来源:人民教育出版社 作者:佚名 更新时间:2006-06-02 02:15:35
评价策略:学生在这个环节中主要通过小组互评和全班点评获得学习伙伴和教师的评价;同时通过对照教师设定的标准和同伴的习作,获得自我评价。
Task Seven:Summary and Homework Assignment
教学思路:学生在完成了之前的任务后,对Verb-ing充当主语和宾语的基本规则有了感性的认识,同时也形成了初步的语言习惯。这时,教师把这节课所学的内容和重点进行简单的小结,帮助学生整理思路,形成清晰的概念,使学生明确课后复习的要点和进一步学习和探索的方向。虽然只是简单的几句话,却起着画龙点睛的作用,是本节课不可缺少的重要环节。
教学过程:Today, we've learned that we can use the verb-ing form as subject and object. And we know some verbs should be followed by the -ing form as object. Some should be followed by “to do”. Some can be followed by both forms. So try to do some research on verbs after class, for it is helpful for your further study. Here are some questions to follow for your research.
*Do some research on verbs following the questions:
Which verbs should be followed by the -ing form as object?
Which verbs should be followed by "to do"?
Which verbs can be followed by both forms?
评价策略:学生顺着教师提出的要点,不断对照自我,反省在课堂中的自我表现和学习所得,从而肯定自己在学习过程中的成绩并发现自己的不足,这种自我评价给予学生信心和动力,促使学生在进一步的探索学习中完善自我的知识体系。
在教学实践中笔者体会到,上语法教学课同样可以在轻松愉快,充满趣味的学习氛围中达到学习的目的;关键是设计时要充分考虑到学生的认知特点,始终以学生作为学习的主体,使他们在不断的观察,发现和实践中体验学
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