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视频标签：the land
所属栏目：高中英语优质课视频
视频课题：高中英语必修四Book4 Unit2 Working the land Learning about language—The -ing form as the Subject and Object福建省 - 三明
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高中英语必修四Book4 Unit2 Working the land Learning about language—The -ing form as the Subject and Object福建省 - 三明
Module 4 Unit 2 Working the land
所有教科书书名 人教版《普通高中课程标准实验教科书•英语（必修）4》 设计主题
Learning about language—The -ing form as the Subject and Object
1.整体设计思路、教学亮点
整体设计思路： 本节课为语法课教学—动词-ing形式做主语和宾语。整节课以兴趣爱好及其好处为话题，分四个环节进行教学。1. My friends and their hobbies—2. Hobbies and their benefits—3. Your hobbies and their benefits— 4. Pan’s worries.
1. My friends and their hobbies
该环节导入和呈现知识。通过看句子猜测同班同学的游戏引起引起学生兴趣，同时利用猜测的橘子呈现本节课知识。接着引导学生观察发现该语法点的相关知识。
2. Hobbies and their benefits
该环节为巩固练习。练习为一段同学间的对话，话题为兴趣爱好以及好处。设计成对话形式让学生在语篇中进行相关的语法训练。
1）独立完成练习，并收集兴趣爱好的相关表达。 2）小组合作，表演对话。 3. Your hobbies and their benefits
该环节为运用与表达。同学合作，运用所学的语法知识自编对话相互讨论兴趣爱好。接着请部分小组表演他们的对话。
4. Pan’s worries
该环节为运用与写作。在上一环节讨论兴趣爱好的基础上，提出部分同学遇到的问题——兴趣爱好与学业的冲突。并以此为话题让学生写一封求助信。最后进行分享与讲评。
教学亮点：
1. 创设真实情境，将零散的语法知识在话题中进行学习与运用。整节课中出现的学生以及活动，包括学生遇到的问题都真实存在。
2. 将信息技术与课堂有效融合。课堂上，利用希沃授课助手等软件，即使分享学生的作业，大大提高了课堂效率。
3. 巧用学案，且在学案中设置了Language Bank,让学生养成积累的好习惯。
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2. 教学背景分析
教学内容分析：本节课为第四模块第二单元Learning about language 部分的语法知识—动词-ing形式做主语和宾语。该知识点本身较为简单，且学生在初中已经接触过。另外，本单元的阅读部为介绍科学家袁隆平的文章，文中涉及了兴趣爱好的表达。因此本节课的重点为以兴趣爱好为话题，让学生使用-ing形式进行表达与写作。
学生情况分析：我校为一级达标校，授课班级为我校高一特保班（优秀学生）。大部分学生已经了解该语法知识。所以，同学们能很快通过例子归纳出语法规则。但是毕竟是高一的学生，在知识的运用上还有待提高。因此本节课以话题为载体，旨在帮助学生灵活运用相关知识。
3.教学目标分析
1. 掌握动词-ing形式做主语和宾语的基本用法。理解相关语法现象， 2. 能够在交际和写作中恰当使用动词-ing形式。
3. 学生通过小组讨论、合作等形式，增加英语口语交际能力，加强写作信心。
4.教学重点、难点分析
教学重点：
在理解语法现象的基础上，恰当运用相关知识讨论自己想兴趣爱好并能进行写作。 教学重点：
以兴趣爱好为话题,以求助信形式，巩固-ing形式的用法.
5.教学过程设计
Step 1 Preparation (1 min)
T: Today, we are going to learn the -ing form as the subject and object. Let’s go through the learning goals. 设计意图：本节课为语法课, 语法课通常较为枯燥，事先向学生展示教学目标，有助于学生调整好状态，为接下来的学习做好准备。
T: And please take out the learning sheet you’ve got just now. (Points to the learning sheet) It’s a Language Bank. You can put down the useful words and expressions and the sentence patterns here. 设计意图: 课堂学案能提高学生的学习效率。本节语法课，因为涉及到不少词汇和句型的用法。因此在学案开头设计了一个Language Bank，有利于学生课后的复习，也让学生养成随时积累的习惯。 Step 2 My friends and their hobbies — Guessing and Discovering (10 min)
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1) T：We have been together in the same class for a year. Let’s play a game and see if you are familiar with each other. Please go through the descriptions below and guess who it is.
设计意图：本节课的对象为本班学生，学生和老师之间彼此非常熟悉。该班级学生活跃、多才多艺。通过猜测再看照片的方式，活跃了课堂气氛。同时将本节课要学习的知识点巧妙地呈现出来。 2) Go through the sentences and tell the Grammatical Constituents of the underlined parts. 1. Playing basketball is his hobby. 2. He was “famous” for being late. 3. He also loves playing basketball. 4. She’s good at organizing activities.
5. She is responsible for buying things for the class. 6. He hates reciting English texts.
7. He enjoys playing different musical instruments.
3) Lead students to find some points they need to pay special attention to.
Playing basketball is his hobby.
Discovery 1: 动词-ing形式做主语，通常位于句首，谓语动词用单数。 He was “famous” for being late. He also loves playing basketball.
Discovery 2: 宾语分为介词宾语和动词宾语。介词后通常用—ing形式做宾语。有些动词后习惯用-ing形式做宾语。
设计意图：利用上一环节的相关句子点出本节课的学习内容。并引导学生发现一些相关的语法现象。继续吸引学生的兴趣。 Task 1
1) Write down verbs that can be followed by -ing forms as objects. Requirements:
1. Finish the task with your desk-mates. 2. Write as many as possible. 3. You are given two minutes.
2) Exchange the learning sheet and students have a discussion. Teacher show some words for reference. If
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they have any questions, they can ask the teacher for help.
设计意图：通过上一环节的任务，学生得出结论—动词-ing形式作宾语其实是一些单词的固定搭配。本环节设置小组合作，在规定时间按内写出尽可能多能跟-ing形式作宾语的动词。完成任务后小组交换改正。与此同时老师提供部分词汇供学生参考。该练习即时复习，又为下个环节的练习做准备。 Step 3 Hobbies and benefits—Practising and Speaking (5 min) Task 2
1) Go through the dialogue. Fill in the blanks with right forms of the given words and tell the reasons. 2) Find out words and expressions to express “like”, teacher writes them on the blackboard. 3) Learn some useful sentence patterns. Lead students to anther point they should pay attention to. Discovery 3: 某些固定结构中，通常把 it 置于句首做形式宾语，把真正的主语-ing形式置于句末。 Some similar sentence patterns: 1) It is no use/useless doing sth. 2) It is a waste of time doing sth. 3) It is fun doing sth.
设计意图：学生在认识了语法现象并复习了能跟动词-ing形式做宾语的动词后，在以兴趣爱好的语篇中进行巩固练习。归纳“喜欢”的不同表达法，同时引导学生发现新的语法现象。这些任务的而完成继续为下以环节做铺垫。
Step 4 Your hobbies and their benefits—Expressing ( 8 min)
T : It is fun doing what you love. And know all of you have your own hobbies. It is time to talk about them. Task 3
Make a dialogue to talk about your hobbies and the benefits you get. Requirements:
1) Take turns (you and your desk-mates ) to talk about your hobbies and the benefits.
2) Prepare a dialogue in pairs or in group of three, referring to the following words and expressions if necessary.
3) Use as many -ing forms as possible.
4) Be prepared to perform your dialogue to the class. Do you have any hobbies? What is it?
Yes. I am interested in…
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How do you spend you spare time? I usually spend my free time in…
What kind of sports do you like? I like/enjoy/ have a taste for… Why do you like…
… make me happy/relaxed…
Does it do any good to you?
Yes. …is good for building up confidence. Do you benefit from your hobby?
Yes. …helps reduce my stress.
设计意图：交际一直是学生英语学习中的一个弱项，利用所学语法知识进行交际对学生而更是一种挑战。本节课语法知识较为简单，且在之前的环节中做好了足够的铺垫，因此任务难度大大降低，通过交际，学生的知识得到巩固。
Step 5 Pan Tainyu’s worries — Applying and Writing (15 min)
T : You see, having a hobby is really good for us, right? Unfortunately, sometime, it is hard for you to spare the time for your hobbies. Here are Pan Tainyu’s worries. Task 4
1）It is an unfinished letter by Pan Tianwu. Help him finish the letter, using at least four -ing forms.
以下是一封潘天宇同学的写给林晨老师的一封求助信。他热衷篮球，但是他的父母并不支持他这一爱好，于是他向一个名为“学生心声”的专栏写信咨询解决的方法。请你帮助他同学完成这封信。内容包括：
1.对自己爱好的看法：强身健体；减压 2. 父母的看法：浪费时间；学习退步。
注意：1. 至少用四个-ing形式。 2可适当增加细节，以使行文连贯。
Dear editor,
I’m …, a freshman in a Sanming No. 1 High School. I am writing to ask you to do me a favor.
___________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
I don’t want to argue with them any more. It seems impossible for them to be in favor of my hobby. Could you help me out? Looking forward to your early reply.
Yours sincerely, Pan Tianyu 2） Share some of the students’ writings and make some comments.
设计意图：本环节任务为一封求助信，开头结尾已经给出，要求学生完成的部分为求助人自己以及父母在兴趣爱好看法上的分歧。相关的表达在前两个环节中已经作出铺垫，所以学生能较快完成任
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务。该任务依然是以班级学生的实际情况为情境。潘同学因酷爱篮球而分心的事全班皆知。以学生身边事例为话题，能提高学生的写作兴趣。写作任务完成后，利用教授助手将学生作品现场展示并进行点评，提高上课效率。 Assignments (1 min)
1. Add more words that can be followed by -ing form to your Language Bank.
2. Help Mr. Lin to write a letter to give Pan some suggestions, using as many -ing forms as possible. 设计意图：任何语言学习都要靠积累, 让学生课后养成积累的习惯有学生能力的的进一步提高.学生已经接受过建议信的写作指导,这一任务的设置给本堂课的话题完美地画上句号.同时老师会在作业讲评中,引导学生认识到: 作为高中生，应该将在兴趣爱好与学业中保持平衡。
Learning Tasks for
The -ing form as the Subject and Object
The “Language Bank” below is designed for you. You can “save” the words, expressions and sentence patterns in your language bank.
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