Learning about Language教学实录

高中英语教学设计

课

题: Unit 3 Sentence Constituent

(Grammer) (New Senior English for Student’s Book 9)

设计教师:

屈秋莉

联系电话:

15191224918

Unit3 Sentence Constituent (Grammer)教学设计

教学内容：人教版选修9，Sentence Constituent (Grammer)

一. 教材分析：本课时教学内容是高中英语语法中的句子成分，由于本节课是选修九的第三单元，根据教材安排，本节课是在学习了主语、谓语、宾语的基础上进一步学习句子成分。

三.学情分析：虽然学生学***有个体差异，但是学生对所学内容有很强的好奇心是学习本节课内容的有利之势，因为语法学习相对来说是比较独立的，与词汇量的关系不大。通过做题，师生共同复习上节课所学知识，从而为本节课的学习打好基础。

四.学习目标：

知识目标：

1.

Students can perceive Sentence Constituent

2.Students are able to grasp the constituents of sentences,such asattributive, predicative ，adverbial，object complement and appositive. 能力目标: 1.Students can make sentences with subject, predicate, object, attributive, predicative，adverbial，object complement and appositive. 2.Students are able to apply the constituents of sentences,such asattributive, predicative, adverbial to their life and study.

情感目标：

1.Let students speak out their voice ,stimulate their love and respect for great things around them and develop their moral qualities. 2.Develop students’ sense of cooperation.

五.

教学重难点:

Let students learn about the constituents of sentences,such asattributive, predicative ，adverbial，object complement and appositive. 1.

Get students to use the constituents of sentences,such asattributive, predicative and adverbial. 3.Develop students’ ability to learn and make use of the constituents of sentences,such asattributive, predicative and adverbial. 4.Enable students to talk about their wish using the constituents of sentences,such as attributive, predicative ，adverbial，object complement and appositive. 五.教学及学习方法: Guidance,Inspiration,Questioning,Discussion ,Observation,Application and Summary . 六.教学过程: Step 1 Warming up(2 minutes) and lead in（1 minute）

Step 2 Grammer learning (20 minute) Step 3 Practice(15 minutes) Step 4 Summary and homework(2minutes) 教学具体过程：

Step 1 Warming up and leading in

1.

Get all students to revise what they learned last period . Let the students understand what the teacher wants to express is the constituents of sentences,such as attributive, predicative and adverbial.

2.Let the students speak out what the constituents of sentences,such asattributive, predicative and adverbial is,in English or in Chinese. 3.Introduce the topic of today.

设计说明：导入部分由三个部分构成

1.由于高三学生时间紧张，我们通过师生共同回忆上节课所学内容，并且做了一些关于句子成分主语、谓语、宾语的句子成分分析让学生再次唤起对句子成分的记忆，温故而知新。

2.通过老师的引导让学生知道英语中有着和汉语一样的句子成分。

3.让学生自己根据所给句子明白今天的学习任务。

Revision: 1.The young should respect the old. 2.She didn't say anything 3.He bought his girlfriend some flowers. Step 2 Grammer learning

表语

Show students some sentences on the screen.

1.He is a teacher. 2.He always kept silent at the meeting.

3.He looks tired. 4.This kind of cloth feels very soft.

5.He became mad after that.

6.The rumor proved false.

设计说明：让学生根据所给句子学习系动词后面的成分是表语，系动词包括be动词、持续系动词、表像系动词

、感官系动词

、变化系动词和终止系动词。学习语法重在让学生感知。

定语

Show students some sentences on the screen.

1.He is a clever boy. 2.His father works in a steel factory. 3.There are 54 students in our class. 4.Do you know betty’s sister? 5.He bought some sleeping pills. 6.His spoken language is good. 7.The girl in red is his sister. 8.The girl standing under the tree is his daughter. 9.Do you know the man who spoke just now? 设计说明：定语的学习旨在让学生通过所给例子分析能够作定语的词性，例如：形容词、名词、数词、名词所有格、动名词、过去分词、词组或句子。无论是导课还是上课，因此在给出例子时，要注意红体部分的内容，让学生感知语法结构，并且由学生在老师及全班学生的引导下总结出来。

这一环节旨在激发学生学习语法、总结句式结构的兴趣。同时教学过程也要符合学生的认知规律：从易到难。

状语

Show students some sentences on the screen.

1.I will be back in a while. 2.They are playing on the playground. 3.He was late because he got up late.

4.He got up so late that I missed the train. 5.I waited to see you. 6.He often went to school by bus.

7.His parents died, leaving him an orphan. 8.Please call me if it is necessary. 9.This book is very interesting. 设计说明：在给出例子时，要注意红体部分的内容，让学生感知语法结构，并且由学生在老师及全班学生的引导下总结出来。状语的学习旨在让学生通过所给例子分析能够作状语的结构。让学生明白状语的功用：状语说明地点、时间、原因、目的、结果、条件、方向、程度、方式和伴随状况等。

同位语

Show students some sentences on the screen.

1.We young people should respect the old. 2.He himself will do the experiment. 3.He is the oldest among them four. 4.He told me the news that our team won the game. 设计说明：在给出例子时，要注意红体部分的内容，让学生感知语法结构，并且由学生在老师及全班学生的引导下总结出来:位于名词或代词后面，说明它们的性质和情况.

Show students a sentence on the screen.

I met my best friend Tom at the station yesterday. 设计说明：这一环节的设计旨在让学生分析整个句子，感知句子结构，复习所有学习过的句子成分。这一环节旨在激发学生学习语法、总结句式结构兴趣的同时让学生与同伴讨论，培养学生的合作精神。

Step 3 Practice Show students some sentences on the screen.

1.You should study at school. 2.The teacher got very angry. 3.The boy told me his story. 4.We find the

task difficult .

5.I told him an interesting story. 6.We watched the train leaving the station. 设计说明：让学生分组讨论所给句子并进行分析句子成分。让学生感知句式结构，这次通过学生讨论，自己总结出句式结构。让学生自己重复一遍，加深记忆。通过让学生做题，讨论做题结果，让学生上讲台展示答案并做适当的讲解力争做到简单明了，让学生从整体上把握句子成分在习题中的运用，体验成功的喜悦。

Step 4 Summary and homework 设计说明：通过让学生口头造句子，巩固学生所学句子成分。

课后反思：

本课是语法课，重点培养学生对句子成分的感知能力，同时加强听说综合技能。通过媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的话题中展开讨论，有助于语言活动的展开，但是要完全用英语进行思维和表达，有一定的难度，这就需要教师要善于创设和谐的教学环境。在我的教学过程中，我始终以引导的方式教学，让学生觉得轻松快乐，激发学习的积极性和创造性，达到培养他们自主学习的目的。整个教学过程采用由简入难的模式,让学生关注语言形式。同时，也更多的让学生感受到他们才是课堂的主体。

The Design of the Writing on the Blackboard Unit 3

learning about language

Sentence Constituent

1.Revision and lead in

The young should respect the old. She didn't say anything He bought his girlfriend some flowers. 2.Grammar laerning

attributive, predicative ，adverbial，object complement and appositive. 3.Practice 4. Homework

具体感受如下：

常言道：兴趣是最好的老师。因此，学习者对学习材料是否有兴趣、对教学活动的组织形式是否有兴趣，这些都会影响学习者的情绪和学习效果，由于学生对语法的学习都有枯燥之感，所以在热身和导课时要力争激发学生的语法学习兴趣，我借助学生来导课，让他们理科融入语法学习中，学生学习兴趣相对较浓厚，而这就需要教师灵活处理教材，采用学生所熟悉的例子来激发兴趣，提高学生参与率。教师要做好自己的角色定位，引导学生合作学习、快乐学习，注重学生的主动发展、学习兴趣和个性的培养；在教学评价上重视学生各方面的差异性，使学生的积极性得到发挥，只有这样英语教学才能满足社会的需要。课前需认真备课，准备每节课必需的道具，熟悉教学重点与难点，精心设计每个教学环节；

教授新课时，注意前后知识的联系和衔接。让学生由易到难，在语法的教学过程中，注意语法结构的层次性，复现率。

教学中要层层铺垫，尽量做到每个部分的教学都能为其下一步教学做好准备，这样有利于学生对新知识的领会。