Learning about Language教学设计

参赛教学设计基本信息

作者姓名

出生年月

邮政编码

联系电话

所用教科书

书名

所教年级

设计主题

王芳

1988年3月

332005 15179251827 性别

工作单位

通讯地址

电子邮箱

女

江西省九江市共青城市共青城中学

江西省九江市共青城市共青城中学

wangfang19837@163.com 普通高中课程标准实验教科书 英语

所教册次、

单元

高二

选修九

unit1 Breaking records

语法教学：Clause as

Subject

1.整体设计思路、指导依据说明

本堂课是一节高二英语语法复习课，针对教材特点和教学要求，重点培养学生的语法运用能力，同时融入听，说，写综合技能的培养。课堂设计具有以下特点：

一．座位安排体现新意

根据小班教学情况，结合本堂课的教学实际要求，教师在课前将教室座位摆放成三小组(十人一小组)，学生根据自己的意愿主张，选取座位。这样设计的课堂组织形式既方便了之后的小组竞赛课堂活动开展，也有利于创造轻松的教学氛围。

二．以小组竞赛的形式开展课堂教学

本堂课的课堂教学是以小组竞赛的形式展开的，旨在激起学生的学生习兴趣，培养竞争与合作精神，在这样轻松的氛围中完成本堂课的语法教学，这也体现了任务教学法与趣味教学法的结合。

三．以学生为主体，培养自主学习能力

在语法教学过程中注重培养学生自主学习能力，学会观察探究语法规则，突显学生在课堂中的主体地位。例如：

1.

在教学中先呈现例句，通过问题引导学生自己分析句法成分，观察语法规则，有助于自主学习能力培养；

2.

运用演绎法，结合之前学过的相关语法知识，设置本节课相关语法题目，让学生自己先完成任务，再一起归纳总结语法点。

四．注重课堂延伸，运用语法知识

由于语法总是比较枯燥的，学生往往不知在生活中如何运用。教师在本堂课结束时布置给学生的作

业是：运用本节课的语法知识，完成一篇小作文，话题是向朋友介绍自己的家乡，吸引他们过来观光旅游。这一做法体现了课堂的延伸，涵盖了素质教育的意义。

2.教学背景分析

一．教材内容分析

本节课的教材内容是高中英语选修九Unit 1 Breaking records的第二课时Learning about Language部分。根据教材的编写，本节课的教学内容是Revising useful structures。语法部分涉及的的要点是复习句法成分之主语，主语可以由名词、代词、现在分词、不定式及从句等充当。由从句来充当主语，即主语从句，是个重难点，所以本节课着重复习由从句充当主语的功能知识，涵盖引导词的选用、it充当形式主语和主语从句中的虚拟语气等主要用法，帮助学生了解、熟悉并能掌握其用法，能更好地理解课文。

二．学生情况分析

1.

学生为高二年级学生，已经具备了一定的英语语法能力并学过了相关名词性从句的用法，但也许时间较久，知识点有些遗忘，教师在授课时只需要引导他们发现规则，学会归纳总结，从而更有效地复习；

2.

所执教班级是英语成绩较好的班级，学生英语听说能力较好，能够较流利地运用英语来表达所思所想。

3.教学目标分析

(1) Knowledge Aim(知识目标):Ss are able to understand the usages of the subject clause, especially the introductory words. (2) Ability Aim(能力目标): Ss are able to use noun clauses as the subject correctly and properly in their daily life. (3) Emotion Aim(情感目标): Get students to become interested in grammar learning.

4.教学重点、难点分析

(1) Keys(重点）: Get students to understand and use the introductory words of noun clauses as the subject. (2) Difficulties(难点): The structure of “it”

as formal subject and the usage of some introductory words, such as “that” and “what”, “whether” and “if”, etc.

5.教学过程设计

Step 1. Greeting and Lead-in (6 minutes)：

1. T: How are you, boys and girls? At the beginning of the class, I would like you to enjoy an English song and try to fill in the blanks while listening. When I was just a little girl

I asked my mother, what will I be Will I be pretty, will I be rich Here's what she said to me Que Sera, Sera, ________________________________ The future's not ours to see Que Sera, Sera ________________________________

2.

T：Listening to Enlish music is good for our English learning. Here I have some proverbs for you and try to translate them. (1)

What is done by night appears by day. (2)

It's a good lesson that diligence can make up for clumsiness. (3)

It's nothing when you are used to it. 【设计意图】相关英文歌曲的导入容易创设轻松的教学情境，吸引学生对本节课的兴趣和注意力，消除语法教学的枯燥无味，且锻炼听的能力；同时谚语的输入可以潜在地给学生输入文化知识，培养语言文化意识。

Step 2. Discovering structure (2 minutes): T：Let’s look back at those two sentences mentioned just now, and say out the subject together. (1)

Whatever/What will be will be. (2)

What is done by night appears by day. T: We call these two sentences functioned as subject the Subject Clause. So from this, we can know the definition of the subject clause. 【设计意图】通过对歌曲及谚语里的两个代表句子分析，自然地过渡到了本节课的语法知识——主语从句，也帮助学生更简单清晰地明白了主语从句的概念。

Step 3. Learning usages of the subject clause(20 minutes): T: Now I would like to divide you into three groups to have a competition. In the following, there are so many tasks, you have to finish them. If you answer right, you can get some points for your group. If wrong, the other groups can grasp the chances. In the end, let’s see which group gets the most points, and the winner will get some rewards. Task 1. Please underline the subject clause in the following sentences. (2 points each) (1) That he will succeed is certain.

(2) Who will go makes no difference. (3) Why they suddenly disappeared still remains a mystery. (4) Whether life will continue on the earth will depend on whether this problem can be solved. Conclusion 1:

位置：主语从句通常位于__________。

【设计意图】练习题由简入手，增强学生的自信心，此练习题的设置是为了进一步巩固对主语从句概念的认知，并采取由学生先练，再帮助他们引导总结规律，培养学生的自主归纳能力。

T: We have already learned some clauses and had some idea of introductory words. Do you still remember what introductory words we have learned. Yes, such as “that、which、what、why、where、when......”

Task 2. Fill in the blanks with proper introductory words.(2 points each) 1. (1) _____ he will win the match is certain. (2) _____ you lack is confidence. (3) _____the earth goes around the sun is a fact. (4) _____ is needed for the program is wisdom. Conclusion 2: that和what: that引导主语从句只起引导作用，本身____实际意义，在主语从句中_______任何成分，但

_____省略; what引导主语从句____意义，______ 成分，一般是充当_____和_____。

2. (1) __________ we'll go camping tomorrow depends on the weather. (2) It was doubtful ___________ Tom really saw Sharon. (3) __________ Tom really saw Sharon was doubtful. Conclusion 3: whether和if:

两者引导主语从句，本身都___实际意义，表示“______”

, 在主语从句中_____任何成分，位于句首______if, 但是在有it作形式主语的主语从句中，两者都可以用。

3. (1) ______ John was late for the class has been unexplained. (2) ______ part of the country he will travel to needs discussing. (3) ______ cars will be parked in the future is a question. (4) _______

is interested in the activity can sign your names. Conclusion 4:

连接代词和连接副词引导的主语从句，本身___实际意义，在主语从句中____句子成分。虽然表达的是_______语气，但语序要用_______语序。

4. (1) ____ is a pity that you missed the exciting football match.

(2) ____ is reported that 16 people were killed in the earthquake. (3) It is suggested that we______ a meeting next week. (have) Conclusion 5:

注意：主语从句中的虚拟语气，一些特殊句型：

(1) It’s necessary/important/surprising/natural/strange…that…+(should) do (2) It’s suggested/advised/requested/ordered/required…that…+(should) do Sum-up:

Teacher asks students to summarize the usages of the subject clause they have learned together. 【设计意图】在语法规则教授中，改变传统的讲授法：老师一味地讲解，学生被动地听着做笔记，而是采取学生自主探究和教师引导发现并补充讲解相结合的主动学习法。设置一些相关练习引导后总结，更容易吸引学生的注意力，培养其观察思考能力，并加深对语法规则的印象。

Step 4. Consolidation (16 minutes) T: Since we have reviewed the usages of the subject clause, Let’s consolidate what we have learned by playing games. Task 3. Play Games: Pick out one number and finish the task in it, then you can get some scores for your group. There are twelve numbers with different scores to choose. Let three groups choose one number one by one. The exercises are various, and the types are designed according to the exercise patterns of the university entrance examination. For example:

(1)

Translate the Chinese into English by using subject clause according to the pictures. (2)

Correction: This is certain that we can win. (3)

__________and __________they will meet has not been decided yet. Shall we decide the time and place for them? 【设计意图】通过游戏的形式来巩固和运用所学的语法知识，容易激发学生的兴趣，提高主动参与课堂的积极性，小组竞争活动，可以培养学生的竞争上游和合作团结的意识。题型的设置多样化，贴切考试题型，利于训练学生的解题能力。

T: We know English is a kind of communication language, so it’s very important for us to practice our oral English. Now, let’s have a talk show of describing a familiar person by using subject clause. I’ll give you an example, then it’s your turn to give us a presentation.

Task 4. Talk Show:Guess who he/she is? E.g. She is one of the lovely classmates. What impress me most are the sweet songs she sing to us. How she can sing so well is a mystery to me. Do you know who she is? (After students guess the answer, teacher can present the picture of that student.) 【设计意图】设置口语操练任务，可以让学生学会将所学的语法知识运用到实际生活中去，使他们明白语法的实用性，提高学生的口语表达能力，语法教学的任务不仅仅是教语法，更重要的是运用语言，强化语感。

T: Happy time always flies. It’s almost the end to the class. Thank you, my dear students.You all did a very job today. English learning includes listening, speaking, reading and writing, so the homework I want you to do is to write a short composition.

Step 5. Homework (1 minutes) Composition: Suppose your friend Tom is from England, and he wants to visit Gongqing this weekend. You have to introduce the tourist sites for him to visit, food to try and special local products to buy in no less than 6 sentences using noun clauses.(esp. subject clause) T: So much for today. Class is over. Hopefully see you next time! 【设计意图】作业的布置是为了巩固所学，改变传统的做语法练习题的单一练习形式，结合英语写作要求，让学生在语篇布局中学会运用所学语法知识造句子，加强写作能力，提升学生的综合语言运用能力，真正将英语学习落到实处。

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补充说明：本堂课对教师英语语言的应用能力和驾驭课堂的能力有较高的要求。教师应该始终起到引导作用，尤其在开展语法规则教学过程中，要通过采用正确的表述，使学生感觉是一直处于参与课堂的过程中。只有这样才能体现出本堂课的设计意图。

6.教学评价设计

一．评价内容(本堂课的评价内容主要由生对师评，师对生评，生生互评等三部分组成。) 1.

课堂教学设计 生 师

2.

教师课堂表现 3.

学生课前准备

4.

学生课堂参与度

5.

学生对教材内容的学习情况 师 生

6.

学生的创新能力

7.

学生综合运用语言的能力

8.

小组合作情况 生 生

二．评价方法

除了部分评价内容在整堂课的教学过程中教师通过自己的语言对学生进行现场评价，以及学生们借助课堂活动对自己小组进行内部评价等常规评价方法外，教师还设计了一种额外的评价形式——《问卷调查》，教师在本节课结束后向学生发放课堂教学反馈表。这张表内融合了上述部分评价内容，并且能够消除学生评价时的各种负面情绪，促使他们做出客观真实地评价。

本课主题

语法学习——主语从句

你对本节课的主题感兴趣吗？

1.感兴趣 2.一般 3.没兴趣

你认为本节课的设计如何？

1.好 2.一般 3.不好

你对本节课教师的表现满意吗？

1.满意 2.一般 3.不满意

在本节课中你共发言几次？

1.三次及更多 2.一两次 3.没有

你认为本节课中的小组学生代表们发言如何？

1.精彩 2.一般 3.不好

你对本节课中所展示的文字资料内容都理解了吗？

1.完全理解 2.理解了大部分内容 3.不是很明白

你需要多久在所做的语法例题中发现出语法规则？

1.很快 2.一般 3.很久

在语法游戏环节中，你对自己的表现满意吗？

1.满意 2.一般 3.不满意

你认为本节课的内容对你有帮助吗？

1.很有帮助 2.有一些帮助 3.没有帮助

请在下方空白处写下你对本节课的意见或建议