以情景為依托

1、PAGE 5PAGE 以情景為依托，進(jìn)行語法動(dòng)態(tài)教學(xué) 9A Unit3 Grammar A & B 教學(xué)反思一、引言語法作為語言表達(dá)規(guī)律的歸納和總結(jié)，必然集中體現(xiàn)了該語言的思維模式。從這個(gè)意義上講，語法即是思維，用英語思維，即是用英語語法思維。傳統(tǒng)的語法觀認(rèn)為語法是一種知識(shí)。傳統(tǒng)的語法教學(xué)是教師歸納語法知識(shí)，傳授給學(xué)生，而學(xué)生通過機(jī)械操練來記住這些語法知識(shí)和語法規(guī)則。而語法技能要求語法教學(xué)不應(yīng)只停留在要求學(xué)生熟背規(guī)則上，而應(yīng)訓(xùn)練和教會(huì)學(xué)生如何準(zhǔn)確、恰當(dāng)、得體地使用語法規(guī)則。由此可見，語法不只是一種靜態(tài)的知識(shí)，需要實(shí)際的交際操練，從而掌握動(dòng)態(tài)的技能。筆者以情景為依托，采用語法動(dòng)態(tài)教學(xué)模式上了一堂

2、牛津初中英語（譯林版）9A Unit3不定式語法新授課。二、教學(xué)設(shè)計(jì)與分析1. 在諺語中認(rèn)知語法教者首先要求學(xué)生為各句諺語選擇合適的中文，同時(shí)滲透情感教育。讓學(xué)生觀察這些句子的共同之處，即都含有“to do sth.”結(jié)構(gòu)，以此引入課堂。（1） To see is to believe. 眼見為實(shí)。（2） To save time is to length life. 節(jié)約時(shí)間就是延長生命。（3） Not to advance is to go back. 不進(jìn)則退。（4） Never too old to learn, never too late to turn. 亡羊補(bǔ)牢，為時(shí)未晚。思考

3、 作為導(dǎo)入環(huán)節(jié)，教師創(chuàng)設(shè)的問題必須引起學(xué)生的興趣，在師生互動(dòng)中呈現(xiàn)語法，讓學(xué)生“動(dòng)”起自己的頭腦，為新授課的知識(shí)做好鋪墊。2. 在交流中感悟語法教學(xué)片斷一：教者要引出不定式的第一個(gè)功能，充當(dāng)subject (主語)。 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. 情景活動(dòng)： 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 首先進(jìn)行師生交流，再讓學(xué)生自主造句，自主挑選另一學(xué)生用不定式作主語來改變句式，讓學(xué)生“動(dòng)”起自己的嘴巴，在生生情景交際中完成不定式該功能的學(xué)習(xí)。教學(xué)片斷二：師生交流Reading內(nèi)容：Simons dream is to be a great football player .出示國家主席習(xí)近平的照片。T: Whats his dr

5、eam?S: His dream is to . 注意滲透愛國主義教育。情景活動(dòng)：讓學(xué)生談?wù)摳髯缘膲?mèng)想。Talk about your life dream!A: Whats your dream/plan/duty? Why?B: Myis to思考 學(xué)生們對(duì)自己理想的進(jìn)行交談，讓學(xué)生“動(dòng)”起自己的夢(mèng)想，自如地運(yùn)用不定式作predicative (表語)。教學(xué)片斷三：師生交流各自想做的事情，并涉及到課文內(nèi)容Simon wants to play football every day.學(xué)生找出want to do sth.情景活動(dòng)：通過Brainstorm的形式讓學(xué)生說出可接to do sth

6、.結(jié)構(gòu)的動(dòng)詞并造句。學(xué)生反映積極，能說出plan, hope, wish, need, want, decide, agree, learn, begin, refuse, promise, forget , remember, choose 等。以課文為線索，對(duì)Simon的問題進(jìn)行追問：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 學(xué)生對(duì)已有知識(shí)進(jìn)行歸納總結(jié)，讓學(xué)生“動(dòng)”起自己的智慧，從而掌握不定式作object (賓語)及object complement (賓補(bǔ))。3.在生活片斷中運(yùn)用語法教學(xué)片斷一：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?情景活動(dòng)：學(xué)生自主交流。思考 學(xué)生利用真實(shí)的生活材料體驗(yàn)知識(shí)，構(gòu)建知識(shí)，讓學(xué)生“動(dòng)”起自己的情感，從而掌握不定式作attributive (定語)。教學(xué)片斷二：教師引導(dǎo)學(xué)生說出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!情景活動(dòng)：筆者仍以Simon為線索寫了關(guān)于他姐姐的一段話，在讓學(xué)生辨

11、別區(qū)分特定的情境中不定式作目的狀語還是結(jié)果狀語。 思考 通過學(xué)生自主分析和歸納，讓學(xué)生“動(dòng)”起自己的能力，發(fā)現(xiàn)不同語境中不定式的不同功能，即作 adverbial to express purpose(目的狀語) 和adverbial to express result(結(jié)果狀語)。4.在交流中歸納語法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 讓學(xué)生通過語言現(xiàn)象自主歸納、總結(jié)make/ let/ have sb. do sth. 及 see/ hear/ notice sb. do sth.5.設(shè)計(jì)師生自身生活情景鞏固語法(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 為進(jìn)一步激發(fā)學(xué)生的學(xué)習(xí)興趣, 教者設(shè)計(jì)了老師的困境，學(xué)生的困惑這一環(huán)節(jié)，并由此展開對(duì)話交流，真正做到學(xué)以致用。并能給學(xué)生提供恰當(dāng)?shù)那楦薪逃?。三、感悟與反思1.把教材內(nèi)容與現(xiàn)實(shí)生活聯(lián)系起來，有利于提高學(xué)生的學(xué)習(xí)動(dòng)機(jī)，也有利于提高學(xué)習(xí)效果。本節(jié)語法課的主要線索人物為Reading的主人公Simon，生活情境有助于引導(dǎo)學(xué)生進(jìn)入主動(dòng)學(xué)習(xí)狀態(tài)，教師要能根據(jù)學(xué)生的語言基礎(chǔ)和心理特征，并通過多種途徑設(shè)計(jì)豐富多彩的語言輸入活動(dòng)。2.語言習(xí)得是一門系統(tǒng)工程，由教師、學(xué)生和教材等元素構(gòu)成。其中教材為相對(duì)靜態(tài)元素