中學(xué)新課改論文 巧妙導(dǎo)入 適度拓展——《牛津初中英語》7B Unit6 Grammar 教學(xué)反思

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1、巧妙導(dǎo)入 適度拓展——《牛津初中英語》7B Unit6 Grammar 教學(xué)反思 初一英語教師 一、案例背景 1. 教材分析 本課為《牛津初中英語》7 Unit6 Grammar 的教學(xué)，本單元的話題是慈善步行。慈善步行是一種為慈善機構(gòu)募捐較為普遍的途徑。參與者要找到贊助人，贊助者承諾捐贈一筆錢或按公里捐贈一定數(shù)額的錢。步行結(jié)束后，參與者就向自己的贊助者收取贊助款并交給慈善機構(gòu)。慈善步行的路程可以是從幾公里到數(shù)百公里。參與者的數(shù)量也是變化不定的。有時一個人就會走很長很長的路，比如穿越一個洲，目的是為某個事業(yè)籌款并引起人們對這一事業(yè)的關(guān)注。 本節(jié)語法課的語法點是

2、英語中常用的三種結(jié)構(gòu)即： A. It is + adj. + to do B. It is + adj. + for sb + to do C. It is + adj. + that 這三種句式在前面的教材中都出現(xiàn)過，學(xué)生掌握這三種句式本身并不難。本課的重點是怎樣用這三種句式來描述生活中的個別現(xiàn)象，尤其是本課學(xué)的新話題慈善步行的一些闡述。也就是本節(jié)語法課的有效教學(xué)應(yīng)體現(xiàn)在運用上。 2. 學(xué)生情況分析 學(xué)生通過前面幾冊書的學(xué)習(xí)，只要老師引導(dǎo)有方，應(yīng)該有話可說，有話要說，他們在

3、前面兩單元剛剛學(xué)了國內(nèi)、國際的一些慈善機構(gòu)，而這些話題離學(xué)生的生活相對遠了些。因此通過新句式復(fù)習(xí)學(xué)過的話題以達到溫故而知新的目的。 3. 教學(xué)目的 A. 用It is +adj. + 帶to的不定式來描述行為和情境 B. 用It is +adj. +for + 帶to的不定式來具體說明正在談?wù)摰膶ο? C. 用It is + adj. + that 來表達自己對某件事的感受 4. 教學(xué)方法 啟發(fā)式， 小組合作法，主體參與法，自主學(xué)習(xí)法 5.設(shè)計思路 第一步，通過口頭改寫兩組句子，讓學(xué)生自己總結(jié)歸納出第一種句式It i

4、s +adj. + to do ，然后再讓學(xué)生用這種句式進行自由造句，選詞造句。 第二步，通過完成課本第101頁的選詞填空，然后選出有代表性的五個句子讓學(xué)生口頭翻譯并打在屏幕上，讓學(xué)生自己總結(jié)歸納出第二種句式It is +adj. + for sb + to do， 再讓能力較強的學(xué)生用這種句式自由造句。 第三步，通過完成課本上的重組練習(xí)，學(xué)生自己歸納總結(jié)出第三種句式It is + adj. + that，然后學(xué)生自由造句以達到鞏固之目的。 第四步，設(shè)置一些圖片并提供必要的單詞，讓學(xué)生根據(jù)圖片自由造句，以便所有的學(xué)生對著三種句式有一個從感性到理性的認識。 第五步

5、，選擇四幅與慈善機構(gòu)有關(guān)系的圖片進行小組練習(xí)，每組選擇一幅圖片用本堂課學(xué)的三種句式先造句，然后組成文章說出來，最后寫在作文本上。 6. 教具: 多媒體 二、教學(xué)步驟 Task1: Present the pattern " It is +adj. + to do " 1. Rewrite the following sentences: 1) To help others is meaningful. It is meaningful to help others. 2) To finish the work w

6、ithin an hour is difficult. It is difficult to finish the work within an hour. 3) To learn to drive is fun. It is fun to learn to drive. 4) To learn foreign languages is useful. It is useful to learn foreign languages. 5) To keep the cla

7、ssroom clean is necessary. It is necessary to keep the classroom clean. 2. Rewrite the following sentences: 1) This question is easy to answer. It is easy to answer this question. 2) The Reading Club is fun to join. It is fun to join t

8、he Reading Club. 3) French is difficult to learn. It is difficult to learn French. 4) This kind of medicine is safe to take. It is safe to take this kind of medicine. 5) The work is meaningful to finish. It is meaningful to finish the work.

9、 3. Ss Sum up: It is +adj. + to do 4. Make sentences with the pattern "It is +adj. + to do " freely. 5. Choose one of the words to make sentences with the gi-ven information. 1) meaningful, the Tree-planting club It is meaningful to join the Tree-planting Cl

10、ub. 2) important, parks, clean It is important to keep parks clean. 3) easy, seats, the elderly It is easy to give seats to the elderly. 4) good, blind people, cross the road It is good to help blind people, cross the road. 5) helpful, money, to ch

11、arities It is helpful to donate money, to charities. 6) fun, voluntary , work It is fun to do voluntary work. Task2: Present the pattern " It is +adj. for sb + to do " 1. Ask the question "What should you pay attention to before and during Oxfam Trailwalker? " Ss possible

12、answers according to the given pictures: It is necessary for you to train yourself before the walk. It is useful for you to have support teams to bring you food, drinks and warm and dry clothes. It is necessary for you to support and help each other before and during the wal

13、k. 2. Asking about Oxfam Trailwalker, choose the proper phrase to fill in the blanks. important for Ben, important for us, impossible for you, necessary for people, meaningful for me Lucy: What is Oxfam Trailwalker? Lily: Oxfam Trailwalker is a tough charity walk. Its ______

14、____________ to finish it within 48 hours. Lucy: What’s a charity walk? Lily: It is a fund-raising event. It’s _____________to support Ben. His team needs to raise at least HK$6,000. Lucy: Can I join it too? Lily: No, you can’t. You’re not 18 years old yet. It is _______________ t

15、o join Oxfam Trailwalker. Lucy: What are you going to do for Ben? Lily: I am going to donate my pocket money to support Ben. It’s _________________ to help him. Lucy: I want to help Ben too. I can give him my bottle of milk. Lily: What for? Lucy: It’s ___________________ to drink milk to

16、 keep fit. Lily: Thank you, Lucy, but I think Ben can exercise to keep fit. 3. Ss sum up: It is + adj. + for sb + to do 4. Make sentences with the pattern "It is +adj. +for sb + to do " freely. Task3: Present the pattern "It is + adj. + that" 1. Rewrite the sentences: 1) I

17、t’s necessary for people to finish it within 48 hours. It’s necessary that people finish it within 48 hours. 2) It’s important for us to support Ben. It’s important that we support Ben. 3) It’s impossible for you to join Oxfam Trailwalker. It’s impossible

18、that you join Oxfam Trailwalker. 4) It’s meaningful for me to help him. It’s meaningful that I help him. 5) It’s important for Ben to drink milk to keep fit. It’s important that Ben drinks milk to keep fit. 2. Ss sum up: It is + adj. + that 3. Re

19、arrange the words below to form sentences: 1） necessary / we / It / that / the elderly / is / help It is necessary that we help the elderly. 2） is / deaf / sad / that / some people / It / are It is sad that some people are deaf. 3） is / some people look d

20、own on / It / wrong / blind people / that It is wrong that some people look down on blind people. 4） sad / to school / It / that / some children / is / cannot go / in poor countries It is sad that some children in poor countries cannot go to school. Task4: Put the pat

21、terns into use. 1. Teacher sum up: It is + adj. + to do sth. for sb. to do sth. that-clause We can use the structures to express our feelings and opinions. 2. What do you think about that … ? Using th

22、e patterns " It’s +adj.+ to do… / for sb. to do…/ that-clause" to make sentences. 1) students use mobile phones at school 2) healthy people donate blood 3) students do homework for over three hours every day 4) Pu Cunxin helps aids patients a lot

23、 5) most children like eating KFC 6) Tom talks with a mouth full of food 3. Present four pictures, each of the four groups choose one of the pictures to pracise with the patterns. First, let several disabled Ss to make some easy sentences, then let them work in pairs to

24、make dialogues. Finally, Ss put their own dialogue into a passage and write it on their exercise-book as homework. 三、案例反思 這一教學(xué)案例是教者對于《牛津初中英語》8B教材語法教學(xué)的初次嘗試，有些地方可能還需要進一步改進完善。如任務(wù)四的操練環(huán)節(jié)雖與教材息息相關(guān)，但對于條件相對落后的農(nóng)村學(xué)生來說要求可能高了點，只能滿足優(yōu)生“吃得飽”。但其中一些教學(xué)環(huán)節(jié)的處理還是值得肯定的，對傳統(tǒng)語法教學(xué)中的“老師講，學(xué)生聽”的教學(xué)模式是一次有力的挑戰(zhàn)，同時也體現(xiàn)了新型課堂教學(xué)模式

25、所倡導(dǎo)的有效教學(xué)。具體表現(xiàn)在： 1、充分體現(xiàn)用教材，而不是教教材。 教材上對這三種句式的順序安排是： It is + adj. + that，It is +adj. + to do，It is + adj. + for sb + to do 其實跟學(xué)生打成一片的一線老師都知道，學(xué)生對這三種句式的感性認識的順序應(yīng)該是It is +adj. + to do， It is + adj. +for sb + to do，It is + adj. + that 。因此教者根據(jù)學(xué)生情況進行大膽創(chuàng)新，充分體現(xiàn)了課堂教學(xué)的有效性。 2、恰倒好處地將演繹法和歸納法用于語法課的課堂教學(xué)

26、中。 通過不同難度的tasks的設(shè)計，由易到難，有層次，有重點地引導(dǎo)著學(xué)生理解課堂教學(xué)內(nèi)容，并讓學(xué)生自己學(xué)會分析歸納出本節(jié)課的語法要點，而不是傳統(tǒng)意義上的教師帶領(lǐng)學(xué)生逐字逐句地學(xué)課文，體現(xiàn)了新課改所倡導(dǎo)的任務(wù)型教學(xué)理念，即教師不再將食物嚼爛了喂給學(xué)生，而是通過不同的 task教會學(xué)生如何去咀嚼，對于培養(yǎng)學(xué)生的自主學(xué)習(xí)能力很有幫助。為了讓學(xué)生更好地掌握這三種句式，每個句式呈現(xiàn)后都有不同形式的練習(xí)以鞏固此句式，這也是演繹法在教學(xué)中的極好體現(xiàn)。 3、巧妙導(dǎo)入，適度拓展，充分體現(xiàn)英語教學(xué)中學(xué)以至用的原則。 Task4部分的第二步和第三步是在學(xué)習(xí)教材基礎(chǔ)上的拓展，只是在拓展程度上是有差異的，

27、這也是本節(jié)課的一個亮點所在。第二步的拓展程度較小，學(xué)生可根據(jù)提供的信息進行稍微組合就能表述出來；第三步設(shè)置了四幅圖畫要求學(xué)生在不同的情境中靈活運用語言知識，這是較高層面的要求。但是教者讓學(xué)生選一幅圖畫作為自己操練的對象，而且從“句子－對話－短文 ” 這樣的任務(wù)的完成應(yīng)該是水到渠成。這樣的設(shè)計考慮到了不同能力水平的學(xué)生的需求，使更多的學(xué)生參與雙邊互動，獲得滿足感。充分體現(xiàn)新課改所倡導(dǎo)地開放性教學(xué)理念。 四、教案點評 本案例采用任務(wù)型的教學(xué)模式，設(shè)計了四個任務(wù)活動，首先通過改寫句子，歸納出本節(jié)課的第一種重要句式；然后通過練習(xí)操練導(dǎo)出本節(jié)課的第二種重要句式；再通過改寫歸納出第三種句式；最后利用這三種句式進行不同形式的操練以使本節(jié)課的語法知識得到鞏固運用。所有設(shè)計的任務(wù)，由易到難，每一個任務(wù)都為下一個任務(wù)的完成奠定了一定的語言基礎(chǔ)。整節(jié)課結(jié)構(gòu)嚴謹，授課過程清晰有序，尤其值得稱道的是導(dǎo)入部分的精心設(shè)計和拓展部分的梯度區(qū)分。本節(jié)課給人的感受是高潮迭起、輕松有趣、收效甚佳。 6