Research on teaching design of English grammar review course in grade three.

First, the objectives and importance of the review class

Our front-line teachers will listen to some demonstration classes, seminars and observation classes every year. To tell the truth, these classes are first-class, and we can really learn a lot from them. But unfortunately, many teachers are unwilling to attend the review class. Is it difficult to show the teacher's basic skills in the review class, or is the review class itself not good? We don't know. In many classes of junior high school English classroom teaching, review class is essential. Review class is the consolidation of the learned knowledge, including the consolidation and review of the learned vocabulary, sentence patterns and discourses, combined with the training of listening, speaking, reading and writing, and is also an important link to cultivate students' ability, so as to realize the internalization of the learned knowledge into their own knowledge and rational use. The Standard emphasizes that language knowledge cannot be taught simply, and the teaching process should start from cultivating students' interest, connecting with their real life, cultivating students' ability to use language and improving their oral communication ability. If our teacher can handle a review class well, it can be said that it will get twice the result with half the effort.

Second, the traditional review teaching model and its drawbacks

Generally speaking, the teacher's review class always stays in several links: reviewing words, phrases, sentence patterns, grammar and supplementary homework. Teachers are the protagonists in the classroom, and students cannot solve problems independently, which is highlighted in the following aspects:

1. "Word by word" (full hall irrigation)

Features: the teacher speaks and the students listen; Teachers play and students watch; Teachers write, students remember; The teacher was exhausted and the students were sleepy. Can't get a good teaching effect.

2. "The teacher asked the students to answer"

Features: Teachers often face ordinary students and top students, ignoring low-scoring students. It is reflected in the teacher's summary of the meaning of the text, grammatical features, emphasis on difficulties and questions.

3. "Teachers speak grammar and students do exercises."

Features: Some teachers just blindly pursue doing a lot of exercises, which greatly reduces children's interest in learning.

This review method is too old-fashioned, which does not conform to the current teaching concept, and also limits children's thinking and reduces their interest in learning English. Teachers fail to fully mobilize and tap students' learning potential, and give students personal development space to the maximum extent, thus not really making students devote themselves to the whole classroom teaching activities and become the protagonists in the classroom.

Three. Review the course design diagram

How to let children actively participate in the review class, reflect the dominant position, let students review easily, better master what they have learned and achieve better teaching results. Now let's sum up some experiences in teaching.

(A) Review the principles of curriculum design

1. A topic-around the unit theme, the teaching design of all review tasks closely revolves around this topic.

2. Two goals-The designed review task can highly summarize the unit teaching content and develop it properly, and the design of review task is conducive to the improvement of students' language use ability.

3. Three prerequisites-gradient difficulty, moderate capacity and easy operation.

(2) Review the contents of the task design.

1. vocabulary review-language materials in textbooks.

2. Review the theme and structure of the text-the language materials in the content of the textbook.

3. Grammar review-the language materials in the teaching materials.

(3) give an example.

1. Vocabulary review

Objective: to review the vocabulary related to the topic in the unit; Expand the vocabulary related to "theme" outside the text; Expand your vocabulary

Emphasis and difficulty: learn to collect, list and organize words related to a "theme"

Organizational form: group activities

In vocabulary review, design tasks are classified according to the vocabulary used in the topic:

A. Take a word as the center and write the words related to the central word in the form of "spider web"

For example, when reviewing 8B Unit 6, I asked the students to write the words related to charity show in the form of "spider web" with "a charity show" as the central word.

B. List the words related to the topic

For example, when reviewing the text with the theme of "natural disasters", I asked all the group members to cooperate with me to list the words related to "natural disasters" within the specified time, and the group that wrote the most won.

Competition mechanism was introduced into the activity, and each group member actively "contributed" vocabulary to the collective honor. Some groups list: drought, hurricane, hail,

Landslides, volcanoes

Eruption, etc. Some lists words indicating bad weather; Others listed adjectives related to disasters, and some even thought of the earthquake in Sichuan, China.

Finally, check for gaps and share the results.

C. List the words and classify them as required.

After learning the topic of "friends", teachers can design such a task: (1) write down the adjustment about.

Personality/personal qualities that you think will benefit a person.

friends. (2) Write down adjectives about someone's personality/individual.

What qualities do you think can't be good friends?

Students associate adjectives that describe people's personality characteristics in groups and classify these words. They put the following words into the first group: kindness, generosity,

Diligent, humorous, honest, helpful, quiet, funny, good-looking,

Clever, C.