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视频标签：语法复习
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视频课题：高中英语人教版选修6 高二下学期Module 6 Unit 5的语法复习 Grammar and Writing首都
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高中英语人教版选修6 高二下学期Module 6 Unit 5的语法复习 Grammar and Writing首都师范大学附属密云中学
一 ． 指导思想
伴随着中学英语新一轮课程改革的浩荡春风，教纲在变，教材在变，教师的教学思想也在变，“英语学科核心素养”这一关键词成为了英语教学的热点话题。英语教学要注重学生的道德情感、文化素养、思维品质、语言能力以及交流能力。传统的教学理论是适合教师教的“教授化课程”而不是适合学生学的“学习化课程”。一线教师正是在新课程改革的指导下，充分认识到了发挥学生主动性和积极性对提高教学质量的重要意义。“教”是为了“不教”。我们的目标是改变学生的学习方式，积极倡导自主、合作、探究的学习方式。鼓励学生通过积极尝试，自我探究，自我发现和主动实践等学习方式，形成高中生特点的学习过程与方法。因此，教师要引导学生主动学习，帮助他们形成以能力发展为目的学习方式，使学生通过联想，推理和归纳等思维活动用英语分析问题和解决问题，获得经验，增强自信，提高能力。在实施教学的过程中，力争使每一个教学环节及辅助手段都服务于这一宗旨。
二．教学背景分析
（一）学生情况分析
我校为区级中学，学生大多来自农村，在进入高中之前，他们只受过初中三年的英语教育，他们所接受的英语教育也大多都是填鸭式的教育或者是为了应试的一些投机取巧的教育，加之初中师资力量和教学设备的分配不均衡，很多学生的英语水平非常有限。随着我校自主互助教学模式的逐步完善，学生成为英语学习的主体，这给英语教学带来了很大的改观。我所尝试的这节课正是在自主互助模式下完成的。我认为对于不同层次的学生应该有不同的教法。英语语法与写作是农村中学学生的弱项。如果是纯粹的语法问题，学生还能简单的完成，但是对于学过的语法应用与写作中，学生会感到茫然，不知从何下手。作为教师，应该引导学生掌握写作技能，应该在学生的学习语法的过程中加以指导，为他们搭建台阶，帮助学生逐步掌握写作技能。 （二）教学内容分析
该课内容位于高二下学期Module 6 Unit 5的语法复习部分。-ing形式的非谓语在高二上学期已经学习过，作为旧内容进行复习，需要学生能够进一步应用该语法，而非停留在只会选择一些选项的程度。高二是一个向高三学习过渡的过程，英语的知识要与高考挂钩，而英语写作是学生的弱项，高考英语写作包括一下几个特点：
1．题材覆盖面广。 2．写作体裁相对固定。
3．对于词汇与句型的要求明显有所提高。 4．语篇明显加长。
针对这一特点，我就在如何在短时间内提高学生对句型的使用上下功夫，帮助学生找出应用非谓语于作文中的方法。
我在设计本部分的教学时充分考虑到了方法的传授，合理地设计了训练内容 和训练方式，让学生在观察与学生息息相关的句子中获取信息，并将所获得的信息运用到实践中，从而使学生学以致用。在现实教学中我注意到，由于高考写作
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题材广泛，但是体裁相对集中，于是我在设计材料时也考虑了这一特点，集中讲解对于情景作文的写作。全方面提高学生的能力。 （三）教学方式、手段及技术说明
教学手段主要是在教师指导下的写作方法训练。其中重点是引导，探究，合作找到写作方法。(Grammar and Writing)本节课的辅助教学为 PowerPoint教学课件。我所选择的资料是源自于学生日常的学习生活以及高考原题。本课件主要作为教学辅助使用，能够吸引学生注意力，使课堂生动有效，加快课堂节奏，增加课堂信息量，提高课堂教学效率，使英语课堂更贴近学生生活，课堂活动更具真实性。课前要求学生自行对于非谓语进行复习。
具体做法：
三．教学目标设计
本节课是在学生有了一定写作基础，想进一步提高能力而设计的。本节课的
目的是进一步培养学生写作能力，通过复习非谓语知识点，观察对比相似句子，引导学生归纳并概括非谓语的使用方法和相应的写作技能。然后运用非谓语来进行写作实践，使学生在探索和实践中掌握写作使用非谓语的技能。在培养这些技能当中，使学生充分意识到互相帮助，合作，讨论的重要性。在完成本节课的主要环节中都设计了小组讨论形式，在教学中培养学生的协作精神。各环节的设计都有PPT文件作为辅助教学。
具体教学目标：
At the end of the class, the students should be able to: 1. recognize the -ing form in a sentence;
2. use the -ing form to join and write new sentences according to the example; 3. write a short passage with the -ing form.
教学重点与难点：
Write their own composition using -ing form.
四． 教学流程 （一）课前准备：
1．学生通过笔记复习非谓语-ing的相关知识点。
2．教师收集学生日常的学习生活内容整理、选择、制作PPT文件。
复习：（学生独自进行） 导学案习题 制作PPT文件
（教师）
课堂展示
（教师带着复习并进行习作练习）
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（二）课堂教学：
1．展示本节课的学习目标，让学生清楚通过这节课我们应该获得哪些知
识。
2．通过猜一猜游戏，引导学生注意到非谓语的使用。---guessing game ---
-ing form
3．核对自学部分，带领学生复习非谓语的相应知识点。--- sentences --- -ing
form
4．对比三组相似的句子，总结出为什么要在写作中使用非谓语，并在教师
的引导下，概括出何时使用非谓语。sentences --- when&why
5．阅读教师书写的关于自己假期的一篇文章，使用非谓语帮助教师进行润
色，实践何时使用非谓语以及怎么使用非谓语，并进行小组讨论。reading --- join sentences.
6．选择学生来到讲台黑板上，进行展示。
7．选择学生对于展示的同学进行点评，并讲解何时使用非谓语以及如何使
用非谓语。examples --- drew a conclusion by themselves
8．展示一篇学生平时的习作，请全班同学帮忙使用非谓语进行润色，学生
自行独立完成，进一步实践何时使用非谓语以及怎么使用非谓语。 9．布置作业。（课后上交）
五． 教学过程 Step1 Self-study
1. Show the learning objectives.
2. Guessing game. Give three sentences to let student guess. 3. Check the self-study exercises.
4.
Show three pairs of sentences to let students compare.
Step2 Cooperative Study
1. Read a composition “my story” and try to polish it by using -ing form. 2. Give students time to discuss in groups.
3. Pick some students to present their answers on the blackboard. 4. Pick some students to evaluate the answers.
Step3 Ability Enhancing
Show a composition of one of the student and let student polish the composition by using -ing form.
Step4 homework
Finish their composition.
板书设计
Writing sentences using the -ing form
doing Para 1 主语、宾语、表语、定语、状语、宾补 Para 2 主动 Para 3.
Grammar and Writing
Writing sentences using the -ing form
【Learning goals】
At the end of this class, students will be able to:
1. recognize the -ing form in a sentence;
2. use the -ing form to join and write new sentences according to the example;
3. write a short passage with the -ing form.
Part Ⅰ Self-study
Task 1 Fill the blanks by using the proper forms and summarize the characteristic of -ing form.
1. ________(play) football is our favorite sport. ( )
2. We didn't stop ________(draw) last night. ( )
3. My work is ________(teach) English. ( )
4. The woman _________(kick) Jianzi is our English teacher. ( )
5. __________________(practice) dancing many times, we performed very well finally. ( )
6. I saw a student __________(play) games yesterday afternoon. ( )
-ing的特点：
(1)形式（构成）：_________。
(2) 在句子中可以充当________、 ________、_______、_______、________、_________。
(3)过去分词与逻辑主语之间的关系：____________。
Part Ⅱ Cooperative Study
Task 1. Which one do you prefer? Why?
1.
A.He acted as the Emperor and he was awarded the best actor.
B. Acting as the Emperor, he was awarded the best actor.
2.
A. Having played several football games, it won the first place in women's football and the second place in men's football.
B. After Class 4 played several football games, it won the first place in women's football and the second place in men's football.
3.
A. Holding the second drama festival and the ninth sports festival, it gives us more chances to show ourselves.
B. Since our school held the second drama festival and the ninth sports festival, it gives us more chances to show ourselves.
Task 2. Please use -ing form to make my story more concise.
My Story
Last Sunday, my father would be on a business trip for five days. After my father got my promise of being great at home and taking care of my mother, he said goodbye to us and put his luggage into his car. While my mother and I saw my father's driving away, my mother and I waved our hands. For a moment, I began to miss my father, and I wished that he would be safe and come back soon.
I thought everything would go well, as this was not the first time that my father had been away for several days. Yet, unfortunately, my mother had a fever the next morning. When I looked at her pale face, I felt anxious. However, I told myself that I had to calm down and look after my mum, as I promised to my dad. While I let my mum sleep, I put cold towel on her forehead. After I found pills for my mum, I made some noodles for her. Luckily, she waked up and felt better after she took the pills and the noodles.
In the next days, I was taking her body temperature twice a day to ensure that she was completely well. To our delight, my dad went back home safely. When he heard what I had done to my mum, he gave me a big thumb. When I heard their praises and saw smiles on their faces, I really felt proud. Definitely, taking care of my parents is my duty.
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Part Ⅲ Ability Enhancing
Read the composition from one of our classmates and try to polish it.
I'm Lihua. I'm writing something about a volunteer activity that we did in a cold morning.
On that day, I went to school as usual. The weather is too cold to expose hands. On my way to school, suddenly, I saw two cleaners was sweeping the street. It is very difficult to remove the snow in that condition.
As I arrived at school, I talked with my classmates about what I saw. At last, we made a conclusion, helping them sweep and buy porridge for them.
Next morning, we got up early and we went to the street with hot porridge. We helped cleaners remove the snow and gave them porridge.
The two workers said with smiles: “you are so kind. Thank you for your help.” All of us felt warm in such a cold winter.
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