Listening and vocabulary教案板书设计

Module 5

A Lesson in a Lab Grammars 1 & 2

Degrees of Comparison

Lesson Type:

New lesson for grammar Teaching Counterpart: First time-met students Teaching Item：

Degrees of comparison

1. A …times as … as B.

2. A … times … er than B.

3. The …er …, the …er …. 4. … more and more/…er and …er.

5. A … a little/ a bit/ a lot / lots/ much/ rather/…er (than B). Teaching Goals： 1. To enable students to understand the structures and use them.

2. To help students develop the spirits of competition and cooperation.. Key Points：

To help students understand the structures. Tough Points：

To enable students to master and use the structures. Teaching Materials：

1. Page 43, 47, 111 of NSE Textbook

2. Additional materials Teaching Design：

Steps/Timing Ⅰ

Greetings 1-2 minutes Teacher’s roles 1. Organize the Ss

to guess how old your teacher is?

2. Write down something on the Bb, and then introduce the definition.

1.

Divide the whole class into 6 groups, each of which includes 5 or 6 members and one leader. 2.

Different tasks for different groups. 3.

Ask the students to point out degrees of comparison. Students’ activities Intentions

1. Guess how old your teacher 结合班级实际，创造语境，运用问题及教师的表达把学生is? 2. Be reminded of and 的注意力引向比较级。

understand the definition. Activity:

Group W, O: Read material 1 and point out degrees of comparison. Group L, E: Read before listen. Group G, T: Look and draw. 鉴于教学内容语法结构较多，运用多元智能，

读、听、看、画，结合JIGSAW 拼图式学习模式，引导学生根据不同任务自我发现，主动探究，培养合作意识。

Ⅱ

Discovery 3-5 minutes Ⅲ

Analysis 6-15 minutes 1. Arouse all the students’

Activity 1:

Read and analyze attention and analyze the the structures from the structures taken from

materials with teacher materials 1

interactively.

2. Ask the students to finish

Activity 2: Pair work to finish Ex. 1 on P43.

Ex. 1 on P43. 3. Call back the answers. Activity 3: Voluntary answers from different members, and special attention should be paid to Group L, E, G, T. 1. Arouse all the students’

attention and analyze the structures taken from the materials 2. 2. Ask the students to listen. Activity 1:

Read and analyze the structures from the material 2 with teacher interactively.

Activity 2: Look at the pictures on PPT and practice. 收回学生注意力，体现“先学后教”的发现式教学模式，帮助学生发现句型1、2规律。不抹杀学生的主体地位，也体现教师的主导。教材练习,自我检测和自我强化。应该更关注L, E , G,T组。

音乐和听力材料帮助学生发现。探索出句型3、4规律，总结归纳，图片操练. 应该多关注W, O, G,T组。

1. Arouse all the students’

attention and analyze the structures taken from the materials 3. 2. Ask the students to draw. Ⅴ

Experiencing& Production

23-33 1. Ask the Ss to compare their new school with the previous ones. 2. Organize them to share between groups.

Activity 1:

Read and analyze the structures from the material 3 with teacher interactively.

Activity 2: Draw some boys. Activity 3: Look at the pictures on PPT and practice.

Activity 1: Make five sentences to compare their new school with the previous ones. Activity 2:

Group leader should choose a better one to share.

Activity: Group members should follow the teacher and summarize together. 上述模式帮助学生发现句型3、4规律，总结归纳，学生画图展示对程度副词修饰比较级的理解。图片操练. 应该多关注W, O, L, E组。

1、

写作活动设计Module 1 and 2 的话题，贴近实际。引导学生自我实践，自我创造，学会分享把握预设，关注学生智慧生成，引导学生创造性地运用语言结构。

2、

当别人在做事时，运用“同堂复式”模式，给其他不同的任务，优化单位时间内学习成效.。

3、

指导学生纠错，运用正反面教材。

Ⅵ

Summary & Homework 34-39 minutes 1. Read the explanations on Page 111. 2. Finish the exercises on Page 91. What do we learn?

Why do we learn this grammar?

How do we learn grammar? 1、

运用“头脑风暴”，让组员思考，进行课堂总结和学法反思和指导。

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，为下次课做延伸和铺垫。

【反思和剖析】：

本课堂的设计基于对课程标准的理解，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，采用多元化，具体化，效益化教学手段，通过“拼图式学习”模式和“同堂复式”，体现“学生为中心”，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。学法上，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，辅之以情感态度，帮助学生形成语言知识和技能，为最终实现综合语言运用能力做好铺垫。在教学上，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 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. 2009（9）:22-25.