Learning about Language设计意图

Teaching Design for Student’s Book 4( PEP) Unit

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Learning about language （西安市第六中学分校 全亚莉）

I. Teaching concepts “New Curriculum Standards ”advocates the grammar teaching should start from applications, focusing on strengthening the students’ practical consciousness, and cannot be limited within the grammatical category of its own,but with logical thinking, discourse context approaches, teachers are supposed to help students achieve the teaching goals step by step.

Required course as English is, we teachers should not only develop the students' ability of language, but also promote the development of students' key competences in English learning to develop students’

quality of thinking, cultural character and learning ability.

II. Teaching background analysis 1.The analysis of teaching contents This unit plays an important role in Book 4. The topic of this unit is about the agriculture and the first two periods includes Warming up, Pre-reading and Reading, dealing with some basic knowledge of agriculture and the life of Yuan Longping ,especially about his devotion attitude to his work. This period is about learning about language,mainly about some useful words and the grammar V-ing forms used as subjects and objects.

This unit is agriculture-centered,while this lesson is designed with the theme—

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—saving food. Rich corpus about agriculture, dining out, agricultural pioneers, and not wasting food are input to cultivate students' interest in learning.In the specific language context, students are making an effort to write a letter to the headmaster about students’ wasting food behavior,which is intended to check students’ mastery of the grammar they’ve learned.

2.The analysis of the students Having studied senior English for more than a semester, the students have the ability of getting and processing information as well as reading and writing in English. In this class, the English levels of the students are different.Most students English foundation is relatively weak, so it is necessary to consider the layering teaching in accordance with their aptitudes.At the same time, compared with other types of lessons, students find the grammar class is boring and are not interested in it. Therefore, it is necessary to design the content carefully and stimulate students' interests in learning as much as possible. In view of the fact that students have learned some basic usages about verb-ing forms in junior middle schools, the goal of high school English grammar teaching is to enable students to further consolidate and expand the existing grammar knowledge in the specific context to understand or to express themselves. Teaching aims According to the four-dimensional teaching objectives of key competences,the aims of this period are putting the usages of verb -ing forms used as the subjects or objects as the carrier, combining the class teaching design to create the real context to make students master the grammar in the process of inquiring and learning.Therefore,

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teaching aims of this lesson are as follows: 1.Language ability （1）Students will master the pronunciation, meaning and spelling of the following vocabulary: sunburnt, output, expanding, thanks to, rid…of, circulating, export, equip,struggle, satisfied,would rather. （2）Students will be able to distinguish the differences between

verb -ing forms used as the subjects or objects and use the verb - ing forms used as the subjects or objects in their reading,speaking,listening and writing,especially in their speaking and writing.

(3)After learning,students can draw a family tree of the grammar they have learned in this class. 2.Learning ability Students will learn how to analyze the sentences with verb - ing forms as the subjects or objects and actively put them into the speaking and writing practice. In practice, improve students’comprehensive use ability of language and deepen the mastery and memory of grammar knowledge. 3.Cultural character

(1)Students will know more about the long history of Chinese agriculture and learn the spirit and the attitudes of the two great scientists to their work so as to enhance students' understanding of the traditional agricultural culture and the farmers' hard work,helping them form and consolidate the awareness of saving food.

(2)By reading a Chinese poem written by Li Shen, students can feel and understand the hardship farmers devote to planting crops,which will

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educate them to form a good eating habits and cherish food heartily. 4.Thinking quality

（1）Create real contexts for students, provide adequate corpus, observe and discover the structures and usages of the verb- ing forms,and the teacher will let students discuss and write a letter with the topic of saving food,aiming at cultivating students to find problems, solve problems and be creative to think and write in English. （2）In order to acquire target language and skills, students learn how to learn and form correct values about food, and learn to cooperate and help each other. Teaching methods Task-based teaching method and discovery teaching method（Help students to understand and master the grammar by observation, analysis and induction.） Learning methods Discussion, cooperative learning method

Teaching aids:Blackboard, PPT and some pictures

Teaching focuses 1.How to lead students to master and skillfully use v-ing form as subject and object by by observation, analysis and induction and practice。

2.Use v-ing forms as the subjects and objects to introduce two pioneers in farming and describe the phenomenon of wasting food in the canteen. 3.Summarize the verbs and phrasal verbs followed by the v-ing forms and draw a family tree of the grammar they have learned in this class. Teaching difficulties

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1.

Students can understand the close connection between agriculture and our daily food,but how to create and trigger them to use v-ing forms as much as possible to express themselves on cherishing food and fighting against wasting food orally and literally is a problem to be solved.

2.How to integrate the key competences of English into the grammar teaching is worth studying. Teaching procedures The English grammar teaching under the new curriculum concept emphasizes the ability to cultivate students' comprehensive use of language. This process can achieve the goal of cultivating language comprehensive ability by activating perceptual knowledge, clarifying grammar items and training grammar.In accordance with this guidance, the author have designed the following steps: Teaching Activities procedures

1.Share a song Play a song named“Country roads, take me home”by American country music

singer--John Denver. Share the song with the students before class. 2..Complete a grammatical cloze. Step 1

Revision

& Lead-in

1.本单元的主题是“农业”，播放美国乡村音乐，为课堂教学营造农村生活的氛围，在优美的旋律中，学生的思绪亦会随之徜徉，既能激发学生的兴趣，亦能激活学生关于农业的背景知识。

2.语法填空，是根据阅读课主要内容和语言学习部分练习一词汇填空题所选词汇短语改编而来，既是对上节阅读课所学内容的总结和复习，又是对练习一重要词汇用法的复习与巩固，让学生结合课文内容，通过一定的语境、语篇掌握词汇，考虑到学生的实际学***，降低了学生的学习难度，使学生容易成功，调动他们的积极性，

起到一石二鸟的效果。

Purpose

Keys:sunburnt, output, expanding, thanks to, rid…of,

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circulating, rather export, equip,struggle, satisfied,would 通过观看《节约无小事》的视频，让学生感知当前尤其在饭店，因各种原因人们浪费食物的现象很严重。通过回答问题，让学生对自己的吃饭行为，比如在外吃饭点菜过多等进行自省，认识到浪费粮食是不对的，在外吃饭点菜应适量，践行“光盘行动”，不能造成粮食浪费。

Task

1：Watch and answer Step 2

Watch & answer

Step 3

Watch & Group

Students are to watch a short video called “Saving food matters much!”Before watching ,two questions are listed: 1.Where does the video take place? 2.Do you think they can eat up all the food they ordered on the table?

Task 2：Watch and Group 1.饭店吃饭的短视频为学生展1.Find out the V-ing forms and group them 开关于节约粮食的讨论和交流创造according to their usages: as Subject,Object of 了具体的情境，这些句子有的选自prepositions or Objects of verbs:短视频播放内容，有的选自学生看完视频之后的讨论和感悟，紧紧围绕吃饭——点菜——浪费饭菜的线索生成。

2.让学生通过观察和实践来体验目标语言现象，形成初步的，感性的认识。根据动名词在句子中所做成分的不同进行归类，使学生在思考辨别动名词做主语还是做宾语

的结构用法中，掌握动名词做主语（The above sentences are shown on the 或宾语的用法，更重要的是在发现screen,which come from the short video and 语法结构的的过程中，学生受到节what students discussed just now.The students 约饭菜、珍惜粮食教育。

are set aside some time to watch the sentences

and find out what they have in common and

group them according to their usages ）

2.Present Present 环节的展示让学生进一步明晰动名词做主语或做宾语的形式和结构区别。为后面的学习做铺垫。

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Step

4 Summarize Summarize环节借助思维导图Mind-mapping 完成对动名词做主语或宾语的小结与巩固。导图思路清晰，易于学生掌握。

在此环节设计了让学生说出常跟动词-ing形式作宾语的动词，并进行列举，旨在让学生熟记掌握这些动词，强化动名词作宾语的用法。这也是对课本13页练习三的回应。但是并未列举即可跟动名词又可跟动词不定式的动词，这样进行设计的目的是出于对学生学习能力的考虑，在他们还未真正意义上掌握动

名词用法之前，列举过多，会使他（Family tree of V-ing used as subject & object)

们在用法上出现混淆。故而将此题的放在下一节课的巩固提高时使用。

“Practice makes perfect”,在学1.Get students to open their books to page 13 生对动名词做主语或宾语的结构、and ask them to finish EXERCISES 2.3.5.9. 用法和意义有了初步的了解之后，

让学生完成课本13页练习4的2.3.5.9这四道题，而非此题的全部，是出于对学生英语学习基础薄弱的考虑,也是对上一个教学环节内容的呼应，旨在让学生目标明确地掌握那些动词后只可跟动名词的用法。

2.Get to know two pioneers in farming 在阅读课上学生已经学了袁隆 Show a picture of Dr. Yuan Longping and ask 平博士的爱好，在课文的第三段第students a question: 28行，“He enjoys listening to violin What are Dr. Yuan Longping’s hobbies? music,playing mah-jong,swimming

He enjoys

.

and reading”.我给出了回答此问题

are Dr. Yuan Longping’s hobbies. 的两个框架，旨在让学生通过改编

句子的形式，熟悉动名词做主语或宾语的不同。

此环节设计一方面让学生继续3.Show pictures of Jia Sixie and his book”Qi Min Yao Shu ”.Students are required 练习动名词做宾语的用法，尤其是7 Task 3：Summarize

Step 4

Practise

Task 4：Practise and apply

to answer two questions: What was Jia Sixie insterested in ?(find out the best ways for farmers to grow crops better) What was he famous for?(write a book called Qi Min Yao Shu ) 4.Summarize Up till now, we have known a lot about two famous pioneers in farming ，One is

Dr. Yuan Longping at present, and the other one is Jia Sixie inChinese ancient times,who both have devoted a lot to Chinese agriculture.They love working with farmers in the fields and can understand the hardship of farmers. we should learn their attitudes towards their work, their attitudes towards the working people. We should respect farmers and their fruits of hard work,cherish our food from today on .

在介词宾语的用法。另一方面，让学生认识中国历史上另一位农学先驱及他的著作，增强学生对我国农业发展的自豪感，激发他们向这两位农学家学习的欲望。

在小结部分对两位农学先驱袁隆平和贾思勰进行了简单的评述，旨在让学生感受他们热爱工作、热爱劳动人民的态度，对农民付出的艰辛，他们感同身受，引导教育学生要热爱劳动、尊敬劳动人民、珍惜粮食。

Step

5 Discuss and write

Task 4：

Discuss and write 1.Show pictures of students’ wasting food in the school canteen and ask two questions:

Questions:

What can you see in the pictures ? What measures should be taken to save food? 2.Groupwork

Ask students to answer questions in group of four. And try to use v-ing forms as subjects and objects.

学习语法的目的在于实践中的应用。此环节紧扣节约粮食的主题，让学生在交流的过程中，反思自己日常的饮食行为，再一次体会粮食的来之不易。

节约粮食是本节课的主题，让学生自由发挥，进行分组讨论，既可以提高学生的认知水平，又升华学生的情感，使学生认识到粮食的来之不易。学生以组为单位进行讨论，并对小组成员进行了分工，组员之间有信息差，便于学生之间信息的交流，激活思维，用他们小组的智慧来解决问题，可以培养他们的团队合作精神。

在此环节可以点拨学生从三个方面采取措施来节约食物，即：学校如何做；餐厅如何做；学生如何做。要注意学生思维的角度，不能把浪费食物的原因全部归咎于学生。

3.Present 为学生语言的输出搭建交流平Group members show their group ideas.

台，通过此方式培养学生的竞争意

识，促成他们今后更有效的小组合作。

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给校长写一封信，是本节课的

语法学习输出部分。书信中所缺部Dear Mr Headmaster, 分，正是学生在上一个讨论环节的

I’m Amy, a student from Class 2 Senior 1. I am 讨论成果，学生已积累了相关的词writing to tell you that wasting food is very serious in 汇，为此写作环节做了很好的铺垫。our school canteen.

(Describe what you see in the 学生在充分讨论之后，对于学生餐picture)

厅浪费现象及采取的措施已经心中

有数，

在此环节动笔来写比较顺畅。

另外，

书信的开头和结尾已经写好，

In order to solve the problem, some measures 并且只在此部分呈现了3个含V-ingshould be taken by our school.(Your advice)Firstly,

形式做主语或宾语的句子，为学生

示例。要求学生在认真完成习作过

程中至少使用3个V-ing形式做主语

. Secondly,

或宾语的句子，达到学以致用的效

果，可以激发学生写作的积极性。

同时，

写作的完成既是对本节课“节Lastly,

约粮食”主题的升华，又对学生进

行节约粮食的教育，更是本节语法

I do believe we students can form a good habit 课落实于实践应用的见证。

of saving food.I'm looking forward to receiving your

letter.

Yours truly,

Amy 学生在欣赏诗的过程中，体会5.Share the poem from Chinese poet—Li Shen. 农民的艰辛，粮食的来之不易不易，Poem 让他们在潜移默化中受到珍惜粮食---By Li Shen 的教育与熏陶，进而约束自己不良Farmers weeding at noon, 的饮食习惯。

4.Write “A letter to our headmaster”

Sweat down the field soon. Who knows food on a tray, Due to their toiling day.

Step 6 Homework

Step

7

Teaching reflection

作业环节再现了本节课的学习重点，要熟记只跟ing形式的动词并且在课文中寻找含ing形式的句子。在上完本节课之后，学生对课文中的ing句子将能很好地掌握，通过画本节课语法的思维导图对本节语法又是一次巩固、提升。

笔者所上的这节课是人教版高中英语必修四第二单元“语言学习”（Learning about Language）部分，学习本单元重点词汇和语法项目（动词-ing形式作主语和宾语的用法）。对本节课的反思如下：

一、好的方面

（一）这节课的教学设计思路以英语核心素养观为指导。

本节课是以核心素养观为指导的一节英语语法课，当前教育部提出的英语学科核心素养包括四个方面，即语言能力、文化品格、思维品质和学习能力，这四个层1.Finish the letter to our headmaster. 2.Remember the verbs which can be only followed by—ing forms. 3.Find out the sentences with—ing forms in the reading passage and analyze the usages of them.

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Teaching reflection 面的能力与外语学习的工具性与人文性两大特点殊道同归。而在这节语法课上，如何将英语核心素养四个方面融入课堂，是笔者一直在思考的问题。

英语学习是学生主动建构意义的过程。笔者所授课单元是以“农业”为主题展开，本节语法课主要讲解动名词做主语和宾语的用法，为了达到掌握这一语法的目的，我以“节约粮食，反对浪费”作为本节课的主题，围绕“看视频自我反思——走近两位农业先驱——珍惜粮食”这三个环节组织语料，创设环境，以视频播放中的内容及学生讨论的语言作为语法的载体，呈现7个句子，通过思维活动建构语法框架知识，引入本节课的语法学习。将语言学习文化知识融入到语法教学的过程中，学生在分析问题，解决问题的过程当中，潜移默化般地掌握了语法，发展思维品质，形成了文化理解，形成了珍惜粮食光荣，浪费粮食可耻的价值观，培养了学习兴趣，在具体真实的语境中，学会运用语法知识，以给校长写一封信的方式，作为语法学习的最终产出，改变了以往语法课教学无主题，输入语言的碎片化现象，促进了英语学科素养的形成与发展。

（二）教学各环节衔接紧密，过渡自然，层层递进。

教学过程的推进由易到难，由低到高，由信息到识别，再到应用。教学程序的设计活动前后相关，前面的环节能够为后面的活动做准备，做铺垫。在教学设计的各环节中，设置的学习难度逐步加大，从开始的“看——说——读——练——写”，各个环节步步为营，层层铺垫，让学生“跳一跳就能够着”。如：在讨论学生餐厅浪费食物的环节，其中针对图片的两个问题，就是后文完成给校长写信的要点。学生在讨论环节思维清楚，讨论充分，这样为后文的写信做好了铺垫。学生就不会在写的环节露怯。

在语法填空环节，是根据阅读课主要内容、言学习部分练习一词汇填空题所选词汇短语改编而来，既是对上节阅读课所学内容的总结和复习，又是对练习一重要词汇用法的复习与巩固，让学生结合课文内容，通过一定的语境、语篇掌握词汇，考虑到学生的实际学***，降低了学生的学习难度，使学生容易成功，调动他们的积极性，

起到一石二鸟的效果。

在语法结构学习环节，让学生通过观察和实践来体验目标语言现象，形成初步感性认识。根据动名词在句子中所做成分的不同进行归类，使学生在思考辨别动名词做主语还是做宾语的结构用法中，掌握动名词做主语或宾语的用法，更重要的是在发现语法结构的的过程中，学生受到节约饭菜、珍惜粮食教育。Summarize环节借助思维导图完成对动名词做主语或宾语的小结与巩固。导图思路清晰，易于学生掌握。

在操练环节，以走进两位农业先驱为背景，在小结部分对两位农学先驱袁隆平和贾思勰进行了简单的评述，旨在让学生感受他们热爱工作、热爱劳动人民的态度，对农民付出的艰辛，他们感同身受，为农民能种上好庄稼奉献了一生，引导教育学生要热爱劳动、尊敬劳动人民、珍惜粮食。

提倡任务型教学，在任务的驱动下完成教与学

让学生通过感知，体验，实践，参与合作等方式，我力求最大限度地把语言能力的培养落实到教学过程的每一个环节，逐步实现预定的任务目标并感受成功。在这堂课的设计里要求自己主题明确，突出语言的完整性，要有一气呵成的感觉，动名词用做主语和宾语用法贯穿每个环节，活而不乱，生动有趣，贴近生活，气氛活跃，能发挥学生们的主观能动性，在完成任务的过程中，学生获得新知，能初步运用动名词做主语的用法完成初步的听说读写活动。

存在不足

（一）本节课的课堂容量比较大，为了达到语言学习的完整性，凸显本节课的主题“反对浪费，节约粮食”，学生在本节课中的参与程度有限，应该给学生更多10

的时间去自主学习、交流和练习。如：在用思维导图画出本节语法课内容环节，本打算让学生先画，然后展示进行学习，但是考虑时间紧，改成引导学生完成思维导图的绘制。应该今后在这个环节给学生留出足够的时间。

（二）本节课采用全英教学，只在个别地方进行了汉语解释，有个别学生英语基础太差，虽在课堂中他们积极参与，从他们的目光和神态中，看出了他们的盲目与无助，在今后的教学中，绝不能放弃他们，给他们更多的关爱和辅导。

总之，怎样进行有效的语法课教学是一个永恒的话题。“教学有法、教无定法，贵在得法。”我们一定要勤学善思，走进学生的生活，结合实际教学需要，灵活地和有创造地使用教材，吸引学生积极参与，打造课堂，方可与学生共同成长，教学相长。

Blackboard design

1.Family tree of V-ing used as subject & object

2.Measures against

1.School

wasting food

2.Canteen

3.Students

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