Unit12 SectionA (Grammar Focus～4c)教学设计 - 2024-2025学年人教版九年级英语全册

Unit 12 Life is full of the unexpected. Section A (Grammar Focus-4c) 教学设计 一、新课标主题分析 主题语境：本单元主要围绕过去完成时态展开，涉及个人经历、日常生活事件等主题语境，通过描述过去某个时间点之前已经完成的动作，让学生能够用英语准确地表达过去的经历和事件的先后顺序，培养学生在实际生活中运用语言描述过去事情的能力，增强学生对英语语言在实际情境中运用的理解和感悟。 二、核心素养目标 语言能力： 学生能够理解并熟练运用过去完成时态的结构（had + 过去分词），准确表达过去的动作和事件的先后顺序。 能运用所学语法知识进行造句、填空等语言实践活动，如完成课本中的句子练习和填空练习，提高语言运用的准确性和流利性。 能够听懂包含过去完成时态的对话和短文，并能从中提取关键信息，回答相关问题。 文化意识： 通过学习与日常生活相关的内容，了解不同文化背景下人们对过去事件的表达方式和习惯，拓宽文化视野，培养跨文化交际意识。 在语言学习过程中，感受英语语言文化中对时间顺序和事件逻辑的重视，增强对文化差异的敏感性和包容性。 思维品质： 培养学生的逻辑思维能力，通过分析过去完成时态中动作发生的先后顺序，引导学生有条理地思考和表达，提高思维的严谨性和逻辑性。 鼓励学生在语言学习中进行对比、归纳和总结，如对比一般过去时和过去完成时的用法区别，培养学生的批判性思维和创新思维能力。 学习能力： 学生能够自主预习和复习相关语法知识，通过查阅资料、做练习题等方式，提高自主学习能力。 在小组合作学习中，学会倾听他人意见，积极参与讨论和交流，共同解决学习中遇到的问题，培养合作学习能力和团队协作精神。 三、教学重难点 教学重点： 过去完成时态的结构和用法，包括其构成（had + 过去分词）、基本概念（表示在过去某个时间或动作之前已经发生或完成的动作）以及常用的时间状语（by the time, before等）。 引导学生理解并掌握过去完成时态在不同语境中的运用，能够准确地用该时态描述过去的事件和经历。 教学难点： 让学生理解过去完成时态与一般过去时态的区别和联系，避免在使用时混淆。例如，一般过去时侧重于描述过去发生的动作或状态，而过去完成时强调过去的过去，即一个动作在另一个过去动作之前已经完成。 帮助学生在实际语言运用中正确运用过去完成时态，尤其是在较为复杂的句子结构和语境中，能够准确地表达时间顺序和逻辑关系。 四、教法学法 教法： 情境教学法：创设贴近学生生活的情境，如讲述上学迟到的经历、看电影的前后经过等，让学生在情境中感受过去完成时态的使用，激发学生的学习兴趣和积极性。 任务型教学法：设计各种任务，如造句、填空、小组讨论等，让学生在完成任务的过程中学习和运用过去完成时态，培养学生的语言实践能力和合作精神。 多媒体辅助教学法：利用图片、音频、视频等多媒体资源，丰富教学内容和形式，吸引学生的注意力，帮助学生更好地理解和掌握知识。例如，播放一段包含过去完成时态的小故事视频，让学生观看后回答问题，加深对语法知识的理解。 学法： 自主学习法：引导学生在课前预习相关内容，通过查阅资料、做简单的练习题等方式，初步了解过去完成时态的基本概念和用法，培养学生的自主学习能力和学习习惯。 合作学习法：组织学生进行小组合作学习，在小组内讨论、交流、合作完成任务，如共同完成句子练习、互相纠正错误等，让学生在合作中互相学习、共同进步，提高学生的合作能力和团队意识。 归纳总结法：鼓励学生在学习过程中对所学知识进行归纳总结，如总结过去完成时态的结构、用法、时间状语等，培养学生的思维能力和学习方法，使学生能够更好地掌握和运用知识。 五、教学过程 Step 1: Warming - up Activity: Play a short video clip about a student's morning routine. The video shows the student waking up late, rushing to get ready, and then realizing that he had forgotten his backpack at home. After watching the video, ask students some questions: What happened in the video? What did the student forget? When did he realize it? Purpose: To attract students' attention, arouse their interest in the topic, and lead in the grammar point of past perfect tense through a real - life situation. Step 2: Presentation Activity 1: Present the grammar focus on the screen (the sentences in the Grammar Focus section of the textbook). Read the sentences aloud with the students and ask them to pay attention to the structure and meaning of the past perfect tense. Explain the structure (had + past participle) and the usage of past perfect tense, emphasizing that it is used to show an action that was completed before another past action or time. For example, in the sentence "When I got to school, I realized that I had left my backpack at home.", "had left" is in the past perfect tense, which means the action of leaving the backpack at home happened before the action of getting to school. Activity 2: Give more examples to illustrate the usage of past perfect tense with different time expressions such as "by the time", "before". For instance, "By the time I finished my homework, my parents had already gone to bed." "Before I watched the movie, I had read the book." Purpose: To help students understand the grammar point clearly and systematically by presenting the key sentences and explaining the rules. Step 3: Practice Activity 1: Sentence making (Individual work) Ask students to make sentences using "by the time" or "before" based on the given situations in 4a of the textbook. For example, for the situation "Tim went into the bathroom. Mary got up.", students can make the sentence "By the time Mary got up, Tim had already gone into the bathroom." Walk around the classroom to monitor students' work and offer help if needed. After students finish, ask some of them to share their sentences with the class and correct any mistakes together. Activity 2: Fill in the blanks (Pair work) Have students work in pairs to complete the blanks in 4b of the textbook with the correct forms of the words in the box. Encourage them to discuss and help each other. Then, ask several pairs to read out their answers and explain their choices. Discuss any differences or difficulties as a class. Purpose: To provide students with sufficient practice opportunities to consolidate the grammar knowledge they have just learned and improve their ability to use the past perfect tense in different contexts through individual and pair work. Step 4: Production Activity: Group discussion and presentation Divide the class into groups of 4 - 5. Ask each group to write two true statements and one false statement about their day yesterday using the past perfect tense. For example, "By the time I left for school in the morning, I had already had breakfast." "By the end of the school day, I had finished all my homework." "By dinner time, I had seen a unicorn." (The third one is false.) After writing, each group will present their statements to the class, and the other students will guess which one is the false statement. The group that gets the most correct guesses from other groups will be the winner. Purpose: To encourage students to apply the past perfect tense in a creative and communicative way, enhancing their language output ability and teamwork spirit. This activity also makes the learning process more interesting and interactive. Step 5: Summary and Homework Summary: Summarize the key points of the past perfect tense with the students, including its structure, usage, and common time expressions. Ask students to recall what they have learned in this class and share their gains. Homework: Ask students to write a short passage (about 80 - 100 words) about an interesting experience in their past, using the past perfect tense at least three times. Review the grammar points learned in this class and preview the next unit. Purpose: To help students consolidate the knowledge they have learned in class and extend their learning to after - class through writing practice and review & preview tasks. 六、教学反思 在教学过程中，情境教学法的运用有效地激发了学生的学习兴趣，让学生在熟悉的情境中更容易理解和接受过去完成时态这一语法点。例如，在导入环节播放的学生早晨经历的视频，引起了学生的共鸣，他们能够快速地进入学习状态，并积极参与到后续的讨论和学习中。然而，在情境创设的细节方面还可以进一步优化，比如可以增加更多与学生实际生活紧密相关的情境，让学生有更多机会运用所学语法进行真实的交流和表达。 任务型教学法在实践环节中发挥了重要作用，通过造句、填空和小组讨论等任务，学生能够积极参与到语言实践中，提高了他们的语言运用能力和合作能力。但在任务设计上，有些任务对于部分基础较弱的学生来说可能有一定难度，导致他们在完成任务时有些吃力。在今后的教学中，需要更加注重任务的层次性和梯度性，为不同水平的学生设计适合他们的任务，让每个学生都能在任务中有所收获和提高。 在小组活动中，学生们的参与度较高，能够积极讨论和交流，培养了他们的合作精神和团队意识。但在小组活动的组织和管理方面还有待加强，例如，有些小组在讨论过程中可能会偏离主题，或者个别学生主导了整个讨论过程，而其他学生参与较少。今后可以进一步明确小组活动的规则和要求，加强对小组活动的引导和监督，确保每个学生都能充分参与到活动中，发挥自己的作用。 在教学评价方面，主要采用了教师评价和学生互评相结合的方式，但评价的方式和内容还可以更加多样化和具体化。除了对学生的语言准确性进行评价外，还可以关注学生的语言流利性、思维能力、合作能力等方面的表现，给予更全面、更有针对性的评价和反馈，以更好地促进学生的全面发展和进步。同时，可以引导学生学会自我评价，让他们能够更加清楚地了解自己的学习情况和不足之处，从而更好地调整学习策略和方法。 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$