Learning about Language优质课教案设计

年级

复备人

高2019级

课时题目

学科

主备人

高一英语核心备课组

Book4 Unit2 Working the 教材版本

新人教版

内容

land Grammar: use v-ing forms as the subject and object

单元课标解读及教学设计

璧山中学校教学案

英语

设计思想：

高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；为此，高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式，形成具有高中生特点的英语学习的过程与方法。高中语法八级目标为

1．进一步掌握描述时间、地点、方位的表达方式；

2．进一步理解、掌握比较人、物体及事物的表达方式；

3．使用适当的语言形式进行描述和表达观点、态度、情感等；

4．学习、掌握基本语篇知识并根据特定目的有效地组织信息。

根据以上课标要求，本节课教师将引导学生将用小组合作探究、自主学习的的学习方法从已学过的阅读文章中找出含v-ing形式句子进行分类、分析最后再总结出v-ing形式做主语和宾语的用法。以此来发展学生的自主学习和合作学习的能力。而合作讨论的过程能训练学生用适当语言形式进行表达自己观点、态度的能力。

教材分析

在本单元的阅读文章中出现了多个句子含有v-ing 用法，如

1) He saw the great need for increasing the rice output. 2) YLP searched for a way to increase rice harvest without expanding the area. 3) He enjoys listening to violin music. 4) Spending money on himself or leading a comfortable life means very little to him. 5)

Dr Yuan awoke from his dream with the hope of producing a kind of rice that could feed more people. …………….

这些句子较为简单，且学生在学习课文后都已经掌握其意思，因此这些句子是学生进行自主探究学习语法的很好的例句。

学情分析: 学生通过前面的学习，已经接触过相当v-ing形式。所以在理解它的基本用法上不会觉得太难。但是基础较薄弱的学生对句子成分掌握的不好，不能很好理解v-ing形式做宾语还是主语。所以这是一个难点。而对于成绩较好的学生来说学习并掌握本节语法难度不是很大。

教学目标：

1. 学生能够识别动词-ing形式在句子中作主语或宾语，并能够使用这种结构。

2. 学生能够区分某些常用动词后面跟不定式作宾语还是动词-ing形式作宾语。

3. 所有学生都能进一步体会合作学习和自主学习探究对学习效率的促进作用。

教学重难点: 动词-ing形式在句子中作主语或宾语的用法

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教学方法: 自主探究——发现规律——要点精析——即时演练

教学设备

多媒体

Teaching Procedures

Steps Step1 Warming-up

Step2 Discovering

T’s Activities

1.

Show Ss. some pictures of bulletin boards and ask them pay attention to v-ing form .

T: Have you ever seen these signs?

1.

Let students Find and underline the sentences in the passage that use –ing forms. Example: Since then, finding ways to grow more rice has been his life goal. (paragraph 2)

2.

Get Ss to work in a group and choose the sentences that use –ing forms either as the subject or the object.

Ss’ Activities

时间

设计意图

复备记录

Voice their opinions and in the 3”

same time pay attention to

the v-ing form

find out these sentences: 10 1)

He saw the great need

for increasing the rice

output.

2)

YLP searched for a

way to increase rice

harvest without

expanding the area.

3)

He enjoys listening to

violin music.

4)

Spending money on

himself or leading a

comfortable life means

very little to him.

5)

………

Students should try to discuss

with their group member and

find out sentences like:

1)

He enjoys listening to

violin music.

2)

Spending money on

2 Use some phenomena in life to lead to the topic and arouse Ss’ interests.

Develop the students' ability to explore and induct.

Develop students' ability of cooperation and self-learning

As the subject

As the object.

himself or leading a

comfortable life means

very little to him.

1.

Get Ss to pay attention to

Students should try to explore the sentences that use –ing the sentences that use –ing forms as the subject and forms as the subject and find help them figure out the rule out : by asking questions. 动词-ing形式既有____的特Q:

What have you discovered 点，又有________的特点

by comparing

the –ing form

with a noun and a verb?

2.

Show more sentences to Read these sentences and students. conclude 3 rules: 1) To him, swimming is 一是可以用___作形式主语；much fun. 二是动词-ing形式可以有___2) Walking in step is not 主语（即独立主格结构），三easy. 是可以有__________形式。

3) It’s no use complaining.

4) It’s no good worrying

about it.

5) It’s difficult finding your

way around here?

6) Would you mind my

opening the window

3.

Let students do exercises. Finish exercise2 on P12

individually.

1.

Get Ss to pay attention to

Read the sentences from the the sentences that use –ing text and try to find some rules. forms as the object and help 1)As a young man, he saw the them figure out the rules. great need for increasing the

rice output.

2) Dr Yuan searched for a way

to increase rice harvests

without expanding the area of

the fields.

3) He enjoys listening to violin

music, playing mah-jong,

swimming and reading.

4) Dr Yuan awoke from his 3

12

15

To lead Ss to realize the usage of –ing form as the subject.

To help students find out the usage of –ing form through discovering.

To consolidate what students learned just now.

To help students find out the usage of –ing form through analyzing familiar sentences

Homework

2.

Show more sentences and lead students learn more about –ing forms as the object.

3.

Let students discuss in groups and then help them get the conclusion.

4.

Ask students do some exercises.

Give homework. 完成对应检测题。

dream with the hope of producing a kind of rice that could feed more people. 能够发现动词-ing形式既可作____的宾语，也可以作___-的宾语。

Read and analyze the following sentences: 1) He suggested doing it in a different way. 2) The president tried to avoid answering the reporter’s questions. 3) I admit having read your letter. 4) Mom agreed to lend me some money. 5) Jack pretended not to see me when he passed. 6) My friend offered to help when I was in trouble 可以发现有些动词后面用_____作宾语，有些动词后面用______作宾语。

一部分学生讨论哪些动词后面常跟动词-ing形式作宾语，其余学生讨论哪些动词后面常跟不定式作宾语。执行相同任务的小组之间可以展开竞赛。

Do Exercise 4 on page 13.

To learn more about –ing forms as the object.

Develop students' ability of cooperation and self-learning

To consolidate what students learned.

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教学反思

5