资源简介

U4 Exploring Literature
Grammar and usage 教案
教材分析：
本课时为语法课。该板块提供探究语法形式与意义并在情境中使用语法的机会，鼓励学生探究语法现象，自主归纳核心规则，并创设语境供学生操练该语法知识。教学中注重语言的运用，采用任务型教学法和小组合作探究学习法，扩大课堂的语言输入量及学生的语言输出量。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握情态动词的意义与使用方法，正确而得体得使用该语法。
思维品质上，发现并分析问题的能力、逻辑思维、观察力得到训练。提供文本材料，创设语境，学生在具体语境中自主发现语法现象并从中归纳核心语法规则。
文化意识上，阅读兴趣得以提升。
学习能力上，在语法学习过程中提高自主学习能力与合作学习能力。提高对图书馆场景的理解，提高学生对在图书馆学习的兴趣。
教学重点：
创设语境使学生掌握情态动词的意义及用法。
教学难点：
结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
准确而得体地使用情态动词。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to read and translate a quote without modal verbs and then look at the modal verb version. Ask the students to compare the differences in understanding and emotion between the two sentences. Ss can get familiar with the new grammar in order to prepare them for the following study. 语法知识引入，调动学生学习兴趣，为后续活动热身。 3' IW/CW
Step 2 Explore the rules: Firstly, T leads into the theme of choosing books, connect with Students’ real life and arouse Ss’ interests. Then, let Ss read the article and complete the mind map. Review the modal verbs with the students. Then Ss are asked to read an article and find the sentences that use modal verbs and fill in the chart individually and then discuss their answers in groups. T selects 4 students to share their work. 创设语镜，学生在文本中感受情态动词的用法与意义。自主学习与合作学习的过程有利于学生自行消化。 6’ IW/GW/CW
Step 3 Work out the rules: Through the activities above, Ss conclude the grammar. Then T could accordingly add some explanation to let the Ss understand the grammar deeply and completely. 学生观察例句总结语法点，有利于促进学生对该语法的理解，培养学生的观察力与概括能力。在此基础上，教师进行讲解与补充，促进学生学习。 10’ IW/CW
Step 4 Apply the rules: Ss are asked to individually finish the exercise in B1 and then check their answers in group. After that, T illuminates the exercise according the students’ performance. 练习中操练语法知识。通过独立练习与小组合作，消化该语法点知识，培养学生学习能力。 10’ IW/GW/CW
Step 5 Ss need to finish the exercise in B2 individually and then check their answers in group. After that, T illuminates the exercise according the students’ performance. At the same time, T needs to analyse main idea of each paragraph for preparing reading journal. 引导学生思考阅读日志的结构，为写作作业做铺垫。 3’ CW
Step 6 Have a discussion T creates a situation in which Ss needs to make rules for school library using modal verbs. Firstly, T asks two questions for activate Ss’ life experiences. Then, T warms up the atmosphere through presenting pictures about the various behaviors in library to prepare Ss for the next activity. 创设语境，教师通过图片展示调动学生思维，促进学生进行头脑风暴，为接下来的活动热身。 5’ CW/IW
Step 7 Have a discussion Ss are asked to discuss in pairs to conclude the impolite and polite behaviors in library and then make rules for the school library using the model verbs. Then, several groups need to present their group work. 合作学习，操练语言能力，用情态动词制定图书馆行为规范，在真实情景中操练语法。 4’ CW/GW
Step 8 Role play: One student plays the role of librarian, and the other student plays the role of someone who does not follow the rules of the library. 通过情景锻炼语言表达能力。 4’ CW
Step 9 Homework: The makes a brief conclusion about the whole lesson. Ss are asked to finish the following homework: Imitate B2, write an article, use modal verbs and introduce a literature they like. 通过写作与口头表达输出巩固所学，并学会合作学习。 3’ IW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否熟练掌握情态动词的意义与用法。
通过本课时学习，学生能否正确运用情态动词进行表达。
通过本课时学习，学生能否意识到如何选择应阅读书籍以及图书馆的行为规范。

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