Using LanguageⅡ名师教学设计2

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教学设计方案模板

教学设计方案

课题名称

姓名

年级学科

倒装句

高亭

高二英语

工作单位

教材版本

河北定州中学

人教版

一、教学内容分析

This part appears in book 5 unit 4, after getting a general comprehending of the text, students get to know some different expressions in the conversations where inversion is used between a new journalist and his boss, which make their language full of feelings. It needs students’ ability to analyze the meaning s of the sentences according to the context, the structures of sentences and agreement.

二、教学目标

Let students learn how to use inversion; Enable students to use inversion correctly and properly according to the text. Improve

students’

writing ability using inversion. Get students to become interested in grammar learning; develop students’ sense of group cooperation.

三、学习者特征分析

Students in senior two have learned some basic grammar rules in grade 1, so they can make some sentences well in their composition. They have also seen some kinds of inverted sentences when they are doing some reading exercises. Now it’s time for them to learn the usage of inversion so that they can make their composition more vivid and beautiful.

四、教学过程

Step 1 warming up (2’)

Play a song

Here comes the sun

Step 2 lead in (5’)

Ask the students to look at the pictures and describe what they saw using the given words, then ask the students to change the sentences’

order to practice inversion. Step 3 grammar – inversion 1 full inversion(8’)

Task 1:

1 ask the students to observe the sentences and make up sentences. 2 ask the students to look at the pictures and fill in the blanks. Task 2:

Ask the students to rewrite the passage using as many inverted sentences as possible. 2 partial inversion(12’)

Task 1: 1 ask the students to read the sentences and find out the original sentences in the reading text and then draw a conclusion. 2 ask the students to do some exercises to learn and master the grammar. Step 4 consolidation(5’) Task : students do multiple choices in college entrance examination to consolidate what they have learned in the class. Step 5 improvement(5’) Task: ask the students to translate some sentences using inversion and write them on the blackboard. Step 6 summary(3’)

Help the students summarize the rules of inversion—full/partial inversion. Step 7：

homework.

五、教学策略选择与信息技术融合的设计

教师活动

Play a song

Here comes the sun

Ask the students to look at the pictures and describe what 预设学生活动

Listen to the tape. pay attention to the sentences. To describe the pictures and 设计意图

To lead in the topic of this lesson. To lead in they saw using the given practice inverted sentences

words, then ask the students to change the sentences’ order to practice inversion. Grammar—inversion 1 full inversion

Task 1:

1 ask the students to observe the sentences and make up Students work in groups of four and change as many sentences as After reading sentences. the examples 2 ask the students to look at possible using inversion. and doing some the pictures and fill in the

1 find the original sentences exercises, blanks. from the reading text(individual students have a 2 partial inversion

Task 1: work) clear idea about 1 ask the students to read the 2 compare and find the unusual partial sentences and find out the word order and draw a inversion. original sentences in the conclusion(group work) reading text and then draw a

conclusion. 2 ask the students to do some exercises to learn and master the grammar. consolidation Task : students do multiple choices in college entrance examination to consolidate what they have learned in the class.

六、教学评价设计

全部倒装

满意

一般

students do exercises to practice the grammar(individual work& group work)

Students think and give their answers.

the To improve students’

writing ability.

部分倒装

七、教学板书

1 warming- up 2 leading-in :listen to a song 3 full inversion:

1)here, there, on, out, off, away 2) in front of,… --- prep. Phrases 3) present at the party is … --- 表语

注意:人称代词不倒装

4 partial inversion : never, not, not only, not until,…

八、教学反思

In this class, students can do what I asked actively at first: finding out the sentences using Inversion, analyzing the sentence structures well and do most of the exercises, for example, the inversion when there are negative words and “only” adding adverbial at the beginning of the sentence and so on, they can easily understand. They can also translate simple sentences well.

But the information in this class is too much, when there are other more difficult situations, they can’t digest so quickly. A few of them are even confused about the two types of inversion. And there is no time for me to explain in more detail. Using the modern teaching way, this class aroused the students’ interests, review the basic grammar about sentence patterns and structures, emphasize the important points and promote their logic thinking in English. With the help of the teacher, the students understand how to analyze the sentence structures and how to use Inversion structures to make the language more meaningful. But because the English basis of the students is not so good, they cannot digest all the information in such a short time. It needs the teacher to spend more time to find more available ways to improve the students’ ability to understand and use it flexibly.