高一英语教学设计动名词作主语Word格式.docx
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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
Step1Revision
LookatthepictureofYuanLongpingandgivestudentssomequestionsaboutthetext.(EncouragestudentstolearnfromDrYuanandunderstandthefunctionofthe–ingform.)
1.Whatdoeshelooklike?
2.Whatdoesheworktodohisresearch?
3.WhydidDr.Yuanwanttoincreasethericeoutputwhenhewasyoung?
Step2Discoveringusefulstructures
Askstudentstocheckyouranswersingroupsandreporttheresultsontheblackboard.
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)Sincethen,findingwaystogrowmorericehasbeenhislifegoal.
2)Spendingmoneyonhimselforleadingacomfortablelifealsomeansverylittletohim.
3)Justdreamingforthings,however,costsnothing.
Objectofpreposition:
1)Asayoungman,hesawthegreatneedforincreasingthericeoutput.
2)Dr.Yuansearchedforawaytoincreasericeharvestswithoutexpandingtheareaofthefields.
3)However,hedoesn’tcareaboutbeingfamous.
4)Dr.Yuanawokefromhisdreamwiththehopeofproducingakindofricethatcouldfeedmorepeople.
Objectofverb:
1)Heenjoyslisteningtoviolinmusic,playingmahjong,swimmingandreading.
2.
用括号中所给动词的适当形式补全句子。
1)Collecting(collect)stampsisagoodhobby.
2)Chatting(chat)withthemimprovesourminds.
3)Smiling(smile)isthebestlanguage.
4)Heenjoysswimming(swim).
5)Don’tbeafraidofspeaking(speak)English.
(Thispartcangivestudentsanimpressiononthefunctionofthe–ingformaseitherthesubjectortheobject.)
Step3Learningtheusageofthe–ingformaseitherthesubjectorobject
Givestudentssomeexplanationsifnecessaryaftertwostudentsmadecommentsontheirperformances.Andmakestudentsunderstandthatweshouldchangetheformofverbasv-ingformwhentheformofverbactsasthesubjectortheobjectinasentence.
Step4Practice
Task1:
TranslatethefollowingsentencesintoChinese.
1.Talkingtohimistalkingtoawall.
2.Smokingmaycausecancer.
3.Smilingisthebestlanguage.
4.Seeingisbelieving.
5.Isuggestbringingthemeetingtoanend.
Task2:
DoEx.2onP13andEx.1onP50.(句型转换和对话练习,见附页。
)
(Thedesignistoshowstudentsmoreexamplestohelpthemconsolidatetheusageof–ingformaseitherthesubjectorobject.)
[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。
Step5Discussingandfurtherunderstanding
Askstudentstodiscussingroupsandfindoutsomeverbsthatcanbefollowedby–ingformasobject.Andthenreportyourideasonblackboard.Atlast,askonestudenttocommentandchoosethebestthreegroupsandstudents.
Step6Summary
•Someverbsthatarefollowedby–ingasobject:
advise,finish,practice,suggest,avoid,enjoy,imagine,admit,miss,escape,risk,excuse,stand,keep,mind….
•Somephrasesthatarefollowedby–ingasobject:
lookforwardto,devoteto,bebusydoing,
feellike,
can’thelpdoing,
leadto….
•Somesentencepatters:
spend….doing
havesomedifficultyindoingsomething….
•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todo:
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:
(Thispracticecanhelpstudentsreviewwhattheyhavelearned.)
Step7Checkingstudentsforassessment
[课内自测](Tolearnaboutwhatstudentshavelearnedandconsolidatewhattheyhavelearned.)
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).Doingeasilywhatothersfinddifficultistalent;
doingwhatothersthinkisimpossibleisgenius.
2.根据括号内汉语提示,完成短文。
Asayoungman,LiMingdreamtof
(become)ascientist.Heenjoyed
(study)allthesubjectsatschool.Butwhenhesawtheneedfordoctorsinthepoorcountryside,hedecided
(devote)himselfto
(lookafter)sickpeople.After
(graduate)fromShanximedicineuniversity,hebecameadoctorinhishometown.Hecareslittleabout
(make)money.Heisinterestedin
(help)poorpeople.Whensomepoorvillagerscomeforhelp,heseldomasksthemforcharge.Heevenofferssomemoneytothem.Heisneverafraidof
(become)poor.Heisonlyconcernedaboutpeople’shealth.
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。