1. 作业标题:作业要求截止时间:2016-06-28
  2. 作业要求:

    题目:在实际教学过程中,您是如何运用信息技术来辅助您的教学的?请结合本次培训所学知识和所教学科的教学特点,组织实施一节使用信息技术的课,提交本节课的完整教学设计方案,并附教学照片2--3张。

    作业要求:

    (1)提交一份能够体现学科教育与信息技术应用充分整合的教学设计方案。完整的教学设计包括:一份设计文稿(doc格式)和配套的教学演示文稿(ppt格式)
    (2)教学设计文稿应包括:学情分析(学生、教材、课程等);三维目标剖析;教学法说明,教具及信息技术设备设置说明,所有应用环境及软件的说明;教学过程,师生互动过程;教学评价方案;教学反思。
    (3)教学演示文稿要求:主题与教学设计要对应,能够体现教学设计的意图和思路。具有一定的画面设计,并能融合一定的教学资源。
    提交要求

    (1)请将设计文稿与演示文稿一起上传平台

    (2)字数要求:不少于300字。          

    (3)内容必须原创,如出现雷同,视为无效,成绩为“0”分。                

    (4)为方便批改,请尽量不要用附件的形式提交。(最好先在文档编辑器word软件里编辑好,再将内容复制到答题框提交,操作时间不要超过20分钟)
    (5)请在截止日期前提交,逾期无法提交。

  3. 发布者:培训管理专员

作业要求

提交者:金岩     所属单位:省直     提交时间:2016-06-27    浏览数:0     

  

现在完成时的被动语态 (教学课例)

指导思想

把情景语法和交际相结合,有效引导学生积极参与学习,改变老师讲解的单一形式,注重知识与结论的形成过程。

理论依据

<新课程标准解读>中指出:语法教学要从用的角度出发,要与篇章语境结合起来。提倡学生主动参与教学,乐于探究,要积极培养学生处理信息的能力,获取新知识的能力。

教学流程

提出本堂课的要求和评价机制

游戏 挑战记忆力 引入完成是被动语态 (语言关注1

                                       

句子重现 分析现在完成时被动语态的结构 (语言关注2

  操练  将主动变为被动形式  (控制性的)

根据所提供的场景和图片,用现在完成时的被动语态填空  (半控制)

在操练中呈现完成时被动语态在四种句型中的使用, 让学生归纳总结

深度操练: 把学过的将来时的被动和一般时的被动与现完被混合练习

Enjoy a poem欣赏含有现在完成时被动语态的诗歌,并有节奏的朗读

用诗歌的形式创造自己的诗歌

评价本堂课最佳学生

教学过程

Step1  Lead in (导入3’

At the end of the class,  prize will be given to   the most active student

                                                                    the most creative student

                                                                      the most hard working student

                                                                      the most …

(purpose 1. Review the grammar in last unit---the future passive voice

2. Task-driven while learning)

Game one : Let’s challenge your memory.

Look at the pictures for 5 seconds and then try to find out what has been taken away.

Group1: pictures of fruit

             has/have been taken away.

Group2: numbers  18  22  47  35  56  62  9

                18  35  56  62  9  22

            has been taken away.

Group3: English words   web   computer   laptop  robot   network   PDA

                      web   laptop  robot   network   PDA

           has been taken away.

Game two: Try to find out what has been changed in these two pictures.

              has / have been changed.

在这个环节中,第一组游戏是让学生看图片,数字和单词,然后找出什么被拿走了。第二个游戏是让学生找出上两幅图中的不同。这两个游戏都会呈现出今天要学的语法项目---现在完成时的被动语态,并有意识地引导学生用这种句型说出他们发现的结果。

Step2   Presentation(呈现1'

Present the sentences on the screen and ask the students to read aloud, then explore the target structure:  has/have been done

Cherries have been taken away.

Number 47 has been taken away.

The English word computer has been taken away.

The color of the flag has been changed.

The letter o has been changed into u .

在这一环节中,将游戏中用到的句子呈现在屏幕上,并引导学生探究,发现目标语法(现在完成时的被动语态)的规律。

Step3  Analysis and practice 7'

     Analyze the structure of the present perfect passive voice and guide the students to change the active voice into passive voice.

I  have bought  a new computer.


A new computer  has been bought  by me.

Deal with the exercise2 on textbook P21---change the sentences into the present perfect passive voice.

在这一环节中,学生被要求将现在完成时的主动变为被动,是针对性很强但很简单的句型操练活动,机会给那些成绩中下的同学的(完成效果好)。

Step 4  Practice and conclusion 4'

Make the sentences completed according to the situation.

At a party    A: Excuse me, can I sit here?

B: Sorry. This seat ____              _______. (take)

In the class   T:  It’s time to hand in your homework.

                      S:  sorry. My homework                    ,may I hand in later? (finish)

In a shop     C:      my iPod            (fix)?

                      S:  Yes. You can take it now.

At home      Red wolf: How many sheep                           ? (catch)

             Grey wolf: oh,

这一活动是半控制性的,让学生根据图片所展示的情景或对话来补充完整句子。在这一环节中, 老师有意识地选择了现在完成时在肯定句否定句一般疑问句和特殊疑问句中的使用。操练完成后,引导学生自己探究并归纳总结在使用现在完成时的被动语态时应注意的问题和运用的语境,为下面的活动作铺垫。

Step 5  Sentence completing 10'

Stephen Hawking tells readers________________                        (发现时如何做出的) and how they change the world.        (discovery)

An expert, together with some assistants_____            (已被派去) the disaster-affected area.   (send)

I assure you that all the problems   ___  __________                               (解决) soon. Just have a little patience.   (solve)

Ladies and gentlemen, please fasten your seat belts. The plane                (要起飞).   (take)

Every possible means                           (采取)to prevent the air pollution, but the sky is still not clear,   (take)

Customers are asked to make sure that they           _                      () the right change before leaving the shop.  (give)

How soon                            (做这个实验)?   (carry)

Great changes                      (发生了) in my hometown in the past ten years.(take)

在这一环节中,我特意将我们本学期学的几种语法项目放在一起,糅合了主动和被动,将来时和现在时,让学生比较其意义和构成的不同。对学生的要求很高, 所以选用了pair work及叫同学到黑板上做题的活动。

Step 6  Enjoy and write a poem  group work)(14'

Ask the students read the poem and point out the things that have done well and things that have been done badly. And read the poem aloud, paying attention to the rhyme and rhythm.


Look at the way your face has been washed.

Look at the way your hair has been combed

Look at the way your shoes have been cleaned

You’d better do them again.

Look at the way the flowers have been planted

Look at the way the grass has been cut

Look at the way the paths have been swept

I hope that you’ll come here again


Then students are asked to write their own poem

Look at the way                                         Look at the way                 

Look at the way                                         Look at the way                 

Look at the way                                         Look at the way                 

                                                                           

这一环节是开放式师生共同的活动,让学生朗读诗歌,体会时态的运用。然后让学生对诗歌中的信息进行加工,并能指出哪些事情是做地好的,哪些是做地不好的。引导学生理解诗歌的第一段含有的贬义,第二段所包含的褒义,同样的句型可以表达不同的意义。然后让学生四人一组仿写诗歌。学生对此活动很有兴趣,使用固定句型降低了语言的难度,但学生仍可以在里面表达丰富的思想。最后让学生自由朗读自己创作的诗歌,注意训练学生的语音语调并感受诗歌的韵律。

Step7  Evaluation 1'

Students have been chosen to be the most hard-working student/ the most active student/ the most creative student…

评价环节和课堂最初的任务相呼应,由学生自己评出这堂课的最努力奖,最活跃奖,最有创造奖等等。

教学反思

语法教学一直以来都是令老师和学生头疼的话题,有太多的条条框框去背,用起来顾头不顾腚。这节课将语法教学放入具体的语言情景之中,让学生在活动和操练中领悟现在完成时被动语态的形式及用法,并能在完成句子和写作中能正确灵活的运用。

这节课我努力将新课标的理念融入语法教学中,引导学生探究发现语法规律,从讲解 句型操练到更为开放的创造性使用,设计了四个循序渐进的活动。并在这节课中把听写四种语言技能的训练综合运用到语法的教学中。

导入部分的游戏让学生一下子就融入了课堂,充分激发了他们积极参与的热情,几乎是每个学生在这堂课中都得到了机会来展示自己。操练部分由浅入深,层层递进,从最简单的主动式变被动式到最后的灵活运用,不同层面的同学都得到了锻炼的机会。从最后的完成句子和诗歌创造的结果显示,学生对这个单元的目标语法结构掌握良好。

最后还有个评价环节,综合学生在课堂的表现,评出我们在课堂最开始时提出的最佳____ 奖,与课堂最开始的要求和评价机制相吻合。

 

2015年