高中英語語法教學設計

1、精品文檔高中英語語法教學設計Grammar The Past Participle翔安一中許彩明教材分析：本課是結合人教版高中英語教材選修5 中有關過去分詞的語法內(nèi)容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起， 注 重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法， 從而擴大 課堂的語言輸入量及學生的語言輸出量。學情分析：在高一英語學習基礎上，學生已經(jīng)掌握基本的語言結構和一定程度的聽說讀 寫能力。在復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使 用語法知識，提高學生運用語言的深度和難度?但大部分學生的基礎知識仍然較為薄弱，運用英語進行交

2、際活動的能力較差， 主動學習的動力不夠，然而他們學 習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中 來。教學目標：知識目標：引導學生掌握過去分詞在真實的生活語境中的使用。 培養(yǎng)學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想象， 結合語法和題干中的語境解決問題。 在運用語言過程中培養(yǎng)學生的觀察力、 分析 力、想象力和自學能力，提高思維能力和運用英語的綜合能力。能力目標：利用多媒體手段營造積極和諧教學氛圍， 使學生進入情景之中，充分調動學 生的思維活動和情感體驗，規(guī)

3、范學生運用英語知識準確表達的能力，同時，發(fā)展 學生綜合語言運用的能力，分析問題和解決問題的能力，培養(yǎng)學生自主學習。德育目標：用含過去分詞的句子結構表達思想感情。教學重點：過去分詞的用法.2. 過去分詞的運用教學難點：. 結合語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力， 加強和提高 運用英語的綜合能力。.過去分詞在真實的生活語境中的使用。六、教學策略：通過小組討論、小組競賽等具體形式，創(chuàng)設有利于高中生自己自我認識、自我反省、自我調節(jié)的情境，利用他們自身較高的自我意識水平對自己的學習進行調節(jié)、監(jiān)控。因此，本課采用教學方法任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼

4、近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學 生能夠不斷地獲得知識并得出結論。七、學習策略：本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養(yǎng)成自主學習與合作學習的能力，培養(yǎng)創(chuàng)新意識和實踐能力，以及具備科學的價值觀。八、教學用具：多媒體輔助（將本課所需要的圖片、文字等制成 PPT課件）九、教學過程：Step 1 Greet ingStep 2 Lead in g-i nGet students to enjoy a story read by a student. While list

5、ening to the story, they should keep the underlined sentences in mind and then teacher will check up how many senten ces the stude nts remember.It was snowing and very cold outside. A little girl was walking in the street,selli ng matches. She did n t wear any shoes becaiasfeherneshoes 10st. She loo

6、ked very worried because there were lots of matcheseft. She wished all her matches sold but nobody bought a single one. She was so cold that she sat in a corner with her legs huddled （蜷縮）up. She lit a match and saw a Christmas tree decorated very beautifully. The lighted can dies were burning bright

7、ly and she seemed very delighted. She lit another one and saw her grandmother. Requested to take her away , her grandmother went away with her .The next day, people saw the girl frozen to death . What a poor girl !Brai nstormi ngWhat is the Past Participle? In your opi nion, what role does the Past

8、Participle play in the senten ces?設計說明：.教師首先展示安徒生的賣火柴的小女孩圖片和文本，然后請一位學生有感情的朗讀，教師通過多媒體呈現(xiàn)圖片和學生的朗讀，目的是對學生的視覺 和聽覺作一個沖撞，吸引學生的注意力，并激發(fā)起好奇心。.利用新穎和形象的圖片導入，讓學生邊聽邊記，最后考查學生記住幾個過去分詞，符合中學生的挑戰(zhàn)心理，激發(fā)它們的學習熱情，從而引出本節(jié)課的話題-過去分詞。再者通過頭腦風暴有利于學生參與教學活動，進行討論和對話活動，激活學生的知識背景。Step 3 Discoveri ng the useful structures1. Find out th

9、e Past Participle, and tell what role the Past Participle play in the senten ces.動詞-ed形式作there were lots of matcheseft.saw a Christmas treedecorated very beautifully .*The lighted candles were burning brightly動詞-ed形式作* She looked very worried * and she seemeVery delighted .動詞-ed形式作she hadher shoeslo

10、st she wished all her matchessold she sat in a corner with her leg八uddled uppeople saw the girlfrozen to death (4)過去分詞在句中作 * Requested to take her away, her grandmother went away with her .設計說明：通過敘述式和游戲式，引導學生利用過去分詞形式解釋所設置的文本信息，借助小組競賽,實現(xiàn)生生互動、師生互動，將過去分詞形式用作定語、表語、賓 語補足語、狀語的各種結構進 行歸納。 2. Brai nstormi ng

11、Work in pairs to discuss the following questions.Do you have any puzzles in using The Past Participle?Do you know the differe nces betwee n The Past Participle and The Prese nt Participle?3. Work in pairs to tell what the differences between The Past Participle and The Prese nt Participle.Read and c

12、ompareThe gen tlema ncalled Che n Kaichi is our in tern teacher 實習老師)The peoplesitting behind the classroom are all English teachers.過去分詞與現(xiàn)在分詞作定語的區(qū)別：過去分詞強調動作 ，現(xiàn)在分 詞強調動作。I saw her taken out of the classroom.I saw her coming in to the classroom.過去分詞與現(xiàn)在分詞作賓補的區(qū)別：二者與賓語邏輯上都是主調關系，但過 去分詞強調他們之間的 ，現(xiàn)在分詞強調他們之間的

13、 Seenfrom the top of the hill, the city looks more beautiful to us.Seeing from the top of the hill, we find the city very beautiful.過去分詞與現(xiàn)在分詞作狀語的區(qū)別：過去分詞主句的主語之間而現(xiàn)在分詞與主語的主語之間是設計說明：1、通過文字所描繪的語境，引導學生在運用中掌握過去分詞，并共同回顧、歸納過去分詞的用法，弓I導學生自己發(fā)現(xiàn)問題、分析問題、解決問題。通過下列文字所描繪的情境，使學生在形象化、真實化的語境中明白過去分詞和動詞-ing充當定語、賓補、狀語的異同。這

14、項操練活動大大訓練了學生的發(fā)散思維，又鍛煉了思維能力與快速反應能力，還加深了對所學語法現(xiàn)象的理解。Step 4 PractisingHow much do you know about “ The Past Participle “Can you use it correctly? Let s have a try.(Divide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct

15、 ,the group will get the poin ts. If the group fail , other groups will have the cha nee .)一.完成句子1(watch) this TV show, we had a lot of fun.2. compare)with other shows like si ngi ng competitio n, this ki ndof show about family is more popular.二?單選題As is known to us all, traveli ng is , but we ofte

16、n feel whe n we are backfrom travels.A. interesting; tired B. interested; tiringC. interesting; tiringD.in terested; tiredHe found a magazine with the owner s name on the desk wit heback cover off.A. markin g, l ying, tornB. marked, l ying, tornC. marked, laid, teari ngD. markin g, lay ing, teari ng

17、the room, the man found the phone.A. En teri ng; steali ngB. En teri ng; stole nC. To have en tered; being stole n D. Havi ng en tered; to be stole n三.單句改錯Having not seen the film, I can t tell you what I think of it.The men worked for extra hours got an extra pay.Knowing little English, he had trou

18、ble making himself understanding.Do you notice the girl dressing a red coat?Givi ng more time, we could do it much better.四？用分詞結構美化句子.發(fā)現(xiàn)學生下午昏昏欲睡的樣子，老師竭盡所能來激發(fā)(arouse)他們的興趣。The teacher found stude nts sleepy in the after noon and did everythi ng he could to arouse their in terest.用分詞結構 , the teacher d

19、id everyth ing he could to arouse their in terest.這本用簡易英語寫成的書很容易讀懂The book which was written in simple English is easy to understand.用分詞結構The book is easy to un dersta nd .把下面的打亂的詞或詞組連串成句a group of stude nts , the teacher, the office, followed, by , en teredMoya n , stood there, surro unding , many

20、, reporters.短文填詞Peter is a retired worker. He used to work in the USA, a d coun try.Now he lives in the countryside.（陪伴） with his wife , he is taking awalk on the path 小路） 覆蓋） with fallen leaves, f happy.完型填空make myself _3_I am Robinson Crusoe. I have been alone on the island for twweeks. I don t kn

21、ow how to have my long hair 1_. Many times I saw ships 2 by, but I couldn t.The other day, I was 4 jo see a small house in thedistanee. I came nearer, only to find the door 5.There was nobody there. Iamstill alone!A. cutedA. pastA. heari ngA. delightedA. break ingB. cutB. passedB. un derstooddisappo

22、 in tedB. to breakC. cutti ngC. pass ingC. heardC. i nterestedbroke nto cutD. to passD. un dersta ndingD. con fusedD. break設計說明:新課程呼喚英語教學回歸生活，強調課程從學生的學習興趣和生活經(jīng)驗出發(fā)，因而設計時選擇了學生熟悉事物作為話題，引導學生運用目標語言結構。任務型活動：通過學生小組活動、小組競賽的形式，激發(fā)參與學習過程的熱情和競爭意識。合作學習活動，學生在活動中運用語言，調動起學生的認知結構和主體意識。教師把語法規(guī)則活化為活動，把教學活動活化為交際活動。設分組隨機選

23、題競答游戲活動，激發(fā)學生的參與意識和學生的挑戰(zhàn)意識。3.練習設計形式多樣，由淺入深，層層深入，符合學生的認知規(guī)律，具有語法教學的交際性，科學性和可操作性。Step 5 ProducingRewritingWork in groups of four to rewrite the underlined sentences using the Past Participle and the Present Participle to beautify the sentences.Hans Christia n An derse nHans Christia n An derse n is a Da

24、nish poet and author who is no ted for his fairy tales. Because he was born in a poor family. Andersen received little education. Although his parents were uneducated, they opened for him the world of folklore （民 間故事）.When he was encouraged by them, he wrote his own fairy tales. At the age of 14, be

25、cause he had an excellent voice, Andersen moved to Copenhagen to work as a sin ger an d dan cer i n a theater. A co-worker con sidered his fairy tales won derful. Because he took the suggestion seriously.he began to focus on writing. Andersen sfairy tales are so wonderful that we find that his works

26、 are translated into more than 150 Ian guages throughout the world .Hans Christia n An derse nHans Christia n An derse n is a Danish poet and author his fairy tales . , Andersen received little education. Although, they opened for him the world of folklore （民間故事）. by them ,he wrote his own fairy tal

27、es. At the age of 14, An derse n moved to Cope nhage n to work as a sin ger and dan cer in a theater. A co-worker con sidered his fairy tales wonderful.he suggestion seriously , he began to focus on writi ng.Andersen fa sy tales are so wonderful that we find more tha n 150 Ian guages throughout the

28、world .WritingWork in groups of six to write a passage using the Past Participle and the Prese nt Participle , modeled after the above passage .請你根據(jù)下面的內(nèi)容提示用英文寫一篇有關劉翔的簡介。.劉翔是中國奧運會的金牌得主，以他在110米欄中的速度著稱.生于上海的一個家庭，從小就受到良好的訓練.在2004年的雅典奧運會上贏得了男子110米欄，平了世界紀錄并且打破了奧運記錄. 2008年，由于嚴重受傷，他離開了北京奧運會的鳥巢.兩年后，受到最好治療后并且

29、在他教練孫海平的鼓勵下，劉翔回來了，在 2010年廣州亞運會上贏得了三連冠.現(xiàn)在，我們發(fā)現(xiàn)劉翔的精神在全國各地傳播 注意：1.短文中須包括上述內(nèi)容要點，可適當發(fā)揮；在短文中至少要使用5-6個分詞形式詞數(shù)：100左右。提示：Olympic gold medalist奧運會的金牌得主men s 11（0ietre hurdle race 男子 110 米欄 coach 教練 設計說明:任務型活動：課外作業(yè)是課堂教學活動的延伸，學生可以互相合作完成該寫 作任務。該環(huán)節(jié)是本課所有教學環(huán)節(jié)的延續(xù)， 通過寫作的練習，使學生逐步學會運用語法知識，討論自己感興趣的話題，表達自己的思想，達到形成和提高寫作 能力與技巧的目的，完成學習的任務。讓學生在反復接觸和運用語言的過程中逐 步體會和感知語言的規(guī)律性，從而使學生的語法知識內(nèi)化成語言能力。Step 6 Self-assessmentGet the stude nts to an swer the questi ons.Have you un derstood