资源简介

Unit 1 Food matters
Grammar and usage教案
教材分析：
本课时引导学生注意与感知不定式在句子中作为主语或表语的形式和意义，获取与梳理不定式的应用规则，建立信息见的关系，感知并理解课堂练习的要求及内容，形成新的知识结构，过程中加深对本单元主题的理解。学习活动引导学生对不定式开展描述、推理和判断，通过造句、重写句子、段落填空等，逐步实现对语言知识和文化知识的内化，巩固不定式的知识结构，促进语言运用的自动化，助力学生将知识转化为能力。
教学策略与设计说明：
采用PPP教学法(Presentation Practice Production)，结合本课时知识要点，先让学生找到文章中不定式作为主语和表语的句子，一起总结相关语法规则，进行系统学习，然后相关的练习，最后基于语境反复操练。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握不定式作为主语和表语的使用，提高写作能力。
思维品质上，思考菜谱对于烹饪的帮助，并辩证讨论外出就餐和在家就餐的区别。
文化品格上，学生能够培养起在家烹饪就餐的意识，懂得日常节约的方式。
学习能力上，习得语法结构，并能够完成感谢表达和邀请信。
教学重点：
学习和归纳不定式作为主语和表语的语法要点；
掌握相关的表达方法并加以运用。
教学难点：
扩散思维，自主研究语篇背后的主题。
熟练使用不定式。
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: T shows two pictures and asks What are they doing And where are they having meals [by asking these questions, T leads in the topic: eating out and eating at home] Then T asks: Do you prefer to have a meal at home or at restaurant And gives some tips: food, service, atmosphere, place, efficiency, lifestyle, habit, etc. [if possible, T need to guide Ss to answer complete sentences or answers.] 激发兴趣，由单元话题导入本课主要语篇，活跃课堂气氛，在呈现目标语法知识之前提供引导性的语料。 5’ CW/IW
Step 2 Review: T shows the proverb of Chen Shou in the first lesson. And circles to-infinitives, and shows what we have learnt about the grammar point. Then, T shows the details and examples about to-infinitives as attributives and adverbials to recall their memories and knowledge. 复习关于不定式已学知识，引导学生思考其他可充当的成分，引出新知。 8’ CW
Step 3 Exploring the rules: 1. The teacher guides students to work out the rules on Page 6. [while checking the answers of the rule, T should display the reason and key info of each sentence to make Ss understand the rule more visually] 2. The teacher has students to go through some sentences and gives necessary explanations. 引导学生自主归纳、总结动词不定式做主语和表语的核心规则，并判断动词不定式作其他成分的可能性。 5’ GW
Step 4 Discussion: T guides Ss to understand the content and structure of the article. Ss needs to discuss two questions: 1. Do you agree with his/her ideas [to develop Ss’ skill of evaluating the ideas of the article.] 2. Would you like to download the app [linking the method of learning cooking with their daily life, and giving their own idea. Developing their independent thinking] Lastly, T give a question: Do you believe that you can cook all dishes by learning from recipe Then, T plays a short video about the same recipe but different result. 针对语篇进行讨论，复习语篇结构，表达自己观点，激活学生辩证思考的能力，结合自身情况，理性表达自己的观点，从而达到综合训练语言的效果。 8’ CW
Step 5 Applying the rules: 1. The teacher has students finish B1 on Page 7. [T needs to highlight the attributives/subject/adverbial of purpose and object complement at the original sentence, the show the to-infinitives and rest parts] 2. The teacher has students finish B2 on Page 7. Below is a lifestyle magazine plete the article with the correct forms of the verbs in the brackets. Discussion: T asks three questions for concluding the article by discussing the topic. (1) How are the to-infinitives used as in each sentence of this article (2) What makes eating there enjoyable (3) How can you get the most wonderful views 3. The teacher has students finish B3 on Page 7. [Firstly, T tells what thank-you and invitation are. Then, when T teaches the sentences patterns, T needs to show a sample writing to show how they are used. Then analyses the structure.] 首先，通过改写句子的练习，让学生巩固所学、内化新知；然后，引导学生在主题为“旋转餐厅”的语篇中完成一个非谓语动词的综合练习；最后，要求学生正确使用动词不定式完成一封感谢信的写作任务，达到学以致用的目的。 3’ CW/GW
Step 6 Homework: Search recipe of your favourite food or food you are curious about, and have a try. Then, write a blog and use To-infinitives as subjects and predicates. 1’
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否掌握不定式，把握材料大意；
通过本节内容学习，学生能否掌握归纳总结使用该语法方法；
通过本节内容学习，学生能否辩证看待外出就餐和在家吃饭的区别和利弊。

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