以情景为依托

1、PAGE 5PAGE 以情景为依托，进行语法动态教学 9A Unit3 Grammar A & B 教学反思一、引言语法作为语言表达规律的归纳和总结，必然集中体现了该语言的思维模式。从这个意义上讲，语法即是思维，用英语思维，即是用英语语法思维。传统的语法观认为语法是一种知识。传统的语法教学是教师归纳语法知识，传授给学生，而学生通过机械操练来记住这些语法知识和语法规则。而语法技能要求语法教学不应只停留在要求学生熟背规则上，而应训练和教会学生如何准确、恰当、得体地使用语法规则。由此可见，语法不只是一种静态的知识，需要实际的交际操练，从而掌握动态的技能。笔者以情景为依托，采用语法动态教学模式上了一堂

2、牛津初中英语（译林版）9A Unit3不定式语法新授课。二、教学设计与分析1. 在谚语中认知语法教者首先要求学生为各句谚语选择合适的中文，同时渗透情感教育。让学生观察这些句子的共同之处，即都含有“to do sth.”结构，以此引入课堂。（1） To see is to believe. 眼见为实。（2） To save time is to length life. 节约时间就是延长生命。（3） Not to advance is to go back. 不进则退。（4） Never too old to learn, never too late to turn. 亡羊补牢，为时未晚。思考

3、 作为导入环节，教师创设的问题必须引起学生的兴趣，在师生互动中呈现语法，让学生“动”起自己的头脑，为新授课的知识做好铺垫。2. 在交流中感悟语法教学片断一：教者要引出不定式的第一个功能，充当subject (主语)。 T: Is it necessary for us to work hard？S: Its necessary for us to work hard .T: Another way to say this sentences?S: To work hard is necessary for us. 情景活动： S1：Its bad for our eyes to read in

4、 the sun .S2：To read in the sun is bad for our eyes.S1：Its important for us to do exercise. S2：To do exercise is important for us.思考 首先进行师生交流，再让学生自主造句，自主挑选另一学生用不定式作主语来改变句式，让学生“动”起自己的嘴巴，在生生情景交际中完成不定式该功能的学习。教学片断二：师生交流Reading内容：Simons dream is to be a great football player .出示国家主席习近平的照片。T: Whats his dr

5、eam?S: His dream is to . 注意渗透爱国主义教育。情景活动：让学生谈论各自的梦想。Talk about your life dream!A: Whats your dream/plan/duty? Why?B: Myis to思考 学生们对自己理想的进行交谈，让学生“动”起自己的梦想，自如地运用不定式作predicative (表语)。教学片断三：师生交流各自想做的事情，并涉及到课文内容Simon wants to play football every day.学生找出want to do sth.情景活动：通过Brainstorm的形式让学生说出可接to do sth

6、.结构的动词并造句。学生反映积极，能说出plan, hope, wish, need, want, decide, agree, learn, begin, refuse, promise, forget , remember, choose 等。以课文为线索，对Simon的问题进行追问：Simon wants to play football every day. But do Simons parents allow him to play outside after 6p.m.? 引出allow sb. to do sth.T: Can you choose the words to f

7、ill in the blanks?buy take ride go Last Sunday, Simons friend Amy invited him_ to see her new house. She advised him_ a bike there. She told him _ a mobile phone. She also needed him _ some presents for her. 思考 学生对已有知识进行归纳总结，让学生“动”起自己的智慧，从而掌握不定式作object (宾语)及object complement (宾补)。3.在生活片断中运用语法教学片断一：S

8、imon often plays football after 6p.m. He is always the last to go home.T: Help Simon to complete the passage .Hello! Im Simon. Im unhappy these days because I have too much homework _.I have no free time _ myself . Whats more, I have no close friends _to. What shall I do? I cant think of anyone _. C

9、an you find some ways_ me?情景活动：学生自主交流。思考 学生利用真实的生活材料体验知识，构建知识，让学生“动”起自己的情感，从而掌握不定式作attributive (定语)。教学片断二：教师引导学生说出Simon practises hard to become a player. 及I opened the pencil case to find nothing in it.T: Read as fast as possible to understand the function of each to-infinitive.Simons sister has gr

10、own up to be a nice girl. She works in a big city. Last Sunday, she got up early to catch the first bus to go home. She saw many people standing around her house. She rushed there to see what was happening. How terrible! She came back home to find her house on fire!情景活动：笔者仍以Simon为线索写了关于他姐姐的一段话，在让学生辨

11、别区分特定的情境中不定式作目的状语还是结果状语。 思考 通过学生自主分析和归纳，让学生“动”起自己的能力，发现不同语境中不定式的不同功能，即作 adverbial to express purpose(目的状语) 和adverbial to express result(结果状语)。4.在交流中归纳语法T: Say something about Simon Simons parents make him go home before 6p.m.He thinks his parents let him get into trouble. He has a youth worker help

12、him. I often see him play football and hear him shout excitedly. Have you noticed him make progress? 思考 让学生通过语言现象自主归纳、总结make/ let/ have sb. do sth. 及 see/ hear/ notice sb. do sth.5.设计师生自身生活情景巩固语法(1) Present wh- words+to-infinitives(2) Practice(3) Summarize(4) Consolidation Miss xiao got lost! What h

13、appened to her?Discuss: Do you have any problems?Ask Ss to work in groups of four. One of them will be the youth worker. Make a dialogue with To-infinitives and wh- words+to-infinitives.Share Miss Xiaos idea: God helps those who help themselves!思考 为进一步激发学生的学习兴趣, 教者设计了老师的困境，学生的困惑这一环节，并由此展开对话交流，真正做到学以致用。并能给学生提供恰当的情感教育。三、感悟与反思1.把教材内容与现实生活联系起来，有利于提高学生的学习动机，也有利于提高学习效果。本节语法课的主要线索人物为Reading的主人公Simon，生活情境有助于引导学生进入主动学习状态，教师要能根据学生的语言基础和心理特征，并通过多种途径设计丰富多彩的语言输入活动。2.语言习得是一门系统工程，由教师、学生和教材等元素构成。其中教材为相对静态元素