高中英语新课标外研版必修2教案(Module4FineArts—Western,Chineseand

Period 2 Grammar 1; Grammar 2整体设计教材分析This period is composed of two parts. The first part is Grammar 1. In this part first lead the students to read some sentences from the reading and vocabulary part. The students can be required to know about the -ing form and the infinitive through the True or False exercise. And then they read the verbs in the second activity understanding what they all mean and divide them into two groups according to which form can follow them, the -ing form or the infinitive. Thirdly, have the students to read through the verbal phrases and catch their meanings on the basis of which they complete the following sentences. In the last activity they to fill in the blanks using the correct form of the verb in the bracket. Wha'ts more, you can also ask the students to work in groups and brainstorm as many verbs they have learnt before and can be followed by the -ing form and the infinitive as possible. You can also hold a competition to consolidate their knowledge on this grammar item.The second part to be dealt with is Grammar 2 ，which is based on the first part. First have the students read the given sentences with the - ing form as subject and make sure they understand their meanings completely. Then the students need to fill in the blanks using the -ing form of the given verbs. Finally, the students compare their answers in pairs to deepen theirunderstanding of the uses of the -ing form as subject. If the class is of higher level, the teacher can design more activities for the students to do more practice.三维目标1. 知识与技能1>Develop the students'reading ability.2>Enlarge and enrich the student'sgrammar knowledge.2. 过程与方法1>Explanations to make the students master the two grammar items.2>Make the students know how to make use of the -ing form as well as the infinitive correctly through individual or pair work.3. 情感与价值1>Make it fun to cooperate with others.2>Make the students be interested in and love arts.3>Try to raise the students'cooperation awareness in their study by pair work or group work.教学重点1. Learn to research by cooperation.2. Learn to make use of the -ing form as well as the infinitive correctly.教学难点1. Lead the students to take an active part in class.2. Make the students learn how to use the -ing form as well as the infinitive correctly.3. Help the students learn by heart all verbs that can be followed by the -ing form as well as the infinitive.教学过程T Step 1 Review and Lead-i nOption 1 —DictationThe teacher reads out the following and the students have a dictation. like, dislike, artist, colourful, contemporary, delightful, drawing, paint, painter, painting, scene, traditional, alive, aspect, imitate, observe, reality, style, adopt, aim, standOption 2—TranslationThe students translate the meanings.1. 同时2. 喜欢3. 无法容忍4. 立体主义画派式5. 对……感到厌倦phrases according to the Chinese6. 作为……而闻名7. 对……着迷8. 逐渐对……产生兴趣9. 遵照中国传统的绘画方10. 模仿某人的生活方式1. at the same time 6. be known fortraditi onal Chin ese style of painting on e'sway of liv ingT Step 2 Grammer 1First divide the stude nts into groups of four to have a discussi on on thedefi niti on of the gerund as well as the infin itive and what the italic part in the followi ng senten ces fun cti on in Part A and Part B.1. Part A1>Fra ncisco 'first love is swimmi ng.2>Francisco enjoys swimming more than spending time with his girlfriend Diana.3>Fra ncisco gives swim ming all of his en ergy and time.4>Whe n Fra nciso wore dive fins to class, every one knew that he wasdevoted to swimmi ng.5>One day last summer, Fran cisco and his coach were swim ming atDayt ona Beach.6>A great white shark ate Fran cisdsswimmi ng coach.7>Now Fran cisco practices his sport in safe swimmi ng pools.Suggested answers:2. be fond of7. be crazy about 3. can 'sta nd 8. develop an in terest in 4. cubis 9. follow the 5. get tired of 10. imitate1>Swimming=subject complement of the verb is2>Swimming=direct object of the verb enjoys3>Swimming=indirect object of the verb gives4>Swimming=object of the preposition to5>Swimming=present participle completing the past progressive verb were swimming6>Swimming=present participle modifying coach7>Swimming=present participle modifying poolsPart B1>To wait seemed foolish when decisive action was required.2>Everyone wanted to go.3>His ambition is to fly.4>He lacked the strength to resist.5>We must study to learn.1>subject 2>direct object 3>subject complement 4>adjective 5>adverb2. The teacher may first tell the students the following words. The students listen carefully and then work in pairs to discuss the question.In sentences,verbs may have “-ing ” or “ to do” forms when they are used as objects. Can you find out in what cases they have these forms?(Differe nt stude nts have differe nt an swers. >3. Optio n 1Ask the stude nts to read the listed senten ces in the first activity on P35individually and carefully and complete the true or false exercise. The n put the stude nts into pairs to compare their an swers. Next, show the correct an swers on the scree n for the whole class to refer to. Or call back the an swers from the class.Suggested an swers:A. FB. FC. TOptio n 2Show the followi ng senten ces on the scree n for the stude nts to read individually and make sure they understand them completely. If they come across problems they can not solve by themselves, the teacher can give some n ecessary expla nati ons. The n put the whole class into groups of four to have a discussi on on the rules of the use of the -ing form and the infin itive. Fin ally, ask a few represe ntatives of some groups to report their an swers to the class.(Show the followi ng on the scree n. >1>I enjoy liste ning to pop music greatly.2>She is look ing forward to hear ing from you soon.3>Tha nk you very much for help ing me out in time.4>We want to give our new En glish teacher a warm welcome.5>Yo u' better stop worki ng now and have a short break.6>They n eed to search for more relative in formati on on the Intern et.Suggested an swers:verb. +prep. +do ingverb. +do ingverb. +to do4. Optio n 1The stude nts first read the words in activity two on P35 in dividually and make sure they un dersta nd what they all mean. Then get the stude nts into groups of four to divide them into two groups, the first of which can be followed by the -ing form while the second the infinitive. The less time they and the more correctly the verbs are chose n for each group, the better it is. Ask some group represe ntatives to report the verbs they have chose n in each group to the whole class. Represe ntativesare chose n to count them and check if they are correct. Fin ally choose the group which choose the most correct verbs for each group using the least time. It will be the winner.Suggested an swers:like to do/like doing; decide to do; enjoy doing; hope to do; agree to do; hate to do/d oing; dislike doing; love to do/d oing; pla n to do; refuse to do; aim to do; attempt to do; promise to do; lear n to doOptio n 2The teacher organizes and holds a competition. First get the whole class into two big groups—Boy Group and Girl Group. Each group needs to brainstorm as many that can be followed by the -ing form and the infinitive as they can. Limit the time they make use of to do this. When time is up, check which group offer more correct verbs by asking the representatives of eachgroup read what they think out aloud to the whole class or just letting them write the verbs on the blackboard. The more, the better.5. Consolidation1>Activity threeOption 1The students read through the listed verbal phrases in the box individually and make sure they understand their meanings completely, knowing they should be followed by nouns, pronouns as well as the -ing form. Then let them match the left part containing these verbal phrases with the right part by themselves to make up complete sentencesand catch their meanings. Next, the students work in pairs to compare their answers. Finally, the teacher asks several students to report their answers to the whole class.Suggested answers:(1>g (2>h (3>c (4>a/i (5>d/e (6>a/f (7>i (8 >b (9>a/eOption 2Reads these verbal phrases one by one as the students follow you. Give some explanations when necessary.Then require the students to look through the two parts of the sentences quickly and try to catch what they mean. Next, divide the class into three big groups, each of which is requested to complete three sentences by matching the two parts. Finally, each group sends a representative to write their complete sentences on the blackboard while members of the other two groups check if they are correct or not.2>Activity fourOption 1The students fill in the blanks using the correct form of the verbs in the bracket first. Then they work in pairs to compare their answers. Finally, the teacher calls back the answers from the class or just shows the correct answers on the screen for the whole class to refer to.Suggested answers:1>to buy 2>starting 3>to finish 4>to take 5>visitingOption 2The teacher reads the sentencesone by one while the whole class speak out their answers. The teacher can confirm the correct answers and repeat them aloud once again for the students who give wrong ones to write down them. Finally, ask the students to read the sentences and learn the verbal phrases appearing in them.—Step 3 Grammar 21. BrainstormThe students have learnt the uses of the -ing form as object, so you can lead them to reviewing it and instruct them to brainstorm other uses of the -ing form, or exactly the gerund, through pair work or group work. Then ask some students to report them to the whole class. Others check if what they say is correct. If necessary, give them some explanations.Suggested answers:Gerunds function as nouns. Thus, gerunds will be subjects, subject complements, direct objects, indirect objects, and objects of prepositions.2. Have the students read through the given sentencessilently and quickly, underlining the -ing form in them and thinking what they function as.Suggested answers:They all function as subjects of the sentences.If there are any students have any difficulty in understanding this, the teacher can give some explanations about subject according to the following: In a sentence, every verb must have a subject. If the verb expresses action—like sneeze,jump, bark, or study—the subject is who or what does the verb. Take a look at the examples below:1>During his biology lab, Tommy danced on the table.Danced is an action verb. Tommy is who did the dancing.2>The speeding Toyota crashed into a telephone pole.Crashed is the action verb. The Toyota is what did the crashing.Not all verbs are action verbs. Some verbs are linking. These are verbs like am, is, are, was, were, seem, and become, among others. Linking verbs connect the subject to something that is said about the subject. Take a look at this example:1>Ron's bathroom is a disaster.Bathroom is the subject. Is connects the subject to something that is said about it, that the bathroom is a disaster.2>The bathroom tiles are fuzzy with mold.The word tiles is the subject. Are connects tiles to something said aboutthem, that they are fuzzy with mold.Generally, but not always, the subject of a linking verb will come before the linking verb.3>First, read out the words in the box and the students repeat them after you. Or they can read the words individually or in pairs. No matter what way is chosen, make sure they understand what they all mean. Then they complete the listed sentences by filling in the blanks with the correct form of the verbs they have just read if necessary. Next, the students work in pairs or groups and compare their answers. Finally, call back the answer from the class.Suggested an swers:1>Being able to 2>drinking 3>Copying 4>Drawing5>Help ing 6>Spe nding3. Con solidati onUn derl ine the gerunds or gerund phrases in the followi ng sen ten ces and label how they function in the sentence. (subject, direct object, subject compleme nt, object of prepositi on>1>Swim ming keeps me in shape.2>Swimmi ng in your pool is always fun.3>Telli ng your father was a mistake.4>The college recomme nds sending applicati ons early.5>He won the game by scoring during the overtime period.6>Her most important achievement was winning the national champi on ship.7>Go ing to work today took all my en ergy.8>Fighti ng for a los ing cause made them depressed.Suggested an swers:1>Swimming keeps me in shape. [subject]2>Swimming in your pool is always fun. [subject]3>Telling your father was a mistake. [subject]4>The college recommends sending applications early. [direct object]5>He won the game by scoring duri ng the overtime period, [object of prepositi on]6>Her most important achievement was winning the national champion ship. [subject compleme nt]7>Going to work today took all my energy. [subject]8>Fighting for a losing cause made them depressed. [subject]—Step 4 Summary and HomeworkThe teacher recalls what the students learnt in this class. The studentsfirst learnt something about the -ing form and the infinitive as object. Then they lear nt the -ing form as subject. In additi on, they also learnt some important and useful Ianguage points. Then assign the homework to the stude nt—complete activity one to activity six on Pages 85-86.板书设计Module 4 Fi ne Arts —Western, Chin ese and Pop ArtsPeriod 2attempt to do sth. be difficult forbe good for ca'sta ndgive up look forward toput off succeed in活动与探究Divide the stude nts into three big groups, each of which is give n a task. Group One discuss how to remember all the uses of the gerunds and make use of them correctly. After the discussion, design an exercise to practice and consolidate it. Group Two deal with that of the infinitive andGroup Three the participles just as Group One do. Fin ally, excha nge their exercises to do more practice.备课资料Compari ng Gerunds and Infin itivesThe differe nee in the form of gerunds and infin itives is quite clear just from compar ing the followi ng lists:Gerun ds: swimmi ng, hop ing, telli ng, eat ing, dream ingInfin itives: to swim, to hope, to tell, to eat, to dreamTheir functions, however, overlap. Gerunds always function as nouns, but infinitives often also serve as nouns. Deciding which to use can be confusing in many situations, especially for people whose first Ian guage is not En glish.Con fusi on betwee n gerunds and infin itives occurs primarily in cases in which one or the other fun cti ons as the direct object in a senten ce. In English some verbs take gerunds as verbal direct objects exclusively while other verbs take only infinitives and still others can take either. Many such verbs are listed below, orga ni zed accord ing to which kind of verbal directobject they take.Verbs that take on ly infin itives as verbal direct objectsagree decide expect hesitatelear n n eed promise n eglecthope want pla n attempt propose intend prete ndExamples:1.1 hope to go on a vacati on soon.(Not: I hope going on a vacati on soon. >2. He promised to go on a diet.(Not: He promised going on a diet. >3. They agreed to sig n the treaty.(Not: They agreed sig ning the treaty. >4. Because she was n ervous, she hesitated to speak.(Not: Because she was n ervous, she hesitated speaki ng. >5. They will attempt to resuscitate the victim(Not: They will attempt resuscitati ng the victim. >Verbs that take only gerunds as verbal direct objectsdeny risk delay con sider can 'help keep give up be fond of fin ish quit put off practicepostp one tolerate suggest stop(quit> regret enjoy keep( on> dislikeadmit avoid recall mi ndmiss detest appreciate recomme ndget/be through get/be tired of get/beaccustomed toget/be used toExamples:1. They always avoid drinking before driv ing. (Not: They always avoid to drink before driv ing. >2. I recall ask ing her that questi on.(Not: I recall to ask her that questio n. >3. She put off buying a new jacket.(Not: She put off to buy a new jacket. >4. Mr. Alle n enjoys cook ing.(Not: Mr. Alle n enjoys to cook. >5. Charles keeps calli ng her.(Not: Charles keeps to call her. >Verbs that take ger unds or infin itives as verbal direct objectsStart Beg in Con ti nue HatePrefer Like Love TryRememberExamples:1. She has continued to work at the store.She has continued work ing at the store.2. They like to go to the movies.They like going to the movies.3. Brent started to walk home.Brent started walk ing home.Forget and rememberThese two verbs cha nge meaning depe nding on whether a gerund or infin itive is used as the object.Examples:1. Jack forgets to take out the cat. (He regularly forgets. >Jack forgets taking out the cat. (He did it, but he doesn 'remember now. >2. Jack forgot to take out the cat. (He n ever did it. >Jack forgot taking out the cat. (He did it, but he didn 't remember sometime later. >3. Jack remembers to take out the cat. (He regularly remembers. >Jack remembers taking out the cat. (He did it, and he remembers now. >4. Jack remembered to take out the cat. (He did it. >Jack remembered taking out the cat. (He did it, and he remembered sometime later. >In the second of each pair of example sentencesabove, the past progressive gerund form having taken can be used in place of taking to avoid any possible confusion.Sense verbs that take an object plus a gerund or a simple verbCertain sense verbs take an object followed by either a gerund or a simple verb(infinitive form minus the word to>. With many of the verbs that follow the object, the use of the gerund indicates continuous action while the use of the simple verb indicates a one-time action. Still, sometimes the simple verb can indicate continuous action if one-time action wouldn't make sense in the context.Feel Hear Notice WatchSee Smell ObserveExamples:1. We watched him playing basketball. (continuous action>We watched him play basketball. (continuous action>2. I felt my heart pumping vigorously. (continuous action>I felt my heart pump vigorously. (continuous action>3. She saw them jumping on the bed. (continuous action>She saw them jump on the bed. (one-time action>4. Tom heard the victim shouting for help. (continuous action>Tom heard the victim shout for help. (one-time action>5. The detective noticed the suspect biting his nails. (continuous action>The detective noticed the suspect bite his nails. (one-time action>6. We could smell the pie baking in the kitchen. (continuous action> We could smell the pie bake in the kitchen. (continuous action> Sometimes the simple-verb version might seem unconventional, so it 's safer in most cases to use the gerund version.申明：所有资料为本人收集整理，仅限个人学习使用，勿做商业用途。