牛津译林版(2020)必修第二册Unit1Lights,camera,action! Grammar and usage教学设计（表格式）
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| 名称 | 牛津译林版(2020)必修第二册Unit1Lights,camera,action! Grammar and usage教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 51.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-14 20:15:57 | ||
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Subject-verb Agreement
一、基本信息：
课程名称 Subject-verb agreement（第一节课）
课程类型 语法课
授课年级 高一年级（上）
授课时长 45分钟
二、文本分析
1、基于课标 主题语境 人与自我——个人兴趣爱好
语篇类型 说明文
语言知识 主谓一致的（三大原则中的就近原则）
文化知识 了解英语国家语言使用中的搭配习惯
语言技能 通过阅读文本发现主谓搭配的一些规律，并在语法呈现过程中掌握知识，在练习中巩固知识点，以便于学生在进行写作以及日常交流时能够熟练运用这一知识点。
学习策略 元认知策略、认知策略、交际策略
2、基于语料 What 本模块是译林版高中英语必修二Unit1 Behind the scenes中的语法部分, 要求学生分析对“the jungle book”这不电影的介绍，发现并总结其中的主谓一致的情况。
Why 主谓一致是在日常英语写作和交流中最基本的知识点与原则。
How 通过阅读文本，并亲自选择谓语动词，将学生的关注点集中起来，然后在老师呈现知识点过程中，进行互动、练习来掌握知识点。由于知识点较为杂碎且广泛，将分为两节课进行讲解，本节课，作为主谓一致语法课讲解的第一节课主要在于引起学生们对于主谓一致的注意为下面的语法点的讲解进行铺垫，并围绕主谓一致的三大原则中的就近原则进行讲解与学习。
三、学情分析 本次授课的对象是芜湖市某中学的高一年级某班学生，学生已具备一定的语言基础知识，具有良好的语言基础能力，文本分析能力以及信息的搜索能力。但是由于主谓一致的语法点过于的琐碎与广泛，学生在掌握与运用的过程中容易搞混。因此通过本节课，希望学生可以系统的来学习并掌握主谓一致这一语法点。
四、教学目标 1、通过阅读文本与选择动词的正确形式，学生可以激发他们已有的语言图式。 2、通过语法点的呈现与练习，学生可以进一步的提高自己的理解与记忆能力。 3、通过小组协作活动，可以提高学生的合作学习的意识，元认知能力以及发展语言交际能力 4、通过知识点的学习与巩固练习，学生能够在日常英语写作与交流中注意主谓要达成一致这一基本原则
五、教学重难点 教学重点 帮助学生掌握主谓一致中的就近原则
教学难点 如何系统的讲这些琐碎的知识点串联起来以方便学生的记忆与使用
六、教学方法 Three-P stage model: presentation, practice, production Communicative teaching method
六、教学流程（Teaching procedures）
Step1 Lead-in (8’) Teacher greets with students as usual，then recommend a movie for them“the jungle book”and ask them what information they can get from this video. Presenting a passage about the introduction of this movie, let them catch some information about“the jungle book” and choose the right form of verb in the underlined sentences. And then the teacher, together with students, analyzes these sentences. (Justification: By finishing this task, students can be aware of the topic of today’s class, subject-verb agreement, and by this video, students’ interest can be attracted and attention focused on the class.) Step2 presenting (15’) Teacher presents the principle of proximity in the subject-verb agreement in accordance with a picture. (1). Students read the sentences and find the rules of principle of proximity and another opposite principle in subject-verb agreement under the teacher’s help and analyzation. (2). Teacher helps students to understand the rules and let students finish some sentences exercise when they have concluded each rule. (Justification: from this step, students can have an elementary command about principle of proximity and distance in a logical way and also utilize some exercises to consolidate them in time.) Step3 practice (10’) Matching game (5’) The teacher gives a list of cases acting as subject and ask students to match them with the right category. Filling-in the blanks (5’) Ask student to fill the blanks by the right form of the word in the bracket During this process, teacher can provide some help or hips to lead students to think and apply what they have learned before if necessary. (Justification: By this step, students can consolidate the grammar point they just learned, subject-verb agreement.) Step4 production and summary (10’) Having a discussion (5’) Guess what happens to Mowgli in the forest, does he end up returning to live with human or staying in the forest with his animal friends and why Please pay attention to that whether the verb keep consistent with the subject, and also let students try to use the phrases and patterns we have learned in today’s class. Summarizing and sharing (5’) After practice, students can try to recall the principles of proximity and distance in subject-verb agreement according to the memorizing picture and they can practice in the groups. Inviting some student to show their performance about their practice results. Then, teachers give some positive feedback and make a brief summary. (Justification: by this step, students can further consolidate these grammar points and memory them by recalling and sharing.) Step5 Homework (2’) (1). Try to understand and consolidate these grammar points further out of class. (2). To preview the other two principles of subject-verb agreement that we are going to learn at next class. Tip: check them at the next class (Justification: students can recall what they have learned in today’s class and consolidate it after class.)
七、板书设计
八、教学反思
通过这节课，学生能够以一种具有一定逻辑性且图示化的记忆方式去记忆这些枯燥且琐碎的知识点。但是实际效果如何要等到第二节主谓一致的语法课结束后一起进行评估。
一、基本信息：
课程名称 Subject-verb agreement（第一节课）
课程类型 语法课
授课年级 高一年级（上）
授课时长 45分钟
二、文本分析
1、基于课标 主题语境 人与自我——个人兴趣爱好
语篇类型 说明文
语言知识 主谓一致的（三大原则中的就近原则）
文化知识 了解英语国家语言使用中的搭配习惯
语言技能 通过阅读文本发现主谓搭配的一些规律，并在语法呈现过程中掌握知识，在练习中巩固知识点，以便于学生在进行写作以及日常交流时能够熟练运用这一知识点。
学习策略 元认知策略、认知策略、交际策略
2、基于语料 What 本模块是译林版高中英语必修二Unit1 Behind the scenes中的语法部分, 要求学生分析对“the jungle book”这不电影的介绍，发现并总结其中的主谓一致的情况。
Why 主谓一致是在日常英语写作和交流中最基本的知识点与原则。
How 通过阅读文本，并亲自选择谓语动词，将学生的关注点集中起来，然后在老师呈现知识点过程中，进行互动、练习来掌握知识点。由于知识点较为杂碎且广泛，将分为两节课进行讲解，本节课，作为主谓一致语法课讲解的第一节课主要在于引起学生们对于主谓一致的注意为下面的语法点的讲解进行铺垫，并围绕主谓一致的三大原则中的就近原则进行讲解与学习。
三、学情分析 本次授课的对象是芜湖市某中学的高一年级某班学生，学生已具备一定的语言基础知识，具有良好的语言基础能力，文本分析能力以及信息的搜索能力。但是由于主谓一致的语法点过于的琐碎与广泛，学生在掌握与运用的过程中容易搞混。因此通过本节课，希望学生可以系统的来学习并掌握主谓一致这一语法点。
四、教学目标 1、通过阅读文本与选择动词的正确形式，学生可以激发他们已有的语言图式。 2、通过语法点的呈现与练习，学生可以进一步的提高自己的理解与记忆能力。 3、通过小组协作活动，可以提高学生的合作学习的意识，元认知能力以及发展语言交际能力 4、通过知识点的学习与巩固练习，学生能够在日常英语写作与交流中注意主谓要达成一致这一基本原则
五、教学重难点 教学重点 帮助学生掌握主谓一致中的就近原则
教学难点 如何系统的讲这些琐碎的知识点串联起来以方便学生的记忆与使用
六、教学方法 Three-P stage model: presentation, practice, production Communicative teaching method
六、教学流程（Teaching procedures）
Step1 Lead-in (8’) Teacher greets with students as usual，then recommend a movie for them“the jungle book”and ask them what information they can get from this video. Presenting a passage about the introduction of this movie, let them catch some information about“the jungle book” and choose the right form of verb in the underlined sentences. And then the teacher, together with students, analyzes these sentences. (Justification: By finishing this task, students can be aware of the topic of today’s class, subject-verb agreement, and by this video, students’ interest can be attracted and attention focused on the class.) Step2 presenting (15’) Teacher presents the principle of proximity in the subject-verb agreement in accordance with a picture. (1). Students read the sentences and find the rules of principle of proximity and another opposite principle in subject-verb agreement under the teacher’s help and analyzation. (2). Teacher helps students to understand the rules and let students finish some sentences exercise when they have concluded each rule. (Justification: from this step, students can have an elementary command about principle of proximity and distance in a logical way and also utilize some exercises to consolidate them in time.) Step3 practice (10’) Matching game (5’) The teacher gives a list of cases acting as subject and ask students to match them with the right category. Filling-in the blanks (5’) Ask student to fill the blanks by the right form of the word in the bracket During this process, teacher can provide some help or hips to lead students to think and apply what they have learned before if necessary. (Justification: By this step, students can consolidate the grammar point they just learned, subject-verb agreement.) Step4 production and summary (10’) Having a discussion (5’) Guess what happens to Mowgli in the forest, does he end up returning to live with human or staying in the forest with his animal friends and why Please pay attention to that whether the verb keep consistent with the subject, and also let students try to use the phrases and patterns we have learned in today’s class. Summarizing and sharing (5’) After practice, students can try to recall the principles of proximity and distance in subject-verb agreement according to the memorizing picture and they can practice in the groups. Inviting some student to show their performance about their practice results. Then, teachers give some positive feedback and make a brief summary. (Justification: by this step, students can further consolidate these grammar points and memory them by recalling and sharing.) Step5 Homework (2’) (1). Try to understand and consolidate these grammar points further out of class. (2). To preview the other two principles of subject-verb agreement that we are going to learn at next class. Tip: check them at the next class (Justification: students can recall what they have learned in today’s class and consolidate it after class.)
七、板书设计
八、教学反思
通过这节课，学生能够以一种具有一定逻辑性且图示化的记忆方式去记忆这些枯燥且琐碎的知识点。但是实际效果如何要等到第二节主谓一致的语法课结束后一起进行评估。