高一英语教学设计:“动名词作主语”

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高一英语教学设计:“动名词作主语”

高一英语教学设计:“动名词作主语”

NSEFC BOOK4

UNIT 2 WORKING THE LAND

Period 3 the –ing form as either the subject or the object

一、学生分析:

高一十六班为高一级较好班级,80%的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 Revision

Look at the picture of Yuan Long ping and give students some questions about the text. (Encourage students to learn from Dr Yuan and understand the function of the –ing form.)

1. What does he look like?

2. What does he work to do his research?

3. Why did Dr. Yuan want to increase the rice output when he was young?

Step 2 Discovering useful structures

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 increasing the 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

Give students some explanations if necessary after two students made comments on their performances. And make students understand that we should change the form of verb as v-ing form when the form of verb acts as the subject or the object in a sentence.

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:

(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。