2023學(xué)年完整公開(kāi)課版教學(xué)設(shè)計(jì)B6Unit3Grammartheuseofit

教學(xué)設(shè)計(jì)學(xué)科英語(yǔ)年級(jí)高二教學(xué)形式教師邵杰單位安徽省蒙城一中課題名稱Book6Unit3Grammar—theuseof“it”Analysisofthestudents:Thestudentsareveryfamiliarwith“it”througheverydaylearningandpracticebefore.Therefore,theyhaveacertainbasisforthetopicofgrammar.Basedonthis,studentsareexpectedtolearntheuseof“it”byobservation,discussion,summaryandapplication.Studentsshouldbeencouragedtodiscovergrammarrulesthroughtheirinvolvementofstudy.Analysisoftheteachingmaterials:Thissectionmainlyfocusesontheuseof“it”,whichisacomplexandflexiblelanguagepoint.Ithasalotofusages,themostimportantoneofwhichisitsusageasformalsubjectandformalobject.Therearesomeadvancedsentencepatterns,whichisofgreatimportanceinstudent’swriting.Therefore,itisvitalforstudentstomasterthesepatterns.Teachingaims:Knowledgeaims:Enablestudentstomaster“it”usedaspersonalpronounandimpersonalpronounEnablestudentstouse“it”inthesubjectorobjectpositiontostandforaninfinitive,-ingformoraclause.Abilityaims:1)Getstudentstomastertheuseof“it”2)Getstudentstotrytouse“it”toexpressthemselvesEmotionalaims:1)LetstudentsbecleareraboutthedifferencesinsentencestructuresbetweenEnglishandChinese.2)Improvestudents’interestinEnglishlearning.TeachingImportantpoint:Enablestudentstouse“it”inthesubjectorobjectpositiontostandforaninfinitive,-ingformoraclause.TeachingDifficultypoint:Getstudentstouse“it”inthesubjectorobjectpositiontoexpressthemselves.Teachingstrategies：ITtocreaterealcommunicativesituationandarousestudents’interest2.Task-basedteachingandlearning3.Cooperativelearning教學(xué)過(guò)程與方法教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖TeachingstepsStep1WarmingupStep2Lead-inStep3ObservinganddiscoveringStep4PracticeStep5SummaryStep6HomeworkGreetthestudentsandletthemsinganEnglishsongtogether.SlideshowAftersingingthesong,askstudentstofillintheblanks:Ifyouarehappyandyouknow__,clapyourhandsIfyouarehappyandyouknow__,clapyourhandsIfyouarehappyandyouknow__,thenyoureallyoughttoshould_____Ifyouarehappyandyouknow__,clapyourhandsAskstudents:Whatdoesitreferto?ThenshowsomepicturesandsamplesentencesfortheSstoobserveandthink.Askstudentstotalkabouttheuseofitingroups.personalusage.Itcanrefertothingsmentionedaboveinordertoavoidrepetition.Besides,itcanbeusedaspersonalpronountotalkaboutanimal,things,babyorpeoplewhosegenderoridentityarenotclearImpersonalusage:1.Itissunny.Weather2.Itis20kilometersfrommyhousetoschool.Distance3.ItisNovember11,2022.Date4.Itis9o’clockatnight.TimeisnogoodsmokingFormalSubject6.ShefounditeasytolearnEnglishwell.FormalObjectItusedasformalsubjectandobjectbeadj.（forsb.）todosth.2.Itbeadj.ofsb.todosth.'snogood/usedoing…4.Itisclear(obvious，true，possible，certain)thatisv-edthat6.Itis+noun+clauseTask1Findoutthefunctionofitinthefollowingsentences.Task2TranslationTask3Rewritethefollowingsentenceswith“Itis….that…”structure.’mstillfitenoughtocycle20kilometersinanafternoon.Thatisamazing.2.Myfatherhasquitsmoking.Thatiswonderful.3.Youcouldsufferfrombadhealthifyoukeepsmoking.(Itislikely).4.Chinaproducesonethirdoftheworld’scigarettes.Itisreported.flu(禽流感)hitChinaagain.Thatisknowntous.YuchungotmorethanonemillionYuanfortheadvertisement.Askstudentstosummarizewhattheyhavelearnedinthisclass.ExerciseonPageotherusagesof“it”inUnit4.outmoreabouttheuseofitontheInternet.StudentssingtheEnglishsong“Ifyouarehappy”together.Studentsfillintheblankandanswerthequestion.StudentswatchandthinkaboutthesesentencesandtrytofindoutgrammarrulesbythemselvesStudentsarerequiredtodotheseexercisesindividuallyfirstandthenaftertheyfinishthesetasksinvitesomeindividualstoreporttotheclass.Studentssummarizegrammarpointstogether.Studentsdotheexercisesafterclass.Thepurposeofthisdesignistocreateahappylearningatmosphere.Thepurposeofthisdesignistoarousestudentsinterestinthetopicofthisunit.ThepurposeofthisdesignistoencourageSstofindoutgrammarrulesbyexploringthemselves.ThepurposeofthisdesignistomakesureSscanmastertheuseofitthroughpractice.ThepurposeofthisdesignistoconsolidatewhatSshavelearnedtodayThepurposeofthisdesignistomakesuredifferentlevelsofstudentscanallgetdeveloped.BlackboardDesignUnit3theUseof“it”PersonalpronounItcanbeusedasImpersonalpronounInthesubjectpositionIntheobjectposition分層作業(yè)設(shè)計(jì)Level1:DoExerciseonpage.Level2:Exploreotherusagesof“it”inUnit4.Level3:Learnmoreabouttheuseof“it”bysearchingontheInternet.TeachingreflectionThisclassdealswiththemostfrequentlyusedwordinEnglish—it.Justasexpected,theclasswentonsmoothlyandthegeneralaimswereachieved.Inthisclass,thestudentsareencouragedtolearnthegrammarrulesbyself-exploration.Fromthisclass,Ifindthattheselectionofexamplesisveryimportant.Thisisbecausewhentheexamplesarewellchosen,theymayleadthestudentstogett