Grammar公开课参赛课教案

Module 5

A Lesson in a Lab Grammars 1 & 2

Degrees of Comparison

四川省泸州高中

刘定洪

【教学课型】: 语法新授课

【教学对象】: 高一借班学生

【教学项目】：Grammar 1 & Grammar 2

Degrees of comparison

【教学内容】：比较级：1、倍数表达；2、“越来越”结构；“越……越….”结构；3、程度副词a little, a lot, rather, much等修饰比较级。

【教学目标】：1. To help the students understand the structures and use them.

2. To help the students’ spirits of competition and cooperation.. 【教学重点】：To help the students understand the structures. 【教学难点】：To help the students use the structures. 【教学材料】：一、教材43页、47页、91页和111页。二、引入材料见附录1、2、3。

【教学设计】：

Steps Ⅰ

Greetings Teacher’s activity Students’ activity Intentions

Question: How many students Answer: There are 30 students 结合班级实际，创造真实语are there in your class? in our class. 境，运用问题及教师的三种Response:

My class in 倍数表达把学生的注意力引Luzhou High School is twice 向形容词的比较级。

as large as your class. My class is twice bigger than your class. My class is twice the size of your class. Do you understand my sentences? How many students are there in my class? Today we are going to talk about this grammar in details, after which, I’m sure all of us can not only understand it, but also use it. Activity

1: Sit together in 1、

分组活动，WOLTMS分groups -- Groups W, O, L, T, 别代表的意义暂时不说，M, S. 在课堂结束时说。

Activity 2: Group W, O

2、

鉴于教学内容语法结构should go through material 1 较多，运用多元智能理and finish teacher’s 论，结合JIGSAW 拼图requirements. Group L, T

式学习模式( 徐永初，should listen to a song and 2005)，引导学生自我发filling the blanks. Group M, S

现，培养学生合作意识和should go through material 3 竞争意识。

and finish teacher’s 3、

当组长在做事时，运用requirements. “同堂复式”教学手法1.

Divide the whole class in Ⅱ

Lead-in by 6 groups, each of which Discovery includes 5 or 6 members and one leader. 2.

Different tasks for different groups. 3.

Ask the Ss to find how the adjectives are used in the materials. 4.

Invite 6 students to write down the sentence on the Bb.

Activity 3: Write down the sentence on the Bb. Activity 4: While the leaders are writing on the Bb, the other Ss follow the music and learn to sing the song—The more we get together.

ⅢStructure analysis 1.

Arouse all the students’

attention and analyze the structures taken from the materials. 2.

Ask the students to read the Explanations on Page 111. （张思中, 2006），给组员不同的任务，实现单位时间内成效的优化。

Activity 1: Analyze the 1、

收回学生注意力，体现structures taken from the “先学后教”的发现式教materials with teacher 学模式( 李长忠，李思interactively. 军，2005)，不抹杀学生Activity 2: Read the 的主体地位，也体现教师Explanations on Page 111. 的主导地位。

2、

自主学习，自我建构，让学生自学111页教材附录，充分利用各种教学资源。加强学法指导。

Ⅳ

Structure understanding 1.

Ask the students to finish

Activity 1: Finish Ex. 1 on 1、

教材91页配对练习作为Ex. 1 on P91.

P91. 自学后的反馈，可以起2.

Call back the answers. Activity 2: Voluntary answers 到自我检测和自我强化3. Give the baby faces to

from different groups. 的作用。

volunteers. Activity 3: Sentence relay by 2、

引入竞争机制，鼓励学4. Sentence relay by oral oral practice to deepen the Ss’

生创造团队荣誉。关注practice to deepen the Ss’

understanding. 形成性评价和学生的过understanding. 程体验。

1.

Ask each student to make Activity 1: Students make 3 1、

引导学生自我实践，自我3 sentences. sentences. 创造，学会分享。

2.

Group leaders choose 3 Activity 2:

While the leaders 2、

当组长在做事时，运用sentences and write

are writing on the Bb, the “同堂复式”模式，给组them down on the Bb. other Ss finish the Exercises 员不同的任务，优化单位3.

Check the sentences with on Pages 43 and 47. 时间内学习成效(鲁子the whole class. 问，2010 )。

3、

指导学生纠错，运用正反面教材，强化学生比较级结构的掌握。

1.

Call back the answers in a Activity: Put up their hands way of quiz show. and answer the questions. Win 2.

Give the baby faces to scores for their own groups. groups. 运用抢答模式，处理好教材上的练习，多元化训练及反馈方式，促进学生竞争和合作精神。

Ⅴ

Structure experiensing Ⅵ

Practice

Ⅶ

Production 1.

Guide the students to do Community writing about my new school and new teachers. Try to use as many structures of comparative degrees as possible.

①

How is our school bigger than our junior middle school?

(schoolyard, teachers, trees, classes and so on.)②

③④⑤

2.

Invite the leaders to check the works and choose a better one to share.

3.

Why do we learn the grammar –

Comparative Degrees? 4.

Why did I divide you into GROUPS W, O, L, T, M and S. 5.

Summarize the lesson. Activity 1: Each student 1、

把握课堂预设和生成的should write 3-5 sentence with 辩证关系，尤其关注学生comparative degree. 智慧生成的魅力( )，引导Activity 2: Leaders should 学生创造性地运用语言choose and combine the 结构，从而逐步实现语言sentences together. 知识，语言技能和语言能Activity 3: While waiting, the 力的提高(张明先，2004)。

other students should think 2、

当组长在做事时，运用over the Question: Why do we “同堂复式”教学手法，learn the grammar –

让组员思考“为什么学习Comparative Degrees? 比较级”，运用“头脑风暴”，从而让学生明白学习目的，同时实现单位时间内学习效益的优化。

3、

让组长参与评价，强调评价主体的多元化和评价信息的多元化（周燕，2004），组织学生分享团队成果，感受团队荣誉。

【反思和剖析】：虽然建构主义（constructivism）已成为一个流派纷呈的庞杂学派（孔德惠, 2002）受到一定程度的诟病，但纵观课程改革对各个学科的要求和目的不难发现，建构主义依然是课程改革的理论背景，这种早已被用在高等教育，尤其是用在研究生培养模式上的理论，被不断推而广之，进而用在基础教育阶段。本课堂的设计就是基于对建构主义的理解，大胆鼓励学生在认识发展阶段，不断参与自我实践，不断自我丰富和修正。在语言课堂生态环境中，不断同化（assimilation）和顺应（accommodation），从一个平衡（equilibration）迈向新的平衡，完成自我建构。同时，对于教学手段的采用，尽量多元化，具体化，效益化，通过“拼图式学习”模式和“同堂复式”，把任务型活动、发现式语法教学和传统的归纳演绎活动结合起来，同时这种归纳是在学生自我建构的基础上进行，体现“学生为中心”。这些手段结合起来，取长补短，因地制宜，以期达到让学生对枯燥的语法产生积极的情绪。英语教育进入“后方法”时代，更多体现折中(eclecticism)的教学理念。“任务型”活动也不是万能良方，在本节课设计上，尽量根据学生实际，结合环境和阶段等时空因素，尽量关注个体差异，形成个体学习策略，辅之以学生个体情感态度和文化背景，帮助学生想成自身的语言知识语言技能，从而为最终实现综合语言运用能力做好铺垫夯实基础。在课堂控制技术上，采用预设与生成结合的方式，有意避免教师过多的干预，构建平等和谐的课堂生态，促进教师和学生智慧生成，实现共同成长。在课堂评价上，有意丰富评价主体和评价手段，体现多元化师生、生生反馈。

由于时间和能力所限，疏漏之处在所难免，望专家和同行批评指正。

【参考文献】

邱玲. 高中英语三维语法教学模式的探究[M]. 英禾多媒体工作室

徐永初. 新课标高中英语必修课教学设计课例研究[M]. 华东师范大学出版社2005：165-174 李长忠, 李思军. 初中英语“先学后教，当堂训练”课堂教学模式实验研究报告[J]. 基础教育外语教学研究2005（4）：43-46. 鲁子问. 提升英语学习成效的有效策略探析[J]. 课程·教材·教法2010（6）：68-72 周燕. 如何建立“以人为本”的英语课堂教学模式[J]. 基础教育外语教学研究2004（7）：18-20. 孔德惠, 马欣妍, 张翼舒. 不宜借建构主义否定外语教师职能[J]. 基础教育外语教学研究. 20099（9）:22-25.

【附录】1：

Lead-in jigsaw activity for Groups W and O. A dial between Tom and his teacher TOM: Sir, how big is our eath compared with the moon? TEACHER: The earth is forty-nine times larger than the moon. TOM: Pardon? TEACHER: The earth is forty-nine times as large as the moon. TOM: I can understand you. Thanks a lot.

【附录】2：

Lead-in jigsaw activity for Groups W and O. Let’s enjoy the music The more we get together, together, together. _________

_________ we get together, _________

_________ we'll be. For your friends are my friends. And my friends are your friends. _________

_________ we get together, _________

_________ we'll be!

【附录】3：

简笔画：