Learning about Language教学设计及教案分析

课题名称

宾语

(The Object) 富平县曹村中学

贾秦锁

711705 1. 教材依据

普通高中课程标准实验教科书

英语

9 选修

学生用书

第四单元

语法教学

宾语的复习

2. 设计思路

指导思想

这是一节语法复习课。如何把看似枯燥的语法教学利用一种生动活泼的方式呈现给学生是我课前反复认真思考的一个问题。我绝不硬性地去向学生灌输充满规律性，节奏感的语法结构或现象，而是引导他们自己去总结归纳并在学习实践中大胆运用。设计理念

所以教学各环节设计时，利用听说，听写的方式，一石三鸟，循序渐进，曲径通幽，水到渠成把学生引入预设的教学情境。教材分析

必修1-5选修6-8学完后相当一部分学校或高三教师转入了对前面八个模块的复习，而事实上根据教学实际情况可以继续学习或复习相关的语法知识，这种知识上的梳理是一种非常必要和重要的科学系统的总体把握。学情分析

所面对的普通班的学生，基础良莠不齐。要去做的是教学上由简单到复杂，由现象到本质，由特殊到一般，再由一般到特殊，一步步地向前推进，使教学这门艺术展示顺理成章，自然而然。

3. 教学目标

知识与能力 通过本节课的学习，使学生明白宾语的概念；宾语的不同呈现形式；复合宾语与简单宾语的区别；复合宾语中宾语补足语的不同呈现形式；直接宾语与间接宾语以及放在间接宾语之前介词to或

for的正确使用。培养学生听说书写以及透过语言现象科学归纳总结语言规律的能力和充分调动学生积极主动乐观不怕困难挫折的非智力因素。

方法与途径

为避免刻板说教，防止学生眼高手低，师生的各个感官都动起来，精神高度集中，上下合心，教学过程波澜迭起。学生在教师因势利导下要科学地

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透过现象看本质，明白认识事物由特殊到一般，再由一般到特殊的辩证过程，对知识的掌握条分缕析要掌握一定的科学归纳演绎法。情感与评价

通过不同生动活泼的教学形式，鼓励尽可能多的学生参与到团结紧张，严肃活泼的课堂教学中来，让学生学习变得主动，追求上进。现代教学手段的运用

利用多媒体辅助教学在本节课中运用甚为必要，可以解决课堂容量大的问题。由于客观条件的限制，不能采用现代化教学，可以发挥教师主观能动性与创造性，自制教具如单词卡亦不失为一种好办法，这种传统做法也是学生喜闻乐见的。

4. 教学重点

复习宾语的概念，不同的呈现形式，简单宾语与复合宾语，直接宾语与间接宾语以及放在间接宾语之前介词to或

for的正确使用。

5. 教学难点

复合宾语以及间接宾语前不同介词的运用及选择造成句意上的差别。

6. 教学准备

资源收集 教材，教参，张道真《实用英语语法》；

课件制作 自制单词卡或多媒体现代化教学辅助手段的使用；

活动准备 听说，听写

7. 教学过程

详见教学设计及其实施和相关文字说明。首先是通过两个问题引发学生对宾语的概念和呈现形式的思考，然后通过听说，听写的方式使问题的回答全面具体化，并总结语法结构S+V+O;然后由简单宾语过渡到复杂宾语，通过听写明确复杂宾语中宾语补足语的各种形式，并总结语法结构S+V+O+OC;接着由两句话的翻译引出直接宾语与间接宾语，以及间接宾语前介词to和for的使用,并分类整理出间接引语前分别可跟to或for或既可跟to又可跟for的一系列动词；同时总结出语法结构S+V+IO+DO.紧接着是本节课相关知识的随堂练习。最后是布置课后作业。学生在整个教学过程中自始至终都体现了主体地位，教师只是引导帮助点拨催化。< /DIV>

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8. 教学反思

这是一节语法复习课，是继主语，谓语，表语之后对宾语的复习。教学层次较多，容量较大。学生活动形式也多样。通过比较系统的复***部分学生对宾语有了一个完整的认识，比以前有明显的进步。但还有一部分学生对宾语的认识仍是粗劣肤浅的甚至是低级或错误的。由于教学活动形式符合实际，较为新颖，再加之是一节组内高三年级复习交流课，师生配合，课堂气氛良好。板书设计自始至终有条不紊地由师生共同完成，脉络清晰，安排合理。粉笔色彩搭配使重难点突出，宾语的三个重要句式结构(S+V+O;S+V+O+OC;S+V+IO+DO)跃然‘板’上。教学节奏明快，各环节时间把握恰到好处，较出色地完成了计划好的教学任务，学生和听课教师反响良好。值得思考的地方是这样大容量的语法复习对一些语法学习较差的学生来说可能是吃不消的。

Lesson Plan for The Object 承上启下，组织教学，提出问题，布置任务，师生互动

学生翻译书写，并非十全十美。鼓励大胆发言表现，亲切巧妙纠正错误。

3 Teacher:We have learned the Subject,the Predicate and the Predicative.Today let's go over the Object.Do you know what the Object is?What can function as the object?In this lesson we will mainly talk about Simple Object and Complex Object, the Direct Object and the Indirect Object.First ,let's translate some sentences.Raise your hand if you want to have a try.At the same time,I will ask a student to write them on the blackboard.Are you ready? Students:Yes,we are. Teacher: 请出示您的身份证。Student1,Please. Student1:Show your ID card,please. T:Good.sit down,please.next,我们盼望国庆节。Student2,please.

及时归纳总结，引导学生明确宾语不同呈现形式，再由简单宾语向复合宾语过渡。

S2:We are looking forward to National Day. T:Yeah.你们需要多少?我们需要两个。S3,please. S3:How many do you need？We need two. T:Right.你能谈谈有关那部影片的情况吗？S4,please. S4:Can you say something about the film or movie? T:Yes.Their aim was to discover the good ,the beautiful and the true.S5,please. S5:他们的目的是发现真，善，美。

T:Very good.Be seated,please.希望再次见到您。S6,please. S6:Hope to see you again. T:Ok.next,我喜欢和你在一起工作。S7，please. S7:I enjoyed working with you. T:That's right.Listen,please.I don't doubt

that they will be able to overcome the difficulties.S8,Please. S8:我相信他们将会战胜困难。

T:Excellent.Attention,please.I'm wondering if the letter is overweight.S9,Please. S9:我想知道这封信件是否超重。

T:Great.你记下我说的了吗？S10,please. S10:Did you write down

what I said? T:You are right.Seat yourself,please.

Step2

T:Well done.Please listen carefully now,class.Pay attention to the underlined part in each sentense.In these ten sentenses,most of the objects are words,phrases,non-predicate verbs or clauses.We can call it

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由上一个环节的听说写变成这一环节的听写，充分考虑到含有复合宾语的句子翻译对学生来说有一定难度。

引导学生观察思考，明确宾语补足语的不同呈现方式。

Simple Object.However,The Object is sometimes made up of two parts.One is Object,the other is Object Complement.We call it Complex Object.Look at the following sentenses.Have a dictation,please.Volunteer?Sa,please.

T,Sa&Ss:The doctor advised Mary

to have more exercise

No one saw her go out. Do you smell something burning? We had the photrograph taken on Tian'anmen Square. They made the girl monitor of the class. Let's get everything

ready in time. We must keep the room in good order. He ordered them away. At first I found it

difficult to understand him. You will find it

a great pleasure talking to him. We all think it a pity that she didn't attend the meeting. T:Quite good.Go back to your seat,please.look at the blackboard,class.In every sentense above,you can see the Underlined part used as Object Complex is the Infinite,the -ing form,the -ed form ,the Noun,the Adjective,the Adverbial or the Prepositional phrase.

Step3

T:Sometimes some verbs are followed by two objects.That is to say,the Direct Object and the Indirect Object.For example,玛丽给她男友写了封信。We can say Ss:Mary wrote her boyfriend a letter.

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启发诱导，让学生比较间接宾语前不同介词的使用造成的语义上的差别。

由特殊到一般，帮助学生对间接宾语前用to和for的一类词进行总结归纳,并根据情况让他们开动大脑，积极思维，遣词造句，活学活用。

T:Or we can say……

Ss:Mary wrote a letter to her boyfriend. T:Good.They are both right.The prepositiondal word 'to' can be used in front of "Indirect Object". Sometimes the prepositional word 'for' can also be used,but there are some differences in the meaning of the sentences.For instance,玛丽为她男友写了封信。We can say Ss:Mary wrote a letter for her boyfriend. T:Right.Here the prepositional word 'for' is used in front of "Indirect Object".Class,when is the prepositional word 'to' or 'for' used？Do you know something about it？

Ss:……

Step4

T:Look at these word cards made by me.What's the meaning of every word shown by me?Can you use each word to make a sentence in which there are two objects?Try to use the word 'to' or 'for' as possible as you can.Can you accept the challenge?Look at the first group of word list（advance award bring feed forward give grant hand leave lend mail offer owe pass pay post read rent repay sell send serve show sing take

teach tell write

）,please. I will show you these words one by one.

Ss: :……

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造句时学生如明显普遍感到有困难，教师可提示帮助或不做过分要求，大多数词还是有话可说的。

T:(For example,the teacher shows the word card ' hand

',students can make sentences like these:) Sb:Please hand me that book.Or we can say:Please hand that book to me. Sc:Can you lend me 5 yuan? Or:Can you lend 5 yuan to me? Sd:He owed his father 50 pounds.Or:He owed 50 pounds to

his father. T:Great.We know that we can use each word of this group to make two sentences with the same meaning.The preppositional word 'to' is often used in front of the "Indirect Object".Go on,please.Look at the second group of word list(

book bring build buy cash cook cut design fetch find fix get guarantee keep leave make mix

order paint pick play pour prepare save set sing

spare take win write ).(For example,when the teacher shows the word card 'buy ',the student can say ) So:I must buy myself a new shirt.Or;I must buy a new shirt for

myself. Sp:Can you find me a hotel? Or:Can you find a hotel for me? Sq:Shall I pour you some tea?Or:Shall I pour some tea for

you?

…

T:Superb.We also know that we can use every word of this group to make two sentenses with the same meaning.The prepositional word 'for' is often used in front of the "Indirect

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引导学生发现间接宾语前既可跟to又可跟for，而语义上有所差别的五个常见词.

趁热打铁，即时操练，当堂巩固，灵活运用。

课内打基础，课外下功夫。布置练习作业，实际运用所学基础知识。

Object".Comparing these two groups of word lists,you can see some words are used twice.Can you find what they are？

Ss:Bring,leave,sing,take and write. T:Yeah.When the different prepositional words 'to' and 'for' are used in front of the "Indirect Object",the sentences with different meanings appear.When an action is done to or for a person or thing,we use these two words.Do remember,please. Step5

T:Now let's do some exercises.Choose the best choice for each blank in the following sentences. 1. I still remember __ to the Famen Temple and what I saw there. A. to take B.to be taken C.taking D.being taken

2.Many young people in the west are expected to leave __ could be life's most important decision - marriage - almost entirely up to luck. A. as B.that C.which

D.what

3.Mr Schell wrote a letter the other day _ the New York Times.('to' or 'for'?) 4.Won't you play some folk songs _ us?('to' or 'for'?) 5.He played a trick _me. A.to B.for C.on

Ss:……

Step6

T:That's all for today.After class you can do Exx1,2&3 on Page35 of Student's Book 9.let's check your answers in the next lesson.See you later. Ss:See you.

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Blackboard Handwriting Design

S+V+O

1.Show your ID card,please. 2.We are looking forward to National Day. 3.How many do you need？We need two. 4.Can you say something about the film or movie? 5.Their aim was to discover the good ,the beautiful and the true. 6.Hope to see you again. 7.I enjoyed working with you. 8.I don't doubt

that they will be able to overcome the difficulties. 9. I'm wondering if the letter is overweight.

10.Did you write down

what I said?

S+V+O+OC

1.The doctor advised Mary

to have more exercise. 2. No one saw her go out. 3. Do you smell something burning? 4. We had the photograph taken on Tian'anmen Square. 5. They made the girl monitor of the class. 6. Let's get everything

ready in time. 7. We must keep the room in good order. 8. He ordered them away. 9. At first I found it

difficult to understand him. 10. You will find it

a great pleasure talking to him. 11. We all think it a pity that she didn't attend the meeting.

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S+V+IO+DO

1.Mary wrote her boyfriend a letter. 2.He owed his father 50 pounds. 3.I must buy myself a new shirt.

Exercise.

1. I still remember __ to the Famen Temple and what I saw there.

A. to take B.to be taken

C.taking D.being taken

2.Many young people in the west are expected to leave __ could be life's most important decision - marriage - almost entirely up to luck. A..as B.that C.which

D.what

3.Mr Schell wrote a letter the other day _ the New York Times.('to' or 'for'?) 4.Won't you play some folk songs _ us?('to' or 'for'?) 5.He played a trick _me. A.to B.for C.on