高中英语_语法填空解题技巧教学设计学情分析教材分析课后反思

Check the answers to the problems given before class。

思考：1.短文记载：记叙文、说明文，还是议论文？2.主要考点：没有题示词的纯空格题主要填了哪几类词？有提示词的题主要考查了哪几类语法知识？

真题体验：2014年高考全国新课标I Are you facing a situation that looks impossible to fix?

In 1969, the pollution was terrible along the Cuyahoga River Cleveland, Ohio. It 61____（be）unimaginable that it could ever be cleaned up. The river was so polluted that it 62____(actual)caught fire and burned. Now, ears later, this river is one of63___most outstanding examples of environmental cleanup.

But the river wasn’t changed in a few days____even a few months. It took years of work65______(reduce ) the industrial pollution and clean the water. Finally, that hard work paid off and now the water in the river is66_____(clean) than ever.

Maybe you are facing an impossible situation. Maybe you leave a habit67___is driving your family crazy. Possibly you drink too much or don’t know how to control your credit card use. When you face such an impossible situation , don’t you want a quick fix and something to change immediately?

While there are 68_______(amaze) stories of instant transformation, for most of us the69_______(change) are gradual and require a lot of effort and work, like cleaning up a polluted river. Just be70 (patience)。

教学设计———当堂达标

完成短文：（一）2014高考全国新课标II

One morning, I was waiting at the bus stop, worried about ___ (be) late for school. There were many people waiting at the bus stop, ____ some of them looked very anxious and . when the bus finally came, we all hurried on board. I got a place next _______ the window, so I had a good view of the sidewalk. A boy on a bike___ (catch ) my attention. He was riding beside the bus and waving his arms. I heard a passenger behind me shouting to the driver, but he refused ___(stop) until we reached the next stop. Still, the boy kept ___(ride). He was carrying something over his shoulder and shouting.

Finally, when we came to the next stop, the boy ran up the door of the bus. I heard an excited conversation. Then the driver stood up and asked,“____ anyone lose a suitcase at the last stop?” A woman on the bus shouted, “Oh, dear! It ‘s ___ (I )”.

She pushed her way to the driver and took the suitcase thankfully, Five others on the bus began talking about what the boy had done and the crowd of strangers (sudden) became friendly to one another.

（二） （2013年广州调研）Once, in a lovely garden, lived the most beautiful butterfly in the world. She was so pretty, and had won so many beauty competitions 16 she had become very proud. One day, the naughty cockroach (蟑螂) got fed up with her showing off, and decided 17 (teach) her a lesson.She went to see the butterfly, and in front of everyone she told her that she wasn’t really that beautiful, and that the butterfly only won the competitions 18 the judges had been paid. In19 (real), the cockroach was the most beautiful.

The butterfly was angry and told the cockroach, “I 20 (beat) you in a beauty competition, with whichever judges you yourself choose.”“OK, I accept. See you on Saturday,” answered the cockroach, and left 21 waiting for a reply. That Saturday everyone went to 22 beauty competition. The butterfly arrived completely confident of victory until she saw 23 the judges were: cockroaches, worms, beetles. All of 24 preferred the ugliness and bad smell of the cockroach.

The butterfly was left 25 (sob) and disappointed, wanting never to enter another beauty competition in her life. Fortunately, the cockroach forgave the butterfly for her pride and they became friends.

一、教学设计的依据：

语法填空的目的是考察学生的语言阅读能力和语法知识。 练习模式：语法填空题是给出200字左右的一段短文或对话，段落中给出10个填空，其中4-7个填空是给出一个单词，填写它的正确词形，如形容词的比较级等，其余3-6个填空是结合上下文直接填词。

考察重点：主、被、动，固定短语搭配，冠词、连词等运用。

考察特点：要求考生根据上下文填写空白处所需的内容（1个单词）或所提供单词的正确形式。此种练习模式难度大，综合能力强，是学习的重点和难点。通过此种练习，可教会学生正确理解语境，恰当运用语法知识，如正确选用关联词；正确理解动词的时态、语态、主谓一致；正确理解谓语，和基本的句式结构，从而更好的理解篇章。名词、动词、形容词、副词等的转换也是教学的重点。基于此，我着重在此复习课中对学生进行强化训练和学法指导。另外，在课堂教学中我也注重 对学生合作探究能力的培养，这是课标的要求，也是学生发展的要求。

二、教学目的：

学会如何根据上下语境玩成语法填空。学会如何运用语法知识完成语法填空。学会如何运用技巧完成语法填空。 三、教学方法及辅助手段：

小组合作学习 自主探究学习 运用多媒体课件

学情分析

高一学生在初中阶段就进行过大量的语法填空训练，然而学生仍然不适应此种练习方式，练习效果不理想。究其根源，学生的语篇理解能力差，语法知识薄弱，这是他们学习中 的难点。学生对文章上下文的理解不到位，不会恰当选用关联词；对动词的时态、语态、主谓一致不把握；对非谓语动词的用法很迷惑，分不清哪是谓语，哪是非谓语，不理解基本句式结构，从而影响了对篇章的理解。并且学生对名词、动词、形容词、副词等的转换也比较模糊。基于此，我着重在此复习课中对学生进行强化训练和学法指导。另外，在课堂教学中我也注重 对学生合作探究能力的培养，这是课标的要求，也是学生发展的要求。

效果分析

本堂课主要训练学生的短文填空能力。根据新课标的要求，结合今年英语高考大纲最重要变化，重点训练学生正确理解篇章，正确运用语法的能力。学生阅读理解语篇的能力，分析句子结构的能力和熟练运用语法的能力是本堂课重点。而动词的主、被动，非谓语动词、固定搭配，冠词、连词等的运用是重中之重。

在教学设计上，我根据学情，主要运用了示例、让学生先观察、后质疑，然后找规律、研方法，小组讨论交流，在此基础上，我再归纳总结，结合重点题目深入分析，最后让学生运用所学技巧和方法进行真题练习，现学现用，收到了非常好的效果，由于教学设计科学紧凑，使学生人人有事干、时时有任务，充分调动了学生学习的积极性和主动性，学生学得轻松，掌握得扎实。这节课我还充分运用了多媒体辅助教学，增加了课堂的容量，使教学更直观、更有效。

教材分析

语法填空的目的是考察学生的语言阅读能力和语法知识。

练习模式：语法填空题是给出200字左右的一段短文或对话，段落中给出10个填空，

其中4-7个填空是给出一个单词，填写它的正确词形，如形容词的比较级等，其余3-6个填空是结合上下文直接填词。

考察重点：主、被、动，固定短语搭配，冠词、连词等运用。

考察特点：要求考生根据上下文填写空白处所需的内容（1个单词）或所提供单词的正确形式。此种练习模式难度大，综合能力强，是学习的重点和难点。通过此种练习，可教会学生正确理解语境，恰当运用语法知识，如正确选用关联词；正确理解动词的时态、语态、主谓一致；正确理解谓语，和基本的句式结构，从而更好的理解篇章。名词、动词、形容词、副词等的转换也是教学的重点。基于此，我着重在此复习课中对学生进行强化训练和学法指导。另外，在课堂教学中我也注重 对学生合作探究能力的培养，这是课标的要求，也是学生发展的要求

当堂达标

根据所学语法填空技巧，完成以下题目。

（一）One morning, I was waiting at the bus stop, worried about ___ (be) late for school. There were many people waiting at the bus stop, ____ some of them looked very anxious and . when the bus finally came, we all hurried on board. I got a place next _______ the window, so I had a good view of the sidewalk. A boy on a bike___ (catch ) my attention. He was riding beside the bus and waving his arms. I heard a passenger behind me shouting to the driver, but he refused ___(stop) until we reached the next stop. Still, the boy kept ___(ride). He was carrying something over his shoulder and shouting.

Finally, when we came to the next stop, the boy ran up the door of the bus. I heard an excited conversation. Then the driver stood up and asked,“____ anyone lose a suitcase at the last stop?” A woman on the bus shouted, “Oh, dear! It ‘s ___ (I )”. She pushed her way to the driver and took the suitcase thankfully, Five others on the bus began talking about what the boy had done and the crowd of strangers (sudden) became friendly to one another.

（二） （2013年广州调研）Once, in a lovely garden, lived the most beautiful butterfly in the world. She was so pretty, and had won so many beauty competitions 16 she had become very proud. One day, the naughty cockroach (蟑螂) got fed up with her showing off, and decided 17 (teach) her a lesson.She went to see the butterfly, and in front of everyone she told her that she wasn’t really that beautiful, and that the butterfly only won the competitions 18 the judges had been paid. In19 (real), the cockroach

was the most beautiful.

The butterfly was angry and told the cockroach, “I 20 (beat) you in a beauty competition, with whichever judges you yourself choose.” “OK, I accept. See you on Saturday,” answered the cockroach, and left 21 waiting for a reply. That Saturday everyone went to 22 beauty competition. The butterfly arrived completely confident of victory until she saw 23 the judges were: cockroaches, worms, beetles. All of 24 preferred the ugliness and bad smell of the cockroach.

The butterfly was left 25 (sob) and disappointed, wanting never to enter another beauty competition in her life. Fortunately, the cockroach forgave the butterfly for her pride and they became friends.

课后反思

由于准备充分，设计科学合理，又较好运用了多媒体辅助教学，本节课很好的完成了教育教学任务，达到了预期的效果。静心反思，我觉得以下几点值得我在以后的教学中进一步发扬：

1、深入分析新课标，充分了解学情，结合教学内容进行科学设计，是上好一堂课的前提。

2、精心制作的课件使课堂的容量更大了，使教学活动更直观、更有效，学生的积极性也被充分调动起来了。

3、教学流程的设计符合学生的认知规律，有利于学生理解和掌握。 4、充分相信学生，合理运用小组合作学习，采取生生合作、师生合作和兵教兵等方法，收到了意想不到的效果。

需要改进的地方：

1、进一步提高自身的英语口语水平和综合素质，争取运用全英授课，为学生学习英语创设全英的语言环境，即使是语法课、复习课也应如此。

2、课堂教学设计最好给学生留出更多咀嚼、消化的时间，留出更多思考的空间和时间，让学生自己结合教学内容总结、反思、提高。

课标分析

新课标要求培养学生综合运用语言的能力，其中重点培养学生对语篇、语境的整体把握和深层理解以及语言知识的正确运用。正确运用语言知识包括具备理解语篇的能力，分析句子结构的能力， 熟练运用语法的能力。因此，语法填空是一种有效训练并考查综合语言运用能力的方式。其目的就是考察学生语法知识，语言阅读能力。

语法填空题是给出200字左右的一段短文或对话，段落中给出10个填空，其中4-7个填空是给出一个单词，填写它的正确词形，如形容词的比较级等，其余3-6个填空是结合上下文直接填词。

考察重点：主、被、动，固定短语搭配，冠词、连词等运用。

考察特点：要求考生根据上下文填写空白处所需的内容（1个单词）或所提供单词的正确形式。

新课标要求教学遵循以下原则：

目标性原则: 依据课标和考纲说明, 着重解决本节课的实际问题:教学过程:教学方法，实现教学目标。

系统性原则: 系统梳理, 归类整合:内容上不遗漏:要求上不降低:知识结构晰。

基础性原则:降低起点, 减缓坡度;重点基础知识掌握YU基本能力培养中档题兼顾尖子生。

主体性原则: 注重调动学生多反思，多交流，多总结。 启发性原则: 巧妙点拨, 开阔学生思路。 及时性原则: 及时了解: 及时反馈评价。