Learning about Language教案教学设计导入设计

Unit 2 Working the land Learning about Language 一、教学内容

人教版新课标高中英语必修4 第二单元（Unit 1 Working the land）

第三课时

Learning about Language 二、教材分析

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。同时让学生了解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，并通过写一则海报提高学生的写作水平。

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。练习四具备任务型活动的特色，我们可以在学生动笔之前，向学生提供范例，最好是身边的人或大家熟悉的人。我们在完成该部分内容的同时，结合Workbook第49----50页Using words and expressions和Using structures部分的练习强化语言训练。

三、学情分析

１．学生个性和英语水平差异大，教学设计要有梯度，由浅入深，注意层次性。教师要抓住学生的心理，

激发学生的学习兴趣，让他们在学习中学会参与，在参与中学会学习。

２．根据学生的心理特征，采用小组合作、讨论探究、任务型教学方法，让学生在练习讨论及合作学习中主动探究归纳学习知识，培养学生主动探究及归纳重点的能力。

四、教学目标设计

1. 知识目标：

①

学生通过练习掌握词汇和短语sunburnt, hunger, expand, circulate, struggle, export , output,

satisfied , strain , rid ……of , lead a ….life, would rather , thanks to ②

通过观察例子及合作讨论掌握，语法The-ing form as subject and object.

2. 能力目标：

①

使学生掌握话题重点词汇及短语并能正确使用，让学生能熟练运用-ing形式进行写作运用，能正确分析其在阅读文章中的成分以便更清楚的翻译。

②

培养学生的合作、质疑意识，提高学生分析问题和解决问题、归纳问题的能力；充分利用多媒体技术，培养学生组织语言、运用语言的能力。

3. 情感价值观：

通过本节课的学习, 掌握话题基本词汇，了解农民的生活，尊重农民的劳动。学会辨别有害食品与绿色食品。关注新农村建设。

五. 教学重点、难点

教学重点：重点单词的用法及—ing形式做主语及宾语的用法。

教学难点：话题词汇的运用以及-Ing形式在作文中的运用。

六、主要的教学方法

多媒体辅助教学法将相关图片及信息整合，通过练习巩固所学词汇及语法。

七、学习方法

结合我班学生英语基础与能力较弱的实际，本课时我把练习难度设计梯度，把每个教学环节所设计的问题和任务区分出高低不同的层次，由浅入深，循序渐进，使每个教学环节尽量符合多数学生的认知水平，力争全班绝大多数同学都能积极参与课堂活动。通过“合作学习、任务型”活动，引导学生自主学习，培养学生

“主动探究”、“推理归纳”等能力。

八、教学过程设计

Step 1 Greeting and dictation Task1：听写单词及句子，将上节课的重点单词和句式进行听写。按小组竞赛的形式，6个小组各派一个人来听写，8个单词2个句式。听写后叫小组交叉评改及评比。

设计说明：充分调动学生积极性，通过共同参与及竞赛的形式激励学生课后主动多记单词，达到有效巩固所学知识的目的。

Step 2 Word study

A．

Complete the sentences with the words from the box in proper forms. Some words

may not be used ：Sunburnt, strain, output , export , rid …of , would rather , increase , satisfied , super ,lead…a life , thanks to , struggle

1.With the development of science and technology China is ____ many kinds of electric products to developing countries. 2. Yao Ming plays basketball in NBA and he is a ____ basketball star.

3. _____ bad weather, our football match has to be put off. 4. Now the old couple _____ simple but happy _____ in the countryside. 5. Judging from his ____face and arms, he works in the open air.

6. I’m very tired. I _____ have a good sleep than go to the cinema.

7. The ____ of corn this year is double that of last year. 8. We ____ wheat to Russia and import silk from Japan. 9. The basketball league _____ by adding four new terns. 10. The people _____ to get out of the burning building.

Three minutes later, the teacher may ask some students to read out their answers and give the Chinese meaning of each sentence. The teacher corrects any mistake and gives some explanations.

（Answers to the sentences: 1.exporting 2.super 3.Thanks to 4. is leading a …life

5.sunburnt 6.would rather 7.output 8.export 9. was strained

10.struggled ）

设计意图：通过练习巩固词汇用法，让学生在运用中熟悉掌握重点词汇的形式变化及用法

B. Finish the Exx 1,2 and 3 on Page 11---Page 12.

Step 3

Grammar

There are two tasks in this step. One is to do some explanations about the structure ; the other is to do some exercises in the discovering useful structures in page 12. Task 1 A. The following sentences are from the text. There are some useful structures in them . Let students translate them and pay attention to these boldface words . 1…,he cares little about spending the money on himself or leading a comfortable life.

P.10

2. He also doesn’t care about being famous.

P.10 3. His other hobbies include playing mah-jong ,swimming and reading .

P.10 4. Wishing for things , however , costs noting .

P.10

通过课文例句让学生归纳-ing形式的概念：

1. 构成: 在动词末尾加-ing。否定形式: not+ -ing 构成

2. 动词-ing形式不能单独作谓语, 没有人称和数的变化, 但可以有自己的宾语和状语, 还有时态和语态的变化。

3. 动词-ing形式由动词加-ing变化而成, 它同时具有名词和动词的特征, 在句中可以

作主语、宾语等。

Task2.

-ing 形式做主语

Walking is a good form of exercise for both young and old.

无论对年轻人和老年人来讲, 走路是一种很好的锻炼。

Watching news on TV has become a routine for me.

在电视上看新闻已经成了我的一种日常习惯。

It’s no use making an excuse for this. 为这件事找借口是没有用的。

It’s dangerous swimming in the sea on windy days.有风的天气在海里游泳是危险的。

There is no hiding of evil but not to do it．若要人不知, 除非己莫为。

There is no joking about such matter.这种事开不得玩笑。

归纳：1、常用-ing形式作主语的句型

2、动名词作主语表单数概念,谓语动词用单数形式。

Task3.通过例子让学生观察讨论-ing形式作宾语的用法及注意事项

We must try to avoid repeating the same mistake．我们必须设法避免犯同样的错误。

Do you feel like having a walk with me after supper?

晚饭后你想和我一起散步吗? People couldn’t help laughing foolish man．人们忍不住嘲笑那个愚蠢的人。

Your hair wants cutting.

The floor requires washing.

That novel is not worth reading.

归纳：只能后接动名词作宾语的动词, 常见的有avoid, consider, enjoy, keep, finish, suggest, dislike, delay, escape, cannot help, imagine, mind, miss, practise, cannot stand等。

设计意图：通过观察让学生讨论出-ing形式作宾语的用法，有助于培养学生主动观察发现及归纳的能力，让学生印象更深刻。

Task 4 . 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 . 5. I must apologize for ______ ( not let )you know ahead of time . 6. Mr Brown regretted ______ (beat ) his son.

Check the answers and correct mistakes if there is any and do some explanations at the same time . 通过练习让学生巩固所学语法知识

Task 5

A .Do some exercises: Please do Ex 2 on Page 12. You are asked to rewrite the following sentences using the -ing form as the subject. Ask some students to do them one by one. B. Do Exercise 3. This time join the two halves to sentences. C. Finish Ex. 4 in Page 13. Use the following phrases with the –ing form to describe a person you admire.

Teacher can give students four minutes to write a short passage by themselves and then ask one or two students to give their answers. 设计意图：通过练习让学生主动归纳语法，能有效帮助学生理解抽象的语法定义。

Step 4

Using Structures A. Finish Ex. 1 on P. 50. Check their answers with the whole class .B. Exercise.

Now work in pairs or groups to finish this task. Step 5

Homework 1. Summarize the rules of v.-ing form as the Subject and Object in your own way. 2. Finish the exercises of “Discovering useful structures”

on Page 13and Page 49..