教案課件是老師上課預(yù)先準(zhǔn)備好的,而課件內(nèi)容需要老師自己去設(shè)計(jì)完善。教案的編寫(xiě)應(yīng)落實(shí)素質(zhì)教育的要求和目標(biāo)。為了盡快滿(mǎn)足您的需求我整理了以下信息:“英語(yǔ)語(yǔ)法課件”,以下內(nèi)容十分重要請(qǐng)仔細(xì)閱讀!
初中英語(yǔ)語(yǔ)法復(fù)習(xí)教學(xué)設(shè)計(jì)
-----現(xiàn)在完成時(shí)態(tài)復(fù)習(xí)(第一課時(shí))
(一)教學(xué)內(nèi)容分析: 現(xiàn)在完成時(shí)態(tài)同學(xué)們?cè)诔醵聝?cè)和初三教材中都有學(xué)過(guò),對(duì)這種時(shí)態(tài)的基本結(jié)構(gòu)和用法都略有掌握。
(二)學(xué)情分析:本節(jié)課立足于學(xué)生在初二和初三學(xué)習(xí)基礎(chǔ)上,進(jìn)行復(fù)習(xí)和梳理, 查漏補(bǔ)缺。幫助學(xué)生把該項(xiàng)知識(shí)點(diǎn)應(yīng)用到與之相符的實(shí)際活動(dòng)中,鞏固和提高時(shí)態(tài)的學(xué)習(xí)和實(shí)際運(yùn)用。
(三)教學(xué)目標(biāo)
1、知識(shí)目標(biāo):現(xiàn)在完成時(shí)態(tài)的復(fù)習(xí)。
2、能力目標(biāo):學(xué)生能運(yùn)用現(xiàn)在完成時(shí)態(tài)來(lái)談?wù)撊粘?生活中發(fā)生的一些事情。
3、情感目標(biāo):結(jié)合課堂教學(xué)內(nèi)容教育學(xué)生熱愛(ài)生活,把握今天,努力學(xué)習(xí)。同時(shí)根據(jù)課堂 的設(shè)計(jì),培養(yǎng)學(xué)生合作學(xué)習(xí)及公平競(jìng)爭(zhēng)的意識(shí)。
(四)教學(xué)重點(diǎn):現(xiàn)在完成時(shí)態(tài)的基本結(jié)構(gòu)、用法,以及在具體情景交際中的運(yùn)用。
(五)教學(xué)難點(diǎn):現(xiàn)在完成時(shí)態(tài)的實(shí)際運(yùn)用。
(六)教學(xué)方法與手段: 主要運(yùn)用情景教學(xué)法和任務(wù)型教學(xué)法。同時(shí)堂課中設(shè)計(jì)了一些競(jìng)賽的活動(dòng),鼓勵(lì)學(xué)生小組團(tuán)結(jié)合作。在尊重學(xué)生個(gè)性發(fā)展、面向全體學(xué)生的基礎(chǔ)上,由淺入深,由已知到未知,循序漸進(jìn)地深化教學(xué)內(nèi)容。展開(kāi)以教師為主導(dǎo),以學(xué)生為主體的師生雙邊活動(dòng)。另外,為了培養(yǎng)學(xué)生辨別、理解、分析、運(yùn)用與歸納能力,教學(xué)中充分運(yùn)用了多媒體輔助教學(xué)的手段,增強(qiáng)了教學(xué)的直觀性和趣味性,加大了課堂密度,增強(qiáng)了教學(xué)效果。
教學(xué)設(shè)計(jì) Step 1 導(dǎo)入階段
教學(xué)思路:
1、先播放一段動(dòng)畫(huà),讓同學(xué)們觀看。旨在讓他們?cè)趧?dòng)畫(huà)的語(yǔ)言中去感受和體會(huì)現(xiàn)在完成時(shí)態(tài)的情景運(yùn)用。從而引出本節(jié)課復(fù)習(xí)的內(nèi)容:現(xiàn)在完成時(shí)。
2、給同學(xué)們播放音樂(lè)和展示一些圖片,在與學(xué)生的談?wù)撝幸霈F(xiàn)在完成時(shí)的句型。為下一步做好鋪墊。
教學(xué)過(guò)程:
1、學(xué)生觀看動(dòng)畫(huà),思考問(wèn)題。
師 :同學(xué)們,你們喜歡動(dòng)作片嗎?
生:喜歡。師:那現(xiàn)在讓我們看一段動(dòng)畫(huà)。同學(xué)們可要認(rèn)真觀看喲,看看動(dòng)畫(huà)中運(yùn)用了哪一種時(shí)態(tài)?這種時(shí)態(tài)是怎樣運(yùn)用的?
師:動(dòng)畫(huà)中運(yùn)用了那一種時(shí)態(tài)呢?(學(xué)生看完了,老師提問(wèn))
生:現(xiàn)在完成時(shí)。
師:現(xiàn)在完成時(shí),我們?cè)诎四昙?jí)下冊(cè)和九年級(jí)都學(xué)過(guò)。你們對(duì)它了解多少呢? 生:自由討論,回顧與復(fù)習(xí)現(xiàn)在完成時(shí)學(xué)過(guò)的知識(shí)。教師必要時(shí)給予引導(dǎo)。(通過(guò)動(dòng)畫(huà)進(jìn)行導(dǎo)入復(fù)習(xí),提高了學(xué)生的學(xué)習(xí)興趣,也讓學(xué)生在生動(dòng)的情景中去體會(huì)語(yǔ)言的運(yùn)用,為下一步的復(fù)習(xí)做了鋪墊。)
Step
2、呈現(xiàn)階段
教學(xué)思路:給學(xué)生創(chuàng)造一些情景,讓他們?cè)诶蠋煹囊龑?dǎo)下能用現(xiàn)在完成時(shí)態(tài)談?wù)撋钪械囊恍┦虑槿纾郝?tīng)音樂(lè)、看電影 和看書(shū)等。
教學(xué)過(guò)程:
T:Have you ever heard this song?(給學(xué)生播放一段音樂(lè))Ss: Yes , we have.T: ask a student and guide him to answer : S : I have ever heard this song.(教師根據(jù)情景詢(xún)問(wèn)學(xué)生曾經(jīng)看過(guò)電影和讀過(guò)書(shū),引導(dǎo)他們說(shuō)出現(xiàn)在完成時(shí)的句子: I have ever seen this film.I have ever read this book........)Step
3、操練階段
教學(xué)思路:先讓學(xué)生用現(xiàn)在完成時(shí)談?wù)搱D片上的內(nèi)容,教師可以給予提示,然后過(guò)渡到談?wù)撋钪惺煜さ氖虑?,在這階段教師適當(dāng)做些疑難點(diǎn)的講解與歸納。最后以比賽的形式操練與鞏固知識(shí)。教學(xué)過(guò)程:
1、用現(xiàn)在完成時(shí)談?wù)撌虑?。T: Everyone!Do you like traveling ? which places have you ever been to ?(教師指著一些圖片上的地方問(wèn):Have you ever been to Sanya ? 引出句型 : Have you ever been to …… 和 I have ever / never been to ….)
Ss : I have ever been to ……...I have never been to …….(讓學(xué)生談?wù)撍麄冊(cè)?jīng)去過(guò)和從沒(méi)去過(guò)的地方,用以上句型進(jìn)行談?wù)?。?/p>
2、疑難點(diǎn)的講解歸納
T: Have you ever been to Shanghai ? Ss : No ,we haven’t.T: I have ever been to Shanghai.I went there last summer.(給學(xué)生呈現(xiàn)一張我在上海的照片)but , my friend went to Shanghai three days ago , she is still in Shanghai now.(呈現(xiàn)一張我朋友在上海的照片)ask students question : where is my friend now ? Ss : She is in Shanghai now.T : We can also say : She has gone to Shanghai.(講解歸納: have been to ……..和 have gone to ……..的區(qū)別)呈現(xiàn)一張教師的圖片,并提供信息:Miss Yang began to teach English in 2000.讓學(xué)生談?wù)揗iss Yang 教書(shū)的情況。(教師引導(dǎo):當(dāng)現(xiàn)在完成時(shí)表示動(dòng)作從過(guò)去開(kāi)始一直持續(xù)到現(xiàn)在時(shí),句子可以與延續(xù)性的時(shí)間狀語(yǔ)連用,如:for 和since 引導(dǎo)的時(shí)間狀語(yǔ)從句。)
T : How long has Miss Yang taught English ? S1: She has taught English for eleven years.S1: She has taught English since 2000.T : How long have you learned English ? S3: I have learned English for six years.S4: I have learned English since 2005.S5: I have learned English since I was nine years old.(講解歸納for 和since 引導(dǎo)時(shí)間狀語(yǔ)的區(qū)別。)
3、開(kāi)展比賽活動(dòng) 師:現(xiàn)在我們來(lái)進(jìn)行一項(xiàng)比賽。我們分成兩組:一組同學(xué)用中文說(shuō)出一些現(xiàn)在完成時(shí)表示活動(dòng)的句子,另一組同學(xué)翻譯成英文,然后交換過(guò)來(lái),看哪一組翻譯的正確句子多哪一組就贏。現(xiàn)在給你們一分鐘的時(shí)間寫(xiě)出你們熟悉的正確句子。
生:盡可能多地寫(xiě)出一些句子。比賽進(jìn)行時(shí),教師請(qǐng)英語(yǔ)課代表做好登記。教師參與到同學(xué)中去,讓同學(xué)們?cè)谟腥さ挠螒蛑羞M(jìn)一步鞏固現(xiàn)在完成時(shí)的運(yùn)用。
師:公布比賽結(jié)果,進(jìn)行課堂評(píng)價(jià)。
4、學(xué)生自己歸納知識(shí)點(diǎn)。
師:通過(guò)以上的復(fù)習(xí),同學(xué)們對(duì)現(xiàn)在完成時(shí)態(tài)都能掌握了吧?現(xiàn)在我們來(lái)歸納一下現(xiàn)在完成時(shí)的用法及基本結(jié)構(gòu)。(先讓學(xué)生自己歸納,然后讓幾位學(xué)生說(shuō)說(shuō)歸納情況,老師再做點(diǎn)評(píng)。)
Step 4 練習(xí)鞏固
中考真題實(shí)戰(zhàn)訓(xùn)練。
讓學(xué)生接觸歷年的中考試題,不僅讓他們更加鞏固了這一時(shí)態(tài)的知識(shí),而且使他們對(duì)中考方向有所了解,增強(qiáng)了備考的信心。
Step 5 小結(jié)
師:同學(xué)們,我們這節(jié)課復(fù)習(xí)了現(xiàn)在完成時(shí)態(tài),我們都掌握了它的用法和基本結(jié)構(gòu)以及幾點(diǎn)區(qū)別。你們還有什么問(wèn)題嗎? 生:思考,回顧,提問(wèn)。(給學(xué)生播放歌曲 Jingle bell.讓學(xué)生在歡快的音樂(lè)中結(jié)束課堂學(xué)習(xí)。)
Step 6 作業(yè) 完成與現(xiàn)在完成時(shí)相關(guān)的練習(xí)冊(cè)和試題。
作者:彭洪穎
**:《青年與社會(huì)》2018年第28期
摘要:活動(dòng)設(shè)計(jì)是英語(yǔ)語(yǔ)法教學(xué)的重要組成部分,在一定程度上決定著教學(xué)模式和教學(xué)效果。從教學(xué)活動(dòng)的分類(lèi)入手,從前交際、語(yǔ)境化和交際三個(gè)方面**了改進(jìn)教學(xué)活動(dòng)設(shè)計(jì)的途徑。
關(guān)鍵詞:語(yǔ)法教學(xué);活動(dòng)設(shè)計(jì);提升
英語(yǔ)教學(xué)的主要目的是使學(xué)習(xí)者提高用英語(yǔ)與人交流的能力或通過(guò)英語(yǔ)獲得其它知識(shí)的能力。然而,有效的溝通至少需要語(yǔ)言的準(zhǔn)確性,否則會(huì)導(dǎo)致交際模糊,甚至產(chǎn)生誤解,從而導(dǎo)致交際失敗。英語(yǔ)語(yǔ)法作為構(gòu)詞規(guī)則和構(gòu)詞規(guī)則的總和,其重要性不言而喻。
但是長(zhǎng)期以來(lái),以缺乏語(yǔ)言環(huán)境,教師的一言堂,對(duì)語(yǔ)法結(jié)構(gòu)一味的機(jī)械操練為主要特征的傳統(tǒng)語(yǔ)法教學(xué)使學(xué)生倍感苦澀乏味,降低了學(xué)習(xí)效率,甚至導(dǎo)致一些學(xué)生失去學(xué)習(xí)英語(yǔ)的興趣。因此,在新的語(yǔ)法教學(xué)課中,教師應(yīng)著重于如何進(jìn)行生動(dòng)有效的英語(yǔ)語(yǔ)法教學(xué)。筆者認(rèn)為,實(shí)現(xiàn)生動(dòng)有效的英語(yǔ)語(yǔ)法教學(xué)的關(guān)鍵在于課堂教學(xué)活動(dòng)的設(shè)計(jì)。
一、課堂教學(xué)活動(dòng)的分類(lèi)
雖然在語(yǔ)法教學(xué)活動(dòng)中沒(méi)有明顯的界限,但littlewood仍然為我們提供了一個(gè)框架。他把活動(dòng)分為兩類(lèi):交際前活動(dòng)和交際活動(dòng)。
交際前活動(dòng)包括structural activities和quasi-***mnicative activities。具體來(lái)說(shuō),structural activities經(jīng)常用于讓學(xué)生能準(zhǔn)確地再現(xiàn)語(yǔ)言點(diǎn),也是傳統(tǒng)課堂的主流教學(xué)活動(dòng)。雖說(shuō)這類(lèi)活動(dòng)有很大的局限性,而且應(yīng)該盡可能地摒棄,但它們?cè)趯W(xué)生吸收新語(yǔ)言點(diǎn)的特點(diǎn)和使學(xué)生初次使用該語(yǔ)言點(diǎn)方面還是有幫助的。
quasi-***mnicative activities是指介于非交際端和交際端之間的一系列活動(dòng)。它們被用來(lái)使學(xué)生能夠流暢地使用各種語(yǔ)法結(jié)構(gòu)。
littlewood把交際活動(dòng)歸為functional ***munication activities和social interaction activities。因此,語(yǔ)法課中的交際活動(dòng)是現(xiàn)實(shí)世界中交際的縮影。在交際活動(dòng)中,要求學(xué)生熟練地選擇適當(dāng)?shù)恼Z(yǔ)言形式,以順利地表達(dá)自己的意圖。
這種活動(dòng)鼓勵(lì)學(xué)生獨(dú)立使用目的語(yǔ),從而達(dá)到一定的語(yǔ)言意識(shí),對(duì)學(xué)習(xí)者來(lái)說(shuō)非常重要。
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1.Studentslearnsomenewwordsandexpressionstodescribepeople,especiallyfamouspersons;
2.Studentsareencouragedtogivemoreinformationaboutfamouspersonswhotheyarefamiliar:
3.Studentscanrealizethatitisscientificspiritthatmakesthosescientistssuccessful.
教學(xué)重難點(diǎn)
1.Wordsandexpressionsinthisunit
2.Previousknowledgeofsomeofthefamousscientists
prehendingthetext
教學(xué)過(guò)程
【導(dǎo)入】Wordslearning
(StudentsareassignedtolearnthenewwordsofthisunitandfindouttheEnglishexplainationsofthenewwords)
Definitionsorexplanations
A.examine1.generalprinciplesofanartorscience
B.repeat2.sayordoagain
C.theory3.atonce;withoutdelay
D.immediate4.lookat...carefullyinordertolearnaboutorfrom...
plete5.ofgreatvalue,worthoruse
F.valuable6.havingallitsparts;whole;finished
G.announce7.makeknown
eorbringtoanend
I.positive9.powertoorderordirect
nclude10.quitecertainorsure
【講授】usefulsentenceslearning
(Thesentencesarepickedfromthetext.)
1.“AllroadsleadtoRome,”heencouragedmeafterIfailedtheentranceexamination.
2.Thissentencedoesn’tmakeanysense.
3.OurEnglishteacherisnotonlystrictwithusbutalsofriendlytous.
4.Heisgood-looking,apartfromhisnose.
5.Itisannouncedthatthespacecraft,ShenzhouⅥ,landedontheearthsuccessfully.
6.ItisnotTombutyouwhoaretoblame.
7.In1995,theChinesegovernmentputforwardaplanfor“rejuvenatingthenationbyrelyingonscienceandeducation”.AndithashelpedChinesescientistsmakemanybreakthroughs.
8.Haveyoudrawnanyconclusionafteryoureadthispassage?
9.Welldone.Somuchforthelearningofthenewwordsandexpressions.
【講授】Introductionofaclassicarticle
Teacherintroduceafamousperson--QianXuesenandstudentslearntowriteanarticleaboutthefamousscientisusingthewordsandexpressionstheyjustlearninclass.
【活動(dòng)】Sharetheoutcome
Studentssharetheirarticleorallyanddiscusswhethertheyhaveusedsomegoodandadvancedexpressions.
【練習(xí)】Consolidation
完成句子
(1)愛(ài)因斯坦被認(rèn)為是二十世紀(jì)最偉大的科學(xué)家之一。
Einstein___________________oneofthegreatestscientistsin
the20thcentury.
(2)他對(duì)實(shí)驗(yàn)結(jié)果感到滿(mǎn)意,他把成績(jī)歸功于大家。
He________________________oftheexperimentand_____
句型轉(zhuǎn)換
(1)把句①改為非限制性定語(yǔ)從句。
QianXuesenwasbornintoawealthyfamilyonDecember11,
1911,ZhejiangProvince,__________________________
____________________________________________.
(2)把句②改為含狀語(yǔ)從句的復(fù)合句。
___________________________________________________
_______,hewenttoAmericaforhisfurtherstudyandgained
hisdoctor’sdegreeintheScienceofAstronom
單詞?分類(lèi)記憶
短語(yǔ)?雙語(yǔ)互譯
語(yǔ)境取詞——選用上面的單詞或短語(yǔ)填空
句型?超級(jí)仿寫(xiě)
Teaching Goals:
1.To enable Ss to know about the way to express possibility and improbability.2.To enable Ss to master the usage of “may”, “might”, and “l(fā)ikely”.3.To help Ss learn how to use modal verbs “may” and “might” to express conjecture.Teaching Procedures: Step 1.Revision
Check the answers to the Vocabulary exercises in the Workbook.Step ction 1.Ask Ss to do Activity 1 on page 54 and call back the answers.Then give them the correct answers.2.Ask Ss to identify the creatures in the pictures in Activity 4 on page 55, by using “may” or “might”.Arouse their interest in talking about possibility.3.Ask Ss to do Activity 2 on page 54 individually.Then check their answers.Step 3.Grammar
1.Leading-in
Ask Ss to work in groups and discuss the question in Activity 1 of Grammar on page 57.Then give them the right answer.2.Explanation
Explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)對(duì)過(guò)去的事情進(jìn)行猜測(cè),但把握較小時(shí),肯定形式一般用may have done,否定形式一般用may not have done。如:
He may have gone back home, because he didn’t say he would take part in her birthday party.He may not have paid for the bill, because he had lost his job.(2)對(duì)過(guò)去的事情進(jìn)行猜測(cè),但把握更小時(shí),肯定形式一般用might have done,否定形式用might not have done。如:
They helped send her bat to the hospital;otherwise, she thought, the baby might have died.She might not have left home when I got to school.(3)對(duì)過(guò)去的事情進(jìn)行猜測(cè),并且可能性較大時(shí),肯定形式一般用must have done,否定形式一般用can’t have done。如:
Your score is the highest;you must have studied very hard.You can’t have seen her in her office last Friday;she’s been out of town for two weeks.3.Practice Ask Ss to do Activity 2 on page 57.Then call back the answers and correct them.4.Supplements
Explain how to use modal verbs to talk about something which happened at present—perhaps.用來(lái)表猜測(cè)的情態(tài)動(dòng)詞有:must, can, may等,但它們所表示可能性是不同的。(1)對(duì)現(xiàn)在的事情進(jìn)行猜測(cè),并且可能性較大時(shí),肯定形式一般用must加動(dòng)詞原形,此時(shí),must不再表示“必須”,而是表示“肯定”;否定形式一般用can’t加動(dòng)詞原形,此時(shí),can不再表示“能夠”,而是表示“肯定不??”。如:
I saw him go out just now.He can’t be in his own room.It must be Linda in the classroom, because she is on duty today.(2)對(duì)現(xiàn)在的事情進(jìn)行猜測(cè),但把握較小時(shí),肯定形式一般用may加動(dòng)詞原形,此時(shí),may不再表示“可以”,而是表示“可能”;否定形式一般用may not加動(dòng)詞原形。如:
He may tell the truth to his father.She may not angry because she is good-tempered.(3)對(duì)現(xiàn)在的事情進(jìn)行猜測(cè),但把握更小時(shí),肯定形式一般用might加動(dòng)詞原形;否定形式一般用might not加動(dòng)詞原形。如:
She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4)情態(tài)動(dòng)詞+動(dòng)詞現(xiàn)在進(jìn)行時(shí),表示對(duì)現(xiàn)在或?qū)?lái)正在進(jìn)行的情況進(jìn)行推測(cè)。如: At this moment, our teacher must be correcting our exam papers.Doctor Wang isn’t here.He might be giving a lecture in the hall.(5)情態(tài)動(dòng)詞+動(dòng)詞的現(xiàn)在完成進(jìn)行時(shí),表示對(duì)過(guò)去正在發(fā)生事情的推測(cè)。如: Your mother must have been looking for you.The light was on the whole night.He may have been doing his homework all the time.nsolidation
Ask Ss to translate the following sentences.(1)他們也許錯(cuò)過(guò)了那班飛機(jī)。
(2)快點(diǎn)!他們正在機(jī)場(chǎng)等我們。
(3)Tom是個(gè)誠(chéng)實(shí)的孩子。他今晚可能會(huì)把真相告訴他父親。
(4)他五年前來(lái)看過(guò)我,他也許不費(fèi)勁就能找到我的住處。Step 4.Homework
1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.
一、表義務(wù),“必須”。例如:
You must talk to them about their study. 你必須同他們談?wù)勱P(guān)于他們學(xué)習(xí)的事。
二、在否定結(jié)構(gòu)中表不許。例如:
You mustn't leave here. 你不能離開(kāi)這兒。
三、表推測(cè),暗含有很大的可能性。例如:
He must be ill. He looks so pale. 他肯定是病了。他的臉色那么蒼白。
注意:之前我們說(shuō)過(guò) may 也可以表猜測(cè),但是 may 暗含的可能性較小,must 暗含的可能性較大。另外否定的猜測(cè)是用can't。例如:
The baby can't be ill. He is so active. 那寶寶不大可能是病了。他那么活躍。
四、表不可避免,“必然要,必定會(huì)”。例如:
All men must die. 人總有一死。
五、表主張,“堅(jiān)持要,一定要”。例如:
If you must go, at least wait till the rain stops. 如果你堅(jiān)持要走,至少也要等雨停了再走。
六、關(guān)于 must 的簡(jiǎn)短回答:
-Must I clean the dining room at once? 我必須馬上打掃膳廳嗎?
-Yes, you must. 是的。
-No, you needn't. / No, you don't have to. 不必馬上打掃。
高中英語(yǔ)語(yǔ)法復(fù)習(xí)課教學(xué)設(shè)計(jì)
—不定式與分詞作定語(yǔ)、賓補(bǔ)、狀語(yǔ)的區(qū)別
教學(xué)目標(biāo)
根據(jù)英語(yǔ)教學(xué)大綱及考綱規(guī)定和要求,非謂語(yǔ)動(dòng)詞是歷年必考內(nèi)容,每年有2題涉及該部分要點(diǎn)。語(yǔ)法復(fù)習(xí)是必要的,但語(yǔ)法教學(xué)本身并非目的,而是為了學(xué)生掌握和運(yùn)用語(yǔ)言服務(wù)的。因此,教師要盡量在課堂上給學(xué)生自主學(xué)習(xí)的時(shí)間和空間,通過(guò)自學(xué)、自做、自悟、自助等教學(xué)活動(dòng),讓學(xué)生學(xué)會(huì)運(yùn)用語(yǔ)法知識(shí)來(lái)解決問(wèn)題。本節(jié)課的主要目標(biāo)是:
1、使學(xué)生通過(guò)自己做題,分析、歸納高考非謂語(yǔ)動(dòng)詞的考點(diǎn)、難點(diǎn)。
2、讓學(xué)生通過(guò)同伴互助、小組討論歸納總結(jié)出不定式與分詞在句中作定語(yǔ)、賓補(bǔ)、狀語(yǔ)的區(qū)別、解題技巧等,進(jìn)行探究性、研究性學(xué)習(xí)。
3、讓學(xué)生掌握不定式與分詞在句中作定語(yǔ)、賓補(bǔ)、狀語(yǔ)的區(qū)別、解題技巧等,并能在解題時(shí)運(yùn)用??傊?,通過(guò)各種課堂教學(xué)活動(dòng)設(shè)計(jì),培養(yǎng)學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)的能力,訓(xùn)練他們發(fā)現(xiàn)問(wèn)題、分析問(wèn)題和解決問(wèn)題的能力并學(xué)會(huì)清楚地表達(dá)自己的觀點(diǎn)。
教學(xué)重點(diǎn)、難點(diǎn)分析
1、教學(xué)重點(diǎn):
1)讓學(xué)生學(xué)會(huì)自己總結(jié)考題的考點(diǎn)、難點(diǎn)及不定式與分詞在句中作定語(yǔ)、賓補(bǔ)、狀語(yǔ)的區(qū)別及解題規(guī)律。2)讓學(xué)生掌握并學(xué)會(huì)運(yùn)用不定式與分詞在句中作定語(yǔ)、補(bǔ)語(yǔ)、狀語(yǔ)的區(qū)別及解題規(guī)律。
2、教學(xué)難點(diǎn):
讓學(xué)生有效地掌握并會(huì)運(yùn)用不定式與分詞在句中作定語(yǔ)、補(bǔ)語(yǔ)、狀語(yǔ)的區(qū)別及解題規(guī)律。教學(xué)過(guò)程設(shè)計(jì) 步驟1:真題探究
1、讓學(xué)生限時(shí)完成與本堂語(yǔ)法相關(guān)的語(yǔ)法題;
2、讓學(xué)生與同桌對(duì)答案;
3、教師給出正確答案; The Exx: 1.The next thing he saw was smoke_ from behind the house.A.rose B.rising C.to rise D.risen 2.The island, ___ to the mainland by a bridge, is easy to go to.A.joining B.to join C.joined D.having joined 3.Look over there---there’s a very long, winding path___ up to the house.A.leading B.leads C.led D.to lead 4.After completing and signing it, please return the form to us in the envelope__.viding vided C.having provided vide 5.We’re having a meeting in half an hour.The decision_ at the meeting will influence the future of our company.A.to be made B.being made C.made D.having been made 6.Michael put up a picture of Yao Ming beside the bed to keep himself ___ of his own dreams.A.reminding B.to remind C.reminded D.remind 7.Claire had her luggage__ an hour before her plane left.A.check B.checking C.to check D.checked 8.(2012上海)As Jack left his membership card at home, he wasn’t allowed _ into the sports club.A.going B.to go C.go D.gone 9.I looked up and noticed a snake___ its way up the tree to catch its breakfast.A.to wind B.wind C.winding D.wound 10.The old couple often take a walk after supper in the park with their pet dog ___ them.A.to follow B.following C.followed D.follows 11.___ into English, the sentence was found to have an entirely different word order.A.Translating B.Translated C.To translate D.Having translated 12.Film has a much shorter history, especially when ___ such art forms as music and painting.A.having compared to paring to pare to pared to 13.___ around the fire, the tourists danced with the local people.A.Gather B.To gather C.Gathering D.To be gathering 14.The old man sat in front of the television every evening, happy ___ anything that happened to be on.A.to watch B.watching C.watched D.to have watched 15.Tom took a taxi to the airport, only ___ his plane high up in the sky.A.finding B.to find C.being find D.to have found 設(shè)計(jì)意圖:
1、平時(shí)的限時(shí)訓(xùn)練能培養(yǎng)學(xué)生的做題速度,提高他們的反應(yīng)能力;最后才能達(dá)到高考要求;
2、通過(guò)學(xué)生同伴討論,可讓他們互換信息,同伴間相互學(xué)習(xí),解決部分難點(diǎn); 步驟2:規(guī)律總結(jié)
1、小組討論。
讓學(xué)生4或6人一小組討論各個(gè)小題的考點(diǎn)、解題規(guī)律及不定式與分詞在句中作定語(yǔ)、賓補(bǔ)和狀語(yǔ)的區(qū)別,找出本小組難點(diǎn)或疑惑,并由一名成員記錄;
2、全班匯報(bào)
小組代表匯報(bào)討論結(jié)果或本組難點(diǎn);其他小組可做補(bǔ)充、答疑;教師在必要時(shí)做補(bǔ)充或糾正;
3、教師重點(diǎn)補(bǔ)充、歸納
在全班討論完之后,教師可根據(jù)課堂實(shí)際情況補(bǔ)充講解學(xué)生可能忽略的重點(diǎn)、規(guī)律;并展示其解題規(guī)律及區(qū)別,讓學(xué)生有一個(gè)更清晰地概念。總結(jié)規(guī)律: 1.不定式與分詞作定語(yǔ)的區(qū)別:
不定式與分詞作定語(yǔ)時(shí)其邏輯主語(yǔ)一般為其所修飾的名詞或代詞,非謂語(yǔ)動(dòng)詞的選擇主要看:(1)其與邏輯主語(yǔ)的主被動(dòng)關(guān)系;
(2)非謂語(yǔ)動(dòng)詞發(fā)生的時(shí)間 to do 與它的邏輯主語(yǔ)具有主動(dòng)關(guān)系,并且不定式表示的行為將要發(fā)生; to be done與它的邏輯主語(yǔ)具有被動(dòng)關(guān)系,并且不定式表示的行為將要發(fā)生;
doing與它的邏輯主語(yǔ)(即被修飾的名詞)具有主動(dòng)的關(guān)系,并且分詞所表示的行為正在進(jìn)行。being done與它的邏輯主語(yǔ)(即被修飾的名詞)具有被動(dòng)的關(guān)系,并且分詞所表示的行為正在進(jìn)行。done與它的邏輯主語(yǔ)(即被修飾的名詞)具有被動(dòng)的關(guān)系,并且分詞所表示的行為已完成。例句:1)The next train to arrive was from New York.分析:動(dòng)詞不定式用作the next train的定語(yǔ),通常置于其所修飾的名詞或代詞之后;它與所修飾的名詞the next train是主謂關(guān)系(主動(dòng)關(guān)系),并且表示將來(lái)的動(dòng)作。
2)We’re having a meeting in half an hour.The decision to be made at the meeting will influence the future of our company.分析:動(dòng)詞不定式用作the decision的定語(yǔ),通常置于其所修飾的名詞或代詞之后;它與所修飾的名詞the decision是動(dòng)賓關(guān)系(被動(dòng)關(guān)系),并且表示將來(lái)的動(dòng)作。
3)Look over there---there’s a very long, winding path leading up to the house.分析:現(xiàn)在分詞短語(yǔ)用作path的定語(yǔ),通常置于其所修飾的名詞或代詞之后,相當(dāng)于一個(gè)定語(yǔ)從句which leads…..;它與所修飾的名詞path是主謂關(guān)系(主動(dòng)關(guān)系)。4)The problem being discussed now is very important.分析:現(xiàn)在分詞的被動(dòng)形式作the problem定語(yǔ),通常置于其所修飾的名詞或代詞之后, 相當(dāng)于一個(gè)定語(yǔ)從句which is being discussed;它與所修飾的名詞the problem是動(dòng)賓關(guān)系(被動(dòng)關(guān)系),并且表示正在發(fā)生。
5)The island, joined to the mainland by a bridge, is easy to go to.分析:過(guò)去分詞短語(yǔ)作the island定語(yǔ),通常置于其所修飾的名詞或代詞之后, 相當(dāng)于一個(gè)定語(yǔ)從句which was joined by a bridge它與所修飾的名詞the island是動(dòng)賓關(guān)系(被動(dòng)關(guān)系),并且動(dòng)作已完成。2.不定式與分詞作賓補(bǔ)的區(qū)別: 其邏輯主語(yǔ)一般為前面的賓語(yǔ)。
do與邏輯主語(yǔ)之間是主動(dòng)關(guān)系,強(qiáng)調(diào)動(dòng)作發(fā)生的全過(guò)程, done 強(qiáng)調(diào)與邏輯主語(yǔ)之間的被動(dòng)關(guān)系, doing 強(qiáng)調(diào)與邏輯主語(yǔ)之間的主動(dòng)關(guān)系, 正在進(jìn)行。being done 與邏輯主語(yǔ)之間是被動(dòng)關(guān)系,動(dòng)作正在進(jìn)行 例句:1)I saw her come into the classroom.分析:省去to的動(dòng)詞不定式come 與邏輯主語(yǔ)(句子的賓語(yǔ))her是主動(dòng)關(guān)系,強(qiáng)調(diào)動(dòng)作發(fā)生的全過(guò)程。2)I saw her coming into the classroom.分析:現(xiàn)在分詞coming與邏輯主語(yǔ)(句子的賓語(yǔ))her是主動(dòng)關(guān)系,強(qiáng)調(diào)動(dòng)作正在發(fā)生,只表動(dòng)作全過(guò)程的一部分,只看到片段。
3)I saw her taken out of the classroom.分析:過(guò)去分詞 taken out of與邏輯主語(yǔ)(句子的賓語(yǔ))her是被動(dòng)關(guān)系。4)I saw her being questioned by the police.分析:現(xiàn)在分詞一般式被動(dòng)式being questioned 用作賓語(yǔ)her的補(bǔ)語(yǔ),構(gòu)成被動(dòng)關(guān)系,動(dòng)作正在進(jìn)行。3.不定式與分詞作狀語(yǔ)的區(qū)別:
to do :一般在句中作目的,結(jié)果,原因狀語(yǔ)。其邏輯主語(yǔ)通常是句子的主語(yǔ)。
例句:1)She went shopping to buy a pen.分析:to buy a pen是went shopping 的目的。在強(qiáng)調(diào)這種目的狀語(yǔ)時(shí),不定式前可加in order, so as.2)George returned after the war, only to find that his wife had left him.分析:only to find作結(jié)果狀語(yǔ)。動(dòng)詞不定式作結(jié)果狀語(yǔ),通常用于一種出乎意料、意想不到的結(jié)果, 不定式前常有only, just等詞;而現(xiàn)在分詞作結(jié)果狀語(yǔ)則通常用于一種順其自然的結(jié)果,如:Thunderstorms have struck North China, causing heavy rain and traffic problem.3)I’m glad to receive your letter again.分析:glad 的原因是to receive your letter again.分詞可作時(shí)間、條件、伴隨、方式等狀語(yǔ);判斷現(xiàn)在分詞與過(guò)去分詞主要看:(1)分詞與其邏輯主語(yǔ)(即主句主語(yǔ))的主被動(dòng)關(guān)系
(2)分詞所表示的行為與主句謂語(yǔ)動(dòng)詞行為的時(shí)間關(guān)系(先后或同時(shí))Doing: 與邏輯主語(yǔ)之間是主動(dòng)、動(dòng)作與謂語(yǔ)動(dòng)詞同時(shí)發(fā)生 Having done: 與邏輯主語(yǔ)之間是主動(dòng)、動(dòng)作在謂語(yǔ)動(dòng)詞之前 Having been done: 與邏輯主語(yǔ)之間是被動(dòng)、動(dòng)作在謂語(yǔ)動(dòng)詞之前 Done: 與邏輯主語(yǔ)之間是被動(dòng)/完成、動(dòng)作與謂語(yǔ)動(dòng)詞同時(shí)/之后
例句:1)Gathering around the fire, the tourists danced with the local people.分析:現(xiàn)在分詞短語(yǔ)Gathering around the fire與句子主語(yǔ)是主動(dòng)關(guān)系,相當(dāng)于一個(gè)時(shí)間狀語(yǔ)從句when they gathered around the fire;動(dòng)作與謂語(yǔ)動(dòng)詞danced同時(shí)發(fā)生。2)Having finished his homework, he went out to play football.分析:現(xiàn)在分詞完成式(Having finished his homework)與句子主語(yǔ)是主動(dòng)關(guān)系,相當(dāng)于一個(gè)時(shí)間狀語(yǔ)從句 After he finished his homework;所表示的動(dòng)作發(fā)生在謂語(yǔ)動(dòng)詞之前,作時(shí)間狀語(yǔ)。Having done通常表時(shí)間和原因狀語(yǔ)。表時(shí)間常置于句首。
3)Having been translated into English, the sentence was found to have an entirely different word order.分析:現(xiàn)在分詞完成式被動(dòng)式Having been translated into English與句子主語(yǔ)是被動(dòng)關(guān)系,相當(dāng)于一個(gè)狀語(yǔ)從句After it was translated into English;所表示的動(dòng)作發(fā)生在謂語(yǔ)動(dòng)詞之前。
4)Translated into English, the sentence was found to have an entirely different word order.分析:過(guò)去分詞Translated into English與句子主語(yǔ)是被動(dòng)關(guān)系,相當(dāng)于一個(gè)狀語(yǔ)從句After it was translated into English;所表示的動(dòng)作發(fā)生在謂語(yǔ)動(dòng)詞之前。Having been done與Done都與主句主語(yǔ)是被動(dòng)關(guān)系,動(dòng)作先與謂語(yǔ)動(dòng)詞完成時(shí)可互換。設(shè)計(jì)意圖:
1、通過(guò)個(gè)人自主學(xué)習(xí)、小組討論、探討等來(lái)培養(yǎng)學(xué)生自主、合作、探究的學(xué)習(xí)能力及學(xué)習(xí)意識(shí),提高學(xué)習(xí)效果。
2、解題規(guī)律、知識(shí)點(diǎn)的總結(jié)都是以學(xué)生為主來(lái)設(shè)計(jì)活動(dòng),給學(xué)生足夠的時(shí)間、空間來(lái)自己找出難點(diǎn),并試圖解決難題,提高其找出問(wèn)題、分析問(wèn)題、解決問(wèn)題的能力。小組之間討論相互提出的難點(diǎn),給學(xué)生足夠的提問(wèn)權(quán)解決自己的難點(diǎn)。
3、通過(guò)讓學(xué)生自主學(xué)習(xí)語(yǔ)法知識(shí)點(diǎn),在生生之間開(kāi)展質(zhì)疑和釋疑活動(dòng),引導(dǎo)學(xué)生總結(jié)解題規(guī)律,加深其對(duì)該語(yǔ)法點(diǎn)的理解及運(yùn)用。
4、小組內(nèi)或小組之間的討論,給學(xué)生創(chuàng)造了同伴之間相互學(xué)習(xí)的氛圍,學(xué)生更易理解、接受。步驟3:備考演練
1、讓學(xué)生限時(shí)做題;
2、教師給出正確答案;
3、小組討論各自難點(diǎn)。Exx: 1.---I wonder whom you are waiting for.---The policeman ___ the traffic accident.A.dealt with B.to deal with C.will deal with D.to be dealt with 2.The problem just ___ to be discussed at the next conference.A.referred is B.referred to be C.referring to is D.referred to is 3.Bats are surprisingly long-lived creatures, some ___ a life span of around 20 years.A.having B.had C.have D.to have 4.When I walked past his garden, I saw him ___ there with his wife.A.to work ed ing s 5.— Good morning.Can I help you? — I’d like to have this package ___ , madam.A.be weighed B.to be weighed C.to weigh D.weighed 6.Li Ming was made ___ the blackboard for a week as a punishment.A.to clean B.cleaning C.wash D.to be washing 7._ by many economic officials, the president visited China and made great achievements.A.Accompanying B.Accompanied C.To accompany D.Being accompanied 8.I came _ to the railway station, only _ the train was slowly pulling out of the station.A.and ran;found ning;finding ning;to find D.to run;finding nsumers often call the manager ___ about bad products or bad services.A.to complain plained C.having complaining D to have complain 10.The old black woman sat under the pine tree, her grandsons, _ around her, __ to an old story.A.seating;listening B.seated;listened C.seating;listened D.seated;listening 設(shè)計(jì)意圖:
通過(guò)課堂上再做此類(lèi)型的題,讓學(xué)生及時(shí)鞏固所學(xué)知識(shí);對(duì)自己掌握不透的知識(shí)和解題規(guī)律、方法等及時(shí)向同伴或老師請(qǐng)教,讓考生真正解決自己的難點(diǎn),做到學(xué)以致用、提高英語(yǔ)運(yùn)用能力和解題能力
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