英语学科人教版9年级

《Unit2 I think that mooncakes are delicious!》Grammar Focus

课例研修

初三英语组　王立敏　裕华区教研室　甄金玲

课前研修项目

1.教材分析。这是人教版九年级英语第二单元，话题是谈论节日，目标语言是使用由that, if和whether引导的宾语从句的语言结构对某个问题进行评价。此课时为一节语法新授课，所以确定本课时的教学重点和难点在于灵活和恰当的使用由that, if和whether引导的宾语从句的语言结构。

2.学情分析。九年级的学生已经有了一定的认知能力和生活经历，对于英语学习有一定的基础，对于宾语从句已有所了解，但是还没有真正系统地学习这一语法项目，此外，九年级学生的英语学习可能存在两极分化的现象，对课程的正常实施会产生一定的难度，所以选取语言材料要与学生生活接近，立足于学生学习基础，让学生体验学习新的知识的乐趣。

3.教学方法研究。按照新课程标准的要求，英语教学要注重交际，突出语篇，利用语境使学生更好地开展语言实践活动，培养他们运用英语进行交际的能力。这就要求教师能把语法与语境结合起来，在语境中传授语法知识，使语法具有魅力，使语境充满生命，真正达到学以致用的目的。所以我们的做法是：

（1）我们的学生没有像以英语为母语的学习者那样习得英语的环境，他们不可能在平时、在课外获得充分足够的英语语言刺激并内化其语言规则，很难靠单纯模仿去自然习得英语。因此，设计真实的语法情境，让学生在交互式中学习语法的实际运用和交际语言的具体要求，以促进学生听、说、读、写综合语言运用能力的发展。所以在本课时教学中通过对学生所熟悉的节日情景的建立，激发学生学习的兴趣。

（2）以适合学生特点的形式、多样的教学方法来对待每个学生，才能使学生的身心自由地发展，创造性地成长。把某些语法教学转化为探究活动，在一定语言的基础上，学生通过大量语言信息的输入，比较分析、总结归纳，解决学习中出现的实际问题。通过小组合作与竞争的方式培养学生的自学能力和习惯，减少教学的强制性，留给学生更大的自由发挥空间，进行自主学习活动，在愉悦的课堂氛围中发展创新，体验成功。

课堂教学实录

Before class: Listen to the song “have a good time” to create an English environment.

Step 1: Greetings. (Greet the students happily and draw the students’ attention.)

T: Class begins!

S: Stand up!

T: Hello, boys and girls.

Ss: Hello, Dragon.

T: How are you today?

Ss: I’m fine. Thank you, and you?

T: I’m fine. Thank you. Sit down, please. Today, we’re going to talk about festivals. Now, have a guessing game and guess the festivals according to the pictures.

Step 2: Guessing game. (Guess the festivals according to the pictures and Learn to use the objective clauses like “I think that… I believe that…”)

T: Look at the pictures. What festival is it? What can you do on that day? The sentences “ I think that it’s…” and “ I believe that we can …” can help you.

S: I think that it’s the Spring Festival. I believe that we can eat dumplings.

S: I think that it’s the Spring Festival. I believe that we can play fireworks.

S: I think that it’s the Spring Festival. I believe that we can get lucky money.

T: On that day, you must get lots of lucky money. And how about this festival.

S: I guess that it’s the Dragon Boat Festival. I believe that we can eat Zongzi.

S: I guess that it’s the Dragon Boat Festival. I believe that we can have a boat race game.

T: On that day, we have three days off. Right? How about this one?

S: I think that it’s the Mid-Autumn Festival. I believe we can enjoy mooncakes.

S: I think that it’s the Mid-Autumn Festival. I believe we can admire the beautiful moon.

T: And what is the most important thing on that day?

S: We can eat dinner with our family.

T: That’s right. On that day, we usually stay with our family, your father and mother. And Do you know… Is there any special days for your parents?

Ss: Mother’s Day… Father’s Day.

T: Good. What can you do for your parents on that day?

S: I believe that I can cook food and do housework for them.

T: I think you are a good daughter.

S: I believe that I can buy flowers for my mom.

S: I believe that I can…

T: You are so great! So do you know when Mother’s Day or Father’s Day is ? And what do American children do on these two days?

OK. Let’s read the passage on Page12 and answer the questions.

Step 3: Grammar

1. Read and answer the questions

T: Have you got the answers?

Ss: Yes.

T: Look at No. 1

S: Mother’s Day is on the second Sunday of May. And Father’s Day is on the third Sunday of June.

T: Excellent. Look at No. 2

S: On these two days, American children often give gifts to their parents or take them out for lunch or dinner.

T: Correct. So what gifts for their parents?

Ss：Flowers or cards are for mothers and shirts or ties are for fathers.

T: Your parents must like your gifts on that day. Now read the passage again and complete the sentences. Come on! Who can help me to finish?

Ss: Do you know that there are two special days for parents in America? I heard that it’s becoming more and more popular to celebrate Mother’s Day and Father’s Day in China.

I wonder if/whether children over there also give the same gifts to their parents.

I believe that there are many ways to show our love.

2. Read and get the objective clauses ( Learn to find and know what objective clauses are. By discussing, help students know much more about objective clauses.)

T: Let’s read the sentences together.

Ss: …

T: Great! What kind of sentences are they?

Ss: They are Objective clauses.

T: So what is the Objective clause? How much do you know about it? OK. Look at the sentences again and discuss in your group. Who knows?

Ss: Conjunction words; Tense; word order.

T: All right. Let’s put two parts into one. Have a try!

Ss: I know that they will have races again next year.

I wonder if/whether June is a good time to visit Hong Kong.

T: You did a good job. Let’s come to see some conjunction words. And complete the sentences using conjunction words: that/ if / whether.

3. Practice using the conjunctions. (Use the conjunctions properly, especially the differences between “if” and “whether”.)

Ss: Tom’s mother wanted to know that there was anything wrong with the window.

The shop assistant asked my father whether or not he wanted to buy a tie.

I don’t know whether to go or stay.

It depends on whether Mary has free time.

The teacher told us that the earth moves around the sun.

T: Some of them may be a little difficult. But some tips for you may be helpful: whether or not, whether to do, on whether and that for statement.

OK. Let’s work in group. Read the sentences and find out the rules in groups.

4. Practice using the proper tense and find out the rules.

T: You did a good job. Small “tense tips” can help you a lot, “主过从过，主现从需，事实除外”. OK. Let’s do some exercises to practice using the tense properly.

5. Finish some exercises

T: Since we know some about the objective clauses, let’s challenge yourself. Every year, in the Entrance Examination we always meet the same questions. Tips for you, “宾语从句三注意，连词时态和语序”.

Step 4: Write and Share

T: Just now we read an e-mail from June. Now, please help Xia Yu finish his e-mail to June. Please use as many objective clauses as you can.

Ss: Dear June,

I heard that Mother’s Day and Father’s Day are the special days for parents in America. You know it’s becoming more and more popular to celebrate them in China. I think that we will give similar gifts to them. I believe there are many ways to show our love. I wonder whether it is a good idea to wash feet for them or not  on these two days…  (我想我们会给他们相似的礼物。我相信有多种方法表达我们的爱，我想知道这两天为他们洗脚是否是个好主意……)

Step 5: Homework

T: Today, we talked about festivals and learn to use the objective clauses to show your ideas. And what other festivals do you know? So have-to-do homework for today is to write an article entitled “ My Favorite Festival”. And try to collect some information about Halloween and Christmas.

Today, I’m very proud of you. You did a good job. Thank you for your cooperation. So much for today. Class is over! Goodbye!

Ss: Goodbye. Thank you!

课后研修反思

这一节语法新授课上完以后，我们认真分析了课程设计，仔细揣摩了课程实施的每一个教学环节，感觉有得有失。

首先，从目标达成上看，基本上实现了课程目标，设计中通过创设语言环境体验新的语言结构，进行控制性应用，再到半开放性的使用，最终实现语言结构的内部消化。结论是在语法教学中努力克服单纯的语法讲授，需要利用真实的环境或设计模拟的情境进行语法教学，使语法教学更趋形象化、直观化、真实化和趣味化。情景活动中的学习降低了语法学习的难度，激发了学生学习英语的积极性，可以避免学习语法的枯燥性，使他们学得快，记得牢，用得活。教授语法的时候，给学生创设了学习语法的语境，让学生在一定的语境中去自然习得语法，我们尽可能找了些学生感兴趣的视频，音频，采用多样的呈现形式，使学生学起来既轻松又有实效。

其次，语法课要有效地指导学生们做简单的归纳，把隐性知识显性化，帮助学生了解所学知识的层次结构，掌握其外在形式和内在联系，形成知识的框架。归纳和总结的目的不是让学生去记忆而是让学生更加准确地理解语法。就是说前面经历了观察体验或是运用等环节，但学生了解的可能并不够准确，最后这个环节主要是为了提高学生的准确性，真正地理解语法现象。

第三，课程实施过程中，对于课堂节奏的把握上灵活调整是课程目标实现的保证。教师在教学中要努力做到“收 ”与“放”的结合，收放自如是优秀教师的课堂中所追求的境界。在本课时中就出现了前松后紧的现象，一定程度上影响了目标的达成，这也是我们今后努力修正的地方。

第四，本节语法课主要研修主题设置为问题驱动和学生探究在课程实施中的作用，教师问题设置比较丰富，留给学生的空间也比较大，在课程实施过程中学生参与很积极，学生在交流中产生了新的学习资源，思想有碰撞，然而不足之处是教师语言不够丰富，教师总是时时总结，固化了学生的思维，在今后的课程实施中还要努力改进。