英語語法課教學(xué)案例

1、一、學(xué)生分析 本班學(xué)生的水平參差不齊，有些差距還相當(dāng)大。因此在教學(xué)過程中，布置的任務(wù)要兼顧各個(gè)層次的學(xué)生，使他們都有所收獲。 二、教材分析 由于我是教的語法，按照教學(xué)大綱，結(jié)合語法體系，我這節(jié)課將要講到的是過去進(jìn)行時(shí)態(tài)。因?yàn)橹皩W(xué)生已經(jīng)學(xué)習(xí)了一般現(xiàn)在時(shí)、現(xiàn)在進(jìn)行時(shí)、一般過去時(shí)，所以這個(gè)時(shí)態(tài)對(duì)于學(xué)生來說并不是很難的。讓學(xué)生在一個(gè)輕松快樂的環(huán)境中很好的掌握好此時(shí)態(tài)是我的目標(biāo)。所以我針對(duì)教學(xué)內(nèi)容（動(dòng)名詞變化規(guī)律、時(shí)態(tài)里面的主謂一致、時(shí)態(tài)的三種句式即肯定，否定和一般疑問句、特殊疑問句），設(shè)計(jì)了一系列的活動(dòng)，讓整個(gè)教學(xué)內(nèi)容很好的貫穿于一個(gè)個(gè)活動(dòng)中。為了節(jié)約時(shí)間和吸引學(xué)生注意力，我用了和過去進(jìn)行時(shí)態(tài)的動(dòng)畫

2、導(dǎo)入，并且在教學(xué)過程中很好的結(jié)合了課件教學(xué)。三、教學(xué)目標(biāo) 本課為語法課型，主要介紹過去進(jìn)行時(shí)的相關(guān)用法。通過課堂的一系列活動(dòng)，讓學(xué)生們積極踴躍的參與，口頭和書面的練習(xí)該掌握的語法知識(shí)是本課目的。培養(yǎng)學(xué)生的獨(dú)立思考能力、快速反應(yīng)能力和團(tuán)隊(duì)合作意識(shí)也是一個(gè)重要方面。四、教學(xué)過程 1. 導(dǎo)入1）用多媒體展示一段有著What were you doing? 和 I was doing等不同句式的卡通動(dòng)畫引出今天的主題過去進(jìn)行時(shí)態(tài)（was/ were+doing）.讓學(xué)生仔細(xì)聽對(duì)話并且用動(dòng)畫中的句子回答我的提問，因?yàn)橹耙呀?jīng)學(xué)習(xí)過了現(xiàn)在進(jìn)行時(shí)態(tài)，所以學(xué)生能比較容易的用正確形式復(fù)述過去進(jìn)行時(shí)態(tài)的形式。在學(xué)

3、生回答我問題的同時(shí)，將下列句子板書在黑板上：He was listening to the radio at 8 oclock yesterday morning.He was reading books at 10 a.m. yesterday.He was doing some washing at 2 p.m. yesterday He was watching TV at 8 p.m. yesterday 2）讓學(xué)生觀察黑板上的句子，找出相似之處（was doing），然后介紹這就是今天要學(xué)習(xí)的新時(shí)態(tài)過去進(jìn)行時(shí)。格式是 was/ were doing sth.2.意義理解 通過觀察此種

4、時(shí)態(tài)的例句，特別是時(shí)間狀語，得出過去進(jìn)行時(shí)的意義，即表示在過去的某一時(shí)間點(diǎn)（比如 at seven oclock yesterday morning）或時(shí)間段(比如 last Sunday morning)里面持續(xù)進(jìn)行的動(dòng)作。3.復(fù)習(xí)動(dòng)名詞變化規(guī)律 由于此規(guī)律學(xué)生在之前的現(xiàn)在進(jìn)行時(shí)態(tài)里接觸到過，在這堂課里是一個(gè)復(fù)習(xí)鞏固的過程。用游戲的方法使學(xué)生既鞏固了知識(shí)，又增添了競爭性，活躍了課堂氣氛。1）游戲一：看卡片搶答“上吊”游戲準(zhǔn)備約20張卡片，在上面寫上不同的動(dòng)詞(每種規(guī)律都要涉及)，把學(xué)生分成兩大組（男生一組，女生一組），要求學(xué)生以最快的速度說這個(gè)單詞的ing形式是什么，最快最準(zhǔn)的得分，每得一分

5、就要給對(duì)方畫一筆，哪一組先被畫完一個(gè)“上吊”的小人兒就輸?shù)暨@個(gè)比賽。游戲完畢，一起總結(jié)規(guī)律，并在PPT上展示如下的總結(jié)表格，讓學(xué)生更加清楚明白。4. 過去進(jìn)行時(shí)態(tài)里的主謂一致 1)在黑板上板書:Lily was reading a book. Lily and her friends were reading a book. 讓學(xué)生注意到was were 所搭配的主語是有區(qū)別的，引導(dǎo)他們說出“he/ she/ I was doing sth; they/ you/ we were doing sth.”2)游戲二：拍桌子 此游戲就是鍛煉學(xué)生的聽力和反應(yīng)能力，我準(zhǔn)備了十幾個(gè)句子，要求學(xué)生注意這些

6、句子的主謂一致是否正確，如果正確則很快的拍一下桌子，如果是錯(cuò)誤的句子就不做任何動(dòng)作，坐著不動(dòng)拍錯(cuò)和拍得最慢的被淘汰起立。最后剩下的幾名學(xué)生就為勝利者，獲得加分的獎(jiǎng)勵(lì)。句子如下：a. He was playing basketball yesterday afternoon.b. They was swimming in the lake.c. Your father was repairing the car.d. My mother and I were reading books.e. My friends was watching the match on TV.f. The child

7、ren was leaning English.g. All of them was playing table tennis.h. My homeroom teacher was sitting in the office.i. I am looking at the picture .j. Neither Lily nor her parents were listening to the radio.5.過去進(jìn)行時(shí)態(tài)的肯定式、否定式和一般疑問句形式1）在PPT上顯示如下， He was watching TV at 8:00 p.m. yesterday. (negative sente

8、nce) He didnt watch TV at 8:00 p.m. yesterday.He was not watching TV at 8:00 p.m. yesterday. He was not watch TV at 8:00 p.m. yesterday.讓學(xué)生做出判斷，得出sentence 是正確答案。然后讓學(xué)生回答出它的一般疑問句形式：Was he watching TV at 8:00 p.m. yesterday?從而得出過去進(jìn)行時(shí)態(tài)的三種形式：即否定式是在 be動(dòng)詞后面加not; 一般疑問句是把be動(dòng)詞提前放在句首。（顯示在PPT上）2）口頭及書面練習(xí)三種形式(PPT

9、): 1.you / play / cards You were playing cards.You were not playing cards.Were you playing cards?2.Alice / walk / around the lake Alice was walking around the lake.Alice was not walking around the lake.Was Alice walking around the lake?3. they / read / a book about Canada They were reading a book ab

10、out Canada.They were not reading a book about Canada.Were they reading a book about Canada?6.過去進(jìn)行時(shí)態(tài)的特殊疑問句 1) 在黑板上對(duì)所寫的句子分部分提問，讓學(xué)生舉出更多的特殊疑問詞，如when, where, which ,what time, how often, how many times, how long etc. 2)在黑板上演示如何對(duì)句子提問： I was listening to radio at 8 o clock yesterday morning.首先找出疑問詞，因?yàn)槭菚r(shí)間所以

11、用 when ；隨后緊跟一個(gè)一般疑問句格式（即提前be動(dòng)詞）；然后去掉畫線部分，加上問號(hào)。Step one: When Step two: When were you listening to radio at 8 o clock yesterday morning.Step three: When were you listening to radio?隨后針對(duì)不同部分進(jìn)行提問練習(xí)。3) 讓學(xué)生做書面練習(xí)并核對(duì)答案，答案如下：1. Where was Henry living last year?2. When was Anita working at a restaurant?3. Who

12、 was Ricky waiting for?4. What was Sarah doing?5. How many people was Joe speaking to?6. When were Susan and her family having dinner?7. Why was Bob walking home?8. Who was driving home at half past seven?9. Where were the children playing?10. What was Claire doing?7 總結(jié)和家庭作業(yè)用過去進(jìn)行時(shí)態(tài)造十個(gè)句子，注意要用不同的主語和謂語。六、課后反思 教學(xué)成功之處是引導(dǎo)學(xué)生一步接一步從淺到深，按預(yù)想教學(xué)內(nèi)容理解并能運(yùn)用了過去進(jìn)行時(shí)態(tài)。引入部分和環(huán)環(huán)相扣的游戲環(huán)節(jié)讓學(xué)生在短時(shí)間里產(chǎn)生了學(xué)習(xí)的積極性和求知欲。整個(gè)課堂氣氛輕松活躍，讓學(xué)生更加大膽地展現(xiàn)自己；同時(shí)也在獎(jiǎng)勵(lì)制度下，學(xué)生之間也存在著激烈的競爭，課堂