Grammar课堂实录【3】

Module 1 Book I My First Day at Senior High

Listening and Grammar教案

一、课程分析

1. 学习内容

Listening and Grammar本课的课文主要介绍学生进入高中第一天的所见所闻，所学学科，对于第一堂语言课的感受，英语老师和英语课堂，班级和学校。因此在听力中要听到关于语言学习的对话并获取信息，听懂其他材料介绍的学校情况并获取信息，且要听清文中运用的时态语法。

2. 学习重点

对所听材料进行理解，分析和综合加工；根据模块问题锻炼通过听力获取信息的技能，加强对语言运用的控制，以及对时态的正确运用。

3. 学习难点

运用恰当时态来进行日常对话。

二、学情分析

刚进入高一的学生经过一个暑假的休息，很不适应新老师、新环境和新教学方法，更不适应高中全英语教学。虽然很多学生在学习了几年英语后．掌握了很多单词和语言知识，读写能力都有所提高。但遇到听力考试时却成了聋子，遇到与外国人交流时却成了哑巴，这使得英语的学习失去了应有的意义。因此，在日常的英语教学中首先要对听力课给予充分的重视，从培养学生听力技能入手，从教师自己的思想，教学方法、设计中去寻找突破是十分重要的。另外，学生的语法基础薄弱，需要老师对学生学过的知识进行整合。

三、设计理念

1.

通过一些听前练习对学过的语言知识进行复习和整合。

2.

通过对听力材料的理解，掌握学习语言的一些原则，有利于促进学生的学习方法的改进。

3.

通过任务型教学，让学生运用听说的运用能力以及准确度有所提高，在新环境下进一步树立准确的语言学习观。

四、学习目标

1. to have students improve listening skills. 2. to have students learn some language study skills. 3. to revise the present tenses 4. to help the students to learn some forms of one word ,in order to introduce something about word-formation 五、教学流程

1.课前准备

Step1 Pre-listening: （听前活动）

1. ask students to work in pairs to find the meanings of the words in the box. 2. complete the chart with the words in the box.

Noun

Verb

correct

encourage

enjoy

Adjective

enjoyable

explain

misunderstand

pronounce

fluent

progressive

3. complete the sentences, use the suitable form of each word in the box.(page 5,activity2)

4. read the sentences in activity2 again. Answer these questions.(Page6 activity3) 5. I really don’t

know if your answers are correct or not, so let’s listen to the conversation to check your answers ,and you must try your best to get the general idea of the conversation. Play the tape for the students, then ask the students to tell you what they have learned from the conversation. 点评：本步骤是为整个模块学习做好词汇方面的准备和铺垫，目的在于将听力分解，降低听长对话的难度，为听力扫清障碍。

2. 新课导入

Step2

Leading-in (新课导入) 1. Ask students if they have taken part in after-school language classes. What have they learned from the teachers? 2. Ask students what they think of the after-class languages study. 3. Now let’s listen to the conversation.

点评：本步骤是为了导入话题，通过对学生比较熟悉的话题，调动学生的积极性，并且培养学生积极的情感态度。

3. 新课呈现

Step 3. While-listening (新课呈现) 1. most of you have known something about the conversation ,but you didn’t get the details clearly. I will play the tape for you after you read the questions in activity 4. Now please read the questions quickly. 2. Play the tape for the students and ask them to make some notes which will help them to answer the questions by write down some key words or phrases. 3. Check answers with the students and write down the difficult points. 4. Play the tape for the third time , stop when and where necessary, repeat the difficult parts. Step 4 post-listening (将听力和听前阅读相结合，以听力促进学生对词汇的巩固) 1. Listen again and finish the short passage.

Both Rob and Diane went to their first language classes. Rob was studying ________ while Diane was studying ________. Rob’s teacher was named Mr. Davies. Mr. Davies wasn’t _______ in Chinese, but his ________ who was called Miss Wang is Chinese. Rob thought learning Chinese wasn’t going to be easy—but the first lesson was very _______. Mr. Davies gave them a lot of _________ and he told Rob that the most important thing at the beginning is ________, getting the sounds right. Mr. Davies was very good at ________ and he thought it didn’t matter if students made _________. Rob was sure that they would made __________- in just an hour.

However, Diane was not getting well along with his classes, because he ________ the teacher. He doubt if he would make much ________ because the class was for the beginners while he had learned some Spanish. He felt _______ with his teachers though Rob thought things would ________.

点评：

通过设计多种听力任务，让学生掌握听力技巧，提高听力水平。同时也可以提

高学生继续练习听力的信心，有利于学生的发展。

Step 4. Grammar

1．Lead in There are two sentences in the passage “My first day at Senior High”

1) I live in Shijiazhuang, a city not far from Beijing . 2) I am writing down my thoughts about it. What are the tense differences are there between these two sentences? Ask the students to analyze the tenses. 点评：

让学生通过对学习过的句子进行对比，分析各个时态之间的区别，注意各个时态运用的场合。

2. Grammar study Today we will revise the uses of the present tenses. One is the present simple tense; the other is the present continuous tense. Now let’s look at some examples:

(I) She visits her parents everyday.

What is the time by your watch?

The moon goes around the earth.

The train leaves at seven and arrives at nine.

We will go to the park if it doesn’t rain tomorrow.

Please tell him about it as soon as he comes back. (II) All the students are looking at the blackboard carefully.

We are learning New Standard English.

Now we are leaving the classroom and approaching the playground.

She is always thinking of herself. Ask the students to analyze the examples and try to find out the principles of the uses of the present simple tense & the present continuous tense. 点评：

让学生动脑去思考，动手去归纳，发现语法规律,由于这些规律来自于学生自己，而不是老师，因此印象更深刻，学习效果更好。

3. Conclusion

Summarize the uses of the two tenses from the students. 一般现在时考查要点：

①表示客观事实或普通真理（不受时态限制）

The geography teacher told us the earth moves around the sun. ②表示现状、性质、状态时多用系动词或状态动词；表示经常或习惯性的动作，多用动作动词，且常与表频率的时间状语连用。

We always care for each other and help each other. ③表示知觉、态度、感情、某种抽象的关系或概念的词常用一般现在时：see、hear、smell、taste、feel、notice、agree、believe、like、hate、want、think、belong seem等。如：

I know what you mean. ④在时间、条件状语从句中常用一般现在时代替将来时。但要注意由if 引导的条件状语从句中可以用shall或will表“意愿”，但不表示时态。

If you will accept my invitation and come to our party, my family will be pleased.如果你愿意接受并参加我们的舞会，我的家人会非常高兴。

⑤少数用于表示起止的动词如come、go、leave、arrive、fly、return、start、begin、pen、close、end、stop等常用一般现在时代替将来时，表示一个按规定、计划或安排要发生的动作。当

be表示根据时间或事先安排，肯定会出现的状态，只用一般现在时。

The shop closes at 11:00 p.m. every day. Tomorrow is Wednesday. 现在进行时考查要点：

①表示说话时正在发生着的一个动作；表示现阶段但不一定是发生在讲话时；表近期特定的安排或计划；go、come等起止动作可用进行时代替将来时。如：

It is raining now. He is teaching English and learning Chinese. The girl is always talking loud in public.(与always、often等频度副词连用，表经常反复的行动或某种感情色彩) ②下面四类动词不宜用现在进行时。

（A）表示心理状态、情感的动作：like, love, hate, care, remember, believe, want, mind, wish, agree, mean, need。

（B）表存在的状态的动词：appear, exist, lie, remain, seem belong to, depend on。（C）表示一时性动作的动词：allow, accept, permit, promise, admit, complete。（D）表示感官的动词：see, hear, notice, feel, smell, sound, taste, look。

4. Practice Ask the students to read a passage and choose sentences in the present simple tense and in the present continuous tense. Say which uses they show. 点评：通过讨论任务，让学生学会对各种语法的运用情况进行分析，充分发挥学生的主动性，培养学生发现问题、提出问题、分析问题的能力。

Step 7 Homework

1. Remember the words and the sentences in Listening and vocabulary. 2. Try to find some other principles of word-formation. 点评：此作业是对学生所学内容的一种有效的落实和检查，有利于学生综合英语语言运用能力的提高。

六、课后反思

听力和语法是学生在语言学习过程中的薄弱环节，很多学生在学习过程中容易忽视对听力和语法的学习，而这部分又是教师教学过程中的重点。在日常的英语教学中首先要对听力课给予充分的重视，从培养学生听力技能入手，从教师自己的思想，教学方法、设计中去寻找突破是十分重要的。另外，学生的语法基础薄弱，需要老师对学生学过的知识进行整合。本堂课最成功的部分就是让学生自主的对语法用法进行探究，从而培养学生的自主学习的能力。

七、总体点评

课堂教学活动从学生的兴趣和认知能力出发，按照一定认知规律，从易到难，有层次地展开教学活动。课堂活动覆盖面大，充分调动了全体学生的学习积极性，让所有学生“动”起来，在任务的履行过程中，以参与、体验、互动、交流、合作的学习方式，充分发挥学生自身的认知能力，改变了“教师滔滔讲，学生默默听”，所学知识不能服务于实践的现象。

点评人：童明强