Unit2 Grammar and usage說課稿 譯林牛津版高中英語必修第一冊

譯林版普通高中教科書英語必修一

Unit2Lefstalkteens

(Grammarandusage)

Simple,compoundandcomplexsentences

說

課

稿

Goodmorning,ladiesandgentlemen.IamWangxiaoqingfromHighSchoolofTongling.My

topictodayisUnit2Lefstalkteens(Grammarandusage)simple,compoundandcomplexsentences.

Anditwillbepresentedinthefollowingsixparts.Theyareteachingmaterials,students,teaching

objectives,teachingapproachesandaids,teachingproceduresandreflections.

Part1Teachingmaterials

TheselectedmaterialisfromBook1whosethemeis“Teenageexperiences^^.Unit2Lefstalk

teensisaboutteenagers9relationshipwiththeirparents.Afterlearningthisunit,studentsare

expectedtolearntogetalongwellwiththeirparents.Grammarandusagesectionisthefourthperiod

ofthisunit.Asyoucansee,thissectionconsistsoftwoparts:PartAExploringtherules;PartB

Applyingtherules.Fourtextsareprovided.Theyare:anintroductiontoTeenHealthWeb,tipson

howtouseTeenHealthWeb,adialoguebetweenTeresaandJack,andarole-playbetweenTeresaand

herparents.Thissectionisintendedforstudentstoacquirethestructuralknowledgeofsimple,

compoundandcomplexsentencesunderthecontextofhowtosolveparent-childproblems.The

outputofthissectionisarole-playbetweenTeresaandherparents,soasforthein-put-PartA,Part

B1&B2,1designedasituationabouthowTeresaactivelyseekswaystosolvetheproblem

betweenherandherparents.Inhisway,thewholeteachingmaterialsbecomealearningstory:from

Teresa9sproblemarisingtohowherproblemwassolved,helpingthestudentstobetterunderstand

theGrammarline.

Part2Students

MystudentsareSenioronestudents.Ofcourse,theyareteenagersandparent-childproblems

commonlyexistintheirfamily.Besides,theyhavelearnedsomethingaboutparent-childproblemsin

thereadingsectionofthisunit,sotheyarecuriousabouthowtosolveparent-childproblems.Asfor

thetargetgrammar,theGrammarsectionofUnit1providesafirmbasisandstudentshavelearned

somethingaboutthetargetgrammarintheirJuniormiddleschool.However,theyarenotfamiliar

withtherulesandhowtousetheminrealsituations.Sointhisperiod,studentsareexpectedto

exploreandapplytherulesinrealsituationsandlearnhowtoactivelysolveparent-childproblems.

Part3Teachingobjectives

Basedontheanalysisabove.Isetmyteachingobjectivesasfollows.

?Identifysimple,compoundandcomplexsentencesandsummarizetherulesofthethree

sentencetypes;

?applytherulesinsentencecombininganddialoguecompletingexercisesappropriately;

?Usesimple,compoundandcomplexsentencestocreatearole-play;

?Reflecttheirownparent-childproblemsandthinkofpossiblesolutions.

Theyaresetstepbystepfromlearningandunderstanding,applyingandpracticing,to

transferringandcreating,followingtheactivity-basedlearningapproach.Andthefirstandthethird

arealsokeyandimportantpointsofthisperiod.HowcanIhelpmystudentstotacklethem?

Part4Approachesandaids

Well,thesituationalteachingapproachandthecommunicativeteachingapproachareapplied

withthehelpofthemultimediaandtheblackboard.Letmeintroduceitindetailsinmyteaching

procedures.

Part5Teachingprocedures

Therearefourstepsalsofollowingactivity-basedlearningapproachunderthecontextof

Teresa9sparent-childproblem.

Step1Leadingin

Asanoldsayinggoes,wellbegunishalfdone.Idesignedthefollowingthreeactivitiestoleadin:

(1)Readlearningobjectives

(2)Listentothedialogue

(3)TalkaboutwaystosolveTeresa'sproblem

First,thestudentsareinvitedtoreadthelearningobjectives.Theywillbecuriousaboutwho

Teresais.ThentheywilltalkaboutascenethathappenedinTeresa9familybeforelisteningtotheir

dialoguewiththefollowingthreequestions:HowdidTeresafeel?Whydidshefeelthatway?What

didshedonext?Byansweringthequestions,wewillgetthefollowingthreesentences,leadingin

thetargetgrammar.

Purposeofdesigning:Inthisstep,arealsituationissetuptoarousestudents9interest.Students9

priorknowledgecanbeactivatedandtheirdesiretoknowhowTeresasolvedherproblemcanbe

stimulated.

Step2Exploringtherules

Inordertohelpstudentsexploretherulesbasedontexts,threeactivitiesaredesigned:

(1)Readtoacquireinformation

(2)Analyzetherulesofsimplesentences

(3)Summarizetherulesofcompound&complexsentences

First,askstudentstoreadPartAwiththefollowingtwoquestions:

(1)HowdidTeresasolveherproblem?

(2)Howcanshegethelpfromtheweb?

Byansweringthequestions,studentswillgetthefollowing4sentencesfromthetext.Then,

studentsareaskedtodopairworktoidentifysentencetypes.

Afterthat,Iwillguidethestudentstoanalyzetherulesofsimplesentencesbyprovidingthem

somehints:HowmanyS-Vcombinationsdothesentencehave?Howmanycompleteideasdothe

sentencehave?

Purposeofdesigning:provideascaffoldforthestudentstoanalyzetherulesofcompoundand

complexsentence.

Third,studentsareaskedtoworkingroupsoffourtoworkouttherulesofcompoundand

complexsentencesbyfillingthetable.Thentheywillpresenttheirgroupwork.Hereisavideoabout

thispart.

Aftertheirpresentation,Iwillpresentmytableandinvitethemtoaskquestionsanddosome

necessaryexplanation.Forexample,thecoordinatingconjunctions—FANBOYS,Iwillshowthem

thefunctionsandusagebyamatchingexercise.

Purposeofdesigning:developstudents9cooperativelearningandabilityofsummarizingand

creativethinking.

Step3Applyingtherules

Applyingtheknowledgeinrealsituationsisamosteffectivewaytomasterit.Sothreeactivities

inarealsituationaredesignedinthisstep:

(1)Combinesimplesentenceswithlinkingwords

(2)Completeadialogue

(3)Role-play

First,StudentsareaskedtocombinesomesimplesentencessaidbyTeresaandherMumwith

rightlinkingwords.Forexample,66Ilovemyparents,theyloveme,whycan'twegetalongwell

witheachother?”canbechangedinto“Ilovemyparents,andtheyloveme,butwhycan'tweget

alongwellwitheachother?”.Thestudentswillbeaskedtocomparethetwoversionsandthink

whichonetheylikebetter.

Purposeofdesigning:helpthemtoconsolidatetheusageoflinkingwordsandmakeitclear

whythetargetgrammarislearned.

Second,studentsareaskedtocompleteadialogueinPartB2withthegivenlinkingwords,and

answerthetwoquestions:

(1)WhatelsedidTeresadotogethelp?

(2)What'sJack'sadvice?

Purposeofdesigning:consolidatewhattheyhavelearnedandleadintherole-play.

Third,role-play.Basedontheaboveinput,studentsareaskedtoworkingroupsoffourtocreatea

roleplaywiththegivennotes.When4studentsareperformingtheirrole-play,otherstudentsare

askedtoevaluatetheirperformancefromfluency,accuracyandcreativity.

hereisavideoaboutthispart.

Purposeofdesigning:students9cooperativelearningandtheirinnovativeabilitycanbe

developed,andwhattheyhavelearnedcanbeinternalized.

Step4Summaryandhomework

Itisnecessaryforstudentstohaveaself-assessmentattheendofaclass.SoIaskmystudents,

“Whathaveyoulearnedfromthislesson?”，toletthemsummarizethislessonanddevelopapositive

attitudetowardsparent-childproblems.

Homeworkisanextensionofclass.Tofurtherconsolidateandinternalizewhattheyhave

learned,Iassignedthefollowinghomework:

Option!.SupposingyouwereTeresa,writeadiaryabouttheconversationbetweenyouand

yourparents.

Option2.Trytosolvealatestunhappythingwithyourparentsandwritealettertoshareitwith

yourfriends.

Blackboarddesign:

Unit2Lefstalkteens

Grammarandusage

Simple,compoundandcomplexsentences

have1S-V

Simple冒

expressacompleteidea

standalone

Typesof

Compound

sentence

JComplex

Itshowsthestructuralknowledgeofsimple,compoundandcomplexsentencesandhelpstudents

applythetargetgrammartotheirfuturereadingandwriting.

Part5Reflections

Inthisperiod,Idesignedarealsituationanddifferentlevelsofactivitiestohelpstudentsto

constructthestructuralknowledgeofsimple,compoundandcomplexsentences.Mostofthe

studentsgotinvolvedinthepairworkandgroupwork.AndIattachedmuchimportancetothe

evaluationofeachactivity,helpingstudentstotimelymonitortheirlearning.Asawhole,the

teachingobjectivesarewellachievedwithstudents5highparticipation.

However,asmystudentsareSenioronestudentswhohavebeeninhighschoolforlessthanone

month,groupsarenotwellorganized.Somegroupshavemanyactivestudentswhileothergroups

mayseemquiet.Sofindingeachstudent'sstrengthsandproperlyorganizingthemindifferentgroups

iswhereIneedtopayattentioninmyfutureteaching.

（后附教學(xué)設(shè)計、電子稿課本、學(xué)生學(xué)習(xí)單）

附件1教學(xué)設(shè)計

譯林版普通高中教科書英語必修一

Unit2Let'stalkteens

(Grammarandusage)

Simple,compoundandcomplexsentences

教

學(xué)

設(shè)

計

銅陵市銅陵中學(xué)王小慶

本單元的主題語境是“人與自我”，話題是“父母與子女關(guān)系”。本單元的教學(xué)旨在幫

助學(xué)生學(xué)會與父母溝通，體恤父母，關(guān)愛父母，與父母和諧相處。本單元語法項目為簡單

句、并列句、復(fù)合句，為本單元的第4課時，具體分析如下：

What：本板塊主要有兩個語篇：Exploringtherules的語篇是有關(guān)TeenHealthWeb的

主頁介紹，介紹了青少年如何從該網(wǎng)站獲取有關(guān)維護(hù)身心健康的幫助（如讀相關(guān)文章，

上論壇，發(fā)求助帖），學(xué)生通過文本識別簡單句并列句復(fù)合句并探究其核心語法規(guī)則；

Applyingtherules的語篇是就親子矛盾與朋友情境對話，學(xué)生通過用適當(dāng)連詞進(jìn)行對話

填空，運用實踐目標(biāo)語法規(guī)則。為了將“教材內(nèi)容教學(xué)化”，教學(xué)設(shè)計時將TeenHealthWeb的

主頁介紹設(shè)定為Teresa在網(wǎng)上搜索到的網(wǎng)頁，給出了語篇出現(xiàn)的原因，使得學(xué)習(xí)變得

“有趣”O(jiān)

Why:本版塊旨在圍繞單元話題，以“青少年就親子矛盾如何尋求幫助”創(chuàng)設(shè)情

境，鼓勵學(xué)生在語篇中觀察和探究簡單句、并列句和主從復(fù)合句句子結(jié)構(gòu)的基本特征，

并歸納出三種句子結(jié)構(gòu)的核心語法規(guī)則：關(guān)注語篇中不同句子類型對語言理解和語言表

達(dá)的準(zhǔn)確性、得體性的影響；在情境中學(xué)習(xí)理解、逐漸構(gòu)建簡單句、并列句和復(fù)合句的

1.教材分析知識體系；并在情境中運用并內(nèi)化，并最終遷移創(chuàng)新到新的情境中。這樣的學(xué)習(xí)，“有趣、有

意義”。

How:本課的明線為Teresa親子矛盾的產(chǎn)生（感知注意目標(biāo)語法）、尋求如何解決她

與父母的親子矛盾（學(xué)習(xí)理解、運用實踐）、最終如何解決以及學(xué)生反思如何解決自己的

親子矛盾（遷移創(chuàng)新）。暗線為在情境中對簡單句、并列句、復(fù)合句的學(xué)習(xí)理解、運用實

踐和遷移創(chuàng)新。本節(jié)課的信息結(jié)構(gòu)圖如下：

Simple,compoundandcomplexsentence

/,Readthrougharticles;

PartAVisitTeenHealthWeb一Visitthe“teenhealth”forum;-Exploretherules

Postyourproblems

X.___________________________X

Tellyourparentsthatyouare

tryingyourbest:

Teresa'sparent-child

PartB2TalkwithJack一Talktothem;

problem

ILetthemknowhowyoufeel

Applytherules

,A

r、Howyoufeel

PartB3Communicatewith―Whyyoufeelthat

herparentsWhatyouwantthemtodo

\____________________________/

Teresa'sproblemaroseHowshesolvedherproblem

Whatstudentshaveknown：本節(jié)課授課對象為高一學(xué)生。首先，根據(jù)初中英語課程標(biāo)

準(zhǔn)的語法項目的要求，初中生已經(jīng)初步了解簡單句、并列句和復(fù)合句。其次，必修一第

一單元的語法已經(jīng)學(xué)習(xí)了句子成分和句子基本結(jié)構(gòu)。這些都為學(xué)生理解句子類型提供了

基礎(chǔ)。再次，本單元的Reading板塊為本課的教學(xué)也提供了一定的情境基礎(chǔ)。

Whatstudentswanttoknow:學(xué)生可能對于種三種句子類型的核心語法規(guī)則以及句式

對語言理解和語言表達(dá)的準(zhǔn)確性、得體性的影響了解不深入，甚至不了解。此外，學(xué)生

2.學(xué)情分析

在學(xué)完Reading版塊關(guān)于“親子矛盾沖突”后，對于如何緩解別人以及自己“親子矛盾

沖突”有期待。

Whatstudentsareexpectedtoknow:學(xué)生有望在本節(jié)課理解三種句子類型的核心語

法規(guī)則以及句式對語言理解和語言表達(dá)的準(zhǔn)確性、得體性的影響。能對“親子矛盾沖突”

解決方式有新的認(rèn)識。能用目標(biāo)語法簡單表達(dá)自己的觀點。

學(xué)完本課后，學(xué)生能夠：

通過閱讀TeenHealthWeb網(wǎng)頁——“親子矛盾解決途徑之一”，獲取與梳理有關(guān)如何通過

網(wǎng)絡(luò)獲取幫助的信息，如閱讀有關(guān)身心健康問題的文章、上論壇、發(fā)帖子。感知注意文

章中的簡單句并列句復(fù)合句；

依托TeenHealthWeb網(wǎng)頁文本，自主學(xué)習(xí)、合作探究，歸納出簡單句、并列句復(fù)合句的

3.教學(xué)目標(biāo)特征；

通過與朋友Jack交流——“親子矛盾解決途徑之二”，正確運用所學(xué)目標(biāo)語法知識進(jìn)行

連詞的填空；

能用簡單句、并列句、復(fù)合句，小組合作Teresa與父母的Role-play,即“親子矛盾解決

途徑之三”——與父母交流。實現(xiàn)所學(xué)目標(biāo)語法的迂移創(chuàng)新；

5聯(lián)系自我，思考個人應(yīng)以怎樣與父母相處。

重推點：能用簡單句、并列句、復(fù)合句，小組合作Teresa與父母的Role-play,實現(xiàn)所學(xué)

目標(biāo)語法的遷移創(chuàng)新。

重難點突破：整節(jié)課實行情境鋪墊，導(dǎo)入部分用問句來引導(dǎo)學(xué)生通過以下三個問題How

4.重點難點

didshefeel?Whydidshefeelthatway?Whatdidshedothen?來談?wù)揟eresa的親子矛盾；

課本練習(xí)以及的課堂例子鋪墊Role-play含有并列句復(fù)合句的語句；與導(dǎo)入呼應(yīng)，Role-play

活動前給出提示詞——How?Why?What?

教學(xué)目標(biāo)活動形式與步驟活動意圖評價要點互動模式

（時間）

Step1Lead-in1.通過談?wù)?.學(xué)生能

創(chuàng)設(shè)真實l.TintroducesTeresatoTeresa家庭一夠通過已CW/GW/

情境，激活studentsandshowsascenethat幕，激起學(xué)生有知識識IW

學(xué)生已有happenedinTeresa9sfamily.T學(xué)習(xí)興趣，并別簡單⑺）

目標(biāo)語法leadsSstotalkaboutthepicture為本課最后產(chǎn)句、并列

知識，引起withthefollowingquestions:出的Role-play句、復(fù)合

學(xué)習(xí)興趣。?Whatweretheydoing?埋下伏筆。句；

?HowdidTeresalook?

感知與注?Whydidshefeelthatway?2.學(xué)生聽錄音2.學(xué)生能

意獲取Teresa夠用英語

2.Sslistentotheconversation“親子矛盾沖簡單談?wù)?/p>

tochecktheirguessing.突”信息，導(dǎo)自己的親

Tshowstheanswersonthe出了本節(jié)課的子矛盾沖

screenandasksSswhat目標(biāo)語法，激突以及自

sentencetypestheyare.活學(xué)生已有目己的解決

4.教學(xué)過程標(biāo)語法圖式。方式。

3.TleadsSstotalkaboutthe3.學(xué)生聯(lián)想自

similarscenethathappenedin己親子矛盾，

theirfamilyandwhattheydid產(chǎn)生共鳴，引

afterarguing.出Teresa將如

何解決她的

“親子矛盾”

問題，形成學(xué)

習(xí)期待。

Step2Exploretherules1.引導(dǎo)學(xué)生通1.學(xué)生能

識別、區(qū)分1.TasksSstoreadthroughthe過瀏覽網(wǎng)頁介夠通過對GW/CW

簡單句、并passageonPage20withthe紹材料獲取青比，分析(200

列句和主followingquestions:少年如何在網(wǎng)出簡單句

從復(fù)合句，?WhatcanTeresadoon上獲助的信的特點；

總結(jié)三種TeenHealthWebtogethelp?息。并能夠通

句子特征?Whenisitnecessarytowrite過分析所

apost?2.引導(dǎo)學(xué)生通給例句，

獲取與梳過對比，總結(jié)在合作中

理、分析、簡單句的特探究出并

判斷、歸納2.TleadsSstofindthefeatures點。列句、復(fù)

ofsimplesentences.合句的特

3.學(xué)生自主、征并完成

3.Ssareaskedtoworkingroup合作歸納并列表格。

toworkouttherulesof句復(fù)合句語法

compoundandcomplex規(guī)則，培養(yǎng)學(xué)2.學(xué)生能

sentencesbyfinishingthe生探究、發(fā)現(xiàn)夠了解親

followingtable.等學(xué)習(xí)能力。子矛盾問

題可以求

7cnmpkleideals)?woriW?

4.以table形助于親少

Simplesenieixts|S-V1com而eideaNo23.4.6式歸納總結(jié)并年網(wǎng)站。

Compoundfenlences呈現(xiàn)，有助于

學(xué)生借助同伴

Compkxsentences的互相學(xué)習(xí)，

促使全班同學(xué)

4.Ssareinvitedtopresenttheir對簡單句、并

tableandexplaintheiranswers.列句復(fù)合句的

知識建構(gòu)進(jìn)一

5.Tshowshertabletohavea步完善。

summaryofsentencetypesand

givessomenecessary5.教師呈現(xiàn)

explanations.Table總結(jié),

繼續(xù)搭建支

架，幫助學(xué)生

查缺查漏，并

介紹并列連詞

為后面的

Applyingthe

rules做鋪墊。

正確運用Step3Applytherules通過應(yīng)用實1.學(xué)生能

三種句子SsfinishB2onPage21withthe踐，學(xué)生感知夠輕松完P(guān)W/CW

結(jié)構(gòu)followingquestions:連詞的用法，成關(guān)于連(59

?What'sJack'sadvice?完善目標(biāo)語法詞的練

應(yīng)用實踐?DidTeresaaccepthisadvice?知識建構(gòu)。習(xí)；

2.學(xué)生能

夠了解親

子矛盾問

題可以求

助于朋

友。

正確將三Step4Applytherules學(xué)生通過角色1.學(xué)生能

種句子結(jié)Tinvitesstudentstoworkin扮演，一■方面夠運用簡GW/CW

構(gòu)運用到groupstorole-playa內(nèi)化簡單句、單句并列(109

實際交流conversationbetweenTeresa并列句和復(fù)合句復(fù)合句

中andherparent(s)withthe句三種句子類創(chuàng)造親子

followingnotes：型的使用；另對話；

運用、內(nèi)一方面促使學(xué)

化、想象、Notes:生對待個人親2.學(xué)生能

?T:expresstheideas

創(chuàng)造clearlyandsincerely子關(guān)系問題上夠了解親

(How?Why?What?)有重新的認(rèn)子矛盾問

?M/D:listenattentively識。題最重栗

andshowrespect.的是與父

?Usesimple,compound母交流。

andcomplexsentences.

Step5Summary&homework鞏固、強化所1.學(xué)生能

總結(jié)&作業(yè)1.Summary學(xué)夠進(jìn)一步CW

TLeadsSstoreflectwhatthey引導(dǎo)學(xué)生正確內(nèi)化所學(xué)(29

內(nèi)化、遷移havelearntinthisclass.處理好親子關(guān)知識。

創(chuàng)新系，以期引導(dǎo)

2.Assignments學(xué)生實現(xiàn)知識2.學(xué)生能

(1)SupposingyouwereTeresa,（簡單句并列對親子矛

writeadiaryaboutthe句復(fù)合句）、情盾的解決

conversationbetweenyouand

感（和諧親子有進(jìn)一步

yourparents.(Usesimple,

關(guān)系）的進(jìn)一認(rèn)識，推

compoundandcomplex

sentences)步建構(gòu)。動其與父

(2)CompleteC&DonP64.母和諧相

處。

備注：

Ss:StudentsT:TeacherIW:IndividualWorkCW:ClassWorkGW:GroupWork

Unit!Let9stalkteens

Grammarandusage

Simple,compoundandcomplexsentences

—fhave1S-V

Simple-

6.板書設(shè)計expressacomfHHeideacomplete

bstandalone

typesJ

」「,WhatyoudoWhatyouwilldo

立CompoundJJ

keepsilent

sentence?

argue

JComplex…

1.SupposingyouwereTeresa,writeadiaryabouttheconversationbetweenyouandyour

parentsusingsimple,compoundandcomplexsentences;(15mins)

進(jìn)一步內(nèi)化學(xué)生對“親子矛盾”的認(rèn)識與緩解途徑，旨在學(xué)生能聯(lián)系自我，幫助其構(gòu)建“和

7.作業(yè)布置諧親子關(guān)系”；

2.Writetoyourfriendtosharehowyouhavesolvedalatestunhappythingwithyourparents.

(6mins)

關(guān)于目標(biāo)語法知識的鞏固。

《新課標(biāo)》指出，所有語言活動都應(yīng)該在一定的主題意義下進(jìn)行。因此，本節(jié)課的語

法活動設(shè)計以主題為中軸，將主題意義的探究貫穿教學(xué)始終。

本節(jié)課的理論依據(jù)為建構(gòu)主義理論，借鑒PACE教學(xué)模式。PACE教學(xué)模式由美國語

言學(xué)家Adair-Hauck&Donato（2002a）提出，PACE分別代表Presentation（呈現(xiàn)語言材料）、

Attention（注意語言形式）、Co-construction（共建語法規(guī)則）、Extension（開展拓展活

動）。PACE教學(xué)模式是以交際教學(xué)法、建構(gòu)主義及二語習(xí)得中的輸入加工、輸出強化假

8.教學(xué)反思

設(shè)理論為基礎(chǔ)，將顯性語法教學(xué)與隱性語法教學(xué)進(jìn)行整合，兼顧語言形式與意義，旨在提

高學(xué)生運用語法知識的能力。

本課的亮點在于整個教學(xué)活動圍繞Teresa的親子矛盾沖突（家庭一幕scene也是為本

單元最后Project板塊的產(chǎn)出——話劇做鋪墊）產(chǎn)生、解決這個真實的情境支架，通過自

主、合作、探究等一系列相關(guān)聯(lián)的活動讓學(xué)生組建架構(gòu)簡單句、并列句復(fù)合句的知識體系，

同時通過TalkingTeresa,學(xué)生對于自己處理親子矛盾有了新的思考，幫助學(xué)生學(xué)會與父

母溝通，與父母和諧相處，促進(jìn)其情感態(tài)度價值觀的轉(zhuǎn)變。

由于本節(jié)課的學(xué)生為高一學(xué)生，他們?nèi)雽W(xué)高中還不到一年，所以小組的分配不是特別

合理。部分小組有很多積極活躍的同學(xué)，而有些小組則略顯安靜。這是后期需要改進(jìn)的

方向。

但從學(xué)生課堂表現(xiàn)來看，由于多次設(shè)置了小組合作探究，學(xué)生互學(xué)，教師指導(dǎo)，查缺

補差，課堂活躍，師生、生生互動頻繁，較好地達(dá)到了預(yù)期的教學(xué)效果。整節(jié)課從學(xué)習(xí)

理解、運用實踐、遷移創(chuàng)新三個方面展開，教學(xué)目標(biāo)可操作性、可達(dá)成、可檢測，可以

說是一節(jié)非常符合新課標(biāo)理念的語法示范課。

附件2電子課本

。種出版社

Grammarandusage

AExploringtherales

AAmftm*wnftncr

MMMranvrftrprml*vMMrMMWt*downtftrn>M*an

1,1WrKnowtlwtbring?imugnl?oerumntliHkv*.$awr>MMT<Snl(nnl

Fr*nlk4khW<btohr|pyouatunglhrfatmtyK?aduktexxlOu?MtMir

homanya>tK*n*nulEwrrVphnkalandmmulterattli”>MaunkxA

lluiMKhttirwMttetHtonndatKk*onrw^nNrm，5'hmaymMiu??tw*n

?MrrM?ltwtavr.but&m1?wny***Vo?<?n?W<llw"Wwilw*Mh*knmon

oarwtbutrimanad⑶Wrur(voud(oaythxlorianitthehnmMoatwtMce

3UwnNVE'HiM?nllopmtibrUptrMrnv.ndiht>'"3W?Mcrhnai<MM

brahhrqm、M?1i?hHkmiMmmEMivr，vu<H*wu?|?a.IxMxrvn.Ute

?InokM?nm'pawttfinl"5It"likriytlwlthr11MlMtli??4temdvZvn

dncuMolonoutiorun.,1,,MymupfobtenIt?newone.wnteapentitoout!.

,,aOuiht?iihripnttmilhe(M*>WUyouwKnCMukrioimpnitv

ytwttttuaiiiin”"I1?ren4totlowv.totabMimeIMIWtokxAaroumlout

wHMUr!

，…

AtinpirMnieikvcoouim?MIHRIandi?trti

AconpuamilwittenctunuimWu?ftmau>damn.WevatbnlM?

mwdtMKhM?**____________,??sotatolink

Ihrctann

A?vu>f*nwntrorrcimuuuoarnumlUuwand?irMimrMiixxdlnMc

dane.Ambofduulcclanconbethewbfectfaedkitnt；ctifKt

Jltfibu