新课标必修四 Unit 2 Working the Land

Learning about language 教学设计与教学反思

浙师大附中（金二中）陈小燕

一、教学目的(Teaching aims) 

 二、教材分析(Text analysis)

(一)教学重点(Teaching important points)

1、学会使用阅读课中的重要单词和词组。

2、能运用动名词作主语和宾语对不同情境进行描述。

 (二)教学难点(Teaching difficult points)

1、引导学生用动名词描述自己及自己熟悉的人。

2、把动名词的教学有机融入情景教学中。

三、学生分析(Teaching methods)

高一学生处于高中英语学习兴趣培养和学习习惯形成阶段。他们希望在学习过程中享受到乐趣，不希望老师死板地讲解字词及语法。能够激发他们好奇心和创造力，并与他们日常生活紧密相连的学习语境是他们希望教师在课堂上能呈现的东西。一旦教师走进他们的生活，他们就愿意跟着教师走，掌握文化知识，了解学习策略，形成良好的人生观和价值观。

四、教学媒体(Teaching aids)

整合网络资源，充分利用多媒体、文本、图片和视频，并利用黑板、粉笔、等教学媒体辅助教学，促进学生的有效学习。

五、教学过程（Teaching Procedures）

Step1 Self-introduction

Watch the video about the teacher’s life story to recall the following words and phrases.

At the same time, the teacher provides students with examples of v-ing used as subject and object

1. sunburnt 2. hunger 3. expand  4.circulate   5. struggle  6. export

7. rid…of   8. lead a …life   9. would rather    10. thanks to

Step2 learn to understand Eglish explanations of the words and phrases

Help students to fully understand the words and phrases mentioned in step one by giving the English explanations.

Task1 Find words and phrases that can match the English explanation

1. darkened skin from spending too much time in the sun

2.need for food

3.make something or somebody free of

4.become larger in size, number or amount

5. make information and ideas known to many people

6. live a…life

7. prefer to

8. because of

9. try extremely hard to achieve something

10. send things to foreign countries for sale

Step3 use the words and phrases

Task2  First, ask students to say something about Dr Yuan

      Second, complete the passage

Dr Yuan _______ a simple life. He _____ ______ work on the farm than have a rest. He has ________ for five decades to search for a way to increase rice harvest without _____________ the area of fields. _______ to the discovery of super hybrid rice, his dream of ______ China of _______ is realized . Now, he has another dream---to _______his rice so that it can be grown all over the world.  

Step4 V-ing used as subject

Task3 Ask students to make a self-introduction by using the following setence patterns.

Doing…is/makes/gives/bring me…

So…is my hobby/dream/what I like most.

Step5 V-ing used as object

Task4 describe the following pictures

Picture 1

1.It seems that the cat enjoys _____________ very much.

2. The cat is fond of ________________

3. The cat doesn’t care about_____________

Picture 2

1.The dog dreams of_____________________

2. The dog looks forward to ______________

3. We can’t help _______ when we see the dog having such a dream.

Step6 Consolidation of v-ing as subject and object

Task5 a guessing game

Work in groups of four,and use at least three sentences by using V-ing  to describe one of your classmates. And The other students will guess who he/she is.

Task6 complete the passage

First, watch the video barnyard

Second, complete the following passage

Oddis spends a lot of time in _______with his friends.He is good at _________.He likes________ ______very much. ________the golf ball rolling into the hole brings him great fun. Although he and his friends are afraid of ________ discovered when they are playing in the town, they still risk(冒险)_________ a football match outside a doctor’s house, which brings them great excitement. His friends can’t help laughing after seeing Oddis ____ _______ behind the postman.

Task7 Make an interview of Oddis. Try to make as many V-ing forms as you can during the interview.

Step7  Homework

Write a passage about a great but simple person you admire.

1.Try to use as many V-ing forms as you can.

2. Write down the dialogue you have made.

教学反思

作为走上工作岗位才第三年的教师，能参加这样大型的比赛，对我而言是一次极佳的学习机会。从其他十二位选手及专家点评中，我学到了很多。上好一堂课，牵涉到教材理解，教材处理，学生情况，教师本身素质等基本因素牵涉到上课时间，地点，情绪等其他因素。但有一点是不变的，那就是在上课时要认真，负责，充满激情。由于水平有限，反思的内容可能很浅薄。

1．从教学设计而言，本堂课主要想要用轻松愉快的氛围让学生掌握阅读课文中的重点词汇以及动名词做主语和宾语的用法。根据上课的情况看，我已经基本实现了教学目标，学生也通过大量不同语境下的练习，学到了目标设定的内容。

但在各个步骤的安排时，顺序还应做一些调整。比如，可以把电影片段先放在课前放，然后在语法的教学中融入词汇的用法。让活动的难度有梯度些。这一点，温州中学的老师做得很好。

2．从本堂课教学节奏而言，这堂课开始时节奏过慢，以至于到下课时没有完成Task7。这是对学生不了解及本身课堂节奏控制能力不足造成的。

3．从学生反映而言，学生都很认真听课，积极思考，积极回答问题，且完成任务时参与面也较广。但是学生被动思考的情况比较多，这是本堂课最大的不足。

最后，我想提出几点在备课过程中产生的困惑。

1．Learning about language 和 Using language 的区别是什么？

2．作为词汇讲解，要学生说为主，还是老师讲为主，还是在课后作为练习让学生自己去巩固。如果是老师讲，那么度如何把握？

3．现在都说淡化语法教学，那么在上语法类课时，是否该提到语法术语，比如说“主语”，“宾语”等？

4．本堂课最后成形前已经改了六稿，其中有一个步骤是让学生四人小组活动，收集后面跟动名词做宾语的动词和词组，我的设计目的是让学生学会发现和总结语法规律，不知这样的活动是否适合课堂教学？

5．课堂教学有效性如何体现？怎样才能让教师明白学生掌握的情况？是通过他们课堂的回答和作业情况吗？