Learning about Language教案教学设计导入整理

必修4 unit2 Working the Land(Learning about Language) 教学设计

教学内容分析：This teaching period mainly deals with the grammar: the use of the --ing formas the subject and object. Students often feel the --int form abstract and difficult,so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. Teaching aims：

Knowledge aims: 1. Get students to learn the --ing form as the subject and object. 2. Have students learn how to use itt. Ability aims: 1.

Enable students to use the --ing form as the subject and object correctly according to the context.

Emotional aims: 1.

Get students to become interested in grammar learning. 2.

Develop students’ sense of group cooperation. Teaching important points: 1.

Let students learn which verbs are followed b the --ing form as the object and which by the infinitive. 2.

G et students to grasp which verbs can be followed by both the --ing form and the infinitive and have the same meaning. 3.

Have students master which verbs can be followed by both the --ing form and the infinitive but express different meanings. Teaching difficult points: 1.

Enable students to learn how to use the --ing form as the subject correctly. 2.

Have students master which verbs can be followed by both the --ing form and the infinitive but express different meanings. Teaching procedures: Step 1 Leading in

1.

Ask students to turn to Page 10 to read through the passage A Pioneer for all People,pick out the sentences using the --ing form as either the subject or the object, and then underline the --ing form in each sentence and translate the whole sentence into Chinese. 2.

Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these --ing form is being used in the situation. Have them try to sum up some uses of the --ing form. Step 2 Grammar learning 一．动词--ing形式

1. 动词-ing形式的构成：是在动词末加

-ing 形式构成。

如：do-doing, be-being, ask-asking, etc. 2. 动词-ing形式不能单独作谓语，没人称和数的变化，但可以有自己的宾语和状语，还有时态和语态的变化。

二．动词-ing形式时态和语态。

一般

完成

eg：I remember being taken to Wuhan when I was a very small child. She admitted having opened the box. Reading aloud is very important for us to learn a foreign language. 三．动词-ing 形式作主语

1. 直接置于句首

Eg:

Playing tricks on others is something we should never do．

捉弄别人是我们万万不能干的。

Learning new words is very important for me．

学习新单词对我来说非常重要。

Talking is easier than doing.

说比做容易。

2. 用形式主语it，把真正的主语-ing形式移置句尾。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。

It +be +a waste of time doing

做……是浪费时间的

It is/was no good/use doing

做……是没益/用处的

It is/was hardly/scarcely worth doing

做……不值得

It is/was worth/worthwhile doing

做……是值得的

There is/was no use doing 干……无意义

There is no sense/point in doing

做……没有道理

Eg：It is useless trying to argue with Shylock.

和夏洛克争辩是没有什么用的。

It’s worth making the effort.

这事值得努力去做。

It is pleasant working with you. 跟你在一起工作是令人愉快的。

四．动词-ing 形式作宾语

1. 只能后接动词-ing 形式作宾语的动词, 常见的有avoid，advise, allow, consider，enjoy，keep, finish，suggest，dislike，delay，escape，cannot help，imagine，mind，miss，practice，resist, cannot stand，

excuse，fancy，give up，put off，risk等。如：

2. 既可接动词-ing 又可接不定式作宾语的动词，常见的有：begin，start，

continue，like，主

动

doing

被 动

being done having done having been done

love，prefer，by，

mean，forget，remember，hate等。

A.

在like，love，hate，prefer等动词之后，用-ing或不定式意义上没有什么不同，只是侧重点有些不同，动词-ing 形式表示泛指的动作，不定式表示具体的一次性动作。

B.

在begin/start，continue之后，用动词-ing 和不定式，意义无甚区别，

尤其是当主语是人的时候。

C.

在动词forget，remember，regret之后，用动词-ing与不定式意义不同。

动词-ing表示动作先于谓语发生，不定式表示后于谓语动作。

D.

在try，mean之后，意义各不相同，如try to do (设法)，try doing (试试)，mean to do (打算，有意要做)，mean doing (意思是，意味着)。

E.

go on doing 和go on to do: go on doing继续做一直在做的事；go on to do接着做另一件事。

F. stop doing与stop to do:

stop doing停止做;stop to do 停下正在干的事去干另一件事。

3. 作介词宾语

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等。

五．动名词复合结构：（表示动名词的动作是谁发出的）

动名词复合结构：作主语时，须用名词所有格或形容词性物主代词；

作宾语时，也可用普通格或人称代词宾格。

Eg：1. Tom’s (His) coming is what we have expected.（Tom的到来）

2.She didn’t mind Jack/Jack’s(him /his) coming here.（Jack来这）

Step 3 Grammar practice 1. _____ provides us with essential

nutrients (营养), while ______

provides us with oxygen.

A. To eat; breathing

B. Eating; to breathe

C. Eating; breathing

D. Eaten; breathed 2. Have you forgotten ___ $1000 from me last month? Will you please remember ____ it tomorrow?

A. borrowing; to bring

B. to borrow; bring C. borrowed; bringing

D. borrowing; bringing 3.My brother keeps ___ me with my work.

A. to help

B. help

C. helping

D. helped 4. We should often practise ___ English with each other.

A. to speak

B. spoke

C. speak

D. speaking 5. The story was so funny that we ___.

A. couldn’t help laugh

B. can’t but laugh

C. couldn’t help laughing

D. couldn’t help but to laugh 6. Though it sounds a bit too dear (昂贵), it is worth ______.

A. being bought

B. buying

C. to buy

D. buying it 7. He devoted his life to _____ the atomic theory.

A. study

B. be studied

C. studying

D. have studied 8. We are both looking forward to __ next week.

A. going on vocation (休假)

B. go on vocation

C. be going on vocation

D. have gone on vocation 9. The microscope is used for__ minute (微小的) objects.

A. examining

B. being examined

C. examined

D. examine 10. Mike has got used ___ up late at night. (stay up)

A. to sit

B. /

C. to sitting

D. sitting

11. Once the heart stops _____, death follows at once.

A. beating

B. to beat

C. being beaten

D. to be beating 12. We are now busy _____ for the examination.

A. to prepare

B. preparing

C. prepared

D. being prepared 13. The patient must be separated to avoid (避免) ____ others.

A. being infected(感染)

B. infecting

C. to infect

D. infected 14. Your clothes need ______.

A. washed

B. to be washed

C. to wash

D. being washed Step 4 Homework 1.

Finish off

the Workbook exercises. 2.

Make a summary of the grammar. 板书设计：

I may write some useful words and expressions.

教学反思：由于学生在语言知识基础、语言能力发展水平以及学习方式上都存在着差异，因此，高中英语课程的教学设计不但要符合学生的生理和心理特点，还要考虑不同学生的不同情况。只有尊重学生的差异并满足不同学生的不同学习需求，才能真正实现面向全体学生。针对学生水平参差不齐，本节课设置内容难度适宜，以便适应不同学生的需要。