Unit 3 Grammar 教案

1、課題名稱(chēng)Unit 3 Teens in School：Do Our Parents Understand Us？ Grammar（高一年級(jí)上 Module 1 Unit 3） 教學(xué)目標(biāo)By the end of the lesson, students will be able to:1. know when to use “what” in a noun clause and use general questions, special questions and tag questions correctly in real situation.2. form the idea of le

2、arning grammar by trying to use it.教學(xué)重點(diǎn)和難點(diǎn)Teaching focus:1 1. Enable the students to know when to use what as the subject, object or predicative. 2. Get the students to review the three kinds of questions, especially tag questions in a certain situation and learn something new about them by observin

3、g and deducing.3. Help students to apply what they have learned in this lesson to writing an e-mail.Possible difficulties:1. Distinguish when “what” can be used in a noun clause.2. How to translate “Yes” and “ No” when they are used to respond a “ negative statement + affirmative tag question”.教學(xué)資源和

4、教學(xué)方法Teaching resources:Multimedia and other teaching aids；pictures from the InternetTeaching method:Task-based Language Teaching Approach and Situational Method.教學(xué)過(guò)程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖時(shí)間Part 1Step 1Lead-inGet the students to talk about the things they like best and worries them most The students brains

5、torm and then share their ideas with the classmates. 引入環(huán)節(jié)有意識(shí)地設(shè)計(jì)這樣的談話活動(dòng)， 既可順承課文的話題讓學(xué)生的情感得到自然地表達(dá)，又可為what用法的引入做好鋪墊；接著利用學(xué)生生成的話語(yǔ)用 what進(jìn)行替換，自然過(guò)渡到新語(yǔ)言結(jié)構(gòu)的學(xué)習(xí)，并讓學(xué)生用新學(xué)得的結(jié)構(gòu)表達(dá)剛才的話題。然后利用第一單元所學(xué)的基本句型理性弄清what在從句中的本質(zhì)，得出基本的運(yùn)用規(guī)律并回到課本第一段尋找含what的句子。這樣的處理可較巧妙地把習(xí)得，學(xué)得與即時(shí)運(yùn)用結(jié)合起來(lái), 同時(shí)，鑒于學(xué)生剛上高一，不過(guò)多強(qiáng)調(diào)名詞性從句的概念。2 minStep 2Discoverya

6、nd ImitationTransform two sentences by using “what”1) Reading in the school library is something that I like best. Reading in the school library is what I like best.2) Dealing with maths problems is someting that worries me most. Dealing with maths problems is what worries me most.The students obser

7、ve how what is used in the rewritten sentences.1 minGet the students to imitate the exmaples to talk about their favourits and worries.The students try to use what to express their ideas.2 min2 minHelp the students to find out the functions of what in the clauses and then encourage them to reach a c

8、onclusion.In pairs, the students try to find out the functions and draw a conclusion about the usage of what.1 minGet the students to find out the sentence containing what in Paragraph 1.The students find out the sentence containing what. Step 3DrillsGet the students to do the exercises on P 29.The

9、students do theexercises.及時(shí)進(jìn)行筆頭鞏固操練，進(jìn)一步熟悉what的用法。3 minStep 4Semi-production and further presentation Get the students to talk about 3 pictures that are similar with the exercises they have done.The students try their best to express themselves with the aid of the 3 pictures and some hints 在第三步練習(xí)的基礎(chǔ)上

10、提供與練習(xí)相近又能反映真實(shí)生活的圖片與一定的語(yǔ)料，激發(fā)學(xué)生進(jìn)行半控制性的產(chǎn)出活動(dòng)。并在第三個(gè)運(yùn)用練習(xí)中利用語(yǔ)境呈現(xiàn)what在從句中做表語(yǔ)的用法，分散化解難點(diǎn)，并為下個(gè)環(huán)節(jié)的復(fù)習(xí)埋下伏筆。4 minPart 2Step 5Revision and newapplication of tag questionsMake use of the information “James is outgoing and caring. He is no longer what” in Step 4 to create some situations and organize a series of prac

11、tice about general questions, special questions and tag questions The students try to use general questions, special questions and tag questions to talk about James. 本環(huán)節(jié)圍繞James這個(gè)老師在上一環(huán)節(jié)預(yù)設(shè)的學(xué)生才俊巧妙開(kāi)展一般疑問(wèn)句，特殊疑問(wèn)句，反義疑問(wèn)句的快速?gòu)?fù)習(xí)與有序拓展活動(dòng)，以舊帶新，連環(huán)語(yǔ)境的積極創(chuàng)設(shè)有助于激發(fā)學(xué)生用已學(xué)知識(shí)去表達(dá)，并使復(fù)習(xí)、呈現(xiàn)和運(yùn)用新知自然揉合。18 minStep 6PracticePresent

12、 6 pictures and some relevant sentences to guide students to do practising by using tag questions.Learn to respond and express quickly.選取6個(gè)符合學(xué)生心理的情景配以不同時(shí)態(tài)的語(yǔ)境，訓(xùn)練學(xué)生快速反應(yīng)能力，促進(jìn)知識(shí)與能力的轉(zhuǎn)化，并引導(dǎo)學(xué)生弄清前半部分是否定句式的反義問(wèn)句的漢語(yǔ)如何翻譯，幫助學(xué)生在語(yǔ)境中突破難點(diǎn)。5 minPart 3Step 7Summary and assignmentGuide the students to make a summary ab

13、out what they have learnt.Assign some exercises for the students to do after class. The students will do the exercises on their own and of course they can seek help from others if they find any problems.有意識(shí)地引導(dǎo)學(xué)生在簡(jiǎn)要總結(jié)中運(yùn)用what；作業(yè)布置既有drills性質(zhì)的練習(xí)也有指導(dǎo)性的寫(xiě)作，整節(jié)課都有意識(shí)地滲透語(yǔ)言的學(xué)習(xí)需要與運(yùn)用相結(jié)合的理念。2 min板書(shū)設(shè)計(jì)Book 1，Unit 3 Grammarwhatwhat在從句中除了表示疑問(wèn)的含義， What I like most is reading.譯作“什么”，還表示“所的” What worries me most is m