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《Grammar Summary》公开课教案优质课下载
Importance and difficulties:
How to help Ss understand and grasp the connectors.
How to choose these connectors correctly in a certain context.
How to help Ss do better in the exams.
Teaching aids and methods:
Multi-media, Bb, individual-work, pair-work, group-work
Designing concepts(设计理念和思路)
采用建构主义理论的设计理念：学生是学习的主体，知识建构的主体，并在学习过程中，对原有知识、经验进行改造、重组，主动建构新知识。
设计思路：语法已经成为高中生学习英语过程中遇到的一个很大障碍，而高考侧重考查高中生综合运用英语语言知识的能力，要求他们在语法填空和改错中运用恰当的语法知识，在书面表达中用连贯的语句，恰当准确的语言进行表达，连贯就是保证结构体系完整所需要的逻辑关系，而语法担任了此功能。高三英语学习的一个必不可少的重要环节就是语法梳理。为避免传统的语法教学方式：只注重对语法知识的讲解和渗透，而忽略了语法现象本身的内在属性以及学习者的认知结构。因此本节课创设情境，帮助学生在情境中学习名词性从句及其连接词。其次，搭建桥梁，让学生建构知识；第三，设计学习名词性从句任务时，用趣味性任务推动教学进程。
Teaching procedure:
Step1. Greeting
Greetings to the students.
Step2. Review the noun clause
Using concrete situation, the teacher helps the students understand the four noun clauses and their connectors; meanwhile, they distinguish the differences between them.
Subject clause, taking Song for example. The Ss look at the pictures and read the sentences, feeling the connectors in the contexts.
Object clause, the Ss read a love story about my friend, Jenny’s, noticing the connectors.
Predicative clause, taking the career of teaching for example, the Ss understand how to choose connectors in the context.
Positive clause, due to the deletion of checking it, the instructor refer to it briefly.
Step3. Practice
Doing the related exercises from the NEMT, the students understand and strengthen what they review.
Step4. Discussion
Working in groups, the students discuss the proper answers in the letter from the instructor’s students.
Step5. Consolidation
Concluding the main contents of this lesson, and stressing the key points again.
Step6. Homework