Learning about Language教学设计方案

New Senior English for China Student’s Book 4

Unit 2

Working

the

Land Grammar : V—ing form as the Subject and Object

Chen Jieping

Shaoguan No2.Middle School 一、教学设计

（一）背景

1.主题语境

本单元的中心话题是“农业”，内容涉及我国著名的杂交水稻专家袁隆平的贡献、化肥对土地耕种的影响以及开展有机耕种等。本单元的语言知识和语言技能都是紧密围绕这一主题设计开展的。

2.语篇类型:描写人物的记叙文

3.授课时长：

40分钟

（二

）文本分析

READING 部分介绍中国著名的农业科学家袁隆平和他的巨大贡献。全文分四段。第一段讲袁隆平作为中国著名的农业科学家，研制出了超级杂交水稻。第二段讲袁隆平的家庭背景、学业以及他的科研情况，他研制的杂交水稻技术已应用到印度、越南等许多发展现中国家。第三段讲袁隆平淡薄名利、无私奉献的高尚品质。第四段讲袁隆平的工作理想和目标，以及他热爱人民和为人民不断进取的精神。

(

三)学情分析(Analysis of the students)

Some students are from the countryside, they know about farming, but some students are from cities, they never do any farming work and know little about it. The students are in Grade 1,their English knowledge is limited. So I will help the students in different levels to learn English.

（四）Teaching aims 1）Knowledge aims

Command the rules of the –ing form as the Subject and the Object. 2）Ability aims Apply the target V—ing in the related situations and writing. 3)Emotional aims a.Enable the students to learn more about agriculture. b.How to help the students make up their minds to make contributions to the society in the future like Dr Yuan. 4)Learning strategies a. To develop Ss’

ability of discovering the rules of Grammar and expressing their ideas. b. To guide Ss to make up an interview. (五)Teaching important points Command the rules of the –ing form as the Subject and Object.

（六）Teaching difficult points How to use the V—ing form properly and complete the passage freely.

（七）Teaching aids Multi—media computer, blackboard, Learning Handout

(八）Teaching procedures Step 1 :Lead in

（5m’）

1.Play a guessing game with the students. 2.Lead in the topic by listening to a dialogue about Yuan Longping. ( 目的：用猜谜活动引入话题，活跃课堂气氛，激发学生的兴趣) Step2 :Discovery (2m’+5m’+2m’+5m’+1m)

1．Ask the students to review the sentences with V-ing form in the listening material . (目的：回归与课本话题相关的文本材料，增强学生关注目标语法的意识。)

2．Ask the students to observe the sentences and draw the rules of V-ing form as the Subject by presenting the sentences. 1) V—ing 置于句首

•_______(walk) needs a bit of practice now that gravity has changed. (B3U4)

•Skiing in the Rocky Mountains and ______ (sail) in the harbor make Vancouver one of Canada’s most popular cities to live in. (B3U5)

2）It (形式主语结构) •It is worth __________(rebuild) lost cultural relic. (B2U1)

（目的：回顾所学过的课文中出现的V-ing作主语的熟悉句式，让学生通过观察句子归纳语法规则。）

3．Recalling (目的：发挥学生自体作用和教师的主导作用。) 4．Ask the students to observe the V-ing used as the Object in the sentences and discover the rules of V-ing form as the Object. 1) Yuan Longping always considers _____（find）ways to grow more rice. He suggested_______(do) research on rice in salt water and required _______(keep) a record of the sea—rice.

2) Watching a family of chimps wake up , which means_______(go) back to the place where we slept.(B4U1）I don’t mean____________(disappoint) you, but I’m afraid we can’t offer our service.

3）呈现巧记口诀

“妹妹是不吃咖啡滴”

M----mind(介意):

E ----enjoy(喜欢):

M----miss (错过):

E-----escape(逃过):…

(目的：帮助学生巧学速记，增强学生的学习信心) 4) Recalling (目的：回顾目标语言，让学生明白V—ing 作宾语的两种形式—动宾和介宾。）

Step 3 .Practice(4m’+1m+5m’+8m’)

1．Fill in the blanks. 1) It is no use ________(regret) your past mistakes. 2) Tommy enjoyed _______(learn) about how to farm well. 3) It is worth _________(rebuild) lost cultural relics.

4) He will keep __________(try out) new ideas so he can help farmers.

(目的：掌握v—ing 做主语和宾语的基本用法。)

2．Feeding back

（目的：让学生通过总结练习，进一步巩固目标语法形式和和规则。）

3．Complete the passage according to the given words.

…After____1____(graduate)from college in 1953, he kept __2__(develop) rice species. He devoted his life to ____3____(study) agriculture and nowadays ,up to 20 percent of the world’s rice…

(目的：篇章设计以单元话题为主题，文本词句的组合为设计采访输出奠定语言基础。)

4．Make an interview

1) Show the mind-map to the students and ask them what they think of when they interview Yuan Longping.

(目的：让学生根据思维导图发散思维，回顾所学的相关信息。) 2) Underline the sentences describing Yuan’s life

（目的：回顾上文设计的篇张练习，再现信息语句，为采访进行热身。）

3) Ask the students to discuss and collect some information about Yuan Longping. （目的：发挥小组合作精神）

4) Play the Sample dialogue （目的：减低活动难度，增强学生展现自我的信心。）

5) Act out the interview designed by the students. （目的：展现小组成果，为学生提供展现自我的机会。）

Step 4. Summary & self–assessment(1m)

(目的：让学生明白应该掌握的知识目标和自己掌握知识目标的程度。) Step 5 Homework(1m)

Write a passage about Madame Curie by using the -ing form. ①居里夫人生于

波兰,1891年进入巴黎大学,学习刻苦.。

②与皮埃尔.居里结婚后,她开始与丈夫共同研究反射性物质。( after doing…) ③1898年,他们成功地发现了两种反射性物质。(succeed in doing …)

④因为她的巨大成就,她获得了诺贝尔化学奖。

⑤作为世界上第一个两次获得诺贝尔奖的女性科学学，居里夫人永远被人们所怀念。

Blackboard design:

Grammar ------The –ing form as the Subject and Object

Subject

Rule 1 (v—ing 置句首) V—ing

Rule 2 (it 形式主语)

Object

动宾（

Vt+doing巧学助记口决）

介宾

（prep. +doing）

二、教学反思（Reflection after class）

1.在小组活动方面

1）在让学生模拟采访袁隆平助手时，可以把思维导图延伸到连词成句从而降低采访任务的难度。（降低任务的难度，增强学生展现自我的信心。）

2）在让学生完成设计采访过程时，引导学生回到篇章练习中去发现已为采访输入的信息，可以提供更多的时间让小组讨论、发现、从而为采访袁隆平助手时有效地输出文本信息。

（小组讨论，增强表达效果，同时把课堂内容与生活实践相结合）