Learning about Languageppt课件课堂实录

课题名称

作者及工作单位

《Grammar : Agreement between subject and verb》教学设计

都匀市民族中学 梁蓉

根据《普通高中英语课程标准》（实验）里提倡“优化学习方式，提高

指导思想与

自主学习能力”。整个活动以学生为中心，体现学生本位，因材施教，重在培养学生的学习与合作能力。

理论依据

本课使用人教版必修4 Unit1 “Grammar : Agreement between subject and verb”。本节课主要任务是在教师的指导下，让学生观察主谓一致语法的现象，找到语法规则，并会使用。

学生在平时学习中已经接触过“主谓一致”，但是并未形成系统的理论。

高一学生的观察—归纳—运用能力还有待训练以及培养。

1、学生能够记住主谓一致的规则，并在题目中正确应用。

2、培养学生自主、合作、组织学习的能力以及应试能力。

3、在活动中提升学生的参与、竞争、共赢意识。

1、教师完成主谓一致的教学设计，布置任务，要求学生们分组预习。

2、学生通过自主，合作学习归纳语法，收集资料，通过竞争学习，激励学生。

3、教师，学生，小组多元评价，客观真实反映学生水平，关注整体教学。

教材分析

学情分析

知识与技能

教学目标

过程与方法

1、教师完成主谓一致的教学设计，布置任务，要求学生们分组预习。

2、学生通过自主，合作学习归纳语法，收集资料，通情感态度与价值观

过竞争学习，激励学生。

3、教师，学生，小组多元评价，客观真实反映学生水平，关注整体教学。

重点：如何让学生记住主谓一致的规则，并在题目中正确运用。

教学重点

和难点

难点：如何激励学生自觉主动学习语法做练习。

教学方法

任务型教学法

课前准备

PPT课件

教学用具

借助多媒体辅助教学

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教学课时

1课时

教学过程

教学

环节

教师活动

学生活动

设计

意图

Greet the Some students answer,“She is Miss students and show Zhang. She likes cats. Her nickname is students two funny Zhang lao mao.”

To arouse pictures of Some say,“They are English teacher and the Chinese and biology teacher. They are fighting on studentsEnglish and the playground . ” ’

biology interest teacher , then by Leading inget the students talking （3mins）

to answer. about two Who is she ? What funny do you know about pictures her? of their teachers. Who are they ? what do you know about them?

According to the questions shown

on the slide , get The students are thinking . the students to think of why we should use

is when talking about she ? Why not use is when we talk about they

? To lead the students get the points of subject and verb. Divide the The students observe and complete the students into 8 sentences on the screen then make Discoveringroups and arrange conclusions .Presentations are shown g the rules different tasks for group by group.

(15mins) each. P To develop the ability Group1: of 1.

Mr.Smith and Mrs. learning.

Smith engineers.

2.You, he and I (have) the same hobby. 3.Both coffee and beer

(sell)

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well in the shop. Conclusion 1: 主语由and 或

both……and连接，谓语用 。

Group2: 1.

The teacher and the writer my friends. 2.The teacher and writer often ( )interesting stories.. 3.My friend and the teacher caught a bad cold. 4.My friend and teacher caught a bad cold. Conclusion 2: 如果 and 连接的两个词是指同一个人、同一事物或同一概念时，谓语用 。 Group3: 1.

Every student and every teacher

(like) doing experiments. 2.No boy and no girl (like) being taken in. Conclusion3:由and连接的并列单数主语如果分别有no, each, every，其谓语用 。 ．

Group4: 1.

Either the teacher or the students (seem) right.

2.

Not only the students but their teacher (do not) know it.

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Conclusion4: 并列主语由either…or, neither …nor, not only …but also 连接时，谓语动词与邻近的主语 。

Group5: 1.The boy with his dog (play) an important role in this movie. 2.Mr. Green besides his daughters

(like) playing tricks on others. 3.

Tom together with Mary and Alice (go) on a diet. Conclusion5: 主语是单数，尽管后面带有

as well as, rather than, but, except, besides, along with, including 等连接的复数名词，谓语用 。

Group6: 1.

She is one of the engineers who experts in German. 2.

She is the only one of the engineers who expert in German. Conclusion6: 在one of + who(that, which)引导的定语从句中，从句谓语动词用 ；若one 前有 the only 时，

从句谓语用 。

Group7:

1.Three times five (come) to

fifteen. 2.Four hours (seem) enough to do the experiment.

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3.Twenty years (sound) a long time. Conclusion7: 表示时间、数目、距离、价格等名词的复数做主语，

并作为整体看待时，谓语动词用 。

Group8: many achievements. 2.Our football team (pay) too much attention to their salary. 3.The class a united one.

4.The class

(treat) their teachers as their best friends. Conclusion8: 群体名词class, team, family, group, nation, world, government等做主语时，

如果强调整体，

谓语动词用 ；如果强调单个成员时谓语动词用 。

1.Get the students Get the The students try their best to correct the to correct the students to passage by coorprating. passage . apply to

the rules The woman I admire most is a singer, whose of name is Yao Beina. Agreement of subject She is such a talented singer, who win

and verb. lots of awards and sang several theme songs for hit movies and TV series. She are

interested in music when she was Practicing the rules young, and devote

all the time to learning (7mins) it. It was hard work and determination that made her succeed. In addition, she is optimistic and unselfish. She had breast cancer in 2011. But she was still brave and optimistic to fight against the cancer. She even wrote a song Heart Fire, which describe

her struggle and pain. After she died, her corneas(眼角膜) was

donated to the people who needed them.

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1.Our football team (have) got

Such is Yao Beina, the woman I admire most. Her determination and bravery will always inspires me.

2.Ask the To practice Model students to talk and prepare The woman I admire most

about the woman I for next The woman I admire most is a ... , admire most period whose name is... according to the –writing. She is such a ..., who ... She is... model shown on the screen. It was ... and ... that make her succeed/a great woman/... In addition, she is ... and ... Such is ..., the woman I admire most. Her ... and ... will always inspire me.

Summary Rules: 1.Singular nouns are used with verbs while plural nouns are used with verbs.

2. Collective nouns can have a singular or plural verb. If the noun refers to a whole unit, the verb is singular. If it refers to the individual members of a unit, the verb is . 3.Such collective nouns are: team, group,

army, class, family,

Summary club, enemy, company, audience, public, party, government, crowd, band and so on.

Things we can do Evaluation(5,4,3,2,1) We prepared the task as required

Evaluation We like working in groups.

We can remember the 8 rules.

We can apply to the rules.

Home 1. Look through your worksheet , pay attention to the difficulties you think. 2. Try to remember the rules learnt today and finish the exercises in BUBUGAO on Page 10---12.

Grammar subject-verb agreement Singular nouns Plural nouns Subject-Verb Agreement I we

am are

板书

设计

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教学收获

1.

课堂教学活动中，学生记住并学会应用主谓一致的八条语法规则；

2.

课堂教学活动中，学生自主合作学习能力有所增强，组长组织学习能力提高；

不足之处

教学

反思

1.

学生小组讨论时，有少部分学生不能完成任务；

2.

教学设计练习设计不够精准。

改进措施

1.

加强推进小组合作学习的资源共享；多鼓励后进生，使得小组的学习互助更加到位。

2.

教学设计的题要精选，力求达到：学什么练什么考什么。

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