上海牛津版英语高一第一学期
令狐采学
Chapter1.Body language-grammar
Language
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（Teaching Designs）
教学内容
教学实施建议
教学资源参考
Lead –in
●让学生出课文中含有动词-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》page 4
Practice
●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》Page5-10
Exercises and homework
●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。
Step One  lead-in
1Ask students to find the sentences which have the form of v.+ing in the text .
(possible answers):
He gave an encouraging smile.
Communicating is more than speaking and listening.
She is holding her head up.
2Explain the meaning and features of gerunds.
Gerunds are –ing nouns. It is a kind of nouns. So in the above sentences, only “communicating, speaking, and listening” are gerunds. As a noun, gerunds can be used as subject, verb object, preposition object, predicative and attributive.
Step Two  Presentation
1Gerunds as subjects
1)Example: 
T: What does shaking hands mean?
S1: Shaking hands is a sign of friendship.
S2: Shaking hands means that you are friendly.
（动名词作主语时，位于动词用单数）
2)Practice
Students practise according to the example. They work in pairs. S1 makes questions using the pictures and turning the verbs in brackets into –ing nouns. S2 chooses answers from the box.
Shaking your fist is a sign of anger.
Sighing is a sign of sadness.
Yawning means that you are sleepy.
Closing your eyes means that you are thinking.
Whistling means that you are happy.
Scratching your head means that you are thinking.
Bowing is a sign of respect.
(补充讲解句型It is (was) no use/good doing something.)
2Gerund as verb objects
1)Example:
T: I didn’t know you could swim.
S: Didn’t you? I love/ like swimming.
T: So do I. I really enjoy swimming.
I don’t. I hate / dislike swimming.
I prefer walking.
2)Practice:
Students work in pairs to make similar dialogues about the pictures. Follow the example.
3)Tell students some other verbs which have such usages.
admit, appreciate, avoid, be worth, complete, finish, deny, delay,  postpone, escape, practice, suggest, miss, allow, permit, forbid, consider, imagine
3Gerunds after prepositions
    On her first day at work, Debbie saw the things. She didn’t know what they were for, so she asked Mr Yang.
Work in pairs to complete their conversation. S2 should answer S1, using –ing nouns made from the verbs in the box along with “for”.
1)Example:
T: Excuse me, but what are these _keys_____ for?
S: They’re _for____ __locking_____ the drawers of the desk.
require名词
2)Practice:
Students work in pairs to make similar dialogues about the pictures. Follow the example.
S1: And this _______?
S2: It’s _______ ________ letters.
S1: What about these _______ ________?
S2: They’re _______ ________ your paper together.
S1: This ________. What’s it for?
S2: It’s _______ _______ the dates on documents.
S1: And these ________?
S2: They’re _______ ________. They’re a present for your first day at work.
( 补充总结含介词to的动词短语：be (get)used to, get down to, look forward to,                                        lead to, pay attention to, be devoted to, object to

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