me after supper? People couldn’t help laughing foolish man．

B. we intended go outing on Sunday. Let’s start singing to song.[来源:Z&xx&k.Com]

After a warm discussion, we all continued doing our homework. C. I remember posting the letter．

Let’s try doing the working in some other way．

Your plan would mean spending hours．

We stopped talking．

归纳2：

动名词作宾语的用法

1．有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid，can't stand（不能忍受）, consider，delay, devote … to, dislike enjoy，escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss（错过）, pay attention to, practice, put off, stick to, suggest等等。

2. 在begin, continue, love, like, hate, prefer, intend, start后用动名词和用不定式作宾语均可，意义没有多大区别。

3. 动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。 forget, regret, remember后跟动名词，动名词表示已经发生的动作；后跟不定式表示将要发生的动作。

Part3. Get the Ss to underline the sentences with v-ing form and then say out their function of v-ing forms. We’ve got to think of ways of changing people’s habits.

I apologize for being so angry with you.

After being away for several years，it is a strange experience to return to the place you were born and brought up．

I insist on taking proper food fort his expedition．

She devoted herself to teaching. 归纳3：动名词作介词宾语

动名词可与介词一起构成介词短语。

A．介词+动名词

B．动词+介词+动名词

※下列短语中的to都是介词，所以后面跟名词或-ing形式：devote to，object to，pay attention to，get down to，lead to, look forward to，stick to，be used to, refer to, make a contribution to,等

②相关练习：Exercises（课堂讲解）

A.Fill in the blanks with the proper form of the given verbs. 1--- What do you think made Mary upset? --- Losing (lose) her new bicycle, I think. 2.When the teacher suggested taking (take) a swim, the entire class cheered in approval. 3.I tried to avoid meeting (meet) him because he always bored me. 4.I mean to change(change) the plan even if it means taking (take) an extra month. 5.While shopping, people sometimes can’t help being persuaded (persuade) into buying (buy) things they don’t really need.

6.Tom was unhappy at not being invited / not having been invited (not invite) to the party. 7.It’s no use arguing (argue) with him.

It’s not necessary to argue (argue) with him.

8. We don’t allow smoking (smoke) here.

We don’t allow students to smoke (smoke). 9. It’s not my fault. I remembered locking / having locked (lock) the door already.

It’s my fault. I should have remembered to lock (lock) the door.

10. They prefer staying (stay) at home to going out. They prefer to stay (stay) at home. ③Homework: 完成辅导册的相关练习，并上交。

七、教学反思：

本节课主要让学生掌握V-ing做主语和做宾语的情况，在教学过程中主要通过让学生通过一些例子的学习来总结相关的规律。本章知识对于学生来说比较简单。学生大部分能在这过程中分析出V-ing 在句中所充当的成分。在练习操练的这一个环节中，学生比较常犯的错误主要是在对to do 和v-ing 做宾语区分不对。因此在随后的教学中，要让学生多做总结，对这一知识点更加了解。