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设计题目
Module 8 Unit 3 The world of colours and light
Grammar and usage Inversion
教学内容
倒装是英语句型中的一种特殊形式。在高二下安排学生学习并掌握这种句型,目的是为了提高学生在语言运用上有更进一步的提升。这节课我将运用导学练的方式让学生领悟倒装句式,再用掌握到的规律运用到高考的一篇文章中,使学生在课堂中能得到及时消化吸收。课堂的重点是:
1.让孩子有效的自我领悟倒装句的规则。
2.在学生浅层次的公式化的理解上,学生能顺利完成后面的句型操练。
教学对象
此时高二学生已近高二尾声,对倒装句的认知在高中近两年的学习中已有所积累,所以此课时的学习对于学生来说是一次全面的梳理并整理。这个班级学生层次参差不齐,但有合作精神且乐于探讨问题,所以这堂课根据学生这个特点特别安排了探究式的合作学习过程。
教学目标
1.使学生学会如何有效的找到倒装句的规则
2.使学生通过自己总结的规律解决自己学习中的问题。
教学策略
1.悟:让学生通过真实语境来接触并感悟倒装句型的运用。
2.导:学生做一些经典的倒装句式,然后分组讨论老师分给的句子,总结出所给句子的倒装模式。
3.练:用倒装句式来进行句型转换;结合高考作文话题引导学生用倒装句翻译,这样即练又巩固了倒装句式。
4.运用学习小组合作探究,自主挖掘相关语法的用法。
教学步骤
Step one 看一看 (4’-5’)
教师活动:要求学生朗读所给的五个句子,找出主语并注意句子的顺序。.
学生活动:大声朗读句子并找出主语。1. In the lecture hall sits our class 12. 2. Seldom have we seen a lot of teachers from other schools in the class.3. So lovely are we that we believe all of the teachers will love us soon.4. Liulizi is not nervous; neither am I.5. Only by taking part actively will we make it in this class.设计说明:提供的五个倒装句子尽量用班上学生的实名和并利用公开课的情景来创设真实的语言环境,让学生在熟悉的语境中更容易体会倒装的用法。
Step two 做一做 (10’)
教师活动:首先要求学生完成以下选择,然后他们进行讨论,将归为六大类型的倒装。.
板书:Rule one ( 1-2)Rule two (3-4)Rule three(5) Rule four(6- 10) Rule five(11-12) Rule six (13-15)
学生活动:学生完成相关练习,并与同座位讨论,将练习中德句子归为六种类型.
1. ( 04 全国 )—I would never come to this restaurant again. The food is terrible.— _________ .A. Nor am I B. Neither wouldC. Same with me D.So do I
2. (05 安徽改)— Maggie had a wonderful time at the party.—So she did , and ______.A. So I had B.So had IC. So I did D. So did I
3. (2001北京) _______ can you expect to get a pay rise.A. With hard work B. Although work hardC. Only with hard work D. Now that he works hard
4. (01上海) Only when the war was over _________ to his home town.A. did the young soldier returnB. the young soldier returnedC. returned the young soldier D. the young soldier did return
5. (2005江苏)_____ about wild plants that they decided to make a trip to Madagascar for further research.A. So curious the couple waB. So curious were the coupleC. How curious the couple wereD. The couple was such curious
6. (06安徽) Never in my wildest dreams _______ these people are living in such poor conditions.A. I could imagine B. could I imagine C.I couldn’t imagine D.couldn’t I imagine
7. (06重庆)I’ve tried very hard to improve my English. But by no means ___ with my progress.A. the teacher is not satisfied B. is the teacher not satisfiedC. the teacher is satisfied D. is the teacher satisfied. 8. (00上海)Not a single song ______ at yesterday’s party.A. she sang B. sang she C. did she sing D. she did sing
9. (95全国)Not until all the fish died in the river ____ how serious the pollution was.A. did the villagers realize B. the villagers realizedC. the villagers did realize D. didn’t the villagers realize
10. (06天津)—Did Linda see the traffic accident?—No, no sooner ____than it happened.A. had she gone B. she had gone C. has she gone D. she had gone.
11. _____ and caught the mouse.A.Up the cat jumped B.The cat up jumped C.Up jumped the cat D. Jumped up the cat
12.— Here ____!Where is Xiao Liu? — There ____.A. comes the bus,is he B. comes the bus,he isC. the bus comes,is he D. the bus comes,he is
13. (01上海)______, I have never seen anyone who’s as capable as John.A. As long as I have traveled B. Now that I have traveled so muchC. Much as I have traveled D. As I have traveled so much
14. (05重庆) _______, he talks a lot about his favorite singers after class.A. A quiet student as he may be B. Quiet student as he may be C. Be a quiet student as he mayD. Quiet as he may be a student
15. (05广东) _______, Carolina couldn’t get the door open.A. Try as she might B. As she might tryC. She might as try D. Might she as try
设计说明
这一教学步骤结合学案进行教学活动,所有题目我在编排的过程中经过精心挑选并按类别归好类,这样学生在做一做的时候就很容易发现规律,消除学生可能存在的困惑,也利于我下一教学步骤的顺利延续。
Step three想一想(15’)
教师活动:
首先,将学生分成六组,要求每一组选其中一种规则,讨论所选规则,并按要求完成学案上所给的任务。按照完成的先后顺序来总结每组各自找到的规律。
教学反思
倒装句的条例杂而多,因此这堂课要求老师在备课时一定要准备充分,条理清晰。因此我在以下几点中做了反思:
1.如何导入课堂?这是一节公开课,学生可能会出现怯场,而且语法课通常比较单调。设计之初,我是以改错题导入,和老教师商榷后,认为有不妥之处。因为新知识如果一开始以错误形式先入为主的话势必有误导的弊端。因此本着给学生有一个正确感悟的开端,又能消除学生紧张心态,于是结合班级的实情和开课的情景设计了五个倒装句。
2.语法课到底突出以谁为主体?以前听过很多语法课,课型都差不多。老师的主体意识特别强而忽略了教学过程应该以学生为主体的地位。为了加强学生的主体地位,在教学设计中尽量让学生来发挥主要作用。就是在导入部分我把班上英语基础薄弱的学生也参与其中。在第二、三步骤中根据本班特色开展了小组合作学习,让每位同学积极参与。
3.采取什么样的教学策略?语法不是条例的单一罗列和练习。自己感悟出来的知识是最清楚也是印象最深的。于是在教学设计中借鉴了“悟、导、练”的教学理念来串联教学每一步骤。
4.如何体现学生在教学过程中有所得?语法课不是单纯的理论课。其实它起着理论联系实际的作用。对于学生来说,语法课的实效性就是能帮他们解题。倒装句是一种特殊句式。它的使用能提升学生的句子理解和运用能力。我认为在作文写作上作用明显。于是在最后的“练一练”中我挑选了各省的一些作文片段来操练这个课时中接触到的倒装句。
5.如何让任务能有效的清楚的传达给学生?此课时细节任务较多,要让每位同学能尽快理解老师的任务布置还是要做好充分准备。我按照教学步骤编写了一份学案和一个课件来辅助我布置任务。布置任务的语言做到简单明了。
Module 8 Unit 3 The world of colours and light
Grammar and usage Inversion
教学内容
倒装是英语句型中的一种特殊形式。在高二下安排学生学习并掌握这种句型,目的是为了提高学生在语言运用上有更进一步的提升。这节课我将运用导学练的方式让学生领悟倒装句式,再用掌握到的规律运用到高考的一篇文章中,使学生在课堂中能得到及时消化吸收。课堂的重点是:
1.让孩子有效的自我领悟倒装句的规则。
2.在学生浅层次的公式化的理解上,学生能顺利完成后面的句型操练。
教学对象
此时高二学生已近高二尾声,对倒装句的认知在高中近两年的学习中已有所积累,所以此课时的学习对于学生来说是一次全面的梳理并整理。这个班级学生层次参差不齐,但有合作精神且乐于探讨问题,所以这堂课根据学生这个特点特别安排了探究式的合作学习过程。
教学目标
1.使学生学会如何有效的找到倒装句的规则
2.使学生通过自己总结的规律解决自己学习中的问题。
教学策略
1.悟:让学生通过真实语境来接触并感悟倒装句型的运用。
2.导:学生做一些经典的倒装句式,然后分组讨论老师分给的句子,总结出所给句子的倒装模式。
3.练:用倒装句式来进行句型转换;结合高考作文话题引导学生用倒装句翻译,这样即练又巩固了倒装句式。
4.运用学习小组合作探究,自主挖掘相关语法的用法。
教学步骤
Step one 看一看 (4’-5’)
教师活动:要求学生朗读所给的五个句子,找出主语并注意句子的顺序。.
学生活动:大声朗读句子并找出主语。1. In the lecture hall sits our class 12. 2. Seldom have we seen a lot of teachers from other schools in the class.3. So lovely are we that we believe all of the teachers will love us soon.4. Liulizi is not nervous; neither am I.5. Only by taking part actively will we make it in this class.设计说明:提供的五个倒装句子尽量用班上学生的实名和并利用公开课的情景来创设真实的语言环境,让学生在熟悉的语境中更容易体会倒装的用法。
Step two 做一做 (10’)
教师活动:首先要求学生完成以下选择,然后他们进行讨论,将归为六大类型的倒装。.
板书:Rule one ( 1-2)Rule two (3-4)Rule three(5) Rule four(6- 10) Rule five(11-12) Rule six (13-15)
学生活动:学生完成相关练习,并与同座位讨论,将练习中德句子归为六种类型.
1. ( 04 全国 )—I would never come to this restaurant again. The food is terrible.— _________ .A. Nor am I B. Neither wouldC. Same with me D.So do I
2. (05 安徽改)— Maggie had a wonderful time at the party.—So she did , and ______.A. So I had B.So had IC. So I did D. So did I
3. (2001北京) _______ can you expect to get a pay rise.A. With hard work B. Although work hardC. Only with hard work D. Now that he works hard
4. (01上海) Only when the war was over _________ to his home town.A. did the young soldier returnB. the young soldier returnedC. returned the young soldier D. the young soldier did return
5. (2005江苏)_____ about wild plants that they decided to make a trip to Madagascar for further research.A. So curious the couple waB. So curious were the coupleC. How curious the couple wereD. The couple was such curious
6. (06安徽) Never in my wildest dreams _______ these people are living in such poor conditions.A. I could imagine B. could I imagine C.I couldn’t imagine D.couldn’t I imagine
7. (06重庆)I’ve tried very hard to improve my English. But by no means ___ with my progress.A. the teacher is not satisfied B. is the teacher not satisfiedC. the teacher is satisfied D. is the teacher satisfied. 8. (00上海)Not a single song ______ at yesterday’s party.A. she sang B. sang she C. did she sing D. she did sing
9. (95全国)Not until all the fish died in the river ____ how serious the pollution was.A. did the villagers realize B. the villagers realizedC. the villagers did realize D. didn’t the villagers realize
10. (06天津)—Did Linda see the traffic accident?—No, no sooner ____than it happened.A. had she gone B. she had gone C. has she gone D. she had gone.
11. _____ and caught the mouse.A.Up the cat jumped B.The cat up jumped C.Up jumped the cat D. Jumped up the cat
12.— Here ____!Where is Xiao Liu? — There ____.A. comes the bus,is he B. comes the bus,he isC. the bus comes,is he D. the bus comes,he is
13. (01上海)______, I have never seen anyone who’s as capable as John.A. As long as I have traveled B. Now that I have traveled so muchC. Much as I have traveled D. As I have traveled so much
14. (05重庆) _______, he talks a lot about his favorite singers after class.A. A quiet student as he may be B. Quiet student as he may be C. Be a quiet student as he mayD. Quiet as he may be a student
15. (05广东) _______, Carolina couldn’t get the door open.A. Try as she might B. As she might tryC. She might as try D. Might she as try
设计说明
这一教学步骤结合学案进行教学活动,所有题目我在编排的过程中经过精心挑选并按类别归好类,这样学生在做一做的时候就很容易发现规律,消除学生可能存在的困惑,也利于我下一教学步骤的顺利延续。
Step three想一想(15’)
教师活动:
首先,将学生分成六组,要求每一组选其中一种规则,讨论所选规则,并按要求完成学案上所给的任务。按照完成的先后顺序来总结每组各自找到的规律。
教学反思
倒装句的条例杂而多,因此这堂课要求老师在备课时一定要准备充分,条理清晰。因此我在以下几点中做了反思:
1.如何导入课堂?这是一节公开课,学生可能会出现怯场,而且语法课通常比较单调。设计之初,我是以改错题导入,和老教师商榷后,认为有不妥之处。因为新知识如果一开始以错误形式先入为主的话势必有误导的弊端。因此本着给学生有一个正确感悟的开端,又能消除学生紧张心态,于是结合班级的实情和开课的情景设计了五个倒装句。
2.语法课到底突出以谁为主体?以前听过很多语法课,课型都差不多。老师的主体意识特别强而忽略了教学过程应该以学生为主体的地位。为了加强学生的主体地位,在教学设计中尽量让学生来发挥主要作用。就是在导入部分我把班上英语基础薄弱的学生也参与其中。在第二、三步骤中根据本班特色开展了小组合作学习,让每位同学积极参与。
3.采取什么样的教学策略?语法不是条例的单一罗列和练习。自己感悟出来的知识是最清楚也是印象最深的。于是在教学设计中借鉴了“悟、导、练”的教学理念来串联教学每一步骤。
4.如何体现学生在教学过程中有所得?语法课不是单纯的理论课。其实它起着理论联系实际的作用。对于学生来说,语法课的实效性就是能帮他们解题。倒装句是一种特殊句式。它的使用能提升学生的句子理解和运用能力。我认为在作文写作上作用明显。于是在最后的“练一练”中我挑选了各省的一些作文片段来操练这个课时中接触到的倒装句。
5.如何让任务能有效的清楚的传达给学生?此课时细节任务较多,要让每位同学能尽快理解老师的任务布置还是要做好充分准备。我按照教学步骤编写了一份学案和一个课件来辅助我布置任务。布置任务的语言做到简单明了。