执教教师：滕芳骅
教学主题：Revision of Adjective and Adverb
一、教学目标
１．指导学生在语境中对形容词、副词的构成方法和运用进行辨析、归纳。
２．培养学生在语言运用中使用丰富的形容词和副词表达语意的能力。
3.通过对加菲猫的故的了解，让同学们体会到健康的重要性。
二、教学过程
Teaching plan
Teaching Procedure:
| Steps | Contents and Time | Teacher’s activities | Students’ activities | Purposes | ||||
| Pre-task preparations | Warming-up
| 1.To watch a short video about Garfield. 2.To ask Ss to describe Garfield by using adjective. | 1.To watch a short video about Garfield. 2.To brainstorm in a group and speak out adjectives for describing Garfield as vividly as possible. | 1.To elicit “adjective” and stimulate Ss’s memory. 2.To brainstorm and share bright descriptions. | ||||
While-task activities | Revision of adjective | 1.To ask Ss to read a short letter. 2.To help Ss to find out adjectives with suffix -ful, -cal, -tive, -ing, -able, -ed etc. in the passage. 3. To help Ss to seek for the regular rules of the adjective formation (e.g: with suffix -ful, -cal, -tive, -ing, -able, -ed…). | 1.To read a short letter. 2.To work out the adjectives with suffix -ful, -cal, -tive, -ing, -able, -ed in the passage. 3.To pair practice adjectives with suffix -ful, -cal, -tive, -ing, -able, -ed etc. in the structure and seek for the regular rules of adjectives formation. | 1.To lead in the topic:. djectives 2.To recall adjectives with suffix -ful, -cal, -tive, -ing, -able, -ed. 3. To practice adjectives with suffix -ful, -cal, -tive, -ing, -able, -ed, etc. in the structure. 4. To help Ss conclude some rules of adjective formation in the reading setting. | ||||
| To ask Ss to use adjectives to finish exercises | To use adjectives to finish exercises. | To use adjectives skillfully in the exercise setting. | ||||||
| Revision of adverb
| 1.To distinsh two sentences, knowing the difference between adjective and adverb. 2.To mention the derivation of the regular adverbs (an adjective + -ly: happy → happily) | 1.To work out regular adverbs with the ending –ly in the lyric. 2.To enjoy a song and complete the blaks with adverb. | 1. To find out regular adverbs with the ending –ly. 2.To relax and elicit the adverbs in the song setting. | |||||
| To finish the blanks with adverbs (a terrible day). | 1.To use adverbs to make up the story. 2.Read the story all together | 1.To practice using adverbs fluently in the story setting. 2.To cultivate the rich imagination of the Ss. | ||||||
| Exercises (Revision of adjectives and adverbs) | 1.To show some exercises in the recent years’ junior school graduating examinations. | 1.To use adjectives and adverbs correctly in the exercises | 1.To help make Ss confident in their English study. | |||||
Post-task activities | Discussion
| To encourage Ss to improve their English ability . | To further practice adjectives and adverbs skillfully in the life-like communication. | To further practice adjectives and adverbs skillfully in the life-like communication. | ||||
| Ummary | whatdoyoulearnthroughgoingover | |||||||
Assignments | Written: 1. To find out more other adjective and adverb formation rules in their textbooks. 2. Write out the suggestions on “How to keep healthy” to Garfield within 60-80 words. | To further consolidate adjectives and adverbs. | To further consolidate adjectives and adverbs. | To further consolidate adjectives and adverbs. | ||||
Ⅰ、感谢学校提供给我一个学习的机会。另外，我更要感谢整个英语组中前辈们及所有同事在我准备这节课中给我提出许多宝贵的意见和建议。这堂课代表整个英语组全体老师的智慧和对提高英语课堂教学的思考。
Ⅱ、本节课的主题思考：
作为语言表达的基本要素，词汇学习渗透在英语学习中的各个环节。词汇的积累量是否充足，词汇的领悟是否到位，词汇的运用是否恰当，直接影响到学生口头和笔头的综合表达能力以及他们对成段文章理解的深度和广度。
对于中学的综合复习而言，词汇复习是否得法值得引起教师的高度关注。
１．词汇复习三个阶段：１）强调词汇在日常课文中的理解记忆，做到多次呈现、反复循环，对平时容易疏漏的单词指导学生重点记忆；２）专题复习。如对冠词、名词、代词、数词、形容词等进行分类复习，尤其突出对词性转换、动词词组的辨析和运用。３）综合练习。围绕学业考试的基本要求，结合相关题型进行综合运用能力的训练。
２．教师自身观念的转变：初三词汇复习不同于单元复习，它是对学生整个初中阶段所学词汇进行的整体复习，因此要避免简单机械的重复，让学生对词汇进行回忆、归纳和运用。也就是说从单项复习到词汇运用的过程。词汇复习应强调在理解基础上的复现和实践，重视学生的主动参与，同时，还要教会学生行之有效的词汇复习方法。
Ⅲ、1、本节课由于内容较多，自身在把握方面有些欠缺。今后自己要这方面下苦功提高自己专业能力。
2、本节课由于是整个教研组共同备课、磨课的基础上共同打造出来的一节课，可以说有一定代表性，符合今天教育教学改革的方向性。同时针对初三中考复习有指导性。
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