8AUnit4Grammar教学案例

1、一节合作体验式的语法教学-牛津初中英语8A Unit4 Grammar摘要：在实施英语新课程的过程中主张用什么方式教语法呢? 本文从课堂教学实例出发,着重阐述如何结合情境,设计不同层次的任务, 让学生感知、体验、操练目标语言，在真实的任务中运用所学的语法规则进行交际，来提高英语语法教学的实效性，培养学生的综合语言运用能力。关键词：语法教学、有效性、情境 任务设计 案例：8A Unit 4 Wild animals(Grammar)T: Good morning, boys and girls! I m very happy to give you this lesson. How are yo

2、u now? Are you OK?Ss: yes, we are fine, how are you ?T: Fine. Thank you. You know this unit is about wild animals. How much do you know about them? lets have a revision about the animals by a guessing game. Do you want to play a game?Ss: Yes, of course.T: Ill tell you the rule. Ill use some sentence

3、s or show you some gestures to describe an animal. And you should guess what animal it is.(把学生分为八组，进行竞赛，学生在理解教师的指令的同时在回忆着学过的知识，希望在竞赛中能够获胜。)借班上课，让学生早点进入较好的学习状态是非常的关键。以趣导入，激活学生参与课堂教学的热情。通过技能训练和交际活动被理解、吸收、储存、检索，最终养成用英语进行交际的习惯。没有足够的实践就没有流利的口语。 T: Ss on the left, youre Team1.And Ss on the right, youre Te

4、am2.Lets see which team can get more points. One animal,5 points. Are you clear?Ss: Yes. T: OK.(Using gestures)Whats this one? It has a long neck.Ss: (Rushing to answer) Giraffe.T: Yeah. This animal can jump very far. It has a pocket on its stomach. It can carry its babies in its pocket.Ss: (Rushing

5、 to answer, some even standing up) Kangaroo.采用游戏比赛的方式提前进行学习。善于表现是小孩子的天性，课堂教学要多施舍一些机会让孩子们去尽情地表现，“玩中学”是英语教学的重要法宝。兴趣上来了，成绩还用愁么！ 紧接着让学生用动物命名自己的组，使课堂气氛更活跃，加上课题的导入T: By the way, whats this? S: A panda.T: right, Its a panda. We learned a report about Xi Wang. Can you tell me something about it.(show some p

6、ictures in different times). You have one or two minutes to get ready, OK?S: OK.T: Ask some Ss to show out their work ( in groups)(用旧知的复习来增强他们的自信，为下面的语法教学打下情感上的基础)T: Look at the picture, its a panda, its very lovely, we should protect them because wild animals are our friends. they are getting fewer

7、 and fewer, they are in danger. They have some problems, Can you say something about their problems?：Ss: (have a simple discussion in groups with the help of some pictures)S1: If hunters catch a giant panda, they will kill it for its fur.S2：If farmers cut down trees and forests, giant pandas will ha

8、ve nowhere to live.S3: If people find baby pandas alone, they will often take them away.T: Wonderful! You are very great! But please remember: If we do nothing, there will be no giant pandas in the world, or we can say: There will be no giant pandas in the world if we do nothing.T: This time, Ill sh

9、ow you an example. thirsty; walk to find waterCan you use “ if” to make a sentence？Who can?S4: Elephants will walk to find water if they are thirsty.T: Great! Lets have some more try(Show Ss 4 more pictures with key words to work in groups)Ss. 【学生参与自主学习，获得成功感 】T: What will you do if you see these wi

10、ld animals?( a snake, a baby panda, a bird)Ss:(group work)T: ( clapping hands) you are very clever, Now lets have a competition.Which group say the most sentences of “if”? They will get 10 points.Ss:(group work)【学生在体验成功后很兴奋，思维敏捷，很快地说了几组if-clause的句子.通过这两次小组活动，绝大多数同学对条件状语从句有了较深的感悟】T: Now you have know

11、n a lot about “if”, Its time for us to practice more.Ss: (first do the exercises in books, Then check the answers in groups, when they have different ideas, I must be there to help them)【脸上露出了灿烂的微笑可以说明学生在进一步的训练中找到了自信和成功的感觉，感到了学英语的乐趣。】T: (播放歌曲我是一只小小鸟把学生的思绪带回，集体朗读)If hunters catch a giant panda, they

12、will kill it for its fur.If farmers cut down trees and forests, giant pandas will have nowhere to live.If people find baby pandas alone, they will often take them away.There will be no giant pandas in the world if we do nothing. （请每位同学思考，这些句子有联系吗？）Ss:（学生总结、交流）T: （总结）我们用if 条件状语从句来谈论 “可能的行动导致的可能的结果”。

13、There will be no giant pandas in the world if we do nothing. 主句: There will be no giant pandas in the world (一般将来时)从句: if we do nothing. （一般现在时）Ss: (当堂比赛背诵例句并体验，及时掌握If-clause的正确用法。)学生对于If-clause的两种句型，通过观察投影中的例句做对比，更进一步知晓If-clause的结构。教是为了不教。让学生先自己总结，对了，表扬+肯定，错了，鼓励+纠正。教学活动中引导、鼓励学生学会总结、善于总结。培养学生的自学能力。

14、T: Now lets study Part A3. Please study it by yourselves in groups. Ss: (Try to find the key points and learn by heart.) T: With the help of the dialogue, lets write a report about animalsName:_ Grade:_ A report on wild animalsIf tigers _If wolves _要求：1.小组合作，尽量使用if从句来汇报一种野生动物。2. 组长分工3. 拿出草稿纸，写下关键词 4

15、. 推选一人口头汇报Ss: 3 minutes to write key words on their papers then check out in groups and lastly, show in class.这里采用了合作学习，优势互补又培养了协作意识。学生找到了重点很好。找错了，教师耐下心来引导学生去发现。学习中培养学生不畏艰难、勇于探索的精神，享受成功的喜悦，多渠道培养学生会学、善学、乐学的习惯。 反思与体会新课程理念强调英语语法教学要从“用”的角度出发。我们的教学设计要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效

16、的学习策略，提高自主学习的能力。因此，教师必须紧密结合学生的生活实际创造接近实际的情境，引导学生在贴近真实生活的任务中理解、掌握和运用语法。适合每一个学生，教师如何根据学生的需要恰当地使用教学资料是相当重要的一个方面。教师在课堂上要注意到学生的情感，并积极调动学生的积极性。在学生对问题做出回答之后，教师都应该及时给予反馈，注意使用评价语言。学生每一次的开口表达，都是教师进行教育，进行鼓励，进行师生交流，达到师生互动的最佳时机。一堂课上这样的机会在不断地反复出现，教师应该善于把握好每一次机会，使学生在一个轻松、真实的语言环境中得到发展与提高。每一个人的内心都充满被关怀，被鼓励的愿望，对于学生而言

17、能得到老师的肯定尤为重要。因此课堂上老师看似不经意的一句话，会对学生产生深远的影响。英语作为一门语言，要教授的不应仅仅只是语言知识，还应包括人文关怀，包括情感熏陶。教师除了要善于运用激励性的语言，同时也应运用好过度语言。因为，每一堂课都是一个有机的整体，而并非是各个教学环节之间简单地相加。如何处理好各个环节之间的关系涉及到多个方面的问题，过度则是其中不可或缺的一部分。充分发挥过度在教学的作用，不仅能够展示语言的魅力，使教学过程显得自然流畅，同时也是吸引学生注意力，激发学习兴趣，调动学习积极性的重要手段，它使学生的思维始终跟随着教师，始终被老师所牵引着。过度语言是展示教师个人魅力，展示语言魅力的有效途径之一，同时它还可以起到活跃课堂氛围，调整教学节奏的作用。可见，不仅中文课堂教师要注意语言的组织与运用，英语课堂也同样如此。在某种