Learning about Language优质课一等奖

教学设计

课

题

名

称

Summary of all the tenses (Unit 3 Fairness for all －Learning about Language) NSE Book 10 (选修) 设计者

于天茹

单位（学校）

河北郑口中学

学科领域

高中英语

适合年级

高三

课程标准（或纲要）

新课标

所需时间

40分钟

教材版本

新人教

概述（教学内容和学习者特征）

本节课的授课内容为高三选修10 Unit2 Fairness for all中的Learning about language: Summary of all the tenses 。这是一节语法复习课，旨在对学生中学阶段所学所有时态，尤其是常用语法进行复习。

授课对象为县级高中高三普通班的学生，经过中学六年的学习，学生对全部时态有一定的掌握。但学生英语基础相对薄弱，语法概念并不是完全清晰，不能在情境中自如的应用时态。

教学目标

1. Knowledge objectives: （知识目标）

1)The students can have a good knowledge of all the tenses. 2)The students can tell the difference between all the tenses. 2. Ability Objectives:（能力目标）

1)The students can use all the tenses freely.

2)The students can improve their ability of using grammar in situations.

3)The students can improve their ability of group cooperation. 3.Emotional Objectives:（情感目标）

The students can improve their awareness of valuing time.

教学策略（情境、模式、方法）

1、情境教学法。为每一种时态创设情境，让学生在情境中体会语法的情境功能，并在情境中运用。

2、任务驱动教学法，每个环节均给学生提出任务，学生通过对所提的任务进行分析、讨论，并在老师/的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

3、小组协作，展开竞赛，竞赛题目

发

由民，提高学生的课堂意识和分析问题、解决问题的能力，注重学生团结协作精神和竞争意识的养成。

4、采用填空等多种评价方式，贯穿于每个环节中，做到评价及时，具有导向性和激励性，起到诊断和反思的作用。

教学资源（材料、工具）

1、多媒体

2、黑板

教学过程（过程、结构）

Step1 Preparation 学生课前观看老师准备的微课《过去，现在和将来》，对所有时态和常用考点有一个整体印象，并从中找到自己掌握不太好的时态，确定自己听课的重点和难点。

The aim of designing (设计意图):

1.

引发学生兴趣，形成直观印象，让枯燥的语法生动起来。

2.

学生提前学习，产生疑问，促成更好的课堂学习。

1

Step 2 Brief Introduction With the help of the tense form, the teacher leads the students to review all the tenses briefly and tell the students the main aim of the class.

一般

进行

完成

完成进行

现在

过去

将来

过去将来

The aim of designing (设计意图):

1.

通过表格让学生对所时态有整体而且直观的把握。

2.

让学生明确本课所要达到的目标。

Step３

Grammar learning and teaching 1.

The Simple Present Tense 使用不同图片设置情境，学生根据情境写成句子，并表明原因，提取一般现在时的使用规则。

1)Show the picture of a student studying hard, talk about the present senior high school life.

I ___________(study) hard everyday and I __________(get) along very well with my classmates, but sometimes I __________(miss) my families. 2)

Show the picture of the moon moving around the sun,

The moon ___________(move) around the earth every month.

3) Show the picture of a girl staying at home with the rain rain outside. I will stay at home if it _____________(rain) tomorrow. 4)

Show the picture of a train moving The train _____________(leave) at 8o’clock. 5)

引导学生思考总结一般现在时的情境功能和语法规则。

2.

The Simple Past Tense 用话题创设情境。Topic: Talk about childhood. 1)

T：How did you spend your childhood? S:.... I _________(spend) my childhood happily with my friends. We always ________(play) football and basketball together. We ________(do not) have much homework to do as now. We________(be) happy at that time.

2)

引导学生思考总结一般过去时的情境功能和语法规则。

3.

The Simple Future Tense 用图片创设情境。

1)

展示漫画父与子和电脑的图片。

I ____________(buy) a computer for your if you can pass the exam. 2)

展示乌云密布即将下雨的图片。

Look at the clouds. It is going to rain.

3)

展示漫画学生考试的图片。

She is to have an exam this week.

4)

展示亲子竞赛的图片。

2

Look! The race is about to start.

5)引导学生思考总结一般将来时的情境功能和语法规则。

4.

The Pass Future Tense 1)

再次展示漫画父与子和电脑的图片，创设过去情境。

在前面例句前加Dad said, ... Dad said I ____________(buy) a computer for me if I could pass the exam. 3)

引导学生思考总结一般过去时的情境功能和语法规则。

5.

The Present Continuous Tense 1）用图片创设情境。展示学生上课的图片。

T: What are they doing? S: .... T:What are you doing now? S: .... 用图片创设情境。展示学生上课的图片。

2)

引导学生思考总结现在进行时的情境功能和语法规则。

6.

The Past Continuous Tense 1)

用图片创设情境。展示***主持公祭日的图片并讨论。

T: What were you doing on that day? S: ... 2)

引导学生思考总结过去进行时的情境功能和语法规则。

7.

The Present Perfect Tense 1)

用图片创设情境。展示学生学英语的图片并讨论。

How long have you learned English? We__________(learn) English for 8 years.

2)

引导学生思考总结现在完成时的情境功能和语法规则。

3)

用动图创设情境，对此用法进行补充说明。

8.

The Past Perfect Tense 1)

用图片创设情境。展示小偷逃跑的图片并讨论。

When the police arrived, the thief __________________(run) away.

2)

用图片创设情境。展示赶火车的图片并讨论。

I _________(hope) to catch the 7 o’clock train but I failed.

3)

引导学生思考总结过去完成时的情境功能和语法规则。

9.

The Present Perfect Continuous Tense 1)

用图片创设情境。展示疲惫的工作人员的图片并讨论。

She is very tired. She _____________(type) letters all day.

2) 引导学生思考总结现在完成进行时的情境功能和语法规则。

The aim of designing (设计意图):

1、创设情境，激发学生兴趣，让枯燥的语法生动起来。

2、通过情境，引发学生自主思考，主动探究，提高学习效果。

3、通过情境，让学生在复习语法规则的同时，学习语法的语用功能和情境功能，提升语法运用能力。

Step4 Conclusion

再次使用图表，引导学生思考总结9个常用时态。

3

Step5 Group Competition 学生分成四个队，展开竞赛。

1.

Activity One

小组讨论，判断句子时态

1)

We have meals three times a day. 2)

When I was a boy, I often went to play in that park. 3)

Tom will come back next week.

4)

.... 5)

... 2.

Activity Two 用句子中所给动词正确形式填空。

1)

I usually _________(get) up at 6:00, but yesterday I _____(get) up at 7:00, and tomorrow I ___________(get) up at 6:30. 2)

Listen! Someone ____________(knock) at the door. 3)

I ________(be) in Beijing For 5 years.

4)

... 5)

... 3.

Activity Three 用短文用所给动词正确形式填空。

Jenney _____________(be) a foreign girl. She ___________(come) from America. Look! She ___________(draw) a picture in the living room.

Two years ago, her parents __________(move) to China...... 4.

Activity Four 听歌曲填动词，歌曲为Westlife’My love . An empty street An empty house A hole inside my heart _______all alone The rooms____________ smaller I wonder how I wonder why I wonder where they __________ 5. Activity Five

4

完形填空，语篇为新概念第二册的One good turn deserves another.学生讨论填空，听录音校正答案。

The aim of designing (设计意图):

1.

通过竞赛，激发学生兴趣，让学生主动去运用语法。

2.

竞赛题目由易到难，梯度提升，且形式多样，提高学生的语法综合动用能力。

Step6 Homework Write a passage of at least 100 words. The title is My past, present and future. Try to use as many tenses as possible.

5