Grammar第二课时教案

Module 1

Grammar（二）

The Adjectives Ending in –ing and –ed

四川省苍溪中学校

钟晓燕

一、学情分析

在高中阶段,中学生接触-ing和-ed结尾的形容词比较常见，本课语法内容接近学生生活，对学生有教育意义，容易激发学生的学习热情，易于展开讨论。

二、教材分析

本课是外研版高一必修1的语法部分: Adjectives ending in –ing and –ed是阅读课（Reading）里的词汇的拓展和延伸。在阅读课（Reading）里面初步接触和学习了amazing/amazed; interesting/interested; boring/bored，本堂课主要对这类词汇做进一步的扩展和延伸。

三、教学方法

采用任务型教学，这种方法是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐积累知识，形成技能。本课将通过任务型教学，努力达到课堂教学的目的。

四`教学设计

1.图片导入。为了调动学生的积极性，采用了大量的学生现就读的新学校的图片，生动形象，直观导入本课话题；让一堂枯燥无味的语法课变得轻松自然，生动有趣。

2. 基础练习。精选习题，紧扣课本，难度适中，贴近生活，体现了素质教育的全体性，由浅入深，由易到难的练习，能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。

3.总结归纳。学生带着任务学习，在完成任务的过程中逐渐生成对知识总结归纳，形成自己的观点。

4.小组讨论。围绕核心任务开展自主性的小组活动使合作、探究与独立思考相结合。调动学生学习英语的积极性，全面的训练学生的听、读、说能力。

5.话题写作。寓教于乐，为了让学生能轻松愉快地学习，一段两分钟的视频后让学生围绕当堂学习内容能准确地用英语来表达感情，让知识源于生活，用于生活，让他们学会分享，培养学生利用所学知识进行语言交际的能力。

五.情感设计。教师在教学过程中不断激发并强化学生的学习兴趣，使他们树立自信心，乐于与他人合作，勇于积极主动探讨个人观点，保持积极的学习态度，不断走向成功。

Teaching goals教学目标

Get the students to know the differences between the adjectives with –ing form and –ed form. Find out more adjectives ending in -ing and -ed . Students enable to use the different expressions in their daily life. 2. Ability goals能力目标

Enable the Ss to use the correct forms of the adjectives ending in -ing and -ed . Enable the Ss to use the adjectives ending in -ing and-ed freely. Teaching important points 教学重点

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Find out more adjectives ending in -ing and -ed . Get the students to know the differences between the adjectives with –ing form and –ed form., especially when they are used to describe the face、the voice、the look and the mood. Students enable to use the different expressions in their daily lives. Teaching difficult points教学难点

Students enable to use the different expressions in their daily lives. Teach the Ss to learn how to share their childhood using the adjectives they have learnt in this class. Teaching methods教学方法

Speaking, comparative methods, team-work , appreciation

Teaching aids教具准备

Multi-media Teaching procedures教学过程

Step one: Presentation Get the students to appreciate some pictures of our school and then give them some questions: Q1: where is it?

Q2: Is it beautiful?

Q3: Is it amazing?

---Our school is amazing. We are amazed at/by our school. Q4: Who is this beautiful woman? She is our English teacher and she is enthusiastic and friendly, so her class is interesting and we are interested in her class. Q5: How about the meeting? There are so many people sleeping in the meeting room.

The meeting is boring.

They are bored with the meeting. The boring

meeting makes them

bored.

Step two: Do some exercises 1. bored/boring: I was very ______in her teaching method. 2. interested/interesting: I was very ___________in her teaching method.

3. amazed / amazing: The computer screen is absolutely______________. 4.disappointed/disappointing: He was ____________because Ms Shen won't be the teacher every day.

5.embarrassed/embarrassing Group work activities won’t make you ____because you can keep quiet if you want to

6. bored/boring: The journey home from school was____________. Step three: Discuss and draw a conclusion Q1: When do we use the –ing form and when do we use the –ed form?

Please discuss the questions and then check the answers

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The-ing form describes things. The -ed form describes people. Step four: Brain storm Get the students to have a competition: The whole class is divided into two groups and they say the similar words as many as they can. confusing 令人困惑的；

confused 困惑的

puzzling 令人迷惑的；

puzzled 迷惑的

exciting 令人兴奋的；

excited 激动的

surprising 令人惊奇的；

surprised 惊奇的

astonishing 惊人的；

astonished 感到惊奇的

disappointing 令人失望的；

disappointed 失望的

discouraging 令人泄气的；

discouraged 泄气的

tiring 令人厌倦的；

tired 疲劳的

boring令人乏味的；

bored无聊的

pleasing 令人高兴的；

pleased 高兴的

satisfying 令人满意的；

satisfied 满意的

worrying 令人担心的；

worried 担心的

frightening 恐怖的；

frightened 受惊的

moving 令人感动的；

moved 感动的

amusing令人感到愉快的；

amused愉快的

amazing令人惊讶的；

amazed 惊讶的

Step five: Ability promotion

Show them three pictures one by one to make them know that the –ing form means something causes a certain emotion: the –ed form means some one feels about something. Q1: How many of us like music? Why?

1. The music is relaxing . The girl feels relaxed. The ________music makes her_________ . the ________music a _________ girl

a _________look 2. The daughter is disappointing. The mother is disappointed. a______________ daughter a ____________mother 3. a __________boy The boy is _________because of a ___________thing. a_________ look The man is ________by some __________things.

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Step six: Further practice and sum up 1. Hearing the _______ news, we were all ______. (excite) 2. The little boy seemed _________ at the sight of the ________ snake. (frighten) 3. The ______music makes her______. (relax) 4. All of us were _______ by the ________ maths problem. (puzzle) 5. A lot of young people are _______ in the __________ game. (interest) 6. ______ of the ______ film, the man went out of the cinema half way. (tire) 7. I could see she was highly ______ .(amuse) 8. The dishes tasted nice，making me ______ (please). 9. He hadn’t expected the result, which can be seen from his ________ look. (surprise)

10. He showed he was _______ with the experiment results with a _______ look on his face.(satisfy) 总结：

形容词化的-ing和-ed形式用作名词修饰语时，仍保留一定的动词含义。一般说来，由及物动词的-ing转化来的形容词往往带有主动意义，常译为“使人……；令人……”；由及物动词的-ed转化来的形容词往往带有被动含义，用来形容人感到如何。

The –ing form means something causes a certain emotion.

The –ed form means someone feels about something. Step seven: Practice in daily life Task One: Get the students to watch a short video which is funny and close to their life and then let them say something about the video(interesting amusing exciting satisfying pleasing…… )

Task Two: Share their own childhood using some of the words they have learned in this class from the aspects ( impression; difference; satisfaction ……)

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Homework

Get the students to write the composition 假如你是李华，收到美国朋友Frank的来信，他想了解你的童年，请你给他写一封回信，谈谈你的童年，包括以下要点：童年印象、与别人不同、快乐与否等。

注意：

1、词数100左右；

2、可适当增加细节，以使行文连贯。

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