语法课说课稿
短信祝福-李代桃僵是什么意思
Good morning, honorable judges. I’m xx,
No.1. It’s my great honor
to be here sharing
my lesson with you.
I’m going to talk about my
design of the grammar lesson. It is taken
from
Book1, Unit3 for Junior Two students. The topic is
“I’m more
outgoing than my sister”.
I am
talking from the following aspects.
Firstly,
let me introduce the teaching and learning
objectives. This is
a grammar lesson. After
the lesson, my students will be able to know how
to make the comparative form of some
adjectives or adverbs .In addition;
they will
be able to use comparative degree to describe the
things around.
And also, learning how to
praise others with the comparative degree can
train my students to adopt good habits in life
and this is one of the
important tasks of the
new curriculum.
Secondly, I want to tell
something about the focal and difficult
points. Although students have the basic
abilities of listening, speaking,
reading and
writing, they still need some opportunities to
practice the
change regulation of words, to
learn comparative degree to describe
things,
feelings and experience. As the junior students,
they are supposed
to understand how to use the
comparative degree in daily life.
Thirdly,
I’d like to talk about the teaching and learning
methods.
According to the analysis above, I’ll
try to use the PPP model to help my
students
learn and understand this grammar, which is
presentation,
practice, and production.
In this lesson, I’ll guide my students to learn to
use the comparatives. And learning method is
self-dependent and
cooperative learning.
The fourth part is the teaching procedures.
I’ll divide the lesson into
5 parts. They are
presentation &practice of adding er; presentation
&practice about changing y into i then adding
er; mechanical practice of
part 1&2, leading
more, next part is mechanical exercise about more,
and
Semi controlling compositive practice; the
final part is production.
Then I’ll talk about
the first step.
The first step is to lead in
comparative and teach them the
comparative
which needs add er. At the beginning of the class,
I’ll draw
two straight lines on the blackboard
to lead in longer. Then I will give
more
examples by showing pictures on PPT .After that, I
will ask my
students to look at the PPT and
observe the change regulation with the
color
tip. Let students try to conclude the rule first.
Then show rule one
on the PPT. The purpose of
doing this is to attract the Ss’ attention and
lead in the comparative and make Ss get a
general understanding of it.
The second part
is to introduce the presentation of the rule which
change y into-ier. In this part, I show some
vivid pictures to draw
students’ attention. I
will lead in some adjectives and adverbs, and give
them those words’ comparative form in
sentences. At the end of this part,
I will
join those sentences together showing on PPT and
the comparative
form in those sentences
emerged in red. The purpose of doing this is to
let
students pay attention to the changing
place, and they can easily find the
regulation. Then the practice of this part is
filling the blank. In order to
cause the Ss’
attention and let the Ss be able to use this rule,
I will give 5
fill-in questions using the
adjectives and adverbs are given to change into
their comparative form.
And then, I will
give more exercise to consolidate the knowledge
they have learned: add er to the
adjectivesadverbs to make their
comparative
form, the other is change y into -ier to make
their
comparative form.
Group work is my
first choice to let Ss learn to use the change
regulation of comparative (+er, y-ier), and
make it clear to distinguish the
two kinds of
words. So I will ask them to fill the proper words
into the
table (see table one) in group
activity.
Next，I will give my students six
sentences to practice, they are
supposed to
answer the questions during one game(see table
two). To do
this is to raise my students’
interests in participating in the lesson and
enable them to get more familiar with the
knowledge they just learned.
After doing this,
I will show two pictures to my students and ask
them to
describe the pictures with the
information already given; So I can check
whether my students have master what they have
learned or not and
prepare for their
production.
The last step is to
introduce my production part. I will divide this
part into two steps. First I will ask my
students to choose one student
“who do you
like best in our class and compare him or her with
yourselves and then give reasons”. This is to
enable my students learn
how to use the
knowledge they learned to praise others and
improve
themselves. The second step is to ask
my students to find an ideal friend
for
themselves so their oral English get practiced and
they will know how
to use the comparative
degree to express themselves.
Next I will
assign the homework to Ss, let them write about
their
ideal friends.
Finally I will talk
about my blackboard design (see table three). In
my opinion, the blackboard design can reflect
the teacher’s ability of
mastering the lesson
and showing the most important information of the
class.
So, when students are reading, I
will write down the three regulation
of
comparative degree so that the students will keep
them in mind.
That is all for my presentation,
and your advice is most valuable to
me.
Thank you!
Table 1:
1. The boy
is_______(lazy) than the girl.
2. Fishing is
______(easy) than swimming.
3. The hen
is_______(heavy) than the duck.
4. They
are_______(busy) than you.
5. Li Li got
up______ (early) than Xiao Ming yesterday.
Table 2:
1. It is _______(important) to be
hard-working than be smart.
2. This story is
________(interesting) than that one.
3.
Singing is _______ (popular) than dancing in our
school.
4. This show is________ (wonderful)
than last one.
5. My problem is
________(serious) than yours.
6. You should be
________ (careful) than she.
Table 3;
rule of comparative form
(1) Usually .→+er
e.g. older, longer (2)some .
--y→ier
younger
happier
cheaper
busier
shorter
dirtier
e.g: A is cheaper than B.
e.g:A is happier than B.
（3）more than one
syllable . →more +. e.g. more
friendly, more
interesting
more friendly
more interesting
more expensive
e.g:B is more expensive than A.