高中英語語法教學(xué)設(shè)計(jì)解析

1、 高中英語語法教學(xué)設(shè)計(jì) Grammar The Past Participle 翔安一中 許彩明一、教材分析： 本課是結(jié)合人教版高中英語教材選修5中有關(guān)過去分詞的語法內(nèi)容，進(jìn)行過去分詞的學(xué)習(xí)，教學(xué)中將語法知識(shí)的傳授和語言基本技能的學(xué)習(xí)結(jié)合到一起，注重復(fù)習(xí)語法與語言的運(yùn)用。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而擴(kuò)大課堂的語言輸入量及學(xué)生的語言輸出量。 二、學(xué)情分析： 在高一英語學(xué)習(xí)基礎(chǔ)上，學(xué)生已經(jīng)掌握基本的語言結(jié)構(gòu)和一定程度的聽說讀寫能力。在復(fù)習(xí)的過程中，結(jié)合學(xué)生原有的知識(shí)掌握水平，鞏固基礎(chǔ)強(qiáng)化正確使用語法知識(shí)，提高學(xué)生運(yùn)用語言的深度和難度.但大部分學(xué)生的基礎(chǔ)知識(shí)仍然較為薄弱，運(yùn)用英語進(jìn)行交

2、際活動(dòng)的能力較差，主動(dòng)學(xué)習(xí)的動(dòng)力不夠，然而他們學(xué)習(xí)比較認(rèn)真，渴求知欲旺盛，思維比較活躍。部分學(xué)生的基礎(chǔ)較好，能主動(dòng)配合老師。只有設(shè)置使他們感興趣的活動(dòng)，因材施教，才能讓他們投入到課堂活動(dòng)中來。 三、教學(xué)目標(biāo): 1.知識(shí)目標(biāo): 引導(dǎo)學(xué)生掌握過去分詞在真實(shí)的生活語境中的使用。培養(yǎng)學(xué)生通讀，分析，理解，綜合的能力，教會(huì)學(xué)生體察語境，結(jié)合上下文，符和邏輯推理和合理的想象，結(jié)合語法和題干中的語境解決問題。在運(yùn)用語言過程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，提高思維能力和運(yùn)用英語的綜合能力。 2.能力目標(biāo)： 利用多媒體手段營造積極和諧教學(xué)氛圍，使學(xué)生進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，

3、規(guī)范學(xué)生運(yùn)用英語知識(shí)準(zhǔn)確表達(dá)的能力，同時(shí)，發(fā)展學(xué)生綜合語言運(yùn)用的能力，分析問題和解決問題的能力，培養(yǎng)學(xué)生自主學(xué)習(xí)。 3.德育目標(biāo)： 用含過去分詞的句子結(jié)構(gòu)表達(dá)思想感情。 四、教學(xué)重點(diǎn): 1.過去分詞的用法. 2. 過去分詞的運(yùn)用 五、教學(xué)難點(diǎn): 1.結(jié)合語法知識(shí)，以課堂教學(xué)為依托，全面訓(xùn)練學(xué)生的聽、說、讀、寫能力，加強(qiáng)和提高運(yùn)用英語的綜合能力。 2. 過去分詞在真實(shí)的生活語境中的使用。 六、教學(xué)策略: 通過小組討論、小組競賽等具體形式，創(chuàng)設(shè)有利于高中生自己自我認(rèn)識(shí)、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識(shí)水平對自己的學(xué)習(xí)進(jìn)行調(diào)節(jié)、監(jiān)控。因此，本課采用教學(xué)方法-任務(wù)型教學(xué)法。以任務(wù)為

4、中心，任務(wù)的設(shè)計(jì)焦點(diǎn)是解決某一具體的貼近學(xué)生生活的問題。教師要從學(xué)生“學(xué)”的角度來設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)。在的各種“任務(wù)”中，學(xué)生能夠不斷地獲得知識(shí)并得出結(jié)論。 七、學(xué)習(xí)策略: 本課將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開展小組競賽和填寫課堂自我評(píng)價(jià)表等非測試性評(píng)價(jià)手段，幫助學(xué)生養(yǎng)成自主學(xué)習(xí)與合作學(xué)習(xí)的能力，培養(yǎng)創(chuàng)新意識(shí)和實(shí)踐能力，以及具備科學(xué)的價(jià)值觀。 八、教學(xué)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(xué)過程： Step 1 Greeting Step 2 Leading-in 1. Get students to enjoy a story read

5、by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember. It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didnt wear any shoes because she

6、had her shoes lost. She looked very worried because there were lots of matches left. 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

7、candles were burning brightly 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 !2. Brainstorming What is the Past Participle? In your opinion

8、, what role does the Past Participle play in the sentences?設(shè)計(jì)說明： 1.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(xué)生有感情的朗讀，教師通過多媒體呈現(xiàn)圖片和學(xué)生的朗讀，目的是對學(xué)生的視覺和聽覺作一個(gè)沖撞，吸引學(xué)生的注意力，并激發(fā)起好奇心。 2.利用新穎和形象的圖片導(dǎo)入，讓學(xué)生邊聽邊記，最后考查學(xué)生記住幾個(gè)過去分詞，符合中學(xué)生的挑戰(zhàn)心理，激發(fā)它們的學(xué)習(xí)熱情，從而引出本節(jié)課的話題-過去分詞。再者通過頭腦風(fēng)暴有利于學(xué)生參與教學(xué)活動(dòng)，進(jìn)行討論和對話活動(dòng)，激活學(xué)生的知識(shí)背景。 Step 3 Discovering the use

9、ful structures1. Find out the Past Participle, and tell what role the Past Participle play in the sentences.(1) 動(dòng)詞-ed形式作_ *there were lots of matches left.*saw a Christmas tree decorated very beautifully .*The lighted candles were burning brightly(2) 動(dòng)詞-ed形式作_ * She looked very worried*and she seeme

10、d very delighted.(3) 動(dòng)詞-ed形式作 *she had her shoes lost*she wished all her matches sold*she sat in a corner with her legs huddled up*people saw the girl frozen to death(4) 過去分詞在句中作 *Requested to take her away, her grandmother went away with her .設(shè)計(jì)說明：通過敘述式和游戲式，引導(dǎo)學(xué)生利用過去分詞形式解釋所設(shè)置的文本信息，借助小組競賽，實(shí)現(xiàn)生生互動(dòng)、師生互動(dòng)

11、，將過去分詞形式用作定語、表語、賓語補(bǔ)足語、狀語的各種結(jié)構(gòu)進(jìn)行歸納。2. BrainstormingWork in pairs to discuss the following questions. (1) Do you have any puzzles in using The Past Participle? (2) Do you know the differences between The Past Participle and The Present Participle? 3. Work in pairs to tell what the differences between

12、The Past Participle and The Present Participle. Read and compare(1)The gentleman called Chen Kaichi is our intern teacher(實(shí)習(xí)老師）.(2)The people sitting 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(qiáng)調(diào)動(dòng)作_, 現(xiàn)在分詞強(qiáng)調(diào)動(dòng)作_。(3) I saw her taken out of the classroom.(4) I saw her coming into

13、the classroom.過去分詞與現(xiàn)在分詞作賓補(bǔ)的區(qū)別: 二者與賓語邏輯上都是主謂關(guān)系, 但過去分詞強(qiáng)調(diào)他們之間的_, 現(xiàn)在分詞強(qiáng)調(diào)他們之間的_(6) Seen from the top of the hill, the city looks more beautiful to us.(7) 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是 。而現(xiàn)在分詞與主語的主語之間是 。設(shè)計(jì)說明： 1、通過文字所描繪的語境，引導(dǎo)學(xué)生在運(yùn)用中掌握過去分詞，并共同回顧、

14、歸納過去分詞的用法，引導(dǎo)學(xué)生自己發(fā)現(xiàn)問題、分析問題、解決問題。2、通過下列文字所描繪的情境，使學(xué)生在形象化、真實(shí)化的語境中明白過去分詞和動(dòng)詞-ing充當(dāng)定語、賓補(bǔ)、狀語的異同。這項(xiàng)操練活動(dòng)大大訓(xùn)練了學(xué)生的發(fā)散思維，又鍛煉了思維能力與快速反應(yīng)能力，還加深了對所學(xué)語法現(xiàn)象的理解。Step 4 PractisingHow much do you know about “The Past Participle”? Can you use it correctly? Lets have a try. （Divide students into four groups and have a competi

15、tion: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .）一. 完成句子1. (watch) this TV show, we had a lot of fun. 2. (compare)with other shows like singing competition, this kind of s

16、how about family is more popular.二單選題1. As is known to us all, traveling is_, but we often feel_ when we are back from travels. A. interesting; tired B. interested; tiring C. interesting; tiring D. interested; tired2. He found a magazine _ with the owners name_ on the desk with the back cover _ off.

17、 A. marking, lying, torn B. marked, lying, tornC. marked, laid, tearing D. marking, laying, tearing3._ the room, the man found the phone_ . A. Entering; stealing B. Entering; stolenC. To have entered; being stolen D. Having entered; to be stolen 三單句改錯(cuò)1. Having not seen the film, I cant tell you what

18、 I think of it. 2. The men worked for extra hours got an extra pay. 3. Knowing little English, he had trouble making himself understanding. 4. Do you notice the girl dressing a red coat?5. Giving more time, we could do it much better.四用分詞結(jié)構(gòu)美化句子1.發(fā)現(xiàn)學(xué)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

19、 students sleepy in the afternoon and did everything he could to arouse their interest.用分詞結(jié)構(gòu) , the teacher did everything he could to arouse their interest.2.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(jié)構(gòu)The book is easy to understand .五把下面的打亂的詞或詞組連串成句a grou

20、p of students , the teacher, the office, followed, by , entered Moyan , stood there, surrounding , many , reporters 六短文填詞Peter is a retired worker. He used to work in the USA, a d country. Now he lives in the countryside. （陪伴）with his wife , he is taking a walk on the path(小路) （覆蓋）with fallen leaves

21、, f happy.七完型填空I am Robinson Crusoe. I have been alone on the island for two weeks. I dont know how to have my long hair 1 . Many times I saw ships 2 by, but I couldnt make myself 3 . The other day, I was 4 to see a small house in the distance. I came nearer, only to find the door 5 . There was nobo

22、dy there. I am still alone!1. A. cuted B. cut C. cutting D. to cut 2. A. past B. passed C. passing D. to pass3. A. hearing B. understood C. heard D. understanding 4. A. delighted B. disappointed C. interested D. confused 5. A. breaking B. to break C. broken D. break 設(shè)計(jì)說明：1.新課程呼喚英語教學(xué)回歸生活，強(qiáng)調(diào)課程從學(xué)生的學(xué)習(xí)興趣

23、和生活經(jīng)驗(yàn)出發(fā)，因而設(shè)計(jì)時(shí)選擇了學(xué)生熟悉事物作為話題，引導(dǎo)學(xué)生運(yùn)用目標(biāo)語言結(jié)構(gòu)。2.任務(wù)型活動(dòng)：通過學(xué)生小組活動(dòng)、小組競賽的形式，激發(fā)參與學(xué)習(xí)過程的熱情和競爭意識(shí)。合作學(xué)習(xí)活動(dòng)，學(xué)生在活動(dòng)中運(yùn)用語言，調(diào)動(dòng)起學(xué)生的認(rèn)知結(jié)構(gòu)和主體意識(shí)。教師把語法規(guī)則活化為活動(dòng)，把教學(xué)活動(dòng)活化為交際活動(dòng)。設(shè)分組隨機(jī)選題競答游戲活動(dòng)，激發(fā)學(xué)生的參與意識(shí)和學(xué)生的挑戰(zhàn)意識(shí)。 3.練習(xí)設(shè)計(jì)形式多樣，由淺入深，層層深入，符合學(xué)生的認(rèn)知規(guī)律，具有語法教學(xué)的交際性，科學(xué)性和可操作性。 Step 5 Producing1. Rewriting Work in groups of four to rewrite the underl

24、ined sentences using the Past Participle and the Present Participle to beautify the sentences. Hans Christian AndersenHans Christian Andersen is a Danish poet and author who is noted for his fairy tales. Because he was born in a poor family, Andersen received little education. Although his parents w

25、ere 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, because he had an excellent voice, Andersen moved to Copenhagen to work as a singer and dancer in a theater. A co-worker considered his fairy tales wonder

26、ful. Because he took the suggestion seriously, he began to focus on writing. Andersens fairy tales are so wonderful that we find that his works are translated into more than 150 languages throughout the world .Hans Christian AndersenHans Christian Andersen is a Danish poet and author his fairy tales

27、 . ，Andersen received little education. Although , they opened for him the world of folklore(民間故事) . by them ,he wrote his own fairy tales. At the age of 14, , Andersen moved to Copenhagen to work as a singer and dancer in a theater. A co-worker considered his fairy tales wonderful. the suggestion s

28、eriously , he began to focus on writing.Andersens fairy tales are so wonderful that we find more than 150 languages throughout the world .2. WritingWork in groups of six to write a passage using the Past Participle and the Present 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(guān)劉翔的

29、簡介。1.劉翔是中國奧運(yùn)會(huì)的金牌得主，以他在110米欄中的速度著稱2.生于上海的一個(gè)家庭, 從小就受到良好的訓(xùn)練3.在2004年的雅典奧運(yùn)會(huì)上贏得了男子110米欄，平了世界紀(jì)錄并且打破了奧運(yùn)記錄4. 2008年，由于嚴(yán)重受傷，他離開了北京奧運(yùn)會(huì)的鳥巢5.兩年后，受到最好治療后并且在他教練孫海平的鼓勵(lì)下，劉翔回來了，在2010年廣州亞運(yùn)會(huì)上贏得了三連冠6.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(diǎn)，可適當(dāng)發(fā)揮； 2. 在短文中至少要使用5-6個(gè)分詞形式 3. 詞數(shù) ：100左右。 提示：Olympic gold medalist奧運(yùn)會(huì)的金牌得主 mens 110-metre hurdle race男子110米欄 coach 教練設(shè)計(jì)說明：任務(wù)型活動(dòng)：課外作業(yè)是課堂教學(xué)活動(dòng)的延伸，學(xué)生可以互相合作完成該寫作任務(wù)。該環(huán)節(jié)是本課所有教學(xué)環(huán)節(jié)的延續(xù)，通過寫作的練習(xí)，使學(xué)生逐步學(xué)會(huì)運(yùn)用語法知識(shí)，討論自己感興趣的話題，表達(dá)自己的思想，達(dá)到形成和提高寫作能力與技巧的目的，完成學(xué)習(xí)的任務(wù)。讓學(xué)生在反復(fù)接觸和運(yùn)用語言的過程中逐步體會(huì)和感知語言的規(guī)律性，從而使學(xué)生的語法知識(shí)內(nèi)化成語言能力。 Step 6 Self-assessment Get the students to answer the questions.1. Have you unde