高三全國百名名師47個英語語法教案(編輯修改稿)
2025-07-07 01:56 本頁面
【文章內容簡介】 問話和兒子困惑的表情將puzzled（與邏輯主語之間存在動賓關系）與puzzling（與邏輯主語之間存在主謂關系）的差異表現(xiàn)得淋漓盡致。3． 利用實物創(chuàng)設直觀的情境。實物是最常見的直觀教具。實物的運用，打破了時間和空間的限制，使學生坐在教室里就可以認識客觀事物。例如：借助破杯子、壞了的玩具來介紹形容詞broken；用一杯水來體現(xiàn)a cup of；把幾樣東西放在不同的位置來體現(xiàn)in、on、under、behind等一些介詞的含義。再比如：利用照片上人物的位置關系來教授定語從句。Q1: Who is the woman that is sitting between Tom and Roger? S1: She’s Miss Lin, who is our head teacher. Q2: Which is your younger brother among the students in the picture? S2: The boy whose hair is quite long is my younger brother. 教師通過實物這個直觀教學手段，加上自己的語言表述和學生的角色扮演，形成交際的模擬情境和氣氛。通過在設計的情境中進行語言操練，讓學生在輕松、愉快、和諧的氣氛中掌握所學語法知識。4． 通過師生的角色表演創(chuàng)設情境。課堂上讓學生表演自己編排的小品常常能起到意想不到的教學效果。學生在準備、參與的過程中會充分體現(xiàn)教學目標，以親歷親為的感受去領悟語言語法知識。例如：在教授動詞時態(tài)課上，我讓一組學生表演某同學上學遲到并且在公交車上又坐過站的經歷，其他同學根據(jù)他們的表演遣詞造句，并提示學生注意正確使用動詞時態(tài)。下面列出一段較好的描述：He got up at 7:15 this morning. Being late for school, he hurried downstairs and rushed into a bus without having breakfast. On the bus, two women were talking happily in a loud voice. While he was wondering how to explain to the teacher, the two women continued their talk, which made him a little upset. When he was about to stop them, one of the women stood up from the seat which he had been expecting to take since he got on the bus. The speaker’s voice informed the passengers of the next stop “the People’s Square” and the woman got off immediately. He seated himself on it as quickly as he could and the bus started again in a minute. As he was enjoying the feeling of having a seat, the words “the People’s Square” occurred to him. All of a sudden, he jumped up from the seat, looking so worried and regretful, because “the People’s Square” is also his destination stop. 學生隨著故事的發(fā)展，順利地完成情節(jié)介紹，并多次用到動詞的不同形式。在完成了教學任務的同時也讓其他同學在真實環(huán)境下對動詞的變化形式有了全新的認識。再如，在教授直接引語和間接引語這一知識點時，可以讓三位同學進行表演（教師也可參與其中）。Dialogue 1: Student A (talking to Student B): Will you e here to attend Christina’s wedding next Saturday? Student C (asking Student B): What did she say to you? Student B (answering Student C): She asked me if / whether I would go there to attend Christina’s wedding the next Saturday?Dialogue 2: Student A: I am staying here today. Student B: Sorry? I could not hear you clearly. Student A: I said that I was staying here today. Dialogue 3: Teacher: We must not fall for that kind of trick. Student A (asking Student B): What did the teacher say just now?
教學教案相關推薦
鄂ICP備17016276號-1