链式情境中的任务型语法教学——《牛津初中英语》8A Unit 5 Grammar A教学设计及点评，本文主要内容关键词为：链式论文,牛津论文,情境论文,教学设计论文,语法论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
一、课题简介和设计思路 本课时是译林版《牛津初中英语》8A Unit 5 Grammar A语法第一课时，识别五种句型结构，运用五种基本句型能分析句子，以帮助学生更好地理解句子。笔者以“观鸟”话题为主线，按照“观鸟”前、“观鸟”中、“观鸟”后的顺序形成情境链，链接多个“观鸟”情境；又以“观鸟”活动任务为主导，搭建学生学习语法的平台，培养学生用英语做事情的能力。这种基于链式情境下的任务型语法教学“可以改变目前教学中仍然存在着的知识传播比重较大，语言实践不足甚至单纯讲授语言知识的现状，有利于新课程标准的实施”（教育部，2003）。 二、教学过程与说明 Step 1.Lead in 1.Enjoy a video and give your opinions. 2.Look at the pictures and guess.Guess the names of the birds by parts of the pictures. 3.Ask and answer. T:Which do you think is better for birds,living in the wild or in the cage? Would you like to go birdwatching in the wild with me? Let's have a short test to see if you know any of the birds. 【设计说明】使用视频导入本课话题的内容，直观、生动，能吸引学生的注意力，有助于激发他们的学习兴趣。学生看完视频后讨论视频内容，让学生学会用自己的语言表达感受。各种语言知识的呈现和学习都应从语言使用的角度出发，为提升学生“用英语做事情”的能力服务。本段视频也为整节课设定的“观鸟”的情境做好了铺垫。 Step 2.Presentation（Before Birdwatching） 1.Ask and answer. How can we go birdwatching? Task:Watch,think,and learn. Show a picture of a bus,present some words in wrong orders.Tell the students the bus doesn't work because the sentences and phrases are in wrong orders.Each word or phrase plays a part in a sentence.Different combinations of the elements form different sentence structures. 2.Teach Ss different elements in a sentence. （S V DO P IO OC） 3.Encourage Ss to help them learn about the birds and explain. A golden eagle is flying. A crane eats fish. A swan has a long thin neck. A swallow has a forked tail. S+V+DO T:“fly” is an intransitive verb,so sentence 1 is S+V.“eat,have” are transitive verbs,they should take a transitive verb.So the following sentences are S+V+DO. 【设计说明】本环节依托“观鸟”话题，创设“观鸟”前的情境，呈现鸟的状态和外形，复习有关鸟的单词和句子，呈现S+V，S+V+DO的句型，给学生渗透及物动词和不及物动词。让学生在预设的情境中了解主谓结构和主谓宾结构的区别。情境设计新颖，由复习到呈现新知过渡自然，找好切入点。 4.Talk about pictures. T:Look at these pictures and talk about them.（Present 6 pictures:sparrow,swallow,swan,golden eagle,crane,seagull） T:Which is you favourite bird? Why? S:I like...Because... Task:Make up dialogues like that. By talking about Ss' favourite birds,present some sentences and explain S+V+P. I like the golden eagle. It has a hooked beak. S+V+DO It is lovely. It looks strong. S+V+P T:Predicative usually describe the qualities,identity,personality and so on.Please remember the following linking verbs:be,become,get,look,smell,taste,sound,feel... 【设计说明】本环节仍然依托“观鸟”话题，设计半开放性学生交流活动任务。生生合作，围绕最爱什么鸟以及爱的原因进行对话，学生的互动体现“在用中学”“在学中用”的课程理念，也给学生创造了相互了解的机会，促进他们相互学习。同时，为呈现主谓宾结构和主系表结构做好铺垫，层层推进。 Step 3.Practice（While Birdwatching） Task:Brainstorming. T:Now we are in Zhalong.Here is a picture of Zhalong.Try to imagine what you can see there. Questions:How does Zhalong look? What can you see? What are some people doing? What are they? [Encourage students to imagine what they can see in Zhalong（birds,birdwatchers） and help Ss revise S+V,S+V+DO,S+V+P.] Zhalong looks beautiful.（S+V+P） We can see many birds.（S+V+DO） Some people are watching birds.（S+V+DO） They are birdwatchers.（S+V+P） Birdwatching is exciting.（S+V+P） 【设计说明】在情境中学习语法知识，有利于学生理解、接受和消化。在近似真实交际的活动中，学生头脑中所储存的语言材料，如语法规则、句型结构、表达方式都被激活并动员了起来，使学生进一步理解、区别、运用主谓宾和主系表两种句子结构。“观鸟”情境激情，“头脑风暴”激兴，活动符合学生心理特性，内容适应学生认知水平。 Step 4.Presentation Task:Listen,remember and find out rules. By showing Ss a “keeper” to help Ss understand the rules they should obey when they visit Zhalong and through the “keeper”,explain S+V+DO+OC,S+V+IO+DO. T:Now,we can go into Zhalong.When we go there,we should obey the rules.Look,he is the “keeper” in Zhalong. We call the man keeper. We make him angry. He tells us to protect birds. S+V+DO+OC T:There is logical subject-predicate relations between DO and OC.Look at the keeper.He is very angry now.He said... We shouldn't give the birds any food. He gives me some advice. S+V+IO（指人）+DO（指物） T:Some verbs like “give” can take two objects.We call “sb” indirect object,“sth” direct object. Zhalong gives birds an ideal home. I pass him a book. He bought his son a present. S+V+IO+DO 【设计说明】在“观鸟”进行时，引出一个管理员的角色，创设了“观鸟”过程中管理员提出注意事项的情境，引出含有双宾语和宾语补足语的一些句子，这是本节课的语法重点和难点。为了突破重难点，让学生在真情实感中不知不觉地接触语言材料、领悟语法知识，在教师的点拨下，让学生理解、运用常接双宾语和宾语补足语的句型，突出“以教师为主导，以学生为主体”的教学原则。 Step 5.Practice Task:Play game “Big eyes”. T:Let's play game “Big eyes”.Guess:Which kind,“IO+DO” or “DO+OC”？ The keeper gave us a photo of Zhalong.（IO+DO） People call Zhalong bird's home.（DO+OC） We found Zhalong important.（DO+OC） Zhalong brings the wildlife an ideal home.（IO+DO） Everyone thinks Zhalong beautiful.（DO+OC） 【设计说明】围绕话题呈现扎龙风景图片，设计了一个看图说话和“竞猜”句子结构的任务。通过“竞猜”，激发了学生学习的兴趣，让学生在活动中竞争，在学习中运用，加深了印象，巩固了知识，解决了语法难点。这时，大部分学生对双宾语和复合宾语有了清醒的认识和准确的区分。学生通过分析、思考得出的规律又能在有意义的情境中得到巩固，在此过程中完成语法知识向语法能力的迁移与内化，达到语法输出的自动化。 Step 6.Summarize T:Today we have learnt five kinds of sentence structures.They are S+V,S+V+DO,S+V+P,S+V+DO+OC,S+V+IO+DO. Step 7.Activity Task:Play games. T:Here are two games.The winners will get a present.Are you ready? Game 1:Say the names of the underlined parts.