Grammar教学设计思路

Module 3

My First Ride on a Train Period 3 ：Grammar 1、Grammar 2 and Writing 教学设计

一、教材分析及教材处理

我们通过本节课内容进行分析、整合后，将本节课的内容界定为第三单元的Grammar（Grammar1:the –ed form、Grammar 2:past tense time expressions）

和Writing两部分。教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握一般过去时的时间状语及非谓语动词中-ed形式的用法，形成一定的语法学习策略，但是，因为学生对一般过去时的时间状语在初中即掌握较好，因此我们把该部分的语法重心放在了非谓语动词-ed形式和一般过去时的主动及被动语态的比较，通过这样的比较，让学生对谓语和非谓语动词有一个比较感性的认知，并在此认知基础上了解英语中游记式记叙文的写作特点并在写作中有意识的注意要恰当合理的使用已经认知的一般过去时及其正确的使用一般过去时的时间状语。

二、教学目标

1.语言知识目标：

1)

初步理解非谓语动词-ed的概念形式及做定语的结构，并简要复习一般过去时中过去时间表达所给予的信息，但是重点将聚焦在-ed形式与一般过去时主动、被动形式表达本质的区别。

2)

了解英语游记式记叙文的写法，能运用已有的一般过去时态及对应的过去时间正确表达法和新学词语仿写自己的旅游经历。

2.语法及写作技能目标：

3)

能用发现、归纳的方法获取和处理-ed形式做定语及一般过去时态中过去时间状语表达方法的信息及两种结构的区别；

4)

能借助已掌握的词汇，语法基础，清晰、准确的完成英语游记式记叙文的写作。

3.学习策略目标：

5)

利用联想，推理和归纳等手段分析和解决问题；

6)

能使用发现、归纳等学习策略

4.情感态度目标：

7)

让学生树立学好英语的信心；

8)

培养学生通过回忆自己一次游记经历对祖国大好河山的热爱；为祖国现代化建设的成就感到骄傲

5.文化意识目标：

通过对比了解我国和世界各地不同的旅游文化，同时包容和尊重异国文化。

三、教学设计

Step 1. Revision and lead-in Revision to the reading : “My first ride on a train” by representing the students a cloze in which we use the phrases and –ed form from the passage. 【Recently, a friend and I

（travel）

on the famous Ghan train. The train was wonderful and the food was great. We ate great meals

(cook) by experts! And we saw

(abandon) farms which were built more than a hundred years ago. During the day, I

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(sit )and

(look) out of the window, and sometimes

(talk) to other passengers. One night, at about midnight, I

(watch) the night sky for about an hour. Then why is the train called the Ghan? A long time ago, Australians

(need) a way to travel to the middle of the country, and a hundred and fifty years ago ,they

(bring) some camels from Afghanistan. Ghan is short for Afghanistan..For many years,

(train) camels

(carry) food and other supplies, and

（return）

with wool and other products. 】

Recently, a friend and I travelled on the famous Ghan train. The train was wonderful and the food was great. We ate treat meals cooked by experts! And we saw abandoned farms which were built more than a hundred years ago. During the day, I sat and looked

out of the window, and sometimes

talked to other passengers. One night, at about midnight, I watched the night sky for about an hour. Then why is the train called the Ghan? A long time ago, Australians

needed a way to travel to the middle of the country, and a hundred and fifty years ago ,they brought some camels from Afghanistan. Ghan is short for Afghanistan..For many years, trained

camels carried food and other supplies, and returned with wool and other products. 【设计意图】Revision内容是对上一节阅读课“My first ride on a train”的复习，同时也是本节语法及写作课的引入部分。因为我们复习的形式是有效地利用教材资源，采用截取该篇课文的内容进行重组的一篇短文，通过扣空关键词完形填空的形式呈现。其中扣空的部分即是该节课需要解决的-ed形式和一般过去时的时间状语的语法问题。为学生顺利的理解、接受这两种语法形式打下了基础。

Step 2 Grammar 1 and grammar 2 1、

Ask the students to find out the –ed form and the past tense time expressions in the cloze and try to concentrate on finding out the differences between the –ed form and the past tense. 【设计意图】该部分让学生从该短文中找出–ed 形式和一般过去时的时间状语表达形式，但是，我们的重心并没有放在此基础上，我们还让学生利用发现、归纳的方法获取和处理–ed 形式和一般过去时态之间本质的区别。这也是本节语法课的重心。

①.一般过去时是谓语动词的一种时态其主动形式一般为：did，而被动语态则是：was/were done ②.-ed 形式则是非谓语动词的一种形式，可以做定语修饰名词，具有形容词的功能。

现试比较下面的句子（哪些是谓语动词的一般过去时态，哪些是非谓语动词-ed形式？）

(1)Recently, a friend and I

travelled

（travel）

on the famous Ghan train.

(2)We ate great meals

cooked

(cook) by experts。

(3)we saw abandoned

(abandon) farms which were built more than a hundred years ago.

(4)During the day, I

sat

(sit )and

looked(look) out of the window, and sometimes

talked(talk) to other passengers.

(5) One night, at about midnight, I

watched

(watch) the night sky for about an hour.

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(6) A long time ago, Australians

needed (need) a way to travel to the middle of the country, and a hundred and fifty years ago ,they

brought (bring) some camels from Afghanistan.

(7) For many years,

trained

(train) camels

carried

(carry) food and other supplies, and

returned（return）

with wool and other products. (8)Most of the students were invited to the party. (9)Most of the studentst invited to the party came from our school. 2、Ask the students to answer the questions on page 24 A and B. And then the question on page 26(1) to learn more about the –ed form and the past time expressions. Finally, the teacher outline other past time expressions. 【设计意图】该部分旨在扩展、巩固学生对-ed形式及一般过去时的时间状语表达形式的学习和理解。

Step 3 Writing (Homework) Write your description of “the most unusual journey you’ve made”. And the following must be included in your writing. A.Use the past tense and include some time expressions.

B. In your writing ,you should also include “when , where, who, what and why

这个写作要求的目的是再复习巩固在第二节课时所掌握的记叙文体中，应该所具备的时间，地点，人物，事件等基本要素。让学生在学中用，在用中学，学以致用。

C.What’s more ,you are supposed to use at least two “-ed”forms that we have reviewed just now in your writing

【设计意图】本部分是本节课的最后一个环节，如果时间不够可以延伸为课后的家庭作业。而我们对workbook上的写作与前面module 内部的写作又重新进行了组合，我们给它限制了写作的中心内容：the most unusual journey you’ve made并且明确提出了写作的具体要求，和指导，因为毕竟还是高一学生，这样做较书上降低了写作了要求。而我们将写作和语法课衔接在一起的目的主要是因为两个部分关系较为密切,因为该作文明确要求正确的运用一般过去时态及其时间状语,和-ed 形式的非谓语动词，因此通过写的输出，巩固本节课的语法知识。

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