1、江南中学英语学科教学设计课题 Unit 1 Friendship 授课人 课时安排4课时 课型新授课 授课时间9.25-9.28课标依据使学生义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力;高中课程还应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，国际视野更加宽广，爱国主义精神和民族使命感进一步增强，为他们未来发展和终身学习奠定良好的基础。教材分析
2、本周教学内容是人教版高一英语必修一第一单元的语法项目直接引语与间接引语的转换，以及写作课。虽然学生在初中阶段已经学过一些相关的内容，但是高一的学生这方面的知识仍然比较薄弱，在教学中要循循善诱，逐步引导。教材要求学生掌握直接引语变间接引语时引导词、人称、时态、状语和语序等方面的变化规律。要求学生在完成教材提供的学习任务基础上，应增加在真实交际中综合运用语言的实践活动，学会在阅读中理解间接引语，学会在写作和口语表达中正确使用直接引语和间接引语。学情分析高一两个教学班的水平相当，主要表现为：1.学生对英语学习的兴趣普遍不浓，对自身英语水平的提高完全没有要求。基于这些原因，他们在课堂上的表现被动，难以
3、融入课堂学习氛围之中，容易走神。2.忽略了英语知识的相通性，只是单纯地模仿学习，不愿做习题。学生应该通过多读多听多写来培养语感，逐步攻破语法。3.大多数同学甚至不想学好英语，想学的却难以坚持下来。主要原因就是缺乏意志力。4.学生缺乏思考的主动性。学生习惯于被动式的教学模式，过分依赖教师的安排进行学习，往往不知做什么。所以培养学生主动思维，主动学习是非常重要的。应该让学生成为知识的探索者，主动去寻找自己的不足，不断充实自己的知识库。知识与能力Get the students to learn and grasp the rules of Direct Speech and Indirect Sp
4、eech.三维目标过程与方法Get the students to be able to use the rules to express their meanings and retail others correctly.情感态度与价值观1. Get the students not to be afraid of grammar learning.2. Get the students to develop their sense of group cooperation.教学重点Summarize the rules of Direct Speech and Indirect Spee
5、ch.教学重难点教学难点Get the students to learn about the special cases in which the tenses shouldnt be changed.教法与学法Discussing, summarizing and practicing信息技术应用分析知识点 学习目标 媒体内容与形式 使用方式 媒体来源语法学习 理解应用 白板 教师播放 教师制作单元复习 理解应用 白板 教师播放 教师制作作文 应用 Word 教师引导 教师制作师生活动 设计意图 批注教学活动设计Period 5 GrammarStep 1 Lead-in1.Show ss
6、 a video about some misunderstandings when using indirect speech.2.T:In the last lesson, we learned Anne Franks story. Suppose you have a friend Tom and you need to tell the story to 通过观看趣味的英语视频，让学生了解在转述别人的话要注意得我问him.How do you do?eg:Anne said, “I dont want to set down a series of facts in a diary.”
7、Anne said that she didnt want to set down a series of facts in a diary.Step 2 Grammar of Indirect Statements1.The definition Direct speech:the original speakers exact words are given and are indicated by quotation marks.Indirect speech:the exact meaning of the speakers words is given, but the exact
8、words are not directly quoted.2.Rules of Statements(1)show egs1)Anne said, “I am lonely.”Anne said that she was lonely.(时态)2)Anne said, “ I want this book.”Anne said that she wanted that book. （代词）3)Anne said, “ I dont see Tom today.”Anne said that she didnt see Tom that day. （状语）Summary:三变一多原则(2)Ch
9、ange of tense(with egs)do-didis doing-was doing题，以免引起误会。再导入安妮日记的相关内容，引入语法课。呈现直接引语和间接引语的定义，学生结合汉语理解两者的区别。呈现三个例句，总结出第一个变化原则：三变（时态，代词，状语）一多（that）原则，便于学生理解与记忆。did-had donehave done-had donewill do-would dohad done-had doneThree cases(no change):specific pas time, truth and famous saying, the verb in sub
10、ject clause is do/will doEg: Deng Chao will say, “We are family.”Deng Chao will say that they are family.(3)Change of pron.Summary:一随主，二随宾，第三人称不更新this-that; these-those(4)Change of now-thentoday-that daytomorrow-the next (following)daynext weekthe next (following)week/month. . .yesterday-the day bef
11、orelast week/month/. . .the week/month/. . . before(5)Do exercises呈现时态变化的相关例句，贴近生活，让学生明白时态转换的方式和必要性。并让学生自己归纳时态变化的规律：往后退一步即可。第二个变化：代词变化。通过分析例句总结规律:一随主，二随宾，第三人称不更新.第三个变化：状语变化。时间状语较多，总结成一个表格，让学生归纳整理。当堂进行练习巩固，检测语法掌握情况，加深理解，提高实际运用能力。当堂检测有效练习Change the sentences into indirect speech1. “Im going to hide fr
12、om the Germans, ” Anne said. 2. “I dont know the address of my new home, ” said Anne.3. “I cannot ask my father because it is not safe to know, ” she said.4. “I had to pack up my things very quickly, ” the girl said.5. “Why did you choose your diary and old letters? ” Dad asked her.6.He said, “ I ha
13、ve no idea.”作业布置Finish the grammar exercises on blackboard板书 Direct speech and indirect speech设计 Change of tensedo-didis doing-was doingdid-had donehave done-had donewill do-would dohad done-had done教学反思本节课要求学生同时掌握直接引语和间接引语的转变，包括时态、人称的变化，让学生从不知到知之、灵活运用的过程。并且采用归纳与演绎的结合，通过听、说、读、写各种方法帮助学生掌握语法知识点，使难的问题简
14、单化，先分步再综合。学生在教师的示范下，先进行简单的机械训练，学会变化人称和时态，然后再通过一些过渡练习，最后升华到运用类的练习，使学生在不同的层次都能体会到成功。师生活动 设计意图 批注教学活动设计Period 6 GrammarStep1 Review the grammar of statements.(1)tense(2)pron(3)advStep2 Grammar of Indirect QuestionsT:The same rules apply to indirect questions as to indirect statements. The difference is
15、 that a wh-clause is used instead of a that clause.复习陈述句变间接引语的规则，在此基础上进行疑问句变化规则的学习。呈现一般疑问句变为间接引语的例句，让学生(1)General questions(2)Present egs to ss and find out diffidenceEg1:He said,“Are you interested in English?”-He asked if/ whether I was interested in English.(一般疑问句口诀：去掉引号加whether/if,陈述语气要记住)(3)Spe
16、cial question(4) Observe and summarize Eg3:The teacher asked Tom, “Where do you live?”-The teacher asked Tom where he lived.Eg4:“Where is my textbook?” she asked.-She asked where her textbook was.(特殊疑问句口诀：直接去引号，陈述莫忘掉,疑问词照抄，助动词丢掉)(5)Do exercises观察，归纳出与陈述句变化法则的不同。总结口诀便于记忆。观察例句，找出特殊疑问句变化时与陈述句与一般疑问句变化规则
17、的相同点和不同点。当堂检测有效练习Translate the following sentences into English by using indirect speech.1. 汤姆说他 2009 年就加入了俱乐部。2. 凯特问我晚上能否陪她看电影。3. 老师说熟能生巧。4. 她说等车的时候就把那本书读完了。5.警察询问他前天晚上在公园干了什么。作业布置Finish the grammar part in 新新学案板书设计Grammar of Indirect Questions1.General question: 去掉引号加 whether/if,陈述语气要记住2.Special q
18、uestion:直接去引号，陈述莫忘掉,疑问词照抄，助动词丢掉Similarity: change of tense, pron and adv.Difference:教学反思通过本节课的教授，提醒自己在以后教学中尤其是语法教学首先明确中学所教的语法是实践语法，而不是理论语法，语法教学要以实践为纲，以交际为中心，以技能为核心。同时要引导学生学习的思路，对语法不要进行过分的思辨。对语法学习的目的要有较深刻的认识，把语法作为手段来学，作为桥梁来用，克服为学语法而学语法的偏向，以为语法就是为考试用的，是死的，要死记硬背。另外，还要有意识地把学习语法的目的引导到实用和交际方面来，使学生有机会在课外实践
19、中运用，增多语言交际的机会与数量。通过一系列的交际活动的实践，达到交流思想感情，最终达到对学生进行听、说、读、写的基本训练，培养学生在口头上和书面上初步运用英语的能力，为进一步学习和运用英语打好基础的目的。 “活、精、简”语法教学之灵魂。师生活动 设计意图 批注教学活动设计Period 7 RevisionStep1 Deal with ss homework1.Summarize mistakes of ss(1)confuse in tense(2)confuse in pron(3)the word order of statements2. Comment on ss homework
20、(1)Alice said,“I want a book.”-Alice said that she wanted a book.(2)Tom said,“I am playing ping-pang.”-Tom said that he was playing ping-pang.(3)She said,“I will come here tomorrow.”-She said that she would come there the next day.(4)The teacher said,“Do you like animals?”-The teacher asked if/wheth
21、er I/we liked animals.(5)Our teacher asked me, “Where do you live?”- Our teacher asked me where I lived.Step 2 Review1.Personal Pronoun课前处理直接引语和间接引语习题，及时反馈学生容易犯错的地方，进行针对性地纠正。同学们的错误集中性地表现在以下几个方面：时态混乱，人称混乱，陈述语气理解不到位。针对作业中大部分同学人称混乱的问题，进行一个补充讲解。通过提2.Possessive Pronouns3.Do exercise问和复述的方式，师生一起共同回忆。通过当堂的
22、练习，巩固学生所学知识。当堂检测有效练习一. 从括号内选择正确的代词填空1. Your clothes are on the desk.Please put _(they，them，their，theirs) away.2. (We， Us，Our，Ours)_ English teacher is Mrs. Green.We all like _(she，her ，hers).3. (I，Me，My，Mine)_ cant get my kite.Could you help _(I，me ，my，mine)?4. Tom cant get down from the tree.Can yo
23、u help _(he，him，his)?5. Her kite is broken. Can _(you，your，yours) mend it?作业布置填入正确的人称代词和物主代词1. This isnt her knife. _ is green.2. These are your books，Kate. Put _ in the desk， please.3. They want a football. Give _ the green one，please.4. _ is a boy. _ name is Mike. Mikes friends like _ very much.5.
24、 My father and mother are teachers. _ are busy.6.You are a pupil. Is _ brother a pupil, too?7. Mary works in a book store. _likes _work very much.8. John and I are in the same school. _go to school together.9. She is a friend of _ . We knew each other two years ago.10. I have many friends. Some of _
25、are good at English.板书设计Review Lesson1.Personal Pronoun2.Possessive Pronouns教学反思这节课我们首先练习转述别人的话和转述我们读到的内容，其中涉及人称和动词的变化，学生们都能够总结出规律并照葫芦画瓢的写出间接引语的句子。但是当拓展内容转述别人的提问时，学生对各个时态简单句的掌握方面的问题暴露无遗，主要问题有：1.不会把一般疑问句变为陈述句，尤其是 do,does,did开头的一般疑问句。例如：Do you go to school at 8 everyday?变为：I do go to school at 8 every
26、day.2.时态混乱。3.不清楚特殊疑问句的结构。就以上出现的问题，采取了以下方法来解决：1.简要的讲解知识点后让学生自己去练习，去进行小组操练，精讲精练，讲练结合。这样即可防止老师和学生学习疲劳，同时也能极大带动学生的学习积极性，让他们在一种轻松自在自信的情况下掌握而且还能熟练运用，真正达到学以致用的目的。2.将内容细化和处理，不那么急功近利，而是让学生从不知到知之、直至用之的过程。3.针对学生的难点，盲点补充讲解，将其一一攻破。4.进行有效的训练，对平时会遇到的句型扎实的练习。通过以上这些措施，使学生在不同程度上都有了进步。也使我认识到学生听不懂课，听课没有效果，往往是因为和新知识联系的旧
27、知识就没有弄懂，就像火车脱了节。只有先补上了旧知识，才能接受新的知识。对语法学习的目的要有较深刻的认识，把语法作为手段来学，作为桥梁来用，克服为学语法而学语法的偏向，以为语法就是为考试用的，是死的，要死记硬背。师生活动 设计意图批注教学活动Period 8 writingStep1 Pre-writing1.How to write a suggestion letter This part asks the Ss to write their advice to Xiaodong .First, let the Ss to discuss how to write a letter to o
28、ffer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third, ask the Ss to read the letter on Page 7. Ask them to discuss what Xiaodongs problem is and what is the solution they can offer in groups of 4, with the help of the poi
29、nts given 读前活动中，先让学生们阅读课本上的写作材料，明确写作目的和写作内容。设计on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the Ss to read their letters for the class while the teacher gives some comments.2.useful structures(1)BeginningI am sorry you are having trouble in .(2)BodyFirst/In th
30、e first place,why not.?Secondly, you should/canThirdly,it would be a good idea if .(3)EndingLets keep in touch. I do hope to hear good news from you.Step2 While-writingT: Today were going to write your adviceto Xiaodong as an editor. Do you know how towrite a proposal letter? Now, lets have a discus
31、sion on it with your partners.Ss are talking about how to write a proposal letter. T: Whod like to answer this question?S1: The problem should be presented first.Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.T: Exactly.
32、 The discussion of the solution itself, based on the analysis of the problem, is t小组讨论，头脑风暴，就材料中主人公遇到的问题提出尽可能多的建议。给学生介he core of a proposal. Ill give you some instructions about how to write the body part of a proposal letter as follows.Step3 Post-writingCorrect mistakes.Give some comments.绍作文的基本框架，
33、并给出每个部分的写作方法和有用的句型结构。学生自主写作。当堂检测有效练习Finish the writing task in class作业布置Preview the unit2板书设计Useful Structures(1)BeginningI am sorry you are having trouble in .(2)BodyFirst/In the first place,why not.?Secondly, you should/canThirdly,it would be a good idea if .(3)EndingLets keep in touch. I do hope
34、to hear good news from you.教学反思本节课主要采用过程教学法训练学生的写作，包括写作前阶段，写作阶段和写后修改编辑阶段,写作前已经进行了大量的语言输入，有效的写作指导，学生熟悉了必要的语言表达形式和语篇结构。另外，写作的内容和形式都较贴近学生的实际生活，贴近真实的交际行为，难度较小。在合作学习中促进学生写作能力的发展。刘道义曾指出“写作不能仅仅理解成个人行为，因此在教学中不宜总是采取学生单独写出作文来让教师批改的模式，而应该提倡学生开展两人或数人小组活动，通过讨论合作完成写作” 。传统的英语写作评价标准过多地注重学生语言的准确性，而忽视了文章的整体性和流畅性。因此教师对学生写作的评价应该扩大视野，从不同角度去评价学生的写作成果。通过小组互评的形式，学生之间互相借鉴，取长补短，教师给予必要的指导。学生在听取其他同学和教师的意见后进行修改，使其写作水平得到进一步提高。注意体现新课程改革的精神。在时间安排充足的情况下，教师应从学生的学习兴趣、生活经验和认知水平出发，创设生动和逼真的情景，在轻松、民主的教学氛围中，鼓励和倡导学生积极参与、主动思维、大胆实践。教师的科学引导是前提，学生的有效参与是关键。只有在师生高效合作下，写作课才能真正达到效果。
