1、PAGE 5PAGE 以情景為依托，進行語法動態教學 9A Unit3 Grammar A & B 教學反思一、引言語法作為語言表達規律的歸納和總結，必然集中體現了該語言的思維模式。從這個意義上講，語法即是思維，用英語思維，即是用英語語法思維。傳統的語法觀認為語法是一種知識。傳統的語法教學是教師歸納語法知識，傳授給學生，而學生通過機械操練來記住這些語法知識和語法規則。而語法技能要求語法教學不應只停留在要求學生熟背規則上，而應訓練和教會學生如何準確、恰當、得體地使用語法規則。由此可見，語法不只是一種靜態的知識，需要實際的交際操練，從而掌握動態的技能。筆者以情景為依托，采用語法動態教學模式上了一堂

2、牛津初中英語（譯林版）9A Unit3不定式語法新授課。二、教學設計與分析1. 在諺語中認知語法教者首先要求學生為各句諺語選擇合適的中文，同時滲透情感教育。讓學生觀察這些句子的共同之處，即都含有“to do sth.”結構，以此引入課堂。（1） To see is to believe. 眼見為實。（2） To save time is to length life. 節約時間就是延長生命。（3） Not to advance is to go back. 不進則退。（4） Never too old to learn, never too late to turn. 亡羊補牢，為時未晚。思考

3、 作為導入環節，教師創設的問題必須引起學生的興趣，在師生互動中呈現語法，讓學生“動”起自己的頭腦，為新授課的知識做好鋪墊。2. 在交流中感悟語法教學片斷一：教者要引出不定式的第一個功能，充當subject (主語)。 T: Is it necessary for us to work hard？S: Its necessary for us to work hard .T: Another way to say this sentences?S: To work hard is necessary for us. 情景活動： S1：Its bad for our eyes to read in

4、 the sun .S2：To read in the sun is bad for our eyes.S1：Its important for us to do exercise. S2：To do exercise is important for us.思考 首先進行師生交流，再讓學生自主造句，自主挑選另一學生用不定式作主語來改變句式，讓學生“動”起自己的嘴巴，在生生情景交際中完成不定式該功能的學習。教學片斷二：師生交流Reading內容：Simons dream is to be a great football player .出示國家主席習近平的照片。T: Whats his dr

5、eam?S: His dream is to . 注意滲透愛國主義教育。情景活動：讓學生談論各自的夢想。Talk about your life dream!A: Whats your dream/plan/duty? Why?B: Myis to思考 學生們對自己理想的進行交談，讓學生“動”起自己的夢想，自如地運用不定式作predicative (表語)。教學片斷三：師生交流各自想做的事情，并涉及到課文內容Simon wants to play football every day.學生找出want to do sth.情景活動：通過Brainstorm的形式讓學生說出可接to do sth

6、.結構的動詞并造句。學生反映積極，能說出plan, hope, wish, need, want, decide, agree, learn, begin, refuse, promise, forget , remember, choose 等。以課文為線索，對Simon的問題進行追問：Simon wants to play football every day. But do Simons parents allow him to play outside after 6p.m.? 引出allow sb. to do sth.T: Can you choose the words to f

7、ill in the blanks?buy take ride go Last Sunday, Simons friend Amy invited him_ to see her new house. She advised him_ a bike there. She told him _ a mobile phone. She also needed him _ some presents for her. 思考 學生對已有知識進行歸納總結，讓學生“動”起自己的智慧，從而掌握不定式作object (賓語)及object complement (賓補)。3.在生活片斷中運用語法教學片斷一：S

8、imon often plays football after 6p.m. He is always the last to go home.T: Help Simon to complete the passage .Hello! Im Simon. Im unhappy these days because I have too much homework _.I have no free time _ myself . Whats more, I have no close friends _to. What shall I do? I cant think of anyone _. C

9、an you find some ways_ me?情景活動：學生自主交流。思考 學生利用真實的生活材料體驗知識，構建知識，讓學生“動”起自己的情感，從而掌握不定式作attributive (定語)。教學片斷二：教師引導學生說出Simon practises hard to become a player. 及I opened the pencil case to find nothing in it.T: Read as fast as possible to understand the function of each to-infinitive.Simons sister has gr

10、own up to be a nice girl. She works in a big city. Last Sunday, she got up early to catch the first bus to go home. She saw many people standing around her house. She rushed there to see what was happening. How terrible! She came back home to find her house on fire!情景活動：筆者仍以Simon為線索寫了關于他姐姐的一段話，在讓學生辨

11、別區分特定的情境中不定式作目的狀語還是結果狀語。 思考 通過學生自主分析和歸納，讓學生“動”起自己的能力，發現不同語境中不定式的不同功能，即作 adverbial to express purpose(目的狀語) 和adverbial to express result(結果狀語)。4.在交流中歸納語法T: Say something about Simon Simons parents make him go home before 6p.m.He thinks his parents let him get into trouble. He has a youth worker help

12、him. I often see him play football and hear him shout excitedly. Have you noticed him make progress? 思考 讓學生通過語言現象自主歸納、總結make/ let/ have sb. do sth. 及 see/ hear/ notice sb. do sth.5.設計師生自身生活情景鞏固語法(1) Present wh- words+to-infinitives(2) Practice(3) Summarize(4) Consolidation Miss xiao got lost! What h

13、appened to her?Discuss: Do you have any problems?Ask Ss to work in groups of four. One of them will be the youth worker. Make a dialogue with To-infinitives and wh- words+to-infinitives.Share Miss Xiaos idea: God helps those who help themselves!思考 為進一步激發學生的學習興趣, 教者設計了老師的困境，學生的困惑這一環節，并由此展開對話交流，真正做到學以致用。并能給學生提供恰當的情感教育。三、感悟與反思1.把教材內容與現實生活聯系起來，有利于提高學生的學習動機，也有利于提高學習效果。本節語法課的主要線索人物為Reading的主人公Simon，生活情境有助于引導學生進入主動學習狀態，教師要能根據學生的語言基礎和心理特征，并通過多種途徑設計豐富多彩的語言輸入活動。2.語言習得是一門系統工程，由教師、學生和教材等元素構成。其中教材為相對靜態元素