【課后作業(yè)】教學案例

1、關系副詞when和where在定語從句 中的使用教學案例研究背景隨著新課程改革的推進,淡化語法似乎成了英語課上約定俗成的規(guī)定,甚至有些老師對語法諱莫如深,閉口不談.他們認為新課改中提到的 增強學生語言表達是意指 增強 口語表達工從而無視語法.事實上,這是極具錯誤的觀念.語法,這一 對語言詞匯和句子規(guī)那么的研究,其最終目的正 是為語言表達效勞的.如果說詞匯是語言表達的根底,那么 語法那么是語言表達的載體.沒有了語法,語言也就失去了成 為語言的可能性.因此,語法仍在學習語言中占有重要地位.作為英語的學習者和傳授者,我們都有這樣的感受：語言的習得,很大程度上是以語境為依托的.學習者只有通過 大量的輸

2、入目標語言,才能夠掌握該語言的詞匯并進一步學會表達.同樣,語法的學習也是和語境密不可分的.學情分析：學生學情及心理狀況1.本堂課針對高一新生,他們對于周圍老師和同學還不是十 分熟悉,課上仍比擬怯于表達和交流.2,我校學生普遍英語根底知識和根本技能較弱,對英語沒有太大興趣.因此課堂上會由現(xiàn)學生不自信和不敢張嘴的現(xiàn)象.3 .現(xiàn)在的高中生大都 95后,喜歡接觸新鮮事物,好奇心強.4 .本課是講授時是在高一第一學期,高一新生剛剛進入一個 陌生的、遠離家人的環(huán)境,或多或少都會經歷一些困擾,測試 失敗、思念過去等問題或多或少都有存在.解決舉措及方法1 .為了幫助學生建立學習英語的自信,我做了以下設計：1)

3、 .把教授的內容縮小化,僅限于定語從句的關系副詞,且僅 僅專注when和where,有利于他們理解和接受；2),在課件中參加了視頻、背景音樂、圖片等多種輔助教學 手段,幫助學生理解并提升英語學習的興趣；3.)在練習的設計上,我采用了由淺入深、層層遞進的方式展開 課堂環(huán)節(jié),易于學生理解和接受.4),整節(jié)課由現(xiàn)的句子均采用簡單常見的單詞,生詞也給予標注或配以圖片,便于學生理解,從而建立自信心.2.為了引起學生興趣,激起他們的共鳴,我的設計如下1),整節(jié)課的內容是一個全新的、原創(chuàng)的故事,脫離了課本,采用時下流行的穿越這個話題,參加年輕新鮮的元素,易于引 起學生共鳴.2),本課故事中人物所經歷的事情,

4、也是大多數(shù)學生多經歷的.用這種方式,容易讓學生身臨其境,更有帶入感,從而更容易引發(fā)他們對自己目前現(xiàn)狀的審視和思考.教學目標：a. Knowledge aims:1. Enable students to understand the usage and function of relative adverbs when and where.b. Ability aims:1. Let students choose the relative adverbs when and where precisely.2. Make students use attributive clause in c

5、ommunication.3. Let students use attributive clause to describe a place or a period of time.c. Emotional aims:1. By learning XuChang ' s experience, make students find the beauty in life, so that they can have a positive attitude towards life.2. Cultivate students ability of solving problems and

6、 improvestudents ' sense of cooperation.3. Stimulate students interest in English and encourage students to think and express their opinion in English.教學重難點：Important points :1. Make students understand the usage of relative adverbs when and where in attributive clause.2. Enable students to expr

7、ess their opinion by using compound sentence, such as attributive clause.Difficult point ：Let students feel the emotion and attitude of the characters, at the same time, enable them use attributive clause correctly and flexibly.教學環(huán)節(jié)：Step 1. Lead-in1. Warming upGreeting the whole class.T: Do you have

8、 any difficulty in your high school life?S: yes!T: Of course everyone has their own problems in life or study, so does one of my students, Xu Chang. Today I will share a magical story of Xu Chang with you.2. Telling the Story't know wXu Chang is studying in senior one in our school. Recently, sh

9、e didn ' feel happy. Because she just failed in the final exam. She felt hopeless and frustrated. She didnto do, so she wondered around in the school yard, where she found an old piano. She sat down and played it. Then something magical happened.3. Enjoying a piece of videoShow them a piece of v

10、ideo from the movie A Secret Which Can Not Be Told, directed by Jay Chou.(the video ends)T: what happened while Xu Chang was playing the piano?S: Everything changed.T: Yes, as the last note ended, something magical happened.Xu Chang disappeared from the real world and dropped into a time tunnel.Step

11、 2: Grammar Studying1. The first part of the story: Back to her mommy ' s wombchild(continue the story) She came back to the time when shewas just a little baby and she was lying in her mother ' s wombwhere she was surrounded by water. The womb was justlike a pool where she could swim freely

12、 and happily.T: why do I use“ when in the first sentence and“ whthe second sentence? Pay attention to the underlined words.S: the first sentence is time, the second sentence is where.2. Exercise: Fill the blanks with when or where1) This was a place she felt comfortable and warm.2) This was the afte

13、rnoon her mother was singing a ballad(搖籃曲)to her gently. soon she fell asleep.3. SummaryT: Look at the four sentences on the screen, when should we use when and where in attributive clause?S: When we refer to time, we should use when; when we refer to a place, we should use where.T: Good! That is th

14、e first point, then pay attention to the sentences in blue., and tell me: how do we use when or where in Attributive clause?S: A complete sentence.T: Yes, when or where should be followed by a complete sentence, in other words, a sentence contains subject, verb, and object.Step 3: Filling the blanks

15、 with where or when(individual work)The second period of the story: Back to the kindergarten- child1) It was a period of time she was in the kindergarten.2) Kindergarten is a paradise for children they can notonly have delicious food but also play games.3) Kindergarten was also a place you could see

16、 manyhappy children.4) Lunch time came,XuChang shared fruit with other children.5) She and her friends danced on the stage a tree wasdecorated with beautiful flowers.T: How do you think of her life in kindergarten?S: she was very happy.T: Yes, she had a colorful life at that time.Step 4. Completing

17、the attributive sentences ( individual work)The third part of the story: Back to Tibet- pupil1. Provide examples for studentsShe came back to Tibet. She remembered that was the summer holiday when she and her parents went on s journey to Tibet. Tibet is a place where the air is hard to breathe. Tibe

18、t is also a place where visitors from all over the world come to worship the gods.2. Exercise: Finishing the attributive clauses (pair work)1) Tibet was a place.(天空是藍色 的,河水是清澈的)2)They climbed to the top of a small mountain .(他們看見了羊和老鷹)3) It was the time (徐暢只有十歲 ). Step 5. Putting the words together

19、to make sentences (work in pairs)1. Show an examplethis was a period of time when she was studying in middle school.2. Exercise: Putting the words together in a correct order (individual work)1) where, she, was sitting, in the classroom, their homework, students, were busy doing,2) where, her middle

20、 school, was a place, statuesof great people, you could see,3) when, a hard period of time, she, This was, the examinations, must prepare for,Step6.Discussion (four people a group)1. Help students to review the whole story.Four periods: baby - child - pupil - middle school studentFour places: her mo

21、mmy ' s womi kindergarten - Tibet -middle school2. Have students discuss the question in group of four: Imagine if you were Xu Chang, when and where will you miss during the journey?3. Provide structures:I will miss the days when.Because was a place where.4. Check individuallyStep 7. HomeworkNow

22、 you are a high school student, you are studying in Tarim High school, do you like it? Why?Structure :I love my school because my school is a place where .Step 8. SummaryIn our life, we have various difficulties. Although there are ups and down in our life, but please remember: stick to it, and you

23、will succeed. Life is a journey, enjoy and cherish it!板書設計：time + when + S + V + O place + where + S + V + O She preferred the time when she was a baby, because it was a place where she felt comfortable and warm.教學反思：經驗積累及收獲：1 .通過講述故事的方式,以及大量圖片、視頻、音頻的輔助, 給學生構建了良好的語境,激發(fā)學生用英語思考并用英語輸由；2 .本課從一個學生從未讀過的故事

24、入手,脫離了課本,讓學 生以一種放松的心態(tài)學習,從而使學生從一開始就對本課充滿期待和興趣；3 .故事中人物設定為高中生,他所穿越回的過去也正是大部分學生的過去,讓學生有身臨其境之感,更容易引起學生 共鳴；4 .本課在設計上來說,運用穿越這個話題,故事情節(jié)的開展 也隨著空間和時間的變化而推進,從而完美地把關系副詞when和where貫穿其中,教學和情境有機的結合在一起, 使整節(jié)課結構連貫流暢；5 .以往我們發(fā)現(xiàn),在給學生介紹關系副詞在定語從句中作狀 語的時候,學生通常只記住概念,并不懂作狀語的真正含 義.所以本課在講解語法這個環(huán)節(jié)上,我不再強調語法成 分,用when和where后跟完整的句子這一理念,更有利 于他們理解；6 .在語法講解方面,通過三次對故事情節(jié)的提問,引導學生 在不知不覺中說由目標句式,讓他們自己體會和總結,正 是新課改所要求和提倡的.首先,在導入局部,通過提問為什么在此句中用when的方式,激發(fā)學生自主總結和歸納；另外,在第一局部結束時,通過提問她更喜歡哪個時期,弓I導學生說由 目標句式 she preferr