江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語(yǔ)上冊(cè)《8A Unit 2 School life》Period 4 Grammar（1）教案 牛津版

《江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語(yǔ)上冊(cè)《8A Unit 2 School life》Period 4 Grammar（1）教案 牛津版》由會(huì)員分享，可在線閱讀，更多相關(guān)《江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語(yǔ)上冊(cè)《8A Unit 2 School life》Period 4 Grammar（1）教案 牛津版（5頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、8A Unit 2 School lifePeriod 4 Grammar（1）Title(課題)School lifeGrammar 1Type(課型)New新授課Period(課時(shí))4Supporting theories(理論支撐)A.任務(wù)型教學(xué)(Task-based Language Teaching)是指教師通過(guò)引導(dǎo)語(yǔ)言學(xué)習(xí)者在課堂上完成任務(wù)來(lái)進(jìn)行的教學(xué)。其優(yōu)點(diǎn)是：1. 完成多種多樣的任務(wù)活動(dòng)，有助于激發(fā)學(xué)生的學(xué)習(xí)興趣。2. 在完成任務(wù)的過(guò)程中，將語(yǔ)言知識(shí)和語(yǔ)言技能結(jié)合起來(lái)，有助于培養(yǎng)學(xué)生綜合的語(yǔ)言運(yùn)用能力。3. 促進(jìn)學(xué)生積極參與語(yǔ)言交流活動(dòng)，啟發(fā)想像力和創(chuàng)造性思維，有利于發(fā)揮學(xué)生的

2、主體性作用。4. 在任務(wù)型教學(xué)中有大量的小組或雙人活動(dòng)，每個(gè)人都有自己的任務(wù)要完成，可以更好地面向全體學(xué)生進(jìn)行教學(xué)。5. 活動(dòng)內(nèi)容涉及面廣，信息量大，有助于拓寬學(xué)生的知識(shí)面。6. 在活動(dòng)中學(xué)習(xí)知識(shí)，培養(yǎng)人際交往、思考、決策和應(yīng)變能力，有利于學(xué)生的全面發(fā)展。7. 在任務(wù)型教學(xué)活動(dòng)中，在教師的啟發(fā)下，每個(gè)學(xué)生都有獨(dú)立思考、積極參與的機(jī)會(huì)，易于保持學(xué)習(xí)的積極性，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。B. 情境教學(xué)法(Situational Teaching Method )是指在教學(xué)過(guò)程中，教師有目的地引入或創(chuàng)設(shè)具有一定情緒色彩的、以形象為主體的生動(dòng)具體的場(chǎng)景，以引起學(xué)生一定的態(tài)度體驗(yàn)，從而幫助學(xué)生理解教材，并使學(xué)生

3、的心理機(jī)能能得到發(fā)展的教學(xué)方法。情境教學(xué)法的核心在于激發(fā)學(xué)生的情感。情境教學(xué)中的特定情境，提供了調(diào)動(dòng)人的原有認(rèn)知結(jié)構(gòu)的某些線索，經(jīng)過(guò)思維的內(nèi)部整合作用，人就會(huì)頓悟或產(chǎn)生新的認(rèn)知結(jié)構(gòu)。情境所提供的線索起到一種喚醒或啟迪智慧的作用。比如正處于某種問(wèn)題情境中的人，會(huì)因?yàn)槟尘涮嵝鸦蚺龅侥承┦挛锒艿絾l(fā)，從而順利地解決問(wèn)題。Aims and demands(教學(xué)目標(biāo))B: Language skill (語(yǔ)言技能)1 How to use morethan, fewerthan and lessthan.2 How to use the most the fewest and the least.C:

4、 Feeling (情感態(tài)度)To develop the students good skills and learn to use them skillfully.Key points and difficulties(教學(xué)重、難點(diǎn))1. Learn the two new patterns.2. To use morethan, fewerthan and lessthan.Teaching Methods(教學(xué)方法) Task-based approach Situational Teaching MethodAids: 課前準(zhǔn)備（教具、活動(dòng)準(zhǔn)備等）1. Get some cards

5、with words ready.2. Get some information about different parts of a sentence.教 學(xué) 設(shè) 計(jì)課前延伸 1. Preview the new words of this part and try to master the usage of them.2. Finish off the exercises of this part.Teaching Plan(授課計(jì)劃)Studying Plan(學(xué)習(xí)計(jì)劃)Aims(設(shè)計(jì)意圖)課內(nèi)探究課內(nèi)探究 學(xué)StepWarming up & Revision1. Check the

6、words in groups.2. Revise the words of school subjects and the adjective nouns.1.小組合作學(xué)單詞。2. 復(fù)習(xí)生詞，溫故知新，自然導(dǎo)入新句型。Step II PresentationA. Present the first pattern.Look at the pictures and answer: (With the help of some pictures and key words.)B. Present the second pattern.What are they in the pencil-box

7、es? (Teach paper clips)在語(yǔ)境中結(jié)合圖片和關(guān)鍵詞呈現(xiàn)新語(yǔ)言項(xiàng)目，有利于激發(fā)學(xué)生興趣。教師引導(dǎo)、學(xué)生合作探究。 導(dǎo)Step III PracticeA. Ask students to complete the following sentences( Pattern 1)1. The use of “more than” and “fewerthan”.B. Ask students to complete the following sentences ( Pattern 2)1. 巧用學(xué)生熟悉的事物比較，易于激發(fā)學(xué)生興趣，煥發(fā)學(xué)生激情，避免語(yǔ)法課的沉悶。2. 采用小組

8、合作探究的形式進(jìn)行，有利于降低難度， 培養(yǎng)合作精神。Lucy has 4 pencils and Lily has 3 pencils. It means: Lucy has more pencils than Lily. (manymore) (Write on the Bb.) Lily has fewer pencils than Lucy. (fewfewer)Lucy has fewer paper clips than Lily. (fewfewer) Lily has more paper clips than Lucy. (manymore)Point out: We use

9、“more/fewerthan” to talk about countable nouns.C. Ask the Ss to make more sentences with the pictures.練Step IV ProductionA. Ask the students to make sentences with use of “morethan” and “l(fā)essthan”.T: Look at the pictures of Daniel, Jam and Sandy. T: Daniel has more juice than Jam. (muchmore) Jam has

10、 less juice than Daniel. (littleless)Point out: We use “more/lessthan” to talk about uncountable nouns.Make more sentences with the pictures. 每組學(xué)生從三個(gè)紙盒中分別拿一張印有下列單詞短語(yǔ)的卡片，讓他們運(yùn)用剛學(xué)的句式創(chuàng)造性地造出一些有趣的句子，加深理解，提高能力，讓學(xué)生學(xué)中樂(lè)，樂(lè)中學(xué)。學(xué)Step PresentationPresent the following sentences 1. You are clever. Be cleverer. 2. Y

11、ou did a good job just now. Do better.3. You all made me happy.I want to be happier.4. You all gave me a big surprise.運(yùn)用對(duì)學(xué)生活動(dòng)表現(xiàn)進(jìn)行表?yè)P(yáng)、評(píng)價(jià)的句子過(guò)渡到下一語(yǔ)法-句子成分分析導(dǎo)Step PracticeA. Finish Parts A, A1、A2 and A3. (Solve their problems)B. Look at the pictures of Part A on Page 28 and answer:課內(nèi)探究練Step ProductionDisc

12、ussionTry to make the sentences as long as possible. ( Group discussion)全班共分為10小組，每句兩小組展開(kāi)競(jìng)賽活動(dòng)，看誰(shuí)句子質(zhì)量高?小組內(nèi)合作擴(kuò)句，既降低難度，又提高答案質(zhì)量。展開(kāi)小組競(jìng)賽，有利于激發(fā)熱情。課后提升Step Assignment一、課后練習(xí)題及答案:1. 參考答案：2參考答案：二、課后練習(xí)題情況反饋：教師對(duì)課后練習(xí)題進(jìn)行批改檢查，然后將具體情況記錄在教案上，主要包括整體完成情況、學(xué)生答題存在的主要問(wèn)題及形成原因，同時(shí)設(shè)計(jì)適量的有針對(duì)性的變式訓(xùn)練及時(shí)糾偏。1. Ask Ss to talk about the second picture in the same way.2. Use the same way to present lessthan3. Work out the rule: We use morethan and fewerthan to talk about countable nouns. We use morethan and lessthan to talk about uncountable nouns.控制作業(yè)量，作業(yè)既落實(shí)雙基有重視能力。5