Learning about Language教学设计一等奖

高中英语人教版必修四Unit2 working the land

Learning about Language: Grammar -- The -ing form as subject and object教学设计

广东省中山市

桂山中学

郑曦

一、教材分析：

本课是人教版高中英语教材选修4中有关动词ing形式做主语、宾语的语法内容，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

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。练习四则训练学生v-ing形式在实际生活中的应用能力。

二、学情分析：

通过课文的学习，学生已经对v-ing形式做主语和作宾语有一定的印象。本节课在进一步学习该形式做主语和作宾语的基础上要深入体会做主语的作宾语时的具体含义及用法。

三、三维目标：

Vocabulary aims a. words and phrases sunburnt, hunger, expand, circulate, struggle, export, output, satisfied, strain, rid ... of, lead a ... life, would rather, thanks to b. grammar

The -ing form as subject and object. Ability goals Enable Ss to master the usage of the words and expressions above and use the -ing form as subject and object correctly and freely.

四、教学重难点：

Teaching IPs The usage of the important words and the -ing form used as subject and object. Teaching DPs How to use the words and expressions and the -ing form freely.

五、教法与学法：

Teaching methods 1. Explaining, discussing and practising. 2. Pair work or group work to get every student to work in class

Learning methods Task based learning / cooperate learning /learning and practicing

六、教学准备：

A projector，some slides and a multi media computer.

七、教学活动：

Step1. Lead in: （1）Enjoy a song and fill in the blanks.

LOVE

---By John Lennon

Love is real; real is love. Love is ________; ________ love. Love is ________ to be loved.

Love is touch; touch is love. Love is ________; ________ love. Love is ________ to be loved.

Love is you, you and me. Love is ________ we can be.

Love is free; free is love. Love is ________; ________ love. Love is ________ to be loved. Keys: feeling, feeling, wanting, reaching, reaching, asking, knowing,leaving, leaving, needing （2）Discovering structures: 1）.Can you translate these proverbs into Chinese?

1 Seeing is believing. (眼见为实)

2 Doing is better than saying. (行胜于言)

3 It's no use crying over split milk.(覆水难收)

4 By falling we learn to go safely.(吃一堑,长一智) 2）.Find and underline the sentences in the passage（p10）

that use –ing forms as either the subject or the object . Step2.Presentation 1.ing做主语

（1）Finish the following sentences according to the pictures: Dancing is their hobby. Doing exercise is a good way to lose weight. Flying like a bird is his dream. Summarize: What’s in common?

作主语，位于_____。谓语动词用

。

Keys; Ving ,句首，单数

（2）归纳：动词-ing形式作主语

1.表示经常的、习惯性的动作或状态, 谓语动词通常用单数。如：

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。

2.用it作形式主语，把真正的主语ing形式移置句尾，常用于下列句型中：

It +be +a waste of time doing

做……是浪费时间的

It is/was no good/use doing

做……是没用处的

It is useless/no use做……是没用处的

It is/was worth/worthwhile doing

做……是值得的

There is no doing

无法……，

不允许……

There is no sense/no point in doing 做……没有意义

口头造句

3.巩固练习(1) 1. ___________________(没用) learning

without thinking .

2. ___________ (不好) staying up too late. 3. _______________(值得) having a try at it. 4. ____________________ (浪费时间) playing computers games. 5. ___________________________ (没什么意义) to his party. Keys: It is useless / no use ; It is no good; It is worthwhile; It is a waste of time; There is no point going (2) Please rewrite the sentences following the example.(Page 13 Ex. 2)

1. Helping people in need of help is nice.

2. Growing super hybrid rice is not easy.

3. Learning more about farming is not difficult.

4. Doing research in the countryside is not as easy as in the city.

5. Getting rid of hunger is very important in some African countries.

6. Explaining this again is important or we will get confused. Tips：to do or v-ing? to do: 表示一般或抽象的多次行为

ving: 具体的或一次性的动作

2. ing做宾语

（1）Finish the following sentences according to the pictures: My sister enjoys standing alone on the seashore.

The wolf always dreams of catching sheep. Summarize: What’s in common?

作宾语。位于_________ 或

后。

Keys: 动词-ing 谓语动词

介词

1）作动词的宾语

某些动词后出现非限定性动词时只能用动名词作宾语，不能用不定式。

后跟-ing的动词的顺口溜：

避免，错过，（少）延期avoid, miss, postpone/put off 建议，完成，（多）练习suggest, finish, practice 喜欢，想象，禁不住enjoy, imagine, can’t help 承认，否定，（又）妒忌admit, deny, envy 逃避，冒险，（多）原谅escape, risk, excuse 忍受，保持，（不）介意stand, keep, mind 2）作介词的宾语

Shall we have a rest or get down to doing our work? 我们休息呢还是开始干活？

Despite lacking money, his parents sent him to a good university. He was late again because of getting up late. Lock the doors and windows before going out.

What/How about the two of us playing games？

注意：

to 在下列短语中是介词，常跟动名词作宾语。

be/get used to

look forward to

get down to

pay attention to

devote oneself to

lead to

contribute to

object to（反对）

eg: Let’s get down to preparing for the exam

3) 动名词用在下列词组后作宾语：give up, can’t help, feel like, be worth, be busy, set about, put off, think of，insist on等

eg: She can’t help crying at the sad sight.

Do you feel like having a break? 4)

既可接动名词又可接不定式的常用动词有：remember, forget, regret, mean, try等，但表达的意义不同。

I remember seeing her at the hotel. 我记得在宾馆见过她。(动作发生了)

I will remember to see her at the hotel. 我记着要去宾馆见她。(动作尚未发生) 5）allow, advise, forbid, permit + doing

allow, advise, forbid, permit +sb. +to do

eg. We don’t allow smoking here.

We don’t allow students to smoke.

6)

need, require, want + doing (主动形式表被动意义)=to be done

eg. The window needs/ requires/ wants cleaning / to be cleaned. 7)

love, like, prefer, hate, + doing 表示一般倾向性.

to do表示一次具体动作

eg.

I like chatting on the Internet.

I like to go to the cinema tonight. 8)

begin, start, continue + doing / to do 区别不大.

如果谈论一项长期的或习惯的动作,常用doing.

eg. She starts making preparations at eight every day.

I was beginning to get worried.

She began to understand what they really wanted.

The meat began to give off a bad smell. Step 3. consolidation 1）直击高考题型：改错

Would you mind open the window? He is used to live in the countryside. We look forward to see you. 2）

Page 12 Ex. 3

3）Sentence chain game

Now please make your own sentence using the –ing form as its object.

The first student says his/her sentence.

The second student needs to repeat the sentence first, then say his/her one.

The third student……

4）Group work:语法填空（直击高考题型）

In spite of a busy schedule for academician of Chinese Academy of Engineering, Yuan has managed 1.__________ (keep)

some interests other than working.

In his spare time, he loves 2.__________(read) books and 3.__________(listen)

to music. Other hobbies of his include daily 4._________(cycle) and playing violin. However, he now suffers from arthritis (关节炎) and he stopped 5.__________(play) . He said he missed the violin 6.__________(send) away.

From sowing to harvesting, Yuan goes to fields twice daily, 7.___________(cover)

about 8 kilometers in total distance. "8._________

(ride) a motorbike was one of my favorite sports in my youth," Yuan smiled. "But now, it’s more for work than for fun."

He’s an occasional mahjong player too. “When 9._________(lose) a game in mahjong,” Yuan smiled, “ I never hesitate 10.___________(pay) the price-- creep through under the table.”

(个人完成5分钟，小组讨论3分钟。小组代表分享答案。) Keys:

1. to keep 2. reading 3. listening 4. cycling 5. playing

6. sent 7. covering 8. Riding 9. losing 10. to pay

Step4 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 13.

八、教学反思

《英语课程标准》指出：英语语法是语言知识的重要组成部分，是发展语言技能的基础。语法教学是语言教学的重要内容之一。基于高中学生认知能力的发展，课标倡导语法教学应遵循的教学模式为：关注—归纳—操练—运用。相对传统的语法教学方式，学生不再是死记硬背语法规则，做大量的机械练习，而是积极参与课堂，通过观察、体验、实践、合作等方式学习语法，是课堂学习的主体。要实现学生角色的转变，培养学生的英语思维能力，教学活动的精心设计是高效课堂的重要保障。

因此，笔者对语法教学进行了大量实践，认为本堂语法课教学活动的设计基本上完成任务。

一、教学活动的设计与教学目标一致

根据《新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，制定相应教学目标：

（一）

知识与能力

1、发现、理解、掌握动词-ing形式用作主语和宾语的结构；

2、在真实的语境和任务完成中理解、运用动词-ing形式；

3、培养围绕主题阐述问题的能力；

4、提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培养学生用英语进行思维和表达的能力；

5、培养学生自主学习、合作学习的能力。

（二）

过程与方法

1、采用“任务型”语言教学。根据不同的语法内容设计不同的任务，让学生通过完成任务，在语言运用中去学习、掌握语言形式和语言规则，使学生在做中学，在做中练，在做中巩固。

2、利用真实的环境或设计模拟的情境进行语法教学，使语法教学更趋形象化、直观化、真实化和趣味化。情景活动中的学习降低了语法学习的难度，激发了学生学习英语的积极性，使他们学得快，记得牢，用得活。

（三）

情感、态度、价值观

1、有稳定和持久的英语学习动机，对课堂内容有较高的兴趣；

2、能根据语言环境得体地使用英语表达自己的情感、态度和价值观；

3、通过谈论名人、谈论朋友，树立奋发向上、努力奋斗和团结友爱的精神。

二、

教学活动的设计丰富有层次

由于学生水平的差异，课堂上活动任务应有一定的梯度，使各层次的学生都能学到东西。另外, 过于单一、没有挑战性的教学活动会使学生对语法教学产生厌倦情绪。

（1）英文歌式

通过填补英文歌中的

missing words，使教学内容生动形象，不仅调动学生的学习兴趣，而且营造良好的课堂氛围。

（2）游戏式

根据教学内容设计“造句接龙”游戏。在这样的操练活动中，学生既锻炼了思维能力与快速反应能力，又加深了对所学语法现象的理解，同时使语法教学既轻松又有效。学生的表达多样，富于想象，不是对例句的机械模仿，他们在努力传达内心所想，这使得课堂气氛越来越活跃。

（3）视听法

利用学生感兴趣的图片与影像（如街舞、动漫人物）呈现语言情景或话题，引导学生运用目标语言结构进行表达和交际。

（4）通过小组竞赛方式实现激励机制。在课堂反馈中教师通过自己的表情、语言、体态等给学生尽可能多的鼓励和赞扬，使学生在愉悦的课堂氛围中发展创新，体验成功。

三、

教学活动的设计保持话题一致性

运用得当的语法结构表达意思，离不开词汇的支持。为了实现语言的输入与输出的一致，教学活动的设计要保持话题的一致性。笔者认为话题应在贴近学生生活实际的前提下，尽量保持与单元话题一致。因此本课选择了介绍袁隆平博士兴趣爱好的文章，改成了语法填空题型，让学生做练习巩固。

不足之处：

一、语法练习一般分为结构认知性练习、控制和指导性练习、交流性练习。教学过程中，教师的指令要简洁明确，做出清晰的示范，以保证练习效果。然而在本课中，在造句接龙游戏前，笔者没有进一步强调是用动词v-ing做宾语来造句，导致很多同学是用v-ing做主语来造句。

二、时间分配不够合理，导致在最后的Group work环节，时间仓促，没有充裕的时间进行小组讨论、小组竞争答题的环节。

三、课堂气氛调动不够，没有让全班每一个同学都动起来。

结束语

教学活动是实现教学理念的载体，合理的练习设计可以激发学生的学习动机，提高课堂学习的效果。学生的思维能力在活动中得到锻炼与发展。这是师生对课堂教学价值最大化的实现。语法知识是枯燥的，因此在语法学习的教学中，在通过大量的练习巩固所学知识的同时要注意激发鼓励学生，树立学习信心。