2016年5月18日英语说课71.5语法

说课方法与策略

语法课

主讲：赵永森1.说教材教材分析Firstofall,let’sfocusontheanalysisofteachingmaterial.Theteachingmaterialtakesfromtheseniorhighschool;students’book2,unit1,grammarpart.ThisunitisaboutastrangehistoryoftheAmberroom【内容】,whilethegrammarpartistodiscoverthedifferencesbetweenthenon-restrictiveattributiveclauseandtherestrictiveattributiveclause.【语法部分内容简介】Bytheendoftheclass,studentswillbeabletounderstandthenon-restrictiveattributiveclauseanduseittoexpressthemselvesandtowritearticlescorrectly【对学生能力的培养】.2.说学情【要点】

四大方向 1．认知和思维特点 2．生活经验的储备 3．学习知识的储备 4．喜好和兴趣

三大注意 1．融入有利因素和不利因素 2．可以试着和本地区的区情相结合 3．结合教师拟采用的教学方法Asseniorhighschoolstudents,theyhavelearnedEnglishformanyyearsandhavemasteredsomebasicgrammarpoints.Asforthedifferencesbetweenthenon-restrictiveattributiveclauseandtherestrictiveattributiveclause,theirpreviousknowledgeabouttheattributiveclauseslearnedbeforewillhelpthemunderstandthetargetstructure（经验储备）.However,moststudentsbelievethatgrammarisabstract,difficultandboring,especiallyvariouskindsofclauses.Soitisveryimportanttoarousestudents’interestsandencouragethemtoparticipateandpractice（学生兴趣）.3.说教学目标三维教学目标

Knowledgeaim知识目标Abilityaim技能目标

Emotionalaim情感态度目标1.知识目标（Knowledgeaim）(1)Studentswillbeabletoidentify_____(grammarpoint)andunderstanditwhenthey’rereadingandlistening.(2)Studentswillbeabletomasterthestructureof______.(3)Studentswillbeabletomastertheusagesof______.(4)Studentswillbeabletodistinguish/tellthedifferencesbetween____and_____.2.技能目标（Abilityaim）(1)Studentswillbeabletouse_____(grammarpoint)correctlyandproperly.(2)Studentswillbeabletoapplythegrammarpointintotheirdailylife.(3)Studentswillbeabletodescribe_____using______(grammarpoint).(4)Studentswillbeabletoexpresstheirideasusing____intheirspeakingactivities.(5)Studentswillbeabletowriteapassageabout______using_____(grammarpoint).3.情感态度目标（Emotionalaim）Studentwilleinterestedingrammarlearning.Accordingtothenewstandardcurriculumandthesyllabus,combinedwiththeanalysisoftheteachingmaterialandthestudents,Isettheteachingaimsasfollows:Knowledgeaim:Studentswillbeabletomasterthelogicalrelationshipbetweenthemainclausesandtheattributiveclausesaswellasthefunctionsofrelativewordsofnon-restrictiveattributiveclausesandtheycantellthedifferencesbetweentherestrictiveandnon-restrictiveattributiveclause.Abilityaim:Studentswillbeabletoexchangeinformationaboutculturalrelicsandwiththeattributiveclauseslearned,anddescribepeople,thingsandpalaceswiththehelpofpicturesandinformationgiven.Emotionalaim:Studentswilllearntocooperatewithothers.4.说重难点Thencomestotheteachingkeypointanddifficultpoint.Thekeypointistomasterthelogicalrelationshipbetweenthemainclausesandtheattributiveclausesaswellasthefunctionsofrelativewordsofnon-restrictiveattributiveclausesandtheycantellthedifferencesbetweentherestrictiveandnon-restrictiveattributiveclause.Whilethedifficultpointishowtousetherestrictiveandnon-restrictiveattributiveclausetoexchangeideasanddescribepersonorthingscorrectly.5.说教法学法CommunicativeApproachTask-basedLanguageDeductiveInductiveAudio-LingualApproachTPRTeachingMethod教法TeachingMethod全身反应法任务型教学法交际教学法演绎法归纳法试听法自主、合作、探究AutonomouslearningCooperativelearning学法Studyingmethod5.说教学准备教学准备（Teachingaids）教具准备Realobjects教学资料准备

picturewordcardsvideo教学活动准备previewSurveyquestionnaire23过渡句Byusingteachingaids,studentscanlearnbetter,thereforeIwillusetheseteachingaids.Now,letmetalkabouttheanalysisofteachingaids.TheteachingaidsIneedinthisclassare….【transitionalsentence】5.说教学过程Warming-up→Presentation→Practice→Production→SummaryandHomework教学步骤TeachingproceduresAtthebeginningoftheclass,wewillreviewthegrammarpointwehavelearnedlastlesson.Iwillshowsomesentencesonthescreenandaskstudentstofindoutthestructureofthemandpointouttherelativepronouns.Byreviewingthisgrammarproject,studentswillanalyzetheattributiveclausesandlayaknowledgefoundationforthisclass.参考案例Warming-up：Observing&DiscoveringReceivingAcquiring&Learning新课呈现

Afterwarmingup,studentswillhaveadiscussionaboutthereasonaboutthedifferentresults.ThenIwillexplaintheliteralmeaningofcommandandrequest.Studentswillhaveaclearunderstandingofthedifferences.Thenshowthemonemoreexampletodeepentheirunderstanding.Theexampleisasfollows:参考案例•Openthewindow.(Notpolite)(Command)•Pleaseopenthewindow.(Polite)•Wouldyoupleaseopenthewindow?(Verypolite)(Request)Aftershowingthesesentences,studentswillbeencouragedtofeelandactoutthefeelingscontainedinCommandsandRequests.参考案例Studentswillbegiven5minutesandthentheywillsharetheiranswers.Iwillwritedownsomesentencesontheblackboard:(1)Whatisevenmoreimportantisthatastheearthcooleddown,waterbegantoappearonitssurface;(2)Whatmanyscientistsbelieveisthatthecontinuedpresenceofwaterallowedtheearthtodissolveharmfulgases;参考案例（3)Whytheysuddenlydisappearedstillremainsamystery.ThenIwillencouragethemtoreadloudlyandtrytofindoutwhatthesesentenceshaveincommon,discusswiththeirpartner.Wewillgettheconclusionthatthesubjectismadeupbyasentence.Afterthat,Iwillexplainthisgrammarpointtostudents.Usuallythesubjectisanoun,oraverb,ortodo,whenthesubjectisaclause,wecallitasubjectclause.Throughdiscovering,discussingandexplaining,thequestionwehadraisedatthebeginningoftheclasshasbeensolvedandstudentshaveabriefunderstandingofsubjectclause.MechanicaldrillingMeaningfuldrilling巩固练习

Mechanicaldrilling:ThefirstactivityisaskingstudentstofindoutmoresentenceswithattributivewhichappearsintheReadingpartandpayattentiontotherelatedpronouns.Studentswillhaveabetterunderstandingaboutthedifferences.参考案例

Meaningfuldrilling

ThenIwillshowstudentsadialogue,andtellthemthatanewspaperreporterisinterviewingWangWeiaboutherplansforthetripalongtheMekongRiver.However,theyarenotsureaboutsomeoftheverbtenses.ThenIwillaskstudentstohelpthemcompletetheirconversation.Bysettinganewsituations,studentswilllearntousetheverbtenses.参考案例Communicativeactivity应用Helpingstudentstoadoptgoodstudyhabitsandeffectivelearningstrategiesisoneoftheimp