国家级获奖教学设计 强调句型_强调句型教学设计

国家级获奖教学设计 强调句型由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“强调句型教学设计”。

The teaching plan for the emphatic pattern

强调句型教学设计

一、教学目标

1.To enable the students to master the structure of the emphatic pattern and its variations in different sentence patterns.(使学生掌握强调句型的结构以及强调句型在其他不同句型中的句式特征，如一般疑问句、特殊疑问句以及not until结构的强调。）

2.To teach the students how to distinguish the difference between the emphatic pattern and the attributive clauses.（教会学生区分强调句型及定语从句）

3.To show some other important points related to the emphatic pattern.(向学生展示一些其他与强调句型相关的重要知识点，如强调句型的反义疑问句形式。)

二、学情

Senior Two students have already had a basic grasp of three forms of the sentence:affirmative, interrogative and negative.So they are curious and eager to learn a new sentence pattern based on these forms.In addition, it is not so difficult for them to master this new grammar.(高二学生已经对句子的三种基本形式，即肯定句、疑问句和否定句有了基本的掌握。因此，他们会好奇并渴望在这些形式的基础上学习另一种新句型。而且，掌握这个新语法对于他们来说并不难。）

三、教学重难点

1.Teaching importance: To make sure the students can master and apply the structure of the emphatic pattern correctly;Show them enough examples and enable them to conclude the sentence features of each form of the sentence.(确保学生能够正确掌握并运用强调句型；向学生展示足够的例句以使他们推断出强调句型在各种句子形式里的句式特征。）2.Teaching difficulties:

Teach the students how to judge whether a sentence contains the emphatic pattern or the attributive clauses.And help them expre their opinions and thoughts exactly and correctly with this grammar.（教会学生如何判断一个句子是包含的强调句型还是定语从句，并帮助他们选用正确的语法表达自己的观点及想法。）

四、教学步骤

Step1、Warming-up activity T: Good morning, everyone!How are you today? Ss: We are great!And you? T: Me too.So, who teaches you English today? Ss: Wow!It’s Mi Tang.(clap their hands)T: Well, let’s have a competition and observe several sentences and find out the similarities between them.(此处让学生进行一个热身活动，观察并找出几个给定句子的相同之处，为后面的强调句型做铺垫。并将全班同学分为男生和女生两组，要求学生抢答并评分，小组竞争将贯穿整堂课，有效激发学生的学习兴趣。）

T: Great job.So, let’s draw a conclusion about what we have observed.(教师引导学生一起总结归纳出强调句型的要素，如It、is/was、who/that等。）

Step2、New grammar presentation 1>、The teacher presents students with the structure of the emphatic pattern.(教师引入强调句型的用法及结构，并为学生举例。举例对象选用学生们熟知的孙校长，激发学生学习热情。）

Eg: I saw Mr.Sun in the dormitory last night.(教师指导学生首先对句子各成分进行分析，然后利用刚刚归纳好的强调句型对句子各成分进行强调。教师示范两句、后面的部分请同学来强调并和全部同学一起订正答案。）T:Have you discovered when to use “that” and when to use “who” or “whom”?

(同时用提问的方式引导学生总结出强调句型中引导词的选用原则，辅之以例句讲解）

2>、强调句型中be动词和情态动词的结合。

T: Now, please think this：If there is a modal verb , how to use it in the emphatic pattern.It’s your turn to think for yourselves.(当遇见情态动词的时候，如何与强调句型相结合。学生尝试写出自己的组合，老师核对答案加深印象。）

Activity 1: Exercise 1:Pair work(3 minutes)Here, students will be required to finish two exercises.They will adopt cooperative learning methods in an interactive atmosphere.(学生按要求完成结对练习，包含“强调划线部分”和“选出正确答案”，检测自己对强调句型结构的掌握程度。)3>、一般疑问句、特殊疑问句和not until结构的强调以及强调句型的反意疑问句形式

Necearily, the student will have to draw inferences for some related points.This stage can check whether the students have an overall grasp of today's learning content.（学生在此必须积极动脑、融会贯通的类比出一般疑问句、特殊疑问句及not until 结构的强调句式特征。同时学会强调句型的反意疑问句形式）

Activity 2: Exercise 2：Individual work(2 minutes)

The teacher will require students to complete four questions related to what they have just learned quickly and correctly.Then ask some of them to share their answers and explain why.(学生独立完成四道相关的单项选择题，老师鼓励他们抢答并说出理由，答对的为其所在小组加分。）4>、the difference between the emphatic pattern and the attributive clauses.T: Here comes the most difficult content of our cla today.The skills for telling the difference between the emphatic pattern and the attributive clauses.Attention, please.(教师先让学生畅所欲言，各抒己见。认为强调句型和定语从句有什么区别，并大胆尝试判断。最后老师给出标准解答技巧。）

Activity 3:

Exercise 3：Group discuion(3 minutes)T;Discu with your group members which of the following two sentences is the attributive clause and which is the emphatic pattern and fill in the blanks.(此处学生四人一组，进行热烈的讨论，判断哪个句子是强调句型，哪个句子是定语从句，并选择正确的引导词填空。）

Step3、Consolidation After all the main content of this cla has been learned, students will have to answer two difficult questions with what they learned.T：Now, I would like to have an overall test about your learning.(教师为学生出出示两道综合性较强的题，即既包含了强调句型又包含了定语从句。要求学生沉着思考、冷静答题。核对答案后耐心为全班同学分析解惑。）

Step4、Summary and homework T:Let’s summarize our main content of today’s cla and have your homework.(教师带领学生一起总结本堂课的主要学习内容及注意事项，适当提问学生、进行互动。然后及时布置家庭作业。）

Step4、Teaching reflection（教学反思）

本堂课作为本校年度教师课堂教学技能大赛的参赛作品，在所教班级取得了瞩目的成效。举例贴近学生生活、内容思路清晰易懂，学生参与度极高；课件制作投入大量时间及精力，吸引学生及听课教师的眼球；内容精选、删减得当，获得了听课教师及所教学生的一致好评。因此有幸获得了本校教学技能竞赛一等奖。

当然，本人还有许多不足之处待专家及评委老师们教正。