Learning about Language优秀公开课教案

Teaching Plan for the Emphatic Pattern 一、教材和学情分析

1.

教材分析

强调句中的it is…that…结构在人教版新课标教材必修一unit1的Reading板块首次出现，然后在必修一到必修四的二十个单元的Reading或Using Language板块的Reading任务中反复出现达七次之多。而且本语法现象是高中常见且易混的知识点。而本套教材对这个现象在选修六unit3Grammar板块“it的用法”才初次以专题出现，且三个重要常见句型只涉及了其中一个，即it is…that…结构。但强调句在高中是常见的语言现象和知识考察点。这样的编排给高一学生的语法学习和阅读造成不必要的障碍。

2.

学情分析

授课班级是一所普通中学的平行班，学生态度端正，基础薄弱，归纳、领悟、对比和运用能力十分有限。他们在学习了名词性从句后，绝大多数将之与it is…that…强调句结构混为一谈，在阅读中产生了很大障碍。

故而本人在高一阶段必修4unit2——这一语言现象第五次出现的单元，对这一内容以语法专题的形式进行了系统教授，以帮助学生学会辨识这一语言现象，并逐渐发展出辨析和灵活运用的能力。

二、教学流程

课前预习：自学微课《it is…that…结构》

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课堂教学：1.微课导入《do的强调句》

do的强调句练习和归纳

2.合作学习——→“it is…that…”练习和归纳

“it is not until…that”复习和归纳

3.语言运用——→视频情境:诗词大会冠军：外卖小哥雷海为——→写作练习

4.总结升华

自由发言分享收获

朗诵和翻译

课后作业：写作：《雷海为》或《我的好习惯》

三、教学设计

Teaching Goals: 1. Knowledge goal: to enable the Ss understand the function and usage of the Emphatic Pattern better 2. Ability goal: to enable the Ss to identify and use the pattern correctly 3. Emotional goal: to develop the Ss’ ability to cooperate with others and their confidence in challenging themselves Teaching Important Points:

1.to enable Ss understand the function and usage of the pattern better; 2. to enable the Ss to identify and use the pattern correctly;

Teaching Difficult Points: to enable the Ss to identify and use the pattern

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correctly

Teaching Methods: situational teaching, task-based teaching, team work Teaching Aids: the multimedia teaching assistant

Teaching Procedures: 步骤

项目

内容

学生教师媒体活动

活动

运用

Step 1: 微课《do的强调句》

Lead-in 观看组织多媒视频引导

体展并思考回答

台

Step 2: 1.

The usage of “S+do/does/did+V原Learnin形”

做引导ppt 题、并板黑板

核对书

g about （1）We all do enjoyed the video.(改错) the Th（2）The maker does a good design.(改写) 并归(翻纳

patterns （3）他的确是按时出发(set off)的。译) （4）I do wish I could.(翻译)

2.

The usage of “it is/was…个人核对Ppt 判引导

黑板

that/who…”

Exercise 1. Pick out the sentences with 断，并板emphatic pattern.

3 集体书

(1) It was strange that he didn’t come 归纳

yesterday. (2) It was you and Tom that didn’t come yesterday. (3) It was in New Zealand that Elizabeth first met Mr. Smith.

Exercise 2. Rewrite the sentences below 小组with “it is…that/who…”

and translate 讨论them into Chinese. 并在黑板

(1) The show made him a hot topic 黑板recently. (2) He benefits from good reading habit. 上写出答(3) He spent much time reading in his 案，spare time.

集体归纳

3.

The usage of “it is/was not until…集体that”

Exercise：

判断作答PPT 黑板

(1)

It was not until in the last minute 并归when he felt sure about his win.(改错) (2) He didn’t got time to read until the work was over.(改写)

4 纳

Step 3:

1.视频《诗词大会总冠军——外面小哥视频视频多媒Using 雷海为》

观看

播放

体

patterns 1.

Group work to make sentences after 小组个别黑板

discussion If you were Lei who is being interviewed by a reporter, you will say: 1.I like Chinese poetry. 2.The competition inspires me to live my life seriously. 3.Good reading habit helped me win. 4.I realized my dream on the stage. 5.I was not sure about my winning until last moment. Step 4: 1.

Summarizing the class by free talking

自由支持

Summary

Ask Ss themselves to summarize the 发言引导

key points of the structure, including its 分享

function, usage and their own 合作

辅导

understanding about how to make a correct sentence with the structure.

2. Translation and reciting

翻译指示Ppt It is Lei Haiwei who sets a good 和朗指令

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example to us all. It is our dream that keeps us moving. It is in this beautiful age that we surely will make a difference!

Step 5：诵

(You can do either 1 or 2 of the 听记

指令

Ppt Homewobelow tasks as you like) rk

Write a passage with the pattern (about 100 words): 1.

Lei Haiwei; 2. My good habit.

四、板书

1.S+do/does/did+O

的确/真的

2.It is…that/who…

正是

1.Usage：to put stress on /emphasize the Object, Subject and Adverbial

This parts for Ss to write their answers 2.Attention：tense, order and Subject and for teacher to give necessary Verb Coherence illustration on some certain points 3.The way to check: leave out the

structure and then examine whether the sentence remains correct

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2.

It is not until…

直到……才

五、课后反思

本节课教学目标达成度较高，课堂容量大、学生参与积极、学习热情高、学习效果较为理想、学科德育渗透效果好。现总结如下：

1.

利用两个生动形象的优质微课成功调动了学生的学习兴趣，消解了学生学习语法的畏难情绪；

2.

利用反转课堂原理布置微课自学预习作业，保证了学生在课堂上集中火力攻克知识中的难点和易错点；

3.

整节课利用联系和问题引导学生自主归纳总结发现语言现象后的规律，学生主体地位充分体现，学生自学能力充分发展，学生体会着学习所带来的成就感和快乐；

4.

创设情境展开语言运用，通过观看成为第二届诗词大会冠军的外卖小哥的故事，让学生一方面休息缓冲连续思考的疲劳，调节了课堂节奏，保证了学习效果；另一方面心灵得到滋养，完成知识迁移运用时热情高涨并有话可说；

5.

总结环节利用朗读和翻译原情境下的原创经典句子，一方面强化了知识要点，另一方面在原情境下进行德育渗透，抓住了学生心理，成功升华了学生情感。

教学是遗憾的艺术，本节课同样存在缺憾，个别环节教师指令不够清晰，学生配合的默契和任务完成的质量打了折扣，教学流畅度欠佳。这也是在今后的教学中要注意的地方。

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强调句专题练习学案

1.The usage of “S+do/does/did+O” in the emphatic pattern 1.We all do enjoyed the video.(改错) 2.The maker does a good design.(改写) 3.他的确是按时出发(set off)的。(翻译) 4.I do wish I could.(翻译)

2.The usage of “it is/was…that/who…”

Exercise 1. Pick out the sentences with emphatic pattern.

(1) It was strange that he didn’t come yesterday. (2) It was you and Tom that didn’t come yesterday. (3) It was in New Zealand that Elizabeth first met Mr. Smith. Exercise 2. Rewrite the sentences below with “it is…that/who…”

and translate them into Chinese. (1) The show made him a hot topic recently. (2) He benefits from good reading habit. (3) He spent much time reading in his spare time. 3.The usage of “it is/was not until…that”

Exercise：

(1)It was not until the last minute when he felt sure about his win.(改错) (2) He didn’t got time to read until the work was over.(改写)

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