七年級下冊Unit 3 Welcome to Sunshine Town語法課·教學設(shè)計

七年級下冊Unit3WelcometoSunshineTown語法課?教學設(shè)計尊重學生主體地位，優(yōu)化語法教學方法牛津譯林版初中七年級下冊Unit3WelcometoSunshineTown語法課教學設(shè)計英語語法是新課標中要求的一項重要知識內(nèi)容，雖然撰寫語法課的教學設(shè)計和試講在近年來的教招考試中出現(xiàn)的頻率較低，但其教學方法的優(yōu)化和創(chuàng)新是考生面臨的一大難點。故設(shè)計好一堂語法課是至關(guān)重要的。本文以牛津譯林版初中七年級下冊Unit3WelcometoSunshineTown語法課為例進行教學設(shè)計，該教學設(shè)計以歸納式、啟發(fā)式的語法教學方法為主，旨在表達學生在語法學習過程中的主體地位，擺脫傳統(tǒng)的填鴨式語法教學。Teachingaims:Knowledgeaims:Studentscangrasptheusageofthepossessiveform，sandAbilityaims:Studentscanusethepossessiveformcorrectlytoexpresstheideaofbelonging.Studentscansummarizetherulesofhowtousepossessiveformbyautonomouslearningandcooperativelearning.Emotionalaims:StudentswillbemoreinterestedinEnglishgrammarlearningandactiveintakingpartinclassactivities.Teachingkeypointsanddifficultpoints:Keypoints:Studentscangrasptheusageofthepossessiveform，sand'.Studentscansummarizetherulesofhowtousepossessiveform.DifficultPoints:Studentscanusethepossessiveformcorrectlytoexpresstheideaofbelonging.StudentswillbemoreinterestedinEnglishgrammarlearning.Teachingprocedures:Step1Lead-inGuessinggame:WhosebookisitTheteacherchoosesomethingfromstudents7tablesandaskstudentstoguesswhosebook/eraser/pen...itis.Studentscanjustsaythename,forexample,Jack,TomandPeter.(Justification:playinggameswithstudentscanarousetheirinterestinthisclass,andthegameisalsoaboutthetopicof“belonging”,soitwillhelptoleadinnaturally.)Step2PresentationShowsomepicturesonthescreen:hat,key,postcards,poker,andsoon.Thenplaytheradioandaskstudentstolistenforthequestion:Whosehat/postcards...isit/aretheyThistime,studentswillhearthesoundafterthename.Groupwork:studentsworkingrouptofindtherulesofhowtousepossessiveform.TheycanrefertotheexamplesonactivityAonpage35.Theteacherinvitessomegroupstosharetheirideas,andhelptoconcludetherules:Singularnoun+'se.g.school's,Mark's,Dickens'sPluralnoun(endingin-s)+'e.g.students',kids/Pluralnoun(notendingin-s)+'se.g.women's,children's(Justification:studentscangetfamiliarwiththepossessiveformthroughtheauthenticlisteningmaterial,andtheyalsocanimprovetheabilitytocooperatewithothersandsummarizetherules.)Step3PracticeCreateasituationthatsomeexchangestudentswillcometoourschool,andsomestudentspreparepresentsforthem.TheyareDaniel,Kitty,andMillie.Buttheymixupthepresents.CanyouhelpthemtofindwhichthingsbelongtowhichstudentThenstudentscanfinishthistaskontheirbooksandwrite"Millie's,Kitty's,orDaniel's".(Justification:studentspracticetheusageofpossessiveforminasituationsothattheycanunderstandthemeaningofthisgrammarpointbetter.)Distinguishtheabbreviationfromthepossessiveform:e.g.Peter'sagoodstudent.Peter'spensarelost.(Justification:sometimesstudentswouldconfusedaboutthesetwoforms,sothispracticecanhelpthemavoidmakingsomemistakespreviously.)Step4ProductionStudentsmakeaconversationingroupoffourtotalkaboutthebelongingsofthemselves.Thentheteacherinvitesomegroupstoperforminfrontoftheclass.Inthisactivity,maybesomestudentswillfindanotherpointwhenweusethepossessiveform,like“AmyandLily'sdesk”and"Amy'sandLily'spen”.Sotheteacherwillhelpthemcomplementtheusageofpossessiveform.(Justification:itcanhelpstudentsimprovetheirspeakingabilityandtheycanapplythegrammarpointintodailyuse.)Step5SummaryandhomeworkSummary:Inviteonestudenttosummarizewhatwehavelearnedtoday.Homework:Previewthenextruleofpossessiveadjectivesandpr