Chapter8Twogeniuses
英语语法课教学案例
--英语语法课堂中让学生学会思考
一.教学背景分析
(一)教学课型:英语语法课
(二)学生分析:本案例的教学对象是初中三年级学生。经过初中阶段两年的学习,要面对中考升学的压力,学生已经有较明确的英语学习动机。但到了初三学年,学生的两极分化严重。全班四十三人,四十分以下的占有15人。这部分学生对学习英语的畏惧感增加,基本失去了学习英语的兴趣。
(三)教材分析:Twogeniuses是牛津深圳版初中英语九年级全一册Chapter8的一篇课文。本单元要掌握的重点语法是反意疑问句。该语法点在本单元的阅读内容中出现的不多,但反意疑问句在中考考试大纲中却是一个必考内容。同时,该语法要识记的语法规则比较多,要使学生掌握该语法点就显得比较困难了。龙岗区教研室针对英语教学的特点推行各种课型的教学,如听说课型、阅读课型、写作课型、语法课型、词汇课型、复习课型。本课是作为语法课型进行教学。
(四)设计思路:传统的语法教学注重的是教师的“教”,忽略了学生“学”的中心,学生一味地被强迫接受知识,学习效果低下。面临这样的背景,并根据学生的学习存在的问题,我把全班分成14个组,每组三个成员:A、B、C(成绩为好、中、差)。课前制定明确的预习任务,并设计预习反馈练习。A同学经过预习后对本课时内容有了一定掌握,但对特殊语法规则还不太明了。B、C同学经过预习,也对将要学习的内容有了一定的了解。本课时通过把反意疑问句的各种句型制作成扑克牌,让B、C同学在A同学的帮助下,组员之间通过积极主动思考各种语法现象,共同完成学习任务。借助熟悉的扑克牌游戏激发学生学习英语的兴趣。
(五)教学目标:
1、语言知识目标:Mastertherulesofquestiontagsbytermsofplayingthematchinggame.
2、语言能力目标:
(1)Studentsareaskedtofinishthematchinggame
bycooperatingwiththegroupmembers.
(2)Studentsareencouragedtoconcludetherules
ofquestiontagsaccordingtothegame.
(3)Studentsareencouragedtoparticipateinteachingandlearningactivitiesactively.
3、情感目标:
(1)Toarousethestudents’interestinlearningEnglishbydesigningthematchinggameandmakethestudentsparticipateactivelyinclassactivities.
(2)Studentslearntocooperatewiththeirclassmatesandaccomplishtheirtaskstogether.
二.教学设计
(一)课前教学准备
1、知识贮备:Writedownthenegativesentencesoftheoriginalsentences;finishsomespecificexerciseandthenconcludetherulesofnegativesentences.
(设计说明):从根本上说,反意疑问句要解决的首要问题就是句子的否定形式。在授新课前让学生完成各种类型句子的否定句,如含有be动词、情态动词、一般现在时、一般过去时、完成时的否定句等。为了让学生更好地掌握反意疑问句的用法,设计了这一个知识贮备,学生有了这一知识铺垫,就易于了解反意疑问句的根本内涵。
2、课前预习:Previewpage109,theusageofquestiontags,andfinishtheexercisebeforeclass.
(设计说明):“凡事预则立,不预则废”。认真预习对学好英语、培养独立学习能力都是十分重要的一环。只有这样,才能使我们积极参加课堂语言实践活动,才能达到有目的、有重点地识记各种语言现象,从而提高语言运用能力。学生对自己该预习什么,预习多少内容都不清楚就达不到预习的效果。为了让学生更好地进行预习,以及检查他们预习效果,我布置了明确的预习任务,并且设置了预习反馈同步练习让学生自评,以便学习积极地进行课前思考。通过预习以及完成预习反馈这一前提,A学习已基本掌握反意疑问句的一般规律,B、C同学也已对这一语法现象有所了解。这为课堂上A、B、C同学之间通过积极思考,通力合作,共同完成学习任务打下坚实的基础。
(二)教学环节:
Step1:Lead-in
TheteacherleadinthetopicofquestiontagsbyenjoyinganoldScottishsong“TheFlowerofScotland”(苏格兰之花).
(设计说明):以听歌的形式有效地导入主题使学生感到学习的任务很轻松,唤起学生潜在的好奇心,并且借此歌曲引出反意疑问句“Itisabeautifulsong,isn’tit?”,从而让学生初步感知反意疑问句的结构。
Step2:Demonstrationofthegame.
Demonstrateseveralquestionsandtags,showhowtomatchthepropertagswiththequestions,forexample:Nothingisimpossible,isit?
(设计说明):把“Nothingisimpossible,isit?”“Givemeapen,won’tyou?”“I’mlate,aren’tI”三个特殊的反意疑问句的question和tag分别以特大的卡片贴在黑板上,老师在全班学生的协助下进行配对游戏。一方面,向学生示演示了游戏的操作规则;另一方面,随着老师和学生一起完成三个具有特殊构成规则的反意疑问句,也是让学生初步思考两个不同的question和tag如何才能配对成功,这样学生就会不自觉地寻找两个句子的相似点。此活动使A同学对此语法现象有了更深的认识。B、C层次的学生就算不能内化这一规则,但至少已经观察到这一特殊结构,这一步骤就为了接下来的配对扑克牌游戏做出了良好的铺垫。
Step3:Gametime
Dividethewholeclassinto14groups,showallthePokercards,andaskstudentBCineachgrouptodothematchingwork,eachteamleaderparticipateinthediscussionbetweenteammembers,checktheanswerandwritedowntheanswersonthepaper.Thegamecardsareasfollows:
Description:Theteacherwillcheckalltheanswerswheneachteamfinishesthematchinggame.Duringthegametime,theteacherwillwalkaroundandofferhelpwhennecessary.
Give
mea
pen,Won’t
you?Einsteinis
a
genius,Isn’the?Youaren’tJapaneseAre
you?
Let’sgotoseehim,Shallwe?Tom
wenttoschool
late,Didn’t
he?They
work
harder
thanus,Don’t
they?
I’m
late,Aren’t
I?Letusgotoseehim,Willyou?She
doesn’t
like
him,Does
she?
Thecatisn’tugly,Isit?Therewerealotofquestions,Weren’tthere?MissWangisateacher,Isn’tshe?
(设计说明):反意疑问句的构成规则很多,一般的容易记,特殊的比较复杂,不易识记。把各种语言现象设计成卡片形式,让学生以小组形式完成日常生活中常见的扑克配对游戏,以达到让学生在轻松、愉快的环境中思考和学习的目的。制作的该游戏卡选用的都是反意疑问句最典型的例子,也是学生在中学阶段必须掌握的重点和难点,此游戏卡具有代表性。
游戏规则:每个小组由A、B和C同学组成。B和C同学分别拿6张含有questions的牌?分别在12张tags牌中找出相对应的tag,而A同学负责将配对成功的反意疑问句写在纸上以备下一个环节的观察和总结规律。此环节通过配对游戏的形式让学生自己寻找相对应的反意疑问句,此配对过程中每一小组的同学都要思考所选择的牌是否正确,势必要思考相对应的question和tag所具有的相似点和规律。通过这一思考过程学生对反意疑问句的构成规律就有了进一步的了解。而且,通过这种形式的小组合作,学生之间可以互帮互助,为了完成同一任务而进行优势互补,基础差的学生在基础好的同学带动下也在进行积极思考,认真学习;再则,小组间在进行良性竞争的同时也激发了学生学习的积极性。此外,小组内通过积极思考而完成的这个配对任务,也为下一个总结规律的任务打下了良好的基础。
Step4:Conclusion.
Accordingtothematchinggameandthegiventemplet,doaconclusiononhowtoformthequestiontags.Thegiventempletisdesignedlikethefollowingform:
Conclusion(总结):
Rule(总规则):Apositivestatement(肯定句)isfollowedbyanegativetag(______反意问句).However,wecanalsohaveanegativestatement(否定句)followedbyapositivetag(______反意问句).
e.g.:Hewasadriver,_______he?
Einsteincouldn’tlethisaudiencedown,_______he?
1.如果主句中有助动词,如be动词is,;如情态动词can,,etc.就用该助动词构成反意疑问句。
e.g.Youcan’tplaytennisthisevening,_______________?
Therewerelotsofproblems,______________?
Tomhasgotamodelplane,______________?
2.如果主句中没有助动词,就用助动词如do构成反意疑问句。
e.g.TheywenttoShanghailastSunday,_____________?
特别情况的反意疑问句构成:
3.如果要构成Iam的反意疑问句,就用________?
e.g.Iamastudent,__________?
4.在祈使句后,肯定句我们通常用_______,否定句我们用__________?
e.g:Remembertoturnoffthelights,____________?
Justdon’ttrytoansweranyquestions,___________?
5.在let’s后,用________构成反意疑问句;在letus后,用______构成反意疑问句.
e.g.:Let’swalkalongthebeach,_________?
Letusgoshopping,__________?
6.在表示否定意义的词后,如never,no,hardly,etc.我们通常构成肯定的反意疑问句。
e.g.Youneverwanttogooutforawalk,_________?
7.在nothing后,我们在反意疑问句中用_____替代nothing.
e.g.Nothinghappened,_________?
8.在nobody,somebody,everybody后,我们在反意疑问句中用_____替代nobody,somebody,everybody。
e.g.Nobodywantstogoouttonight,__________?
(设计说明):经过前一环节学生在玩游戏中完成的反意疑问句,全班一起检查这12个句子答案,观察这些句子前后的内在联系。全班大部分同学对反意疑问句的构成方式有了一定了解。本环节的设计是为了让学生对该语法的各种构成现象进行进一步的思考,以便形成规则。初中学生要总结语法的规则还有一定困难,老师让各种规则的总结以填空的形式分类呈现,方便学生总结。根据12个句子学生思考其构成规则,接着老师针对某一现象设计相应的练习,对总结的规则进行即时内化。这一环节,学生再次思考反意疑问句的各种构成规则,通过思考过程推动不自觉的记忆过程。
Step5:Consolidation:Dosomeexercises.
Quiz(中考连线)
一.选择填空(每题1分,共5分)
1.He’sgottheflu,______he?(99’)
A.hasn’tB.doesn’tC.didn’t
2.Alicestayeduplatelastnight,_____?(02’)
A.didn’therB.didn’tAlice
C.didsheD.didn’tshe
3.Let’sgototheisland,______?(99’)
A.won’tyouB.willyou
C.shallweD.willwe
4.Petermadefewmistakesintheexam,______?(04’)
A.didPeterB.didn’tPeter
C.didheD.didn’the
5.Jack,washyourhands,_____?(96’)
A.areyouB.willyouC.doyou
二.按要求完成下列句子的反意疑问句。(每题1分,共5分)
6.Don’tforgetthebook,_____________?
7.MikewatchesTVeveryday,________________?
8.Thereislittleteainthecup,_______________?
9.Yourfatherisaworker,_______________?
10.Sheoughttoknowwhattodo,________________?
(设计说明):总结规律后通过适量针对性的当堂检测题让学生对构成规律进行消化吸收,加深巩固。以中考试题让学生进行练习,更切入考点;选择题和填空题的练习更能全面检查学生知识掌握的程度,为下一阶段的备课调整提供了必要的根据。
Step6:Homework
1.课后与同学利用此扑克牌玩抓“王八”游戏。
2.完成课后巩固练习。
(设计说明):作业一的设计是为了激发学生在课后通
过游戏的方式进一步巩固反意疑问句的构成规则,它的完成需要学生透彻掌握反意疑问句的规则,同时玩“抓王八”游戏也是为了进一步熟悉该语法规则。两者相辅相成,互相促进。作业二的设计是为了让学生对此规则的运用上升到书面运用上,同样地,也是为了检查学生对该语法现象的掌握情况。
三、课后反思
课后学生反馈,此种学习过程很不一样,他们都有所收获。在玩游戏的过程中,学生为了赢得比赛,他们主动进入不自觉思考的状态,同时也在有意识地猜测反意疑问句的构成规律。游戏后学生对规律进行总结,总结后的游戏时间恰恰也是让学生通过游戏,对枯燥无味的规则进行无意识地识记,把规则融会贯通。我想学生的反馈更坚信了通过思考和体验过程的学习更加有效。
正如苏赫姆林斯基说:“在每一个年轻的心灵里,都存放着求知好学、渴望知识的火药,只有教师的思想才有可能去点燃它。学生生活在思考的世界里,──这就是教师点燃起来的勤学好问、渴求知识的火焰。只有教师才有可能向儿童揭示出:思考,这是多么美好、诱人而富有趣味的事。只有当教师给学生带来思考,在思考中表现自己,用思考来指挥学生,用思考来使学生折服和钦佩的时候,他才成为年轻的心灵的征服者、教育者和指导者。那种热爱自己的事业而又善于思考的教师,才有力量使教室里保持肃静,使儿童特别是少年和青年用心地倾听他的每一句话,才有力量激发学生的良心和羞耻心,这种力量才是一种无可争议的威信。我们依靠思考,也只有依靠思考,才能驾驭年轻的心灵。我们的思考能点燃学生的学习愿望。我们的思考能激发学生对书籍的不可遏止的向往”。
Exercise(课堂练习)
一、选择合适的词组,并用其正确的形式完成句子。
regard…as,let…down,attempttodosth.,givealecture
1.Manypeople____________MichealJackson_________KingofPopMusic.
2.Shestudiesveryhardthisterminordernotto_________herparents________.
3.GongLi’s_______________beaninternationalactressisverysuccessful.
4.PremierWenJiabao________________attheUniversityofCambridgeinFebruary.
二、解释句子:
1.LangLanghasagiftforplayingthepiano.
__________________________________________________________
2.Didyourememberallthenumbersinoneday
__________________________________________________________
3.Thebadnewsreallydisappointedme/makemedisappointed.
__________________________________________________________
4.Simonisconsideredasatruefriend.
__________________________________________________________
5.Itsapleasureformetogoonaholidaywithyou.
__________________________________________________________
三、用括号里的词组翻译句子。
1.赵本山是个很有幽默感的演员。(agoodsenseofhumour)
_____________________________________________________________
2.这个三岁女孩熟记三百首诗。(learn…byheart)
_____________________________________________________________
3.她主动提出要帮她母亲搬箱子。(offertodosth)
_____________________________________________________________
4.很荣幸参加您的生日聚会。(It’sapleasuretodosth.)
_____________________________________________________________
四、介绍你最喜欢的天才,用上本课所学的知识点。(至少5个句子)
Name
Occupation(职业)
Usefulwords
CharlieChaplin
actor
comedy(喜剧),funny,act
Shakespeare
writer
writegreatplays(戏剧),theFatherofBritishDrama
BillGatescomputerengineer
makesoftware,oneoftherichestpeople,foundMicrosoft,
LiBai
poet
writealotsofgoodpoems,thepoeticgod(诗仙)
LangLang
pianist
pianoprodigy,theyoungestandgreatestpianist,perform
MichaelJordan
basketballplayer
theNBAsuperstar,theAirman,wonthreeMVPAwards
Example:CharlieChaplinismyfavouriteactor.Heisagenius.Hehasagiftforcomedy(喜剧)andmanypeopleregardhimasthefunniestactor.Inhisfilms,heactedsoperfectlythatheneverlethisaudiencedown.Trustme!Themoreyouwatchhisfilms,themoreyou’lllikehim.
Homework(作业):
一、中译英:
1.把…看作2.做…的尝试
3.某方面的天赋4.幽默感
5.作演讲6.使某人失望
7.记住…8.主动提出
9.很高兴做某事
二、单项选择:
()1.Mozartisamusicalgeniusand_____oneofthegreatestcomposers.
A.regardasB.regardsas
C.isregardedasD.isregardas
()2.ShespeaksFrench.
A.perfectB.perfectlyC.goodD.enougheasy
()3.GuoJingjingdiving,andshegot2goldmedalsinBeijingOlympicGames.
A.isgiftforB.isgiftatC.hasagiftatD.hasagiftfor
()4.Yourlastreportwasterrible.Ihopeyouwon’tmethistime.
A.make,disappointB.made,disappointedC.leted,downD.let,down
()5.I’velistenedtoyourlecturemanytimes,andI’veit.
A.knew,byheartB.known,byheart
C.known,withheartD.knew,withheart
()6.Myelderbrotherthearmyayearago.Heasoliderforoneyear.
A.joins,isB.joinedin,wasC.joined,hasbeenD.hasjoinedin,hasbeen
三、小试牛刀:写一片80字的作文,介绍你最喜欢的天才,用上本课所学的知识点。
Myfavouritegenius
教案课件是老师工作中的一部分,大家应该开始写教案课件了。将教案课件的工作计划制定好,才能使接下来的工作更加有序!那么到底适合教案课件的范文有哪些?急您所急,小编为朋友们了收集和编辑了“Chapter9Theweirdworldofplants教案”,欢迎大家阅读,希望对大家有所帮助。
Chapter9Theweirdworldofplants教材版本OxfordEnglishShenzhenEdition
课题名称
Writing:Anaccountofaschoolactivity
OxfordEnglish9AChapter9
Oneperiod,40minutes
教学设计:WritingAnaccountofaschoolactivityByFuyanZhouThisisawritinglesson.I’lltrainstudentstopayattentiontofive‘w’elementwhentheydescribeaschoolactivity.Hereismyteachingplan.PartOneUnderstandingofnewcurriculumstandardandteachingaims
Accordingtothenewcurriculumstandard,Juniorstudentsshouldhavethefollowingwritingabilities.Theycancraftandcorrectcompositions.Theycanbeabletosolveproblemsandwritethereportbycooperativelearning.Sothiswritingsectionrequiresstudentstowriteaguidedaccountofaschoolactivityandencouragethemtolisttheelementssuchastimes,people,placesandopinions.Forthesereasons,Idesignedtheteachingaims.
1.KnowledgeobjectsStudentsshouldknowthedefinitionofaccountStudentsshouldlearnhowtowriteanaccountofaschoolactivityinarightway.Studentscanlisttheelementsinanaccountsuchastimes,people,placesandopinions.2.AbilityobjectsInstructorshoulddeveloptheSs’abilitiesofwriting,readingandspeakingInstructorshouldfostertheirabilitiesofcooperativelearninganddeveloptheirimagination.3.Emotionalobjects.Studentscanusetheirownwordtoexpresstheiropinionsinthelastpartoftheaccount.4.Strategyaim:observation,discussion,writingandspeaking.5.Cultureaim:ThedifferencesbetweenEnglishaccountandChineseaccount.PartTwoAnalysisoftheTeachingMaterial
1.StatusandFunction
Thisisawritinglesson.Studentsshouldlearnhowtowriteanaccountofaschoolactivity.Suchatopicisrelatedtothedetaileddescriptionofanevent.Itshouldincludeinformationabouttimes,people,placesandopinions.SoitisveryhelpfultoimprovetheirabilityofwritingareportandalsologicalthinkingThissectionalsocanhelpstudentstoattain“fourskills”requestoflistening,speaking,readingandwriting.Thereforeitisveryimportantintheteachingmaterial.2.AnalysisofthestudentsThissectionisfromJuniorOxfordEnglish9A.Somoststudentshavemasteredthebasicwritingskills.Theyhavealreadyknownsomeideasofaccountsorelementsaboutit.Sothistopiccangivethemclearideasofaccountandgreatlytrainedtheirwritingabilities.3.TeachingemphasisandDifficultpoint1.TeachingemphasisIwillemphasizethedefinitionoftheaccount,it’ssimilartothereport.Iwillemphasizethefourelements,times,people,placesandopinions.2.Difficultpoints:Instructstudentstofindoutthefourelementsfromexampleaccounts.instructstudentstodiscussingroupstofinishexercises.PartThreeTheTeachingaidsandmethods
1.Teachingaids
Multi-mediacomputer,projector,slideshow,PowerPointandsoon.Theywillbeneededinthislesson.2.Teachingmethods.Asweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“Communicative”teachingmethod,“Audio-visual”teachingmethodand“Task-based”teachingmethod.PartFourTeachingProceduresandactivitydesign
StepI.lead-in(within5minutes.)T-S,S-S,Monologue
Arousestudents’interestsbyshowingsomepicturesofschoolactivitiessuchassportsmeeting,cleaningdayandartFestival,encouragestudentstolisttheelementsbyaskingandanswering.Theycandiscussingroupwork..ThedateoftheeventWhodidwhatWheretheactivitytookplaceThepurposeoftheactivityGeneralinformationDetailedinformationPeople’sopinionoftheactivity1.Doyouknowthesportsmeeting/thebigcleaningday/artfestivalheldinourschool?2.Canyoudescribeitinyourownwords?(times,peopleandplaces)3.Whatsyouropinionaboutthismeeting?StepIIPresentation(within30minutes)groupwork,monologue
1.Guidestudentstosummarizethedefinitionofanaccountandthefourelementsofaccount2.AskstudentstoworkonExerciseAingroupsandencouragethemtodiscusstheirideaswitheachother.Teacherscheckstudentsandanswers.3.Askstudentstoprepareanaccountofaschooltree-plantingdayusingtheplan,thenotesandthepicturesonthetextbook.Encouragestudentstoinventsomedetailsforeachparagraphingroupsandinviteonestudentsfromeachgrouptopresenttheiraccountoftheactivitytotheclass,eachstudentshave2mins4.Teachersshowpossibleanswerstostudentsandcommenttheimportantpointsormistakes.StepIII.Consolidation(Within5minutes)(writingPractice)
Reviewthefourelementsofanaccountbystudentsansweringtogether.emphasizethekeypointstheyshouldpayattentiontowhentheywriteanaccount.
StepIV.Homework.studentschooseanyactivityheldinschoolrecentlyandwriteashortaccountabout50words,Itshouldcontainthefourelements.
Partone
PartOneUnderstandingofnewcurriculumstandardandteachingaims
1.Understandingofnewcurriculumstandard2.Teachingaims2.1Knowledgeobjects2.2Abilityobjects2.3Emotionalobjects.2.4Strategyaim2.5CultureaimParttwo
Analysisoftheteachingmaterial
1.StatusandFunction2.Analysisofthestudents3.TeachingemphasisanddifficultpointsPartthree
Teachingaidsandmethods
1.Teachingaids2.Teachingmethods2.1.communicativeteachingmethod2.2.Audio-visualteachingmethod2.3.Task-basedteachingmethodPartFour
.
Teachingproceduresandactivities
StepI.pre-writing(lead-in)(5mins)T-S.S-S,Sshowsomepicturesofschoolactivities,groupworktolistelementsStepIIwhile-writing(presentationandpractise)(30mins)1.summarizethedefinitionofanaccountandfourelements2.workonExerciseAingroups3.Prepareanaccountofaschooltree-plantingdayusinghintsintextbook.onestudentofeachgroupwillpresenttheiraccount.4.Teachersshowpossibleanswerstostudentsandcommenttheimportantpointsormistakes.StepIII.post-reading(Consolidation)(5mins)
Reviewthefourelements.Emphasizethekeypointsinanaccount.StepIV.HomeworkT-SS-SSPairworkGroupworkMonologue
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