【中小学】高一上下册Lesson 4 教学设计.docx

MIUI Discovering Useful Structures 教学设计授课者：XXXXX中学XXX课型：语法课主题语境：人与自我语篇类型：对话、叙事体、诗歌授课时长：40分钟内容分析该板块围绕活动主题“润色文稿”(Improve a draft)展开，设计遵循“感知-发现-总结- 练习-运用”的思路。先让学生利用教科书Reading and Thinking板块阅读语篇中的句子辨识 名词短语、形容词短语和副词短语，判断它们在句中的功能；然后通过单句练习进一步理解、 巩固这三种短语；最后在主题任务中，通过语篇练习深入理解并掌握这三种短语的形式、意 义和功能。学情分析该设计面向广州市全体高一学生。高一学生经过初中的英语学习后掌握了一定的语言基 础，但他们对基本句型结构的掌握仍停留在感知阶段，在丰富语言表达方面仍有提升空间。 在内容上，本单元作为起始单元后的第一单元，对学生未来三年的英语学习和校园生活适应 具有引领作用。此外，本课作为本单元的第四课时，内容将围绕青少年生活展开，在“人与 自我”的主题下，探讨青少年在学习、课外活动、兴趣爱好等方面的状况，帮助学生真实、 客观地了解和思考高中生活，能够以积极和阳光的心态规划未来的学习和生活，成就更好的 自己。教学目标在本课学习结束时，学生能够：1 .理解名词短语、形容词短语和副词短语的形式、意义和功能，掌握短语的用法；2 .恰当运用三种短语丰富语篇表达内容，提高语篇质量。教学重点帮助学生在语篇中理解并恰当运用名词短语、形容词短语和副词短语，丰富语篇表达内 容，提高语篇质量。教学难点在语篇中如何恰当地运用名词短语、形容词短语和副词短语。教学资源教材、多媒体课件、多媒体设备。教学过程XX教学活动设计意图互动模式& 时间PresentationStep 11. T shows Joyce's and xxxx's introductions and raises a question: Whose introduction leaves you a deeper impression? Why? Ss compare the two introductions and analyze their differences.2. T introduces the definition of “phrase”. T then通过创设语境，让 至生通过比较两名 高中生Joyce和 XXXX的自我介绍 ,感知短语在丰富 表达上所起的5, CWguides students to figure out the type of phrases and their features.(1) Noun Phrase (NP):word group with a noun as its head word (2)Adjective Phrase (AdjP):word group with an adjective as its head word(3) Adverb Phrase (AdvP):word group with an adverb as its head word作用moreinformative/more detailed/more vivid o同时,让学 生通过观察例子辨 别短语类别，识别 其结构特征。PracticeStep 21. Ss observe more examples from Adam's writing and put the underlined phrases into the correct category. T guides Ss to understand the functions of these phrases.(1) A noun phrase acts as a noun (subject, object, predicative, etc.).(2) An adjective phrase acts as an adjective (attribute or predicative, etc.).(3) An adverb phrase acts as an adverb (adverbial).2. Ss work in pairs, find and mark the noun phrases, adjective phrases and adverb phrases in four sentences and state their functions in sentences.结合阅读文本语境 ,基于文本主题， 提供更多的典型例 子让XX初步感知名 词短语、形容词短 语、副词 短语的形式、意义 和句法功能。围绕 目标语法结构展开 语法操练活动，有 意义地理解、运用 目标语法。10， IW PWProductionStep 3With the help of a graphic organizer, Ss makeup dialogues between Joyce and Adam about senior high school life, using proper noun phrases, adjective phrases and adverb phrases. Two examples are given before practice. Then some pairs are invited to present their dialogues.T makes comments.通过对话练习（半控 制性练习）让学生进 一步熟悉名词短语 、形容词短语、副 词短语的用法，在 实际运用中巩固语 法知识。8'PWStep 4Ss read aloud the first version and then the second version of a poem (Activity 2, P72, Workbook).T guides Ss to compare the two versions and tell the differences by asking a question: Which version gives you a deeper impression? Why?XX朗读并感知同一 首诗歌的两个版本 ,教师引导XX思考 省略名词短语、形 容词短语和副词短 语在表达语义上造 成的不同效果，进 而思考并体会这些 短语让语义表达更 丰满、生动、形象 的作用。为后续5'PW活动搭建脚手架。Step 5Ss are assigned a task to help Joyce polish her draft by using noun/adjective /adverb phrases to add more information. T uses three sentences as examples to show how to improve and give students some tips.(1) Tip 1: Pay attention to nouns and add adj./n./prep. to make them into noun phrases.(2) Tip 2: Pay attention to adjectives and add adv. to make them into adjective phrases.(3) Tip 3: Pay attention to verbs and add adverb phrases.Ss work in groups to discuss how and where to use phrases to improve the draft. Then some Ss are invited to share their improved versions.T makes comments.教师引导学生完成 “润色文稿”的活 动，学生先观察例 句，教师讲解例句 并给出提示后学生 小组讨论如何添加 名词短语、形容词 短语和副词短语为 语篇增色，完成 文稿的改进。写 后展示环节让学生 进一步理解短语在 丰富语言表达上所 起的作用moreinformative/more detailed/more vivido10，GWSummary & ReviewStep 6T guides Ss to review whafs learned in the esson.利用逻辑图复习 本学。2'CWHomework1. Write an introduction to your senior high school life and then exchange your introductions and make improvements where necessary.2. Finish Exercises 1-5 (P72-73, Using Structures, Workbook).备注：Ss: StudentsT: Teacherxx: Individual WorkPW: Pair WorkGW: Group Work CW: Class Work