高中英語(yǔ)-B3M5 Grammar教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

課標(biāo)分析：懂得一些語(yǔ)法知識(shí)是不能夠達(dá)到高中英語(yǔ)教學(xué)的標(biāo)準(zhǔn)的，學(xué)生必須學(xué)會(huì)運(yùn)用這些知識(shí)獲取信息、處理信息進(jìn)行思維和表達(dá)，能夠分析問(wèn)題和解決問(wèn)題。要達(dá)到這個(gè)能力，單靠過(guò)去的教學(xué)方式，講、練、譯是不能達(dá)到這個(gè)目標(biāo)的。教師必須認(rèn)識(shí)目標(biāo)的重要性，改進(jìn)教學(xué)方式，變學(xué)生被動(dòng)學(xué)習(xí)、機(jī)械記憶的過(guò)程為主動(dòng)實(shí)踐、積極探索的過(guò)程。通過(guò)本模塊的語(yǔ)法學(xué)習(xí)，學(xué)生學(xué)會(huì)運(yùn)用where，when，whose，who，which，why，that引導(dǎo)限制性定語(yǔ)從句，認(rèn)識(shí)“介詞+which/whom”引導(dǎo)定語(yǔ)從句這種語(yǔ)法現(xiàn)象。通過(guò)活動(dòng)和練習(xí)讓學(xué)生認(rèn)識(shí)限制性定語(yǔ)從句，理清概念。并能選擇出適當(dāng)?shù)年P(guān)系詞去運(yùn)用定語(yǔ)從句。幫助學(xué)生在運(yùn)用中把有關(guān)知識(shí)轉(zhuǎn)化為語(yǔ)用能力。學(xué)情分析:初中學(xué)生已經(jīng)在初中和高中的教材中已經(jīng)頻繁接觸過(guò)定語(yǔ)從句，了解一定的定語(yǔ)從句的知識(shí)，我覺得本單元系統(tǒng)一下where，when，whose，who，which，why，that引導(dǎo)的定語(yǔ)從句，讓學(xué)生會(huì)識(shí)別出定語(yǔ)從句，并能選擇出適當(dāng)?shù)年P(guān)系詞去運(yùn)用定語(yǔ)從句。基本區(qū)分開限制性和非限制性定語(yǔ)從句。并初步認(rèn)識(shí)“介詞+which/whom”引導(dǎo)定語(yǔ)從句這種語(yǔ)法現(xiàn)象。我們學(xué)生的英語(yǔ)基礎(chǔ)薄弱，尤其是句子的結(jié)構(gòu)分析和口語(yǔ)表達(dá)。所以，教學(xué)的重點(diǎn)放在引導(dǎo)學(xué)生理解關(guān)系代詞的指代對(duì)象和在句子中的成分上，力求學(xué)生能正確識(shí)別定語(yǔ)從句和正確使用關(guān)系詞引導(dǎo)定語(yǔ)從句。測(cè)評(píng)練習(xí)：I:Combinethetwosentencesusinganattributiveclause.1.Thisisthebook.Iboughtthebookyesterday.2.Tomisthestudents.Ireferredtothestudentbefore.3.Thehousefacessouth.Thehouse’swindowsarebroken.4.Icanneverforgetthesummer.Thewholefamilywenttotheseasidethen.5.Thefactorydisappeared.Heworkedinthefactoryat15.6.Hegavemethereason.Hewaslateforthereason.II.Fillintheblankswithproperrelativewords.

Theysaythataman_____iscalledCaiLunmadepaperfromthe

bark

ofatreeinabout105AD,before______,writershadusedexpensivematerials,forexample,silk.So,heisaman______Chinacanbeproud.Paperwasaveryimportantinvention______CaiLunisveryfamousbecauseitwascheapandpeopleeventhose______werenotveryrichcouldaffordtobuyit.However,theinvention____wasimmediatelysuccessfuldidnotspreadtoothercountriesforanother500years.III.Pleasedescribeourschoolusingattributiveclauses.我們學(xué)校有一個(gè)非常漂亮的朝東的大門(whose)。我們的圖書館藏書很多，每天下午許多學(xué)生去哪里借書(where)。漂亮的人工湖被很多花和樹環(huán)繞，它位于我校的中心(which/that)。我們的宿舍干凈整潔，同學(xué)們?cè)谀抢锬艿玫搅己玫男菹?inwhich)。我們非常健康的原因是因?yàn)槲覀兊牟蛷d為我們提供各種美食（why/forwhich）。我們擁有很多教學(xué)經(jīng)驗(yàn)豐富的老師，從他們身上我們學(xué)到了很多（fromwhom）。我們將在這個(gè)美麗的學(xué)校學(xué)習(xí)三年，這三年中會(huì)和老師們度過(guò)美好時(shí)光(when)。觀評(píng)記錄：安靜江老師:從感知語(yǔ)法到認(rèn)識(shí)語(yǔ)法到運(yùn)用語(yǔ)法，教學(xué)設(shè)計(jì)由易到難,練習(xí)具有針對(duì)性,實(shí)用性。李霞老師：用英語(yǔ)授課，創(chuàng)造英語(yǔ)的交際氛圍，值得借鑒。鼓勵(lì)學(xué)生用英語(yǔ)交流以便學(xué)以致用，值得鼓勵(lì)。李建波老師：小組合作，探究交流鼓勵(lì)學(xué)生思考，交流養(yǎng)成很好的學(xué)習(xí)習(xí)慣值得學(xué)習(xí)。劉婧老師:學(xué)生積極配合，認(rèn)真參與，課堂氣氛活躍。幾乎所有學(xué)生都能認(rèn)真思考，熱烈討論。認(rèn)真完成各項(xiàng)教學(xué)任務(wù)。教材分析:本模塊的語(yǔ)法介紹了關(guān)系詞where，when，whose，who，which，why，that引導(dǎo)的限制性定語(yǔ)從句，認(rèn)識(shí)“介詞+which/whom”引導(dǎo)定語(yǔ)從句這種語(yǔ)法現(xiàn)象。通過(guò)活動(dòng)和練習(xí)讓學(xué)生認(rèn)識(shí)限制性定語(yǔ)從句，理清概念。并能選擇出適當(dāng)?shù)年P(guān)系詞去運(yùn)用定語(yǔ)從句。幫助學(xué)生在運(yùn)用中把有關(guān)知識(shí)轉(zhuǎn)化為語(yǔ)用能力。關(guān)于非限制性定語(yǔ)從句和定語(yǔ)從句的縮略現(xiàn)象將在下一個(gè)模塊詳細(xì)學(xué)習(xí)。重點(diǎn)：認(rèn)識(shí)“介詞+which/whom”引導(dǎo)定語(yǔ)從句這種語(yǔ)法現(xiàn)象。學(xué)會(huì)運(yùn)用關(guān)系詞where，when，whose，who，which，why，that引導(dǎo)的定語(yǔ)從句。難點(diǎn)：“介詞+which/whom”引導(dǎo)定語(yǔ)從句這種語(yǔ)法現(xiàn)象。Module5GreatPeopleandGreatInventionsofAncientChinaGrammar:Definingattributiveclausesand“prep.+which/whom”I:Learningaims1.Tobeabletoidentifydefiningattributiveclausesandunderstandthembygraspingthedefinitionofdefiningattributiveclauseandpractising.2.Tobeabletochooseproperrelativewordstointroducedefiningattributiveclause,especiallyusingwhich,that,who,whom,whose,when,where,why,“prep.+which”and“prep.+whom”.II:TeachingprocedurePartI:ApproachingtheattributiveclauseStepI:Tointroducethetopicbyplayingagame.StepII:Self-study:Readthepassagebelow,underlinealltheattributiveclauses,circleeveryrelativewordandthenuseanarrow(箭頭)tomarktheantecedents（先行詞）(thenouns,pronounsorclauses)thattheadjectiveclausesmodify（修飾）Manypeoplethinkthatanextrovert(性格外向的人)isapersonwhoiscourageous,outgoing,andnotatallshy,whileanintrovert(性格內(nèi)向的人)issomeonewhoisshy,retiringandfearful.However,psychologists(心理學(xué)家)distinguish（區(qū)分）thisintermsofwhetheroneneedsthecompanyofothers,orneedstobealone,tobecomeenergized.Let’sexplainthiswithsomeexamples.Lisaisactuallyashy,personwhomothersprobablywouldn’tconsiderextrovert.However,Lisaopensupinsituationsinwhichshestartstofeelrelaxedandappreciated.Atalargepartywhereshedoesn’tknowmanypeople,she’sshyatfirst,butwhenthenumberofgueststhinsdown,Lisacomesalive.Shelikestotalkonceshefindsagroupshefeelscomfortablewith,andwhensheopensupshe’sthekindofpersonothersfindinterestingandstimulating（刺激性，令人興奮）.Sheneedsotherstohelpenergizeher,whichiswhysheistobeconsideredanextrovert.Bill,ontheotherhands,issomeonewhomeveryoneconsidersbold（大膽，放肆的）andoutgoing.Hegoestoapartyandhasagoodtimeforawhile,butheusuallystaysforashorttime,forhe’sapersonwhoseenergiesneedsolitude（孤獨(dú)）forreplenishment（補(bǔ)給，補(bǔ)充）.Heneedstobealonetoreenergize,whichisthereasonwhyheistoberegardedasanintrovert.Thereisathirdcategorythatmanyofusmayfallinto:thatoftheambivert（中向性格者）.Mary,whoisenergizedsometimesbyothersandsometimesbybeingalone,isagoodexample.TherearetimeswhenMaryislikeLisa.Shegetsactivated(活潑的)bythestimulationofothersandbecomesquiteoutgoing.ButthereareothertimeswhenMaryismuchmorelikeBill.OncertainFridaynights,forexample,afteralong,hardworkweek,Marylikesnothingbetterthantospendaquieteveningathome,readingorworkingonherownprojects.Manyofus,perhapseventhemajority（大多數(shù)）areprobablyambiverts.PartII:DiscoveringgrammarStepIII:Accordingtotheattributiveclausesfound,trytofillinthefollowingtablewiththereferencewords.referringtopart(成分）intheclauseRelativepronouns(關(guān)系代詞）thatwhichWhoWhomWhoseRelativeadverbs(關(guān)系副詞）WhereWhenwhyStepIV:Howtocombinetwosentencesusinganattributiveclause?TOlearnhowtousewhere，when，whose，who，which，why，that,“prep.+which/whom”tointroduceattributiveclausebyexplainingandpracticing.StepV:PartIII:Applyinggrammar（consolidation）I:Combinethetwosentenceswithanattributiveclause.1.Thisisthebook.Iboughtthebookyesterday.2.Tomisthestudents.Ireferredtothestudentbefore.3.Thehousefacessouth.Thehouse’swindowsarebroken.4.Icanneverforgetthesummer.Thewholefamilywenttotheseasidethen.5.Thefactorydisappeared.Heworkedinthefactoryat15.6.Hegavemethereason.Hewaslateforthereason.II.Fillintheblankswithproperrelativewords.

Theysaythataman_____iscalledCaiLunmadepaperfromthe

bark

ofatreeinabout105AD,before______,writershadusedexpensivematerials,forexample,silk.So,heisaman______Chinacanbeproud.Paperwasaveryimportantinvention______CaiLunisveryfamousbecauseitwascheapandpeopleeventhose______werenotveryrichcouldaffordtobuyit.However,theinvention____wasimmediatelysuccessfuldidnotspreadtoothercountriesforanother500years.III.Pleasedescribeourschoolusingattributiveclauses.我們學(xué)校有一個(gè)非常漂亮的朝東的大門(whose)。我們的圖書館藏書很多，每天下午許多學(xué)生去哪里借書(where)。漂亮的人工湖被很多花和樹環(huán)繞，它位于我校的中心(which/that)。我們的宿舍干凈整潔，同學(xué)們?cè)谀抢锬艿玫搅己玫男菹?inwhich)。我們非常健康的原因是因?yàn)槲覀兊牟蛷d為我們提供各種美食（why/forwhich）。我們擁有很多教學(xué)經(jīng)驗(yàn)豐富的老師，從他們身上我們學(xué)到了很多（fromwhom）。我們將在這個(gè)美麗的學(xué)校學(xué)習(xí)三年，這三年中會(huì)和老師們度過(guò)美好時(shí)光(when)。StepVI:Summary1.2.HowtoidentifyattributiveclausesRelativepronouns(關(guān)系代詞）thatwhichwhowhomwhose3.介詞+whom;介詞+whichRelativeadverbs(關(guān)系副詞）wherewhenwhyStepVI:Homework1.Jointhesentencesintoashortpassageifyoulike.Trybecauseitiscoolforyoutowriteoutsuchabeautifularticle.1).我們學(xué)校非常漂亮它的大門朝東(whose)。2）.我們的圖書館藏書很多，每天下午許多學(xué)生去哪里借書(where)。3）.漂亮的人工湖被很多花和樹環(huán)繞，它位于我校的中心(which/that)。4）.我們的宿舍干凈整潔，同學(xué)們?cè)谀抢锬艿玫搅己玫男菹?inwhich)。5）.我