高中英语语法课教学活动的设计报告方案.docVIP

高中英语语法课教学活动的设计 密云二中 季李红 《英语课程标准》指出：英语语法是语言知识的重要组成部分，是发展语言技能的基础。语法教学是语言教学的重要内容之一。基于高中学生认知能力的发展，课标倡导语法教学应遵循的教学模式为：关注—归纳—操练—运用。相对传统的语法教学方式，学生不再是死记硬背语法规则，做大量的机械练习，而是积极参与课堂，通过观察、体验、实践、合作等方式学习语法，是课堂学习的主体。要实现学生角色的转变，培养学生的英语思维能力，教学活动的精心设计是高效课堂的重要保障。 笔者以课例研究的方式对语法教学进行了大量实践，认为语法课教学活动的设计应注意以下原则。 教学活动的设计与教学目标一致 教学活动的设计要与教学目标一致，为教学目标达成服务，因此每个教学活动要有明确的目的。以北师大版第五模块第13单元语法项目---情态动词表推测，第一课时的教学设计为例。笔者设计的教学目标为： Students will be able to: Pick out modals for guessing and find out the meanings they express; Point out three sentence patterns of modals for guessing; 3. Use the modals for guessing in context properly; 本课语料为两人讨论关于学生在山中失踪的新闻，由此引发猜测，语境突出，语言鲜活。为了实现教学的第一个目标，笔者对教材设计的教学练习做了如下调整： 调整前 Complete the gaps with modal verbs: must, may, may not, might, can’t, could I think my French tutor ________ know one of them. They _______ be so frightened. They _______ have been separated from…. Or they _______ have gone exploring… They ________be there. …they ______ not have any water. 调整后 1. What are they mainly guessing about? 2. Pick out all sentences in the conversation with modals and find out which modals are not used to express guesses. 调整前的练习，要求学生依据课文，关注6个句子；而且全部为情态动词表推测的句子，没有足够调动学生的主动性，激发他们的思维活动；事实上，要学生关注目标语法结构前，教师应对语料进行必要的阅读理解处理，这有利于解决教学难点。此外，文中有18个含情态动词的句子；其中4个不是情态动词表推测的句子。若学生能将他们成功挑出，说明他们不但回顾了旧知识，理解了must, may, may not, might, can’t, could 表推测时，在上下文中表达的语气，而且更将注意力关注于目标语法。 本课的教学难点为：Use the proper forms of modal verbs to express guesses about what happened and what is happening now. 为了在教学中突破难点，笔者将教学活动做了如下调整： 调整前 Look at these sentences again and decide what they are talking about: I think my French tutor might know one of them. They might be sheltering in a cave. They might have fallen behind. a) past event b) unlimited present time c) something happening now 调整后 Put the above 14 sentences into three groups according to what they are guessing about: How the two students got lost； How they are feeling now； How their parents and friends feel； 学生通过以表达内容为依据继