上海牛津版英语高一第一学期VIP免费

上海牛津版英语高一第一学期Chapter1.Bodylanguage-grammarLanguage一、章节分析（一）综述本章节主要语法---动名词在牛津英语中出现两次:本课和高二（下）第一课。本课主要介绍动名词作主语、动词宾语、介词宾语；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。故本课不仅要介绍课本上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，归纳带介词to的动词短语，但不应挖得太深。（二）目标学习动名词作主语、动词宾语、介词宾语和表语的基本用法。（三）教学方法口语情景教学法(教师创设情景，学生主要通过口语训练达到对语言知识的掌握)（四）重点和难点1A部分简单总结一些不含冠词的介词短语2B部分要细讲3C部分省略不讲二、教学设计（TeachingDesigns）教学内容教学实施建议教学资源参考Lead–in让学生找出课文中含有动词-ing的句子，分析比较它们的不同点，引出正题：动名词。介绍动名词的特点。《牛津英语一课一练导学与测试》page4Practice教师先利用图片举例，介绍动名词作主语用法，然后在ppt的辅助下通过图片，提示词，学生小组练习。动名词作动词宾语，介词宾语等讲法同上。［具体处理这部分内容的建议见[衔接1；课件：gerund]拓展动名词作真正主语用法，总结带动名词作宾语的动词，归纳带介词to的动词短语。［具体处理拓展部分内容的建议见[衔接2]。图片可扫描书上P8,p9,p10《牛津英语教学参考》Page5-10Exercisesandhomework学生写一段话，尽量多用刚学的动名词；学生做一些教师精选的单项选择，以便巩固所学语法。［具体处理这部分内容的建议见[衔接3]。[链接1]说明：这是一份关于动名词的基础教学的教案与课件。StepOnelead-in1Askstudentstofindthesentenceswhichhavetheformofv.+inginthetext.(possibleanswers):Hegaveanencouragingsmile.Communicatingismorethanspeakingandlistening.Sheisholdingherheadup.2Explainthemeaningandfeaturesofgerunds.Gerundsare–ingnouns.Itisakindofnouns.Sointheabovesentences,only“communicating,speaking,andlistening”aregerunds.Asanoun,gerundscanbeusedassubject,verbobject,prepositionobject,predicativeandattributive.StepTwoPresentation1Gerundsassubjects1)Example:T:Whatdoesshakinghandsmean?S1:Shakinghandsisasignoffriendship.S2:Shakinghandsmeansthatyouarefriendly.（动名词作主语时，位于动词用单数）2)PracticeStudentspractiseaccordingtotheexample.Theyworkinpairs.S1makesquestionsusingthepicturesandturningtheverbsinbracketsinto–ingnouns.S2choosesanswersfromthebox.Shakingyourfistisasignofanger.Sighingisasignofsadness.Yawningmeansthatyouaresleepy.Closingyoureyesmeansthatyouarethinking.Whistlingmeansthatyouarehappy.Scratchingyourheadmeansthatyouarethinking.Bowingisasignofrespect.(补充讲解句型Itis(was)nouse/gooddoingsomething.)2Gerundasverbobjects1)Example:T:Ididn’tknowyoucouldswim.S:Didn’tyou?Ilove/likeswimming.T:SodoI.Ireallyenjoyswimming.Idon’t.Ihate/dislikeswimming.Ipreferwalking.2)Practice:Studentsworkinpairstomakesimilardialoguesaboutthepictures.Followtheexample.3)Tellstudentssomeotherverbswhichhavesuchusages.admit,appreciate,avoid,beworth,complete,finish,deny,delay,postpone,escape,practice,suggest,miss,allow,permit,forbid,consider,imagine3GerundsafterprepositionsOnherfirstdayatwork,Debbiesawthethings.Shedidn’tknowwhattheywerefor,sosheaskedMrYang.Workinpairstocompletetheirconversation.S2shouldanswerS1,using–ingnounsmadefromtheverbsintheboxalongwith“for”.1)Example:T:Excuseme,butwhatarethese_keys_____for?S:They’re_for______locking_____thedrawersofthedesk.2)Practice:Studentsworkinpairstomakesimilardialoguesaboutthepictures.Followtheexample.S1:Andthis_______?S2:It’s_______________letters.S1:Whataboutthese_____________...