高中英语语法探究教案 6页

高中英语语法探究教学案例本单元主要介绍了v-ed形式作定语和状语的用法。笔者根据学生实际情况，采用启发式和互动式教学方式，设计了观察、质疑、呈现、反思、归纳、总结等教学环节，旨在帮助学生掌握v-ed形式作定语和状语的常用句型并学会运用。学情分析学生对阅读课文中的含v-ed形式的句子已具备一定的了解，但对v-ed形式的用法还欠缺，通过本节课的语法学习，让学生形成一定的语法框架结构。教学设计思路在教师的启发和设计下，以unit3为探究的主要内容，在教学活动中为学生提供讨论、自由表达、质疑、探究和归纳问题的机会，让学生在多种学习活动中将所学知识用于解决生活和学习中实际问题。传统的语法教学总是以教师为主：教学讲得多，而且索然无味，学生听得毫无兴趣。这节课主要以教师为主导，以学生为主体，首先给学生创设讨论、思考等探究问题氛围和情境，让学生参与其中，然后给学生时间去选择，去思考、去感悟、去运用语言的机会，其次由教师进行适当的解释补充和总结，这样学生对整个内容有个系统的全面的理解，构建了一定的知识体系，最后指导、启发学生对所学语法结构进行运用，让其培养运用英语知识的能力。\n教学探究目标1、语言知识目标学习v-ed形式作定语和状语的用法，并且达到熟练掌握以及运用的目的。2、语言技能目标培养和提高英语表达能力，形成用英语获取信息、处理信息、分析问题、解决问题的能力，以及用英语思维和表达相关话题，运用所学知识描述自己和朋友的能力。3、情感态度目标通过讨论学习、班级同学参加社会活动等的图片，激发学生爱家，爱学校，爱老师，爱学习的情感，有利于帮助他们树立正确的人生观、价值观；通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。探究总任务本课重点和难点是学会使用v-ed作定语和状语的常用句型，以及学生对于句子结构的分析和理解教学策略1、努力创设情境的原则让学生描述图片的内容，创设情境，不知不觉中学会用语法交际。2、任务驱动的原则让学生带着问题或任务去思考，找出相关答案，并分析整理形成自己的观点。3、交际法教学让学生用几个句子描述自己心目中的朋友或写下朋友的三个特征，让其他学生猜猜他描述的是班上哪个人，体现交际的功能。教学时间1课时教学准备图片教学过程StepIWarmingupShowpictures让学生观察，教师提示，写出每张图片表达的意义。如：Surprisedpuzzledconfused引出本节课的内容StepIILeadinLookatthefollowingsentences,payattentiontothetime,voiceandposition.1.Let’strythebookstoreopenedlastmonth.\n2.Yesterday,thePresidentwenttovisittheretiredworks.3.Hetoldusofthegreatwrongdonetohim.4.Wemustkeepasecretofthethingsbeingdiscussedhere.5.Pleasetellusthesubjectstobediscussedatnextmeeting.StepIIIPracticeInpairscombinethefollowingsentencesusingthepastparticipleastheattribute.1.Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.2.Iamgoingtobuyapainting.ItiscopiedfromVincentvanGogh.3.Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.4.Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.5.Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbyfourhorses.6.Thevehicleismentionedinthebook.Thevehicleisunknowntome.7.Thecastleisunderrepair.Itwasbuiltin1432.Suggestedanswers:1.SoonwelostsightofthatfamousastronomercalledLiQiang.2.IamgoingtobuyapaintingcopiedfromVincentvanGogh,3.Ilikethatoldprivatehousebuiltofwoodandmud.4.Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.5.Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.6.Thevehiclementionedinthebookisunknowntome.7.Thecastlebuiltin1432isunderrepair.StepIVLookingandthinkingThefollowingsentenceisinthereadingpassage.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.Inthissentencethepastparticipleisusedastheadverbial.Itisawayofjoiningtwoclausestogether:AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Pleasepickoutthreemoresentencesfromthereadingpassagewiththepastparticipleusedastheadverbial.\nSuggestedanswers:1.Wellknownfortheirexpertise,hisparents'company,called"FutureTours",transportedmesafelyintothefutureinatimecapsule.2.Hitbyalackoffreshair,myheadached.3.Exhausted,Islidintobedandfellfastasleep.StepVDiscussionLookatthesentencesinStep2.Howabouttheparticipleastheadverbial?StepVIRewritethefollowingsentenceswiththepastparticipleastheadverbial.1.Becauseitwasdoneinahurry,hishomeworkwasfullofmistakes.2.Whenitisheated,icewillbechangedintowater.3.Thehunterlefthishouse,andhewasfollowedbyhisdog.4.Shesatbythewindow,andshewaslostinthought.5.Ashewasmovedtotears,hestoodtheresilently.Suggestedanswers:1.(Because)Doneinahurry,hishomeworkwasfullofmistakes.2.Whenheated,icewillbechangedintowater.3.Thehunterlefthishouse,followedbyhisdog.4.Shesatbythewindow,lostinthought.5.Hestoodtheresilently,movedtotears.StepVIIInpairscombinethesetwosentencesusingthepastparticipleastheadverbial.1.Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.2.Hewashitbythelackoffreshair.Hegotabadheadache.3.Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.4.Suewasfrightenedbythenoiseoutside.Suedarednotsleepinherbedroom.5.Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.6.Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworriedabouthisscientificexperimentanymore.7.Georgewasexhaustedafteraday'swork.Hetooksometabletstohelphimfeelbetter.8.Lucywasveryastonishedattheamountofworkinthenewtimetable.She\ndecidedtoleaveherjobimmediately.StepVIIISummary以上句子中的过去分词位于句首，在句中充当状语。可以表示时间、原因、条件、让步、作为方式或伴随情况等，在意义上相当于状语从句。StepIXPractice:（混合练习）Jointhesesentencesusingthepastparticipleastheattributeoradverbial.Makeanyothernecessarychanges.1.JMCoetzeewontheBookerPrize.Heiswell-knownforhisbooksaboutSouthAfrica.2.Aprincessonceownedamagicalchair.Itwasmadeofgoldandsilver.3.Onhisbirthdayhereceivedamysteriouspresent.Itwaswrappedingoldpaper.4.Hewasinterruptedbythebell.Hewasunabletofinishhisspeech.5.Shewasawakenedbyanoiseatmidnight.Shesawathiefinherroom.6.Passengers,pleaseremainseated.Youshouldfastenyourseatbelts.Suggestedanswers:1.Well--knownforhisbooksaboutSouthAfricaMCoetzeewontheBookerPrize.2.Aprincessonceownedamagicalchairmadeofgoldandsilver.3.Onhisbirthdayhereceivedamysteriouspresentwrappedingoldpaper.4.Interruptedbythebell,hewasunabletofinishhisspeech.5.Awakenedbyanoiseatrnidnight,shesawathiefinherroom.6.Seated,passengersshouldfastenyourseatbelts.学生思考：过去分词可作定语也可作状语，还能充当那些成分？I’minterestedinEnglish。Hehasbecomeaddictedtoreadingstorybooks.Wemustkeepthedoorclosedwhenweleave.教师设疑：以上句子中的过去分词（interested,addicted）等在句子中作表语，学生们还能想出哪些例句?在keepthedoorclosed中，过去分词作什么句子成分?学生活动：让学生复习上单元的结构如：havesthdone,findsthdone等。教师引导学生归纳：本节课我们学习了过去分词作定语和状语的用法，并复习了过去分词也可作表语和宾语补足语的内容。引导学生小结：这节课里你们收获了什么？设计后的反思\n通过本节课的探究教学，笔者意识到，新课标下的语法教学需要教师转变观念，首先要探究教学的多样化设计模式，不仅强调学生动脑，更训练其动口能力，用英语思维的能力，教学活动的多样化能提高学生的学习兴趣和持续性学习的激情，当然教师始终处于主导地位，学生处于主体地位，这样学生的学习主动性增强，也能逐渐形成探究学习的意识。