Learning about Language教学设计及教案分析

Module 4 Unit2 Working the Land Period 3 Learning about Language the –ing form as either the subject or the object 一、 学生分析：

高一十五班女生较多，大部分学生学习主动性较强，能积极参加课堂活动，但对语法学习感觉较枯燥，实际运用也存在问题。

二、 分析教材：

本单元的语法部分引导学生发现课文中的动名词用作主语或宾语的句子，并设计了相关的句型转换练习、探究讨论应用动名词或不定式形式作宾语的动词、填空练习等。

三、 教学目标：

1. 语言知识目标：学生能在一定语境中识别并掌握动名词用作主语或宾语的功能。

2. 语言能力目标：引导学生形成发现和归纳动名词做主语或宾语规则的能力；培养学生在句子和语篇中运用动名词做主语或宾语的能力。

3. 情感目标：在教学活动中充分营造平等竞争的氛围，帮助学生积极参与各种形式的教学活动。

4. 学习策略：帮助学生有效地运用观察、分析、归纳等方法理解和掌握所学内容。

四、 教学策略：

采用任务型教学、归纳法、功能教学法。借用计算机和幻灯机辅助教学。

五、Teaching

procedures Step 1 Check the answer for Exs on Page11 and Page 12 Step 2 Revision

Look at the picture of Yuan Long ping and ask students to say something about the text. (Encourage students to learn from Dr Yuan and understand the function of the –ing form.) Step3 Discovering useful structures 1.

Fill in the blanks (review of the text) （设计意图：承接上一个自由复述的内容，并引入本单元的语法）

2.

Ask students to check your answers in groups and report the results on the blackboard. 预习练习：

1. 在阅读材料中找出用-ing形式做主语和宾语的句子，并按以下要求归类。

Subject: 1) Since then, finding ways to grow more rice has been his life goal. 2) Spending money on himself or leading a comfortable life also means very little to him. 3) Just dreaming for things, however, costs nothing. Object of preposition: 1) As a young man, he saw the great need for increasingthe rice output. 2) Dr. Yuan searched for a way to increase rice harvests without expanding the area of the fields. 3) However, he doesn’t care about being famous. 4) Dr. Yuan awoke from his dream with the hope of producing a kind of rice that could feed more people. Object of verb: 1) He enjoys listening to violin music, playing mahjong, swimming and reading. 2. 用括号中所给动词的适当形式补全句子。

1）Collecting（collect）stamps is a good hobby. 2) Chatting (chat) with them improves our minds. 3) Smiling (smile) is the best language. 4) He enjoys swimming (swim). 5) Don’t be afraid of speaking (speak) English.

(This part can give students an impression on the function of the –ing form as either the subject or the object.) Step 3 Learning the usage of the –ing form as either the subject or object 1．作主语 动名词作主语时，句子有两种形式：

①动名词直接置于句首主语的位置上。

1) 捉弄别人是我们万万不能干的.

Playing tricks on others is something we should never do．

2)学习新单词对我来说非常重要。

Learning new words is very important for me．

3)说比做容易。

Talking is easier than doing. ②用形式主语it，把真正的主语——动名词结构移置句尾。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，如useful，useless，good，fun；no use，worth等。如：

和夏洛克争辩是没有什么用的。

It is useless trying to argue with Shylock．

这事值得去做。

It’s worth making the effort．

想再解释一次有好处吗?

Is it any good trying to explain?

跟你在一起工作是令人愉快的。

It is pleasant working with you．

③在there be结构中作主语，这种结构的意思相当于“It is impossible to do… ”。例如：

若要人不知，除非己莫为。

There is no hiding of evil but not to do it．

这种事开不得玩笑。

Here is no joking about such matter.

无法知道他什么时候离开

There was no knowing when he would leave.

Step 4 Practice Task 1: Translate the following sentences into Chinese. 1. Talking to him is talking to a wall. 2. Smoking may cause cancer. 3. Smiling is the best language. 4. Seeing is believing. 5. I suggest bringing the meeting to an end. Task 2: Do Ex.2 on P13 and Ex.1 on P50.（句型转换和对话练习,见附页。）

(The design is to show students more examples to help them consolidate the usage of –ing form as either the subject or object.) [探究] 能够积极用心地思考、讨论并归纳出哪些动词后可以接动名词作宾语。

Step 5 Discussing and further understanding Ask students to discuss in groups and find out some verbs that can be followed by –ing form as object. And then report your ideas on blackboard. At last, ask one student to comment and choose the best three groups and students. Step 6 Summary • Some verbs that are followed by –ing as object:advise, finish, practice, suggest, avoid, enjoy, imagine, admit, miss, escape, risk, excuse, stand, keep, mind….

• Some phrases that are followed by–ing as object:look forward to, devote to, be busy doing, feel like, can’t help doing, lead to….

• Some sentence patters :spend ….doing have some difficulty in doing something….

• 动名词做主语应注意：

1）自身形式变化。

2）所在句子谓语动词形式变化：动名词做主语，谓语动词用单数形式。

3）仍保持着一些动词的性质，后面可以接宾语或副词性修饰语。

• 动名词作宾语应注意：

1）既可以作动词的宾语，又可以作介词的宾语。

2）作动词宾语时要注意哪些动词后接-ing：

哪些动词后接to do ：

哪些二者都可以接：

3）作介词宾语，要注意短语里含有“to”

时，“to”的词性：

4）固定句式中-ing的应用：

2、用作宾语



动名词作宾语有两种情况。一是有些动词只能后接动名词作宾语；二是有些动词既可后接动名词也可后接不定式作宾语。

①只能后接动名词作宾语的动词，常见的有avoid，consider，enjoy，keep，finish，suggest，dislike，delay，escape，cannot help，imagine，mind，miss，practise，cannot stand等。如：

②既可接动名词又可接不定式作宾语的动词，常见的有：begin，start，continue，like，love，prefer，by，mean，forget，remember，hate等。

3.

在动词forget，remember，regret之后，用动名词与不定式意义不同。动名词表示动作先于谓语发生，不定式表示后于谓语动作

4.

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)。如：

（This practice can help students review what they have learned.）

Step 7 Checking students for assessment

[课内自测](To learn about what students have learned and consolidate what they have learned.) 1．英汉互译

1).打篮球可以增强我们的体质，有利于我们的健康。然而，花费大量的时间打篮球是不明智的。

2). Doing easily what others find difficult is talent; doing what others think is impossible is genius. 2. 根据括号内汉语提示，完成短文。

As a young man, Li Ming dreamt of (become) a scientist. He enjoyed (study) all the subjects at school. But when he saw the need for doctors in the poor countryside, he decided (devote) himself to (look after) sick people. After (graduate) from Shanxi medicine university, he became a doctor in his hometown. He cares little about (make) money. He is interested in (help) poor people. When some poor villagers come for help, he seldom asks them for charge. He even offers some money to them. He is never afraid of (become) poor. He is only concerned about people’s health.

设计思路：这是一节语法课，目的是让学生掌握‘如果动词或动词短语在句子中做了主语或宾语，要在其后加-ing，以及与此变化相关的问题’。根据课本的设计，结合学生的情况，课前，以阅读教材为语言背景材料，让学生通过观察、发现动名词做主语或宾语的实例，并试完成类似句子，然后课前进行小组讨论，展示预习结果，学生点评，老师补充，以引导学生学习、了解动名词做主语或宾语的用法；随后，给学生呈现更多的例句，并加以口头结对训练和书面句型转换训练，适时让学生进行互评和自评，然后，老师加以提示和总结；接着，组织学生进行小组探讨，探究发现可以接-ing形式做宾语的动词、短语及句式，最后，让学生点评，质疑解疑，老师点拨，归纳出所讨论结果；然后，选一名学生对本节课学习内容及课堂情况加以总结，最后，对学生进行测试性评价，使学生从学习过程的表现及效果的反馈两方面对自己加以正确认识。