Learning about Language优质课教案整理

The second period Grammar The Second Period Grammar Teaching goals 教学目标

1. Target language 目标语言 The -ing form as subject and object. 2. Ability goals 能力目标

Enable Ss to master the usage of the -ing form as subject and object correctly and freely. 3. Learning ability goals 学能目标 Help Ss learn how to use the -ing form as subject and object as they like. They can also practise actively and attentively so that they reach their goals. Teaching important points 教学重点

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

How to use the -ing form freely. Teaching methods 教学方法

Explaining, discussing and practising. Teaching aids 教具准备

A projector and a computer. Teaching procedures & ways 教学过程与方式

教

学

过

程

教学环节

Step 1环节1 Finding similar structures (5m) 探究展示

文中找句

教师活动

预设学生行为

Try to find similar sentences. 运用策略找相似句

设计意图

To inspire students to find similar structures. 鼓励学生找相似句子，培养学生的观察能力，为下一环节做铺垫。

To enable students to cooperate and discover the rules. 培养学生探究能力和合作意识

Instruct students to find out similar strictures in the text 激励学生在文中找到含有动名词的句子。

Step 2 环节2 Instruct Students' students to discovery discover the (10m) functions of the

合作探究 ing-form .

其乐无穷

激励学生讨论探究动名词在句子中的功能。

Discuss.讨论

Sum up the rules. 总结

Step 3 环节3 Give out the sentence patterns, and make sentences (15m) 给出例句 模仿造句

Give the students some rules about the ing-form as subject and object, and then ask students to make some sentences. 给出动名词作主语或宾语需要注意的问题，激励学生造句。

Step 4 环节4 Inspire and Practice(10m) instruct the 实际操练 students to 体验快乐

finish the exercises. 激励学生进一步运用所学的语法知识做题，然后鼓励小组合作，讲解巩固。

Remember the sentence patterns and make sentences. 记住例句，运用造句。

To encourage students to apply grammar knowledge. 激励学生初步运用语法知识

Do the exercises and pick out the student who gets the highest marks in each group, then ask the student to teach the others. 组内合作，解决问题。

Step 5 环节5 Instruct Sum up the notes Summary and students to sum and learning assessment up and discover strategies. (5m) learning 总结笔记，形成策总结评价

strategies. 略

个性作业

指导学生总结本节

课所获得的语法知

识和规律，形成学

习策略。

To encourage students to apply grammar knowledge and experience joy from learning English. 激励学生体验英语语法学习之乐，培养英语语法学习策略

To encourage students to develop learning strategies. 培养学生总结能力和学习策略

Grammar 一. 动名词做主语的用法 动名词做主语往往表示经常性、习惯性的动作, 在口语中也可以表示具体的动作。如： Seeing is believing. Helping her is my duty. Talking mends no holes. 空谈无济于事。

Working with you is a pleasure. 和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样，也可以用it作形式主语。如： It's rather tiring walking around in a city. 不定式做主语往往表示具体的特别是将来的动作。如： It's no use crying over spilt milk. 覆水难收。

He realized that to go on like this was wrong.

二. 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。 Doing morning exercises is good for your health. 做早操对你的健康有好处。

Her shoes wants mending. 她的鞋该修理了。

注意: 当

need, want, require, worth后面接doing也可以表示被动。

Your hair wants cutting.

你的头发该理了。

The floor requires washing. 地板需要冲洗。

I have finished writing this book. 我已经写完这本书了。

2. 在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow／advise／forbid／permit ＋名词／代词＋不定式（宾语补足语）”之形式。如：

We don't allow smoking here． We don't allow anybody to smoke here．

3. 动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如： The window needs／requires／wants cleaning／to be cleaned． 4. 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。 5. 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。