用演绎法和归纳法讲授语法优缺点分别是什么

用演绎法和归纳法讲授语法优缺点分别是什么

A. It is + adj. + to do

B. It is + adj. + for sb + to do

C. It is + adj. + that

这三种句式在前面的教材中都出现过，学生掌握这三种句式本身并不难。本课的重点是怎样用这三种句式来描述生活中的个别现象，尤其是本课学的新话题慈善步行的一些阐述。也就是本节语法课的有效教学应体现在运用上。

2. 学生情况分析

九年级学生通过前面几册书的学习，只要老师引导有方，应该有话可说，有话要说，他们在前面两单元刚刚学了国内、国际的一些慈善机构，而这些话题离学生的生活相对远了些。因此通过新句式复习学过的话题以达到温故而知新的目的。

3. 教学目的

A. 用It is +adj. + 带to的不定式来描 述行为和情境

B. 用It is +adj. +for + 带to的不定式来具体说明正在谈论的对象

C. 用It is + adj. + that 来表达自己对某件事的感受

4. 教学方法

启发式， 小组合作法，主体参与法，自主学习法

5.设计思路

第一步，通过口头改写两组句子，让学生自己总结归纳出第一种句式It is

+adj. + to do ，然后再让学生用这种句式进行自由造句，选词造句。

第二步，通过完成课本第101页的选词填空，然后选出有代表性的五个句子让学生口头翻译并打在屏幕上，让学生自己总结归纳出第二种句式It is +adj. +

for sb + to do， 再让能力较强的学生用这种句式自由造句。

第三步，通过完成课本上的重组练习，学生自己归纳总结出第三种句式It is

+ adj. + that，然后学生自由造句以达到巩固之目的。

第四步，设置一些图片并提供必要的单词，让学生根据图片自由造句，以便所有的学生对着三种句式有一个从感性到理性的认识。

第五步，选择四幅与慈善机构有关系的图片进行小组练习，每组选择一幅图

片用本堂课学的三种句式先造句，然后组成文章说出来，最后写在作文本上。

6. 教具: 多媒体

二、教学步骤

Task1: Present the pattern " It is +adj. + to do "

1. Rewrite the following sentences:

1) To help others is meaningful.

It is meaningful to help others.

2) To finish the work within an hour is difficult.

It is difficult to finish the work within an hour.

3) To learn to drive is fun.

It is fun to learn to drive.

4) To learn foreign languages is useful.

It is useful to learn foreign languages.

5) To keep the classroom clean is necessary.

It is necessary to keep the classroom clean.

2. Rewrite the following sentences:

1) This question is easy to answer.

It is easy to answer this question.

2) The Reading Club is fun to join.

It is fun to join the Reading Club.

3) French is difficult to learn.

It is difficult to learn French.

4) This kind of medicine is safe to take.

It is safe to take this kind of medicine.

5) The work is meaningful to finish.

It is meaningful to finish the work.

3. Ss Sum up:

It is +adj. + to do

4. Make sentences with the pattern "It is +adj. + to do " freely.

5. Choose one of the words to make sentences with the given

information.

do donate give help join keep

1) meaningful, the Tree-planting club

It is meaningful to join the Tree-planting Club.

2) important, parks, clean

It is important to keep parks clean.

3) easy, seats, the elderly

It is easy to give seats to the elderly.

4) good, blind people, cross the road

It is good to help blind people, cross the road.

5) helpful, money, to charities

It is helpful to donate money, to charities.

6) fun, voluntary , work

It is fun to do voluntary work.

Task2: Present the pattern " It is +adj. for sb + to do "

1. Ask the question "What should you pay attention to before and

during Oxfam Trailwalker? "

Ss' possible answers according to the given pictures:

It is necessary for you to train yourself before the walk.

It is useful for you to have support teams to bring you food, drinks

and warm and dry clothes.

It is necessary for you to support and help each other before and

during the walk.

2. Asking about Oxfam Trailwalker, choose the proper phrase to fill

in the blanks.

important for Ben important for us impossible for you necessary for

people meaningful for me

Lucy: What is Oxfam Trailwalker?

Lily: Oxfam Trailwalker is a tough charity walk.

It's __________________ to finish it within 48 hours.

Lucy: What’s a charity walk?

Lily: It is a fund-raising event. It’s _____________to support Ben.

His team needs to raise at least HK$6,000.

Lucy: Can I join it too?

Lily: No, you can’t. You’re not 18 years old yet. It is

_______________

to join Oxfam Trailwalker.

Lucy: What are you going to do for Ben? Lily: I am going to donate

my

pocket money to support Ben. It’s _________________ to help him.

Lucy: I want to help Ben too. I can give him my bottle of milk.

Lily: What for?

Lucy: It’s ___________________ to drink milk to keep fit.

Lily: Thank you, Lucy, but I think Ben can exercise to keep fit.

3. Ss sum up:

It is + adj. + for sb + to do

4. Make sentences with the pattern "It is +adj. +for sb + to do "

freely.

Task3: Present the pattern "It is + adj. + that"

1. Rewrite the sentences:

1) It’s necessary for people to finish it within 48 hours.

It’s necessary that people finish it within 48 hours.

2) It’s important for us to support Ben.

It’s important that we support Ben.

3) It’s impossible for you to join Oxfam Trailwalker.

It’s impossible that you join Oxfam Trailwalker.

4) It’s meaningful for me to help him.

It’s meaningful that I help him.

5) It’s important for Ben to drink milk to keep fit.

It’s important that Ben drinks milk to keep fit.

2. Ss sum up:

It is + adj. + that

3. Make sentences with the pattern "It is +adj. +that" freely.

4. Rearrange the words below to form sentences:

1) necessary / we / It / that / the elderly / is / help

It is necessary that we help the elderly.

2) is / deaf / sad / that / some people / It / are

It is sad that some people are deaf.

3) is / some people look down on / It / wrong / blind people / that

It is wrong that some people look down on blind people.

4) sad / to school / It / that / some children / is / cannot go / in

poor countries

It is sad that some children in poor countries cannot go to school.

Task4: Put the patterns into use.

1. Teacher sum up: It is + adj. + to do sth.

for sb. to do sth.

that-clause

We can use the structures to express our feelings and opinions.

2. What do you think about that „ ? Using the patterns

" It’s +adj.+ to do„ / for sb. to do„/ that-clause" to make

sentences.

1) students use mobile phones at school

2) healthy people donate blood

3) students do homework for over three hours every day

4) Pu Cunxin helps aids patients a lot

5) most children like eating KFC

6) Tom talks with a mouth full of food

3. Present four pictures, each of the four groups choose one of the

pictures to pracise with the patterns.

First, let several disabled Ss to make some easy sentences, then let

them work in pairs to make dialogues. Finally, Ss put their own dialogue

into a passage and write it on their exercise-book as homework.

三、案例反思

这一教学案例是教者对于《牛津初中英语》8B教材语法教学的初次尝试，

有些地方可能还需要进一步改进完善。如任务四的操练环节虽与教材息息相关，

但对于条件相对落后的农村学生来说要求可能高了点，只能满足优生“吃得饱”。

但其中一些教学环节的处理还是值得肯定的，对传统语法教学中的“老师讲，学

生听”的教学模式是一次有力的挑战，同时也体现了新型课堂教学模式所倡导的

有效教学。具体表现在:

1、充分体现用教材，而不是教教材。

教材上对这三种句式的顺序安排是:

It is + adj. + that，It is +adj. + to do，It is + adj. + for sb + to

do

其实跟学生打成一片的一线老师都知道，学生对这三种句式的感性认识的

顺序应该是It is +adj. + to do， It is + adj. +for sb + to do，It is

+

adj. + that 。因此教者根据学生情况进行大胆创新，充分体现了课堂教学的

有效性。

2、恰倒好处地将演绎法和归纳法用于语法课的课堂教学中。

通过不同难度的tasks的设计，由易到难，有层次，有重点地引导着学生理

解课堂教学内容，并让学生自己学会分析归纳出本节课的语法要点，而不是传统

意义上的教师带领学生逐字逐句地学课文，体现了新课改所倡导的任务型教学理念，即教师不再将食物嚼烂了喂给学生，而是通过不同的 task教会学生如何去咀嚼，对于培养学生的自主学习能力很有帮助。为了让学生更好地掌握这三种句式，每个句式呈现后都有不同形式的练习以巩固此句式，这也是演绎法在教学中的极好体现。

3、巧妙导入，适度拓展，充分体现英语教学中学以至用的原则。

Task4部分的第二步和第三步是在学习教材基础上的拓展，只是在拓展程度上是有差异的，这也是本节课的一个亮点所在。第二步的拓展程度较小，学生可根据提供的信息进行稍微组合就能表述出来;第三步设置了四幅图画要求学生在不同的情境中灵活运用语言知识，这是较高层面的要求。但是教者让学生选一幅图画作为自己操练的对象，而且从“句子,对话,短文 ” 这样的任务的完成应该是水到渠成。这样的设计考虑到了不同能力水平的学生的需求，使更多的学生参与双边互动，获得满足感。充分体现新课改所倡导地开放性教学理念。

四、教案点评

本案例采用任务型的教学模式，设计了四个任务活动，首先通过改写句子，归纳出本节课的第一种重要句式;然后通过练习操练导出本节课的第二种重要句式;再

通过改写归纳出第三种句式;最后利用这三种句式进行不同形式的操练以使本节课的语法知识得到巩固运用。所有设计的任务，由易到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。整节课结构严谨，授课过程清晰有序，尤其值得称道的是导入部分的精心设计和拓展部分的梯度区分。本节课给人的感受是高潮迭起、轻松有趣、收效甚佳。

教案

I(教学内容:强调句

II(教学目标:

1(理解强调句型的作用:用来对句中的某一部分(除谓语动词外)进行强调,以突出该部分在句中的意义。

2(记忆强调句型的结构:It is / was + 被强调的部分 + that + 原句中其它没有被强调的部分。

3(会运用强调句型对一个句子中的相关部分进行强调。

III. 教学重/难点:

1(.强调句中is / was的运用。

2(强调句中that / who的运用。

3(强调句与主语从句的区别。

4(对 until 引出的时间状语(从句)进行强调时的用法。

IV. 教学分析:由于该语法项目教学中运用不多,学生比较陌生,但历届高考中有的年份考

到该项目,所以复习中要对该项目进行必要的复习。在该项目中, 中等偏下的学生较难

确定是用is还是用was，几乎所有的学生区别不了哪是强调句,哪是主语从句.。因为,

由it作形式主语来取代that引出的主语从句的句子在形式上与强调句型几乎完全一样, 学生很难区别开来。这些项目都是需要在教学中重点关注的，特别是对于强调由 until 引出的时间状语(从句),原句中的否定词在强调句中放在什么位置需要加强训练, 原因是强调句中否定词的位置与原句中的位置不同,容易造成学生在使用时的混乱。另外, 强调主语时，如果主语是人，既可以用who，也可以用

that(如果强调的主语是人称代词时，既可以用人称代词的主格，也可以用人称代词的宾格(这些在教学中 都需要加以说明。

V(教学设计: 根据职校生在学英语知识时不善于整体观察, 前后照应, 只顾眼前, 不及

其余的弱点, 在解决重难点中的第一个项目时, 需要引导学生学会观察和联系:

如果是句型

变换, 用强调句型去强调原句中除谓语以外的某一成份, 则需要根据原句中的时态来决定是

用 is 还是用 was. 如:

1. I go to school on foot at half past six every morning. It is on

foot that I go to school at half

past six every morning.

2. I went to school on foot yesterday. It was on foot that I went to

school yesterday.

题 1 中, 原句的动词时态是一般现在时, 所以在强调句中用 is。

题 2 中, 原句的动词 时态是一般过去时, 所以在强调句中用 was。

如果是客观题中的选择题或主观题中的翻译或根据汉语意思完成句子, 当涉及到强调句型是用 is 还是用 was 时, 就需要联系到句中未被强调的部分中的时态来确定. 如:

1. It ______ Jack who broke the window . A. be B. is C. would be D.

was(是 Jack 打破了窗户)

题 1 中, 句中未被强调的部分中的时态是过去时 broke, 所以选 D 答案。

在解决重难点中的第三个项目时, 需要用演绎法引导学生从分析句子的语法功能入手去判断哪是强调句,哪是由 it 作形式主语来取代 that 引出的主语从句.

还可以用一个更简捷的方法来判断， 把句中的 “ It is / was…that”去掉, 看剩下的部分是否能重新组成 一个完整的句子, 如果能再组成一个句子, 原句就是强调句型, 反之, 就不是强调句型。.

如:It was on the street that I met an old friend yesterday. 去掉句中的 “It was…that”这一 结构后, 剩下的部分还可再组成 “I met an old

friend on the street yesterday.”这一个完整的句子, 所以原句是强调句型结构.

再如:It was a fact that he won the first prize in the game. 去掉句中的 “It was…that”这一结 构后, 剩下的部分不能再组成一个完整的句子, 所以,

原句不是强调句型, 而是由 it 作形式主语来取代 that he won the first prize

in the game 这个主语从句的句型,. 重难点中的第四个项目需要要求学生记住

not 在强调句中的位置来解决. 在由 until 引出的时间状语(从句)的(复合)句中,

当(主)句中的谓语动词是短暂性动词时, (主)句子用否定式. 如果强调由 until

引出的时间状语(从句), 则 not 要放在 until 的前面. 如: Jordan didn’t

stop playing basketball until over forty. (Jordan 四十多岁才停止打篮球)

强调 until over forty, 则句型是则句型是: It was not until over forty

that Jordan stopped

playing basketball. I didn’t go to bed until I finished my

homework. ? It was not until I

finished my homework that I went to bed. 在解决重难点中的第二个项目时,次开发只需要加以说明就可以了, 即: 当强调的句 子的主语是人称代词时, 句型中既可用 that, 也可用 who. 该人称代词既可用主格, 也可用宾格. 如: He

goes to school by bike every

day. ? It is he / him that / who goes to school by bike every day.

VI(.教学方法:用演绎法。

?。教学步骤:

Teaching period

Step 1:Presentation::What is emphasis sentence?

eg::. It is on foot that I go to school every day.

It was yesterday that I met him on the street.

Pattern: It is / was + 被强调部分 + that…

Step 2:Practice: Change the following into emphasis sentences.

Stress

each underlined part of the sentence.

1) Tom threw a stone at the dog on the way home yesterday.

T: It was who that threw a stone at the dog on the way home

yesterday? S: _____________________________________________________.

T: It was what that Tom threw at the dog on the way home yesterday?

S: _____________________________________________________. 2

T: It was where that Tom threw a stone on the way home yesterday? S:

____________________________________________________. T: It was where

that Tom threw a stone at the dog yesterday? S:

____________________________________________________. T: It was when

that Tom threw a stone at the dog on the way home?

S: ____________________________________________________.

Finish doing exercises , ask a student to make a summary.

2) Practice::Change the following into emphasis sentences:

An emphasis sentence can be used to stress ____________________

but_______.

T:I go to school on foot every day; but I went to school by bike

yesterday. S: _________________________________________________________.

3) Practice: Change the following into emphasis sentences:

(Attention to the word “not”)

A::Regular radio broadcasts didn’t begin until 1920.

T: It was when that regular radio broadcasts began?

S: _____________________________________________.

B:I didn’t recognize she was a famous star until she took off her

dark glasses.

T: It was when that I recognized she was a famous star?

S: ____________________________________________________________.

Sum up: the position of the word “not” in the emphasis sentence.

Step 3:Tell which are emphasis sentences.

1) It was a museum that we visited on Sunday.

2) It was a fact that we visited a museum on Sunday.

3) It was because of his illness that he didn’t go to school.

4) It is certain that we want to win the game.

Sum up:How to tell an emphasis sentence? If we cut off “ It is /

was…that” from the

sentence and the left parts can consist of a correct sentence,

it is an emphasis sentence。 Otherwise, it is not。

Step 4: More practice. According to the underlined parts of the

following sentences, change them into emphasis sentences.

1) I bought a new English-Chinese dictionary yesterday.

2) We won’t see the film because we are very busy.

3) When did you go to bed last night?

Step 5: Homework:( Change the following into emphasis sentences.

Stress each

underlined part of the sentence.)

1) I think that they are moving the piano into another room.

2) The cold weather affected everybody’s work.

3) He had the trouble with the car this morning.

.? 教学反思:

本课通过不同难度的tasks的设计，由易到难，有层次，有重点地引导着学

生理解课堂教学内容，并让学生自己学会分析归纳出本节课的语法强调句式的要

点，而不是传统意义上的教师带领学生逐字逐句地学语法。体现了新课改所倡导

的任务型教学理念，学生通过不同的 task的练习基本掌握了强调句的用法。对

于培养学生的自主学习能力很有帮助。为了让学生更好地掌握强调句这种句式，

每个句式呈现后都有不同形式的练习以巩固此句式，这也是演绎法在教学中的极

好体现。