Unit-2-Grammar-and-usage-高中英语牛津译林版选择性必修第一册.docx

《动词-ing形式作主语和宾语》教学设计
学校

授课老师

主题名称
非谓语动词
学科版本
牛津高中英语选 择性必修一
单元
第二单元
学段年级
高二年级
课时
课内+课外
教材分析
这节课利用跨学科的综合实践活动课,以解决“非谓语动词”这 个高考中的难点，以经典的英文歌曲、名言警句为载体，让学 生通过探究活动，经历听、写、朗诵、推理和比照的过程，利用 经典素材让学生充分理解非谓语动词做主语和宾语的情况。
教学环境
校园网络管理平台，希沃一体机，希沃白板5EN5,希沃授课助手
教学目标
1. identify the use of verb-mg forms as subjects and objects;
2. use verb-沅g forms as subjects and objects in different situations;
3. write a passage using verb-mg forms correctly.
学情分析
1 .学习英语的目的不明确
高二的大多数学生把学习英语看作是“为了高考”是“被迫无 奈”，而没有当作是多掌握了一样人生的工具。因此，不少学生缺 乏学习动力，无法将强烈的学习愿望变成强大的学习内驱力，有 效地推动自己的英语学习。
2 .缺乏积极的学习态度
不少学生对英语学习的努力程度不够。他们有学好英语的愿 望，但缺乏学习的毅力，没有长期努力的思想准备。他们不愿在 英语学习上多花时间与精力，遇到困难很容易产生疲劳感，甚至 厌烦感。积极的学习态度会促进英语水平的提高，而消极的态 度会抑制进步。他们的学习态度主要是建立在兴趣之上的。因 此，教师应尽可能呼唤起他们的积极态度，提升学习效果。要避 免一人讲课、众人听课的局面，多一些互动，吸引学生参与课堂 教学。
设计原理
1 •建构主义——搜索、抢答、同屏、音频、网络学习空间一创 设真实任务情境
2 .关联主义——学科工具、网络链接——有效关联知识节点
3 .行为主义——动画/倒计时——积极反响即使强化
4 .学习评价——同屏/网络学习空间——将学习成果可视化
相关学科知识资 源
牛津版《选择性必修一》教材；高中《音乐鉴赏》的内容；语 文名言警句朗诵；；希沃白板5中的素材，网络案例资源。
教学步骤
Step 1 warming-up
给出两段挖空的歌词（挖空局部为非谓语动词），老师一边播放音乐，让学生一边填
空。
Listen and fill in the blanksWhen I was young 9 T d listen to the radio ,for my favorite song . When they played 9 V d sing along . It made me
1. Sorry I never told you all I wanted to say Now it's too late to hold _ you . Cause you' ve flown away , so far away . Never had I imagined without your smile ,and you hear me , it keeps me alive .
【设计意图：学生在之前的课文中，已经接触了一些verb-%g形式用作主语和宾 语的句子。本单元的话题是音乐，所以让学生听两首耳熟能详的歌曲，在增强趣 味性与学习兴趣的同时，强化学生对非谓语动词的印象。然后再过渡到新知识的 学习。此局部与高中〈音乐鉴赏〉融合。】Step2 Enjoy a short video
观看高山流水的视频，让学生感知中西方文化的差异。培养学生们的文化素养。
Step 3 Understanding the storyT asks Ss to read the short article on page 20 and answer the following questions:
•What did people think of the music of Boya?
(Everyone enjoyed listening to his music and thought highly of his techniques.)•Why did Boya never get tired of sharing his music with Zhong Ziqi?
(Because Zhong Ziqi was the only person that really understood his music.)
【设计意图：培养学生的语篇意识，并且在阅读的过程中体会verb-山g形式在语 境中的用法，为下一步的语法探究做准备。】Step 3 Exploring the rules concerning verb-m^ forms as subjects and objects
1. Explore the rules concerning verb-mg forms as subjects and work out rule 1.
(1) T asks Ss to work out rule 1.
T: Please read the short article and find the sentences that use verb-mg forms as subjects and fillin the table below.
Verb-mg forms as subjectsPlaying the qin was his life.
Having someone that reallyunderstood his music pleased
Boya,...
it's no use keeping the qin.
Rule 1: When the verb-mg form is used as the subject of a sentence, we can sometimes use the preparatory subject it at the beginning of the sentence.
(2) T reminds Ss that in the following sentence patterns, we tend to use verb-沅g forms as real subjects.
① It is no use doing sth
② It is no good doing sth⑶ T asks Ss to translate the following sentences into English.(使用希沃软件设置选 词填空，切实有效的调动学生的积极性)
①后悔没有用。
It is no use crying over spilt milk.
②和他争论是没有好处的。
It is no good arguing with him.
【设计意图：结合语篇帮助学生总结出第一条规那么，并提醒学生适用于这个规那么 的常用句型，然后通过句子翻译练习，让学生进一步熟悉这些句型。语法知识和 语境相结合，再加上操练，为最后在语篇中使用verb-，/吆形式作主语打下基础。】2. Explore the rules concerning verb-mg forms as objects and work out rule 2.
(1) T asks Ss to work out rule 2.
T: Please read the short article and find the sentences that use verb-加g forms as objects and fill in the table below.
Verb-沅g forms as objects... everyone enjoyed listening ...
Boya did not say anything before playing the qin、...
When Boya continued playing,...
・・・，who never got tired of sharing his music with Zhong Ziqi.
... before going their separate ways,...
After he finished playing the piece,...
Rule 2: The verb-山g form can also be used as the object of a (1) verb/preposition or a (2) preposition/verb.
(2) T reminds Ss that the following verbs can be followed by verb-沅g forms as objects.
advise> avoids enjoy、escape> finish> imagine> mind、practise> risk、suggest...
(3) T reminds Ss that the following phrasal verbs can only be followed by verb-沅g forms as objects.
give up > insist on > feel like > be busy > look forward to > devote oneself to > object to、be/get used to/be accustomed to、pay attention to ...
(4) T asks Ss to complete the following sentences:(使用希沃软件设置游戏选词填 空使学生真正成为学习的主人。真正表达了 “以学生开展为本”的现代教育理 念)I don't want(sound) like I'm speaking ill of anybody, but the manager's plan is unfair.
• They are considering(buy) the house before the prices go up.
• The children are opposed to(have) the party without their uncle.
• When he saw me, he stopped(say) hello to me.
-She can't help(clean) the house because she's busy making a cake.
• I regret(not take) her advice.
{Keys: to sound; buying; having; to say; (to) clean; not having taken)
【设计意图：结合语篇帮助学生总结出第二条规那么，并提醒学生verb-山g形式作 宾语的注意点，然后通过完成句子这一实践活动，让学生进一步熟悉注意点。语 法知识和语境相结合，再加上操练，为最后在语篇中使用verb-%g形式作宾语打 下基础。】Step 4 Applying the rules
1. Apply the rules in sentence exercises.
T asks Ss to finish Bl on page 21 of the textbook.(此局部设计游戏火眼金睛，小组 对抗找对错。开放的教学能切实有效地调动学生的学习积极性。)T: Please circle the mistakes and write down the correct forms in the blanks.
2. Apply the rules in passage exercises.
(1) T asks Ss to finish B2 on page 21 of the textbook.
T: Below is an article about the music sent into space. Complete the article with the correct forms of the verbs in the brackets.
(Keys: 1. representing; 2. to explore; 3. Sending; 4. choosing; 5. selecting; 6. lasting;playing; 8. to enter)
3. Apply the rules in the real situation.
T asks Ss to finish B3 on page 21 of the textbook.
T: Please discuss in pairs how traditional Chinese music can be appreciated by a larger audience. Make a list of measures, using verb-mg forms as subjects or objects. Use the example below to help you.
【设计意图：这个步骤为学生提供了更多的练习，旨在让学生在感受、熟悉 verb-%g形式作主语和宾语的规那么和注意点后，再通过模仿和操练内化所学知识, 是语法知识在句子层面、新语境和语篇层面中的运用。层层深入的活动设计表达 “学习理解一应用实践一迁移创新”的英语学习活动观o ]Step 5 Appreciate famous proverbs (此局部为朗诵，朗诵金典，学会做人，与语 文学科融合)
T asks Ss to appreciate the following famous proverbs with verb-mg forms as subjects or objects.
-Doing is better than saying.与其坐而论，不如立而行。
-Helping others is the source of happiness.帮助别人是幸福的源泉。
•Being deeply loved by someone gives you strength, while loving someone deeply gives youcourage.被爱给你力量；爱人给你勇气。
• You make the failure complete when you stop trying.不再努力之时，就是完全失败 之日。
• He keeps putting off till tomorrow, for he thinks another tomorrow follows tomorrow.
明日复明日，明日何其多。
【设计意图：这个步骤给学生提供了一些含有verb-mg形式作主语和宾语的名言 佳句。这些句子文辞隽永，言简意赅，将语法寓于名言学习中，要求学生有感情 的朗诵，与语文学科很好的融合起来，学生不仅可以从中感受到语言的魅力，更 能为其中蕴含的睿智折服。】Step 6. Miniwriting
Write several sentences about what kind of music you like best and explain the reasons, using verb-mg forms correctly.
【此局部采用了希沃的同屏技术，使得学生能更加直观的看到自己的写作存在的 问题，用规范的语言进行表述，每句话都有理有据。】A possible version:
I like listening to pop music best because of the lyrics, which can be very inspiring. Buying newly-released albums of my favourite singers always excited me. On my way to school or back home, I usually listen to my collection, which makes the journey more relaxing. I spend most of my spare time enjoying music too, instead of watching TV or surfing the Internet. Playing some of my best-loved songs like “My Heart Will Go On"，"Hero" and "You Raise Me Up”, really makes my day.
Step7HomeworkPolish your writing and makinga profile of an English song.与美术学科融合激发学 生们的学习兴趣，培养学生动手动口的能力，使学生们在学习的活动中感受美、 鉴赏美、表现美，享受了英语与艺术带来的欢乐。）
活动效果：
跨学科综合与实践活动的教育价值：1、培养学生的艺术素养（听音识曲、朗诵）， 提升学生的学习兴趣，激发学生的学习动力和整合资料的能力（课后查阅自己的 喜欢的歌曲的资料并制成海报）。2、在真实的完整的有意义的学习活动中，积 累思考的经验，提升鉴赏能力、资源整合能力3、开展学生的高阶思维，海报的 设计、决策、评价、反思与规划，对不同的资源的整合能力。