高中英语四川省赛课一等奖课件高中英语语法课语法教学设计
中秋节的图片大全-二级公共基础知识
Book 5 Module 1 British and American
English
Grammar
教学设计 高二年级 8号选手
一、教学内容分析
本堂课教学内容为外研版《新标准高中英语》第五册模块1语法复习部分（教材P4—P5,
标注为Review of Verb Forms）。具体要求学生复习“动词一般现在时、现在进行
时、现在完成
时、一般将来时（两种形式）”4个时态5种表达，从而达到依托模块话题、借助语句再次
复
现语法中动词时态规则，强化语法项目的运用。
二、学情分析
参加本课的学生目
前处于高二上期学段。对于本课语法项目，学生在初三和高一年级已有
第一轮系统学习，在知识层面上对
语法项目的形式、意义及用法有基本了解。但由于教材编排
对语法项目没有紧密连续的巩固强化，加上受
应试教育影响，高中语法教学中采取演绎法和规
则讲解和机械操练的课堂不少。故此，学生迫切需要通过
教师“采取探究发现、归纳运用”的
教法引导，在具体语境中以话题来串联和进行语法规则的感悟和实践
，从而让学生在语法运用
能力层面得到较大提升。另外，由于采取借班上课，师生之间教与学存在相互适
应的问题，课
堂教学互动和交流可能出现不是非常顺畅的情况，需要教师在具体操作时加以调适。
三、教学目标
（一）语言能力目标
1、强化现在进行时态，现在完成时和一般将来时be going to do 和will
do在不同语境中
的运用，简单复习一般现在时态的用法（初高中最常用时态）；
2、辨别动词现在进行时、现在完成时和一般将来时be going to do 和will
do的相应的时
间状语；
3、能把“现在进行时、现在完成时、表将来时的两种常见用法”熟练运用于语境中。
（二）文化品格目标
本课话题涉及“对不同类别英语”的辨认和观点，通过接触和使用不同语
篇，教师引导学
生感悟和认识“在全球化背景下，不同类别英语都可以作为有效交流媒介工具”，学生对
此应
持包容态度，取其传递正能量信息的益处，进而体现英语学科的核心素养。并通过讨论汉语在
全球的影响，提升学生的国家认同意识。
1
（三）思维品格目标
根据学生复习英语动词的需要，本课设计了三个教学环节
：通过语篇练习暴露问题——以
话题语句和语篇为依托，强化动词时态规则——在语篇中正确运用语法规
则从而解决问题。引
导学生逐层展开和适时归纳语法规则，从而达到“渗透学生思维逻辑性、培养学生对
语法规则
进行系统整理能力”的基本目的。
（四）学习能力目标
学习能力是构成英
语学科素养的必要条件。根据本课内容特点（语法规则的探究与运用），
教师在教学中设计、学生在学习
中运用“个体在语篇填词发现问题”、“学生结对和分组讨论问
题”、“学生观看视频对比不同类别英语
异同”、“学生个体笔头和口头归纳语法规则”等多种活
动方式，从而努力调适学生学习策略，提升学生
学习的“效率”意识和能力。
四、教学重难点
1、教学重点：复习现在进行时、一般将来时（will do, be going to
do）、现在完成时、及
各时态相应的时间状语；特别是现在完成时中的since, for, so
far, until now等时间状语的用法；
复习一般将来时态 will do与be
going to do的区别；
2、教学难点：通过“汉语对英语正在产生的影响、由此带来的英语在未来可能发生的变
化”话题，学生在输出环节对上述几种时态进行综合运用。
五、教学设备：黑板，多媒体等
六、教学步骤
Warming up (1-2mins)
Greetings with the class, like “Hi! We are
going to review verb forms today. Do you think I
have
done a lot of preparation?”…”Yes, I have
done a lot of preparation since yesterdaytwo days
ago.”
And how are you getting on with my
English? Are you doing OK? Do you understand what
I am
talking about? I hope you will learn
something and enjoy the lesson today” …….
[活动形式] 学生集体回答教师问题，教师口头引出目标语法项目的单句。
[设计意图]
在问候学生时呈现一般将来时态，现在完成时态和现在进行时态，让学生在语境
中无意识地暴露在目标语
法的学习环境中，为之后的专项复习做铺垫。
2
Problem-seeking
Activity 1 Lead-
in（6 mins）
Read the e-mail and fill in the
blanks with the right verb forms (individual
work).
Dear Joni,
Everything is going
well. I 1)_________ (have) a lovely time here at
the moment. Although
Edinburgh is a beautiful
city in Scotland, it was hard to understand the
accent here at first. But it
2)_________ (get)
easier now, because I 3)_________ (be) here for
three weeks. And I 4)_________
(make) a lot of
friends since I came here. They often 5)_________
(help) me. Tomorrow my friends
and I
6)_____________ (see) fireworks. I believe there
7)_________ (be) a lot of fun. I’m sorry to
hear that you are sick, but I 8)_________
(hope) you 9)_________ (be) fine soon.
Susan
What verb forms are there in the email?
[活动形式]
教师呈现自己与在苏格兰留学同学的邮件，学生根据语篇话题和上下文用不同动
词形式填空。
[设计意图] 在语篇中埋设本课要复习和运用的所有时态，让学生笔头填空，再核对答案，从
而既引出复习，更达到暴露问题的目的，然后进入分项突破环节。
Problem-
solving
Activity 2 Review of do and be doing
(2-3 mins)
Watch a video, discuss with your
partners and answer two questions with the correct
verb forms.
1) What are the two people talking
about in the video?
2) Do you think the
differences between British and American English
important? Why or why
not?
3
[活动形式] 学生带着问题观看视频（讲英式英语和美式英语的区别）
，感知围绕模块话题的
“一般现在时”和“现在进行时”的用法，再回答对应的问题。接下来让学生通过
英
语释义性填空方式，达到总结归纳语法规则目的。
[设计意图] 利用视频呈现需要复习的
两个时态，利用问答让学生在语境中操练时态，达到复
习运用目的。而且视频难度不高，涉及的时态是最
常用的两种，体现教学难度的
递进原则。老师设计的“让学生通过英语释义性填空”的方式，能自然达到
用英语
总结归纳语法规则的目的，最大限度避免了用汉语灌输规则的弊端。
Activity 3 Review of have done (6-7 mins)
Work
in pairs. Ask and answer the three questions about
our English learning. Please use since,
for,
so far, up to now, until now, recently, already,
in the lastpast five days…
1. How long have
you studied English?
2. When studying English,
what difficulty do you have? Listening, writing,
reading English
newspapers, or talking with
English speakers?
3. What have you done to
overcome（克服）your difficulty with… in doing?
Q: When we use the verb form have done, what
adverbials of time (时间状语) can we use?
Write
down as many adverbials of time used in the verb
form have done as possible.
[活动形式] 学生围绕“现在完成时
”、结合英语学习时间、英语学习中遇到的困难或问题等具体
目标问题进行问答，并同样采用英语释义性
填空。同时为学生提供了经常和“现在
完成时”一起出现的时间状语。
[设计意图] 由于“
现在完成时”用法和时间状语是本课重点，所以采用结对练习方式，有利于学
生信息互补，这样降低学习
难度。接下来和上个环节一样，而且回答问题必须使
4
用复习运用
的“现在完成时”。同时通过让学生用英语释义性填空的方式，达到总
结归纳语法规则目的。
Activity 4 Comparison between will do and be
going to do (6-7 mins)
Read the sentences and
discuss the differences between will do and be
going to do with your
partners.
1…so that
some people now believe that British English will
disappear. P3
2. Users of English will all be
able to understand each other—wherever they are.
P3
3. First we’re going to speak to two young
people, one American and one British. We think
they
will have some interesting ideas on the
subject. P6
4. Are we all going to speak like
Americans? Or will British English continue to
exist? P6
*Learning Tip 3
Generally, “be
going to do” means “
plan to do
”,
(or
a
certain
future);
while “will do”
often means “
计划
安排做
…
(or a
possible
future).
”,
predict wish
expect
to do
预料
意愿
期望做
通过观察导入规则的解释。
[设计意图] 利用学生熟悉的课文典型和规范例句，引导学生注
意和归纳“将来时”两种表达的、
在形式和意义上的差异。
Read the
conversation and fill in the blanks with be going
to or will.
A: Hi, Mr. Smith! I’ve just
watched a video about the possible future of
English. Some people now
believe that
China________ be the largest English-speaking
country in the world. What do you
think of it？
B: Well, Some of my friends believe Chinese
will become the most popular world language in the
future. And they ____________take Chinese
classes next year.
5
[活动形式]
学生个体阅读老师从教材中摘录的、含有“be going to do”和 “will
do”的四个例句，
A: Will English disappear in
the future? Or _________ Chinese completely take
the place of
English?
B: I don’t know. But
I’ve planned that I ______________study Chinese
when I visit China next year.
[活动形式]紧跟规则的复习，教师
提供对话式语篇，学生按上下文填空，再结对口头对话输出，
实际运用规则。
[设计意图]采
用对话形式，在避免语法的枯燥同时，能有效弥补信息准确性的欠缺；而语篇的
话题仍然紧扣英语学习，
紧密结合学生生活，但语言内容上提出汉语和英语未来“谁
主沉浮”的地位问题，开始为后面的话题内容
理解和思维广度的扩展埋设伏笔。至
此，所有动词形式的单项复习突破完成。
Activity 5 Summary (2 mins)
Match the
sentences with the correct meanings.
1. So
far many factors have influenced
American
pronunciation.
2. Look! Sam is making a speech
in his
class at the moment.
3. My brother
is going to study in
America next year.
4.
Some people believe that many
languages will
disappear in the next
hundred years.
[活动形式] 学生连线。
a. An event which is
happening
now or around now.
b. Past
events which have an
effect on the present.
c. A certain future. A plan for
the
future.
d. A possible future. believe or
predictexpect that something
may happen in
the future
[设计意图] 学生通过连线活动，集中总结几种动词时态的用法，将之前对动词不同形式运
用
的分项突破化为全面小结，让学生的认知从感性上升到理性。
Activity 6 The integrated(综合) use of verb forms in
the situation. (6-7 mins)
1. Watch and talk
about the pictures.
汉语在全球越来越广泛使用情景图片展示
6
1) People are using more and more
Chinese in different international airports at
present. (机场图片)
(Eg. in Melbourne
International Airport)
2) During the last few
years, more and more native English speakers have
started learning Chinese
and began to take
part in the Chinese competition. (Eg: The Chinese
Bridge at CCTV汉语桥图片)
3) Up to now, we have
established (开设) about 500 Confucius Institutes in
more than 120 countries.
Discuss the following
three questions with your partners. Then choose a
reporter to present your
ideas, using be
doing, be going to do, will do, have done and the
corresponding adverbials of time
(相应的时间状语).
2. Discuss the following three questions
in groups. Then choose a reporter to present your
ideas
by using do, be doing, have done , be
going to do, will do, and the corresponding
adverbials
of time (
相应的时间状语
).
1)
Why are more and more foreigners learning or using
Chinese in the present?
2) How has Chinese
influenced the world so far?
3) Do you think
Chinese will take the place of English in the
future? Why or why not?
The following example
may help you:
In the present, more and more
foreigners are learning using Chinese. For
example, the founder
of Facebook, Zuckerberg
is learning Chinese
The Chinese language has influenced the world
greatly. Up to now, China has established (开设)
about 500 Confucius Institutes in more than
120 countries
In our opinion, Chinese will (not) take the
place of English, because
[活动形式] 学生根据图片和相应的汉语句子,
分组讨论后回答对应问题。选择一名学生代表全
组发言。注意运用do, be doing,
have done, be going to do, will do,。
[设计意图]
用图片和问题帮助学生注意紧密运用do, be doing, have done, be going
to do, will do
来谈论中文语言学习的话题，利用提示语句为学生搭好语言支架。既再
次在运用
中巩固了时态用法，又开始实现话题的拓展和迁移。
3. Read the
passage and fill in the blanks with proper words.
(5-6 mins.)
7
What is the
future of the Chinese language?
Today, the
Chinese Language has not only acted as a gate to
the fascinating history, but also
____________
(open up) business opportunities to the world
____________ 1978.
With the development of
China, more and more business is related to China.
And its language
has become a must. So Chinese
____________ (become) a very popular language now.
According to The World Journal, more than 2300
universities around the world____________
(set
up) Chinese courses so far.
Many more schools
in foreign countries have planned that they
____________ (add) Chinese to
their curriculum
(课程) in the near future, while until now, many
foreign Chinese learners
____________ already
____________ (come) to China to learn the
language.
Some businessmen think that English
is becoming less important in trade because they
believe
that Chinese ____________ probably
____________ (take the place of) English in the
future.
[活动形式] 学生短文上下文填空, 正确使用do, be doing,
have done ,be going to do, will do.
[设计意图]
学生在和模块话题密切相关的语篇中输出学习结果，最后齐声朗读。这样既能增
强记忆，又能把课堂氛围带向高潮。
Homework
1.
Compulsory (必做)
Write a passage about the
Chinese language, using do, be doing, have done,
be going to do, will do.
Your writing should
cover the following two aspects:
1) your
description of the present situation of Chinese;
2) your prediction of Chinese development in
twenty years.
(about 100 words)
2.
Optional (选做)
Finish Ex. 2— Ex. 4，P4-P5
Ex. 1— Ex. 4 ，P 67
8