Learning about Languageppt课件配套教案内容

Instructional design Name: Subject: Lesson type: 杜沙沙

Grade: Senior 1 Book4 Unit2 Working the land

Grammar I Grammar teaching Teaching time: 40 minutes Overall Design and Guiding Principles (The display time: 1min.)

This is the last teaching period of this unit, aiming to help students get more basic knowledge of the grammar, the -ing form as the subject. The emphasis of this period is merely placed on the understanding and usage of the -ing form and knowing some basic sentences of the -ing form as the subject. Teaching grammar is not just a matter of explaining grammar rules to students. However, teaching grammar effectively is a much more complicated matter. This lesson will be divided into 5 steps: lead-in, presentation, practice, production, and homework.

Teaching Context Analysis of teaching material: This lesson focuses on the -ing form as the subject, aiming at letting students pay more attention to this type of sentences. The topic of this lesson is dream, which is closely related to students’ daily life, thus it can make students learn meaningfully. It is high time that I should let my students discover the grammar rules in a positive and interactive way, not just by receiving what I tell them directly. Analysis of students:

My students are from Class 10. They have already learned that a noun or a clause can be used as the subject. And in the future they should learn the -ing form. So it’s very important for them to master this grammar.

Teaching Aims Aims of grammatical knowledge: 1. The students should understand the sentences in the reading passages containing the -ing form as the subject; master the structure and usage of 2. They should understand how to apply those rules in real situation. Enable the students to use the basic sentence patterns which contain the -ing form to talk about their dreams.

Aims of ability: 1.

They should generalize the meaning and function of the -ing form as the subject. 2.

They should understand how to apply those rules in composition.

3.

They should participate in activities to describe their experiences using this grammar. Aims of emotion:

1.

Encourage them to set their dreams and try their best to achieve dreams. 2.

Enable the students to improve interests in learning grammar by getting them to participate in activities and use the -ing form to talk about their dreams.

3.

Train students’ cultural quality by translating proverbs.

Key Points and Difficult Points Key points: Enable students to understand the basic sentence patterns which contain the -ing form as the subject.

Difficult points: Enable the students to use the basic sentence patterns which contain the -ing form to talk about their dreams.

Teaching Methods and Learning Strategies 1.

Teaching Methods are the Induction Exploring Method and Task-based Teaching Method.

2.

Learning Strategies are Cooperative learning, Mind mapping and Individual learning. Teaching Aids 1.

Seewo teaching application 2.

Video 3.

The learning sheet

Teaching Procedure Step 1：Lead-in: (The actual teaching time: 3min.) Good afternoon, class. I would like to ask you a few questions. What is your dreams in this period? Have you decided what you are going to major in? You should have your own dreams. In my view, it is possible for you to enter famous universities. You should dare to dream and strive for your dreams. Do you know that Yuan Longping graduated from Southwest University. He achieved his dream by working hard.

This is a grammar lesson: -ing form as the subject. By the end of the class, you will be able to:

1. understand the sentences in the reading passages containing the -ing form as the subject;

2. find out the meaning and function of the -ing form as the subject;

3. use the basic sentence patterns which contain the -ing form to talk about my dream. First, translate these two sentences. Second, watch the video and fill in the blanks.

The first purpose of my design is to get them to realize the connection between majors and dreams. The second purpose of this step is to practice their listening.

Step 2: presentation: (The actual teaching time: 12min.)

Now read and find out the form. You should think about this question: What do they have in common? Please analyze the sentence structures and find out the predicate verb. And then, begin to generalize the grammar rules by comparing and analyzing the sentences from the passage.

Step 3: Practice (The actual teaching time: 14min.)

Let’s correct the sentences and enjoy the following proverbs.

1.

Defining what your dreams are the first step. 2.

Taking time to create an action plan and working hard is important.

3.

Working hard produce good results. 4.

You should keep it in mind that it is no use think without action. 5.

Reaching your goals mean that you need to take the proper actions at the right time. Then ask Ss to use the v-ing form to translate the proverbs aiming to train students’ cultural quality.

Step 4: Production (The actual teaching time: 10min.)

Think deeply and find out what is your dream and then write it down. Make sure that your answers use V-ing form as subject. In groups, check your mistakes and make assessment. I will invite the reporter to show your composition. I hope that you will make full use of what we have learned in this lesson. Try to cooperate and talk with your group members.

This group cooperative task targets at improving students’ cooperative ability. Then ask Ss to do self-check.

Step 5: Homework: (The actual teaching time: 1min.)

1.

Review the -ing form as the subject and use the -ing form to talk about your dream.

2.

Share your dream in your blog or WeChat!

Reflection after class

在教学设计上，教学环节的安排应更严谨，层层深入。课型的定位要准确，新授课，复习课，阅读课要清晰的区分。对于文本解读可以更深层次些，让学生掌握的更好。一堂课的主线包括知识主线和学习活动主线。

对教学的设计和分析，其内容涉及教材内容的分析、教学目标的确定、教学过程的设计、教学方法的选择、教学效果的评价。老师要讲的不是知识不是方法，要讲的是怎样让学生掌握知识、掌握方法，即不是“what”而是“how”、“why”的问题。导入部分贴近学生的生活实际，真实的教学情境可提高学生的学习积极性。

讲课的时候要有激情，最好身姿活跃，教态亲切自然，自信开朗一点。声音洪亮一些课堂更赋有感染力！教学中出现新单词的时候，最好给出单词的音标，让学生读准每个单词的发音。

写作课中课堂的输入不能太少了，这样学生输出不了。用思维导图的时候也不能只流于形式，要看教学目的是否实现，围绕着教学目的而进行设计！

老师要把学生放在眼里，记在心里的重要性。对于学生初中所学没能做到深入的研究，对学生的需求关注太少，因此在新旧知识的衔接上没能达到水到渠成的效果。在学生参与的程度不够，这还需要在今后的教学中对讲课的内容的细节认真雕琢。

小组建设要精细，任务要准确。小组活动前，老师给分工任务一定要细致明确。学生讨论的时候可以站起来，这样他们更方便交流！只有运用灵活多样的教学方法，才能充分调动学生学习的积极性，激发学生的知识潜能，改变“单调压抑”的课堂模式，向英语口语化的课堂迈进，向充分互动的课堂迈进。

老师应密切关注学生在一节课当中的课堂表现，学生有三分之一的人回答了问题则顺明学习气氛比较好！对课堂的调控至关重要。要让课堂多一些生成，比如课堂的突出情况，多倾听学生的逆言，引导学生，呵护学生的创新精神，不能刻意避开学生的创造性想法。

在关起来门来的课中，要落实核心素养，每节课就算是一句话的情感教育也可以起到潜移默化的作用，同时可借用英语名言，帮助学生积累英语写作素材！情感教育要恰如其分的体现在细节上。

学生之间的评价可以不局限于一个班的学生之间的互评，自评，可以延伸到班与班的同学之间的竞争。当然自评也很重要，要做到每节课都有评价，有反馈。学生的自我评价通过一堂课的学习目标的实现程度进行设计！课前让学生知道要达到怎样的目标，课上学生才能有意识的实现目标驱动。

教师成熟的核心竞争力在于知识点框架的梳理和高考风向的把握。从思想，个性，技巧上让自己的教学风格日趋成熟。一堂课不仅要叫好，而且要叫做。老师上课愉快了，学生听着舒服，气氛更融洽。因为不可能靠冒火就把学生教好。

以上是我在教学中进行的总结和反思，我深知成功就是把做的事情做到极致，在今后的教学中我会多实践多反思，期待不断取得教学进步。