Unit3Grammar名師教學設計（一）

1/9Unit3Grammar名師教學設計高中英語教學設計邢臺市第三中學趙海燕教學課題PastParticipleusedasAdverbial課程類型Grammar授課地點錄課教室教材分析本語法項目是高二英語Book5unit3的語法教學任務，非謂語動詞是歷年高考中的語法重點。隨著高考改革的推進，單純對于語法項目進行測試的比重越來越小，我們也越來越淡化語法教學，但這并不意味著語法教學不重要了，相反，這是對我們的語法教學提出了更高的要求。要求我們從運用的角度，從真正的真實生活中交流的需要層面來進行語法教學。所以，本節(jié)課我為學生們設置了2016中國女排奧運之路這個語境，由女排粉絲到女排隊員到女排教練，通過閱讀進行語言知識的感知和滲透，由注意詞的形式到句式轉化最后到微博中開放式的運用，讓學生真正做到可以在真實語境中靈活運用。學情分析通過高一一年的語言學習，學生對于非謂語動詞有了初步的認識，在高一下半學期，學生對于-ing進行了全面的學習，對于-ed雖沒有系統(tǒng)的學習但已有初步的感知。所以，本節(jié)課我結合學生已知的-ing的用法，對-ed進行引導式學習。教學重點PastParticipleusedasAdverbial1.和句子主語構成被動關系的情況下，用過去分詞做狀語。2.系表結構的短語作狀語時，用過去分詞的形式。教難學點1.-ing作狀語和-ed作狀語的區(qū)別和判斷2.系表結構的短語的積累和判斷：bedressedinbeseatedbefacedwithbelostinbeabsorbedinbedevotedto教學目標TeachingAims:1.ThestudentsareabletodescribethereallifeusingtheSentenceStructure:V-ed...,S+V+...(PastParticipleusedasAdverbial)2.Thestudentscanknowwhentousethestructure.Emotionalaims1.BygettingtoknowtheChineseWomen’sVolleyballTeam,thestudentscankeepfightingwhenintrouble.2.Byworkingtogetherwithothers,thestudentscanknowtheimportanceofteamwork.教學方法Teachingmethods:Presentation,discussion,InformationGapIndividualwork,PeerworkandGroupwork.TeachingAidsMultimediaAPP“totalcontrol”教學過程設計教學步驟活動內容設計意圖Step1Lead–in:Askthestudentstoguess“What’sinmyhand?”--“apictureofLinDan”tomakethemthinkabouttheirfavoritesportsstar.Thenintroducemysportsstar--LangPingandtheirloyalfan“PolishGrandpa”1.快速的將學生的注意力拉回到課堂。2.利用美圖秀秀將話題引向郎平，引向中國女排和他們的粉絲“Jozef”Step2Readandmatch1.Askthestudentstoreadthesentencesabout“PolishGrandpa”2.Matchthesentences.(allthesentencesbeginwithV-ingorV-ed.)3.Bydiscussing,thestudentscanknowwhentouseV-edasAdverbial.1.通過生活中真實的而學生又不知道的故事，讓學生在好奇和不知不覺中浸泡到目標語言中。2.通過小組討論，由已知推斷出新知。Step3StructureIandPractice1.Fillintheblankswithproperform.（InformationGap）2.Checktheanswerwiththeirshoulderpartner.3.Discussallthesentencesinthegroup.4.Eachgroupchooseoneoftheplayerstheylikeandexplainwhyweuse—edtobeginthesentence.5.Summarythestructure.WorksheetAExample:Seen(seen)inthedistance,thestadiumlooksbeautiful.1.________(offer)animportantroleintheOlympics2016,ZhuTingdidwellandbecamemorefamous.2._________(interview)byBBC,LangPingexpressedhersatisfaction.3.______(return)home,YanNiwenttobedimmediately.4._______(give)instructions,ZhangChangningpaidmoreattentiontothechange.5.Realizing(realize)itwouldbehardtodefeatBrazilteam,HuiRuoqiencouragedthegirlsnottogiveup.6.Directed__________(direct)byLangPing,LinLiknewhowtodealwiththesituation.7.Influenced_________(influence)byherteammates,YangFangxubecameexcited,too.8.Injured__________(injure)inthematch,XuYunlistillkeptgoingon.WorksheetBExample:Seen(seen)inthedistance,thestadiumlooksbeautiful.1.Offered(offer)animportantroleintheOlympics2016,ZhuTingdidwellandbecamemorefamous.2.InterviewedbyBBC,LangPingexpressedhersatisfaction.3.Returninghome,YanNiwenttobedimmediately.4.Giveninstructions,ZhangChangningpaidmoreattentiontothechange.5._______(realize)itwouldbehardtodefeatBrazilteam,HuiRuoqiencouragedthegirlsnottogiveup.6._______(direct)byLangPing,LinLiknewhowtodealwiththesituation.7.________(influence)byherteammates,YangFangxubecameexcited,too.8._______(injure)inthematch,XuYunlistillkeptgoingon.1.InformationGap形式的練習題的設計目的：①.避免學生一次做大量練習產生情緒。②.A答案就在B的手里，shoulderpartners之間就可以對出答案。減少老師集體對答案的時間。③.通過對答案之后小組間的集體討論，學生之間互相解疑，學生聽的更認真，同時增進彼此間的友誼。2.選女排隊員來回答問題環(huán)節(jié)所有的題目的設置都與該隊員相關，這樣即使學生學習了語言知識又使他們對女排隊員和女排精神有所了解。Step4.StructureII(KnowMoreAboutLangPing)1.AskthestudentstodescribeLangPingindifferentsituations.Dressedinablackdress,LangPingreceivedtherewardSeatedinthechair,Langpingwatchedthegameclosely.Facedwithdifficulty,HuiRuoqiaskedLangpingforadvice.2.Helpthestudentstothinkaboutthephrasesandmakethemclearthatwhenthesephrasesusedinthisstructure,weshouldput“be”away.bedressedinbeseatedbefacedwithbelostinbeabsorbedinbedevotedto系表結構的短語在翻譯過程中翻譯不出“被”，學生往往受漢語的影響而做錯題目。通過郎平相關的幾幅圖畫，幫助學生體會這些短語對于狀態(tài)的表達，通過小結此類短語，讓學生明白并牢記：這些短語作狀語時用-ed的形式。Step5Practice(Rewritethesentences)Watch,ListenandRewriteAteacherreadoutsomesimplesentencesandasksthestudentstosaytheminabetterway.1.Theywereabsorbedinthetraining.Theyoungplayersforgotthetime.2.Sheisdevotedtohercareer.LangPingdoesn’thavetimetolookafterherfamily.Asktwoofthestudentstowritedowntheirsentencesontheblackboard（bothofthemcanchooseonehelper）,thenchecktheanswertogether.1.一小段錄像調動學生更多的感官參與到學習活動中來，可以達到更好的學習效果。2.教師以女排粉絲的身份向學生求助，激發(fā)學生助人為樂的情懷。3.請兩組共四名同學到后黑板書寫答案，給優(yōu)秀學生展示自己的機會。允許學生帶一名自己的助手，可以緩解學生的緊張情緒，同時，感受同伴的力量和作用。Step5Openexercise.1.ReadJozef’sWeibofirst2.WatchashortvideoofWomen’sVolleyballsemi-finalandfinal.3.AskthestudentsWhatdoyouthinkofChineWomen’sVolleyballTeam?Whatcanwelearnfromthem?4.AskthestudentstosaysomethingtoChineseWomen’sVolleyballTeamintheirWeibo,accordingtothequestions,usingwhattheylearntthistime.5.Check:Askthestudenttomoveinacircle,sothattheycanreadmoresentenceswrittenbytheirclassmates.Stickastaronthesentencestheythinkgood.6.PresentationWiththehelpofaAPP“totalcontrol”studentscanreadmoregoodsentences.1以真實的Jozef的微博內容讓同學們感受到英語語言的魅力。結合女排在里約奧運的精彩視頻，激發(fā)學生通過微博