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1、8B Unit 6 A charity walkPeriod 5 Grammar(2)Title(課題)GrammarType(課型)New新授課Period(課時)5Supporting theories(理論支持)建構(gòu)主義學(xué)習(xí)理論的基本觀點:1、學(xué)習(xí)是學(xué)習(xí)者利用感覺吸收并且建構(gòu)意義的活動過程,這一過程不是被動地接受外部知識,而是同學(xué)習(xí)者接觸的外部世界相互作用的結(jié)果。2、學(xué)習(xí)是在一定情境中發(fā)生的。3、個體學(xué)習(xí)需要先前知識的支持。如果個體沒有先前形成的知識結(jié)構(gòu)的基礎(chǔ),是不可能吸收新知識的。4、學(xué)習(xí)需要花費一定的時間。學(xué)習(xí)不是瞬間完成的,對于知識來說,需要學(xué)習(xí)者多次復(fù)習(xí)、思考及其應(yīng)用, 這一過程
2、不可能在5-10分鐘內(nèi)完成。多元智能理論認為:多元智能理論有助于轉(zhuǎn)變我們的教學(xué)觀,做到因材施教,有助于形成正確的評價觀,注重對不同人的不同智能的培養(yǎng);有助于轉(zhuǎn)變我們的學(xué)生觀,多方面了解學(xué)生特長,并相應(yīng)地采取適合其特點的教學(xué)方法,使學(xué)生的特長達到充分的發(fā)展;有助于形成正確的發(fā)展觀,讓學(xué)生在接受學(xué)校教育的同時,發(fā)現(xiàn)自己至少有一個方面的長處,熱切追求其自身內(nèi)在的興趣。Aims & demands(教學(xué)目標)Language skill (語言技能)1.Be able to make sentences with It is+ adjective + that.2.To use the structu
3、res to construct sentences.Feeling (情感態(tài)度)Encourage them to be helpfulKey points& difficulties(教學(xué)重、難點)1.To use It is + adjective + to infinitive to describe actions and situations 2. To use It is + adjective + for+ to infinitive to specify the person one is talking about To use the structures to cons
4、truct sentences3.To use the structures to construct sentences.Teaching Methods(教學(xué)方法) Task-based approach Aids: 課前準備(教具、活動準備等)Blackboard recorderTry to read the words and phrases of this period according to the sounds 教 學(xué) 設(shè) 計課前延伸1.Try to finish the exercises. 2.Try to read the words and phrases of th
5、is period according to the sounds養(yǎng)成自學(xué)習(xí)慣,培養(yǎng)自學(xué)能力Teaching Plan(授課計劃)Studying Plan(學(xué)習(xí)計劃)Aims(設(shè)計意圖)課內(nèi)探究 學(xué)Step Warming upDoing warm-up activityHave a free talk with the whole class to organize the teaching.拉近師生之間的距離,導(dǎo)入新課,創(chuàng)設(shè)英語情境。Step Presentation1. We have learned about using adjectives to describe someone
6、/something. We can also use adjectives in different patterns to give information about someone/something2.Look and read the following sentences1)It is necessary that you train yourself before the walk.2)It is important that you have your own support team.3)It is clear that you are wrong.3.Write some
7、 adjectives on the board, such as good, lucky, possible, surprising, etc. Ask students to make up sentences using the “It is” + adj.+ “that” structure.4.Finish the exercises on page 99 and invite students to read out their answers.新舊知識有機對接,在聽說的基礎(chǔ)上,讓學(xué)生自主總結(jié)。反饋著重是看學(xué)生對此知識的掌握程度。導(dǎo)Step IIIPracticeMore prac
8、ticeBen and Lily are talking about Oxfam Trailwalker, write what they say using the adjectives from the box and the given phrases.important lucky possible interesting nice surprising1.We can walk 100 kilometres in 48 hours.It is possible that we can walk 100 kilometres in 48 hours.2.There are so man
9、y different trees in the country parksIt is important that there are so many different trees in the country parks.面向全體學(xué)生,強調(diào)對語言的綜合運用能力,此環(huán)節(jié)是培養(yǎng)學(xué)生的表達能力,還有對文章的理解能力。練Step IVProductionDoing additional exerciseAsk students to complete the following sentences with their own ideas. Using the structure they ha
10、ve learned in Part A It is important that It is tough that鼓勵學(xué)生多多動口,讓所有的學(xué)生都可以開口,不讓部分學(xué)生煎熬度課。學(xué)Step VPresentationPart B: It is + adjective + to infinitive1.Explain the structure is similar to the one learned in Part A, in which the adjective describes an action or activity.2.Ask two students to read and
11、 explain the two examples in the grammar table on P100.3.Check that students have understood the structure with the extra example:E.g.: tiring / up hills / It is / to run-It is tiring to run up hills.HK$6,000 / necessary / to raise / It is / at least-It is necessary to raise at least K$6,000.4. Expl
12、ain the context of the exercise beforemaking the sentences, match the correct word with the picture. And then put the words into the right order.5.Ask five students to read out the sentences loudly to check answers.6.Make up more sentences by using difficult / easy / exciting / interesting / necessa
13、ry. Part C: It is + adjective + for + to infinitive7.Explain the structure in Part C is the same as the one in Part B except that we insert for (someone) between the adjective and the to infinitive to indicate who we are talking about.8.Ask three students to read and explain the three sentences in t
14、he grammar table on P101.9.Check that students have understood the structure with the extra example:E.g.: for him / It is / money / to donate / easy It is easy for him to donate money.HK$6,000 /for them / necessary / to raise / It is / at least. It is necessary for them to raise at least HK$6,000.幫助
15、學(xué)生總結(jié)所學(xué)習(xí)的知識,提升優(yōu)生的語言能力,在語境里讓學(xué)生理解掌握本課語法知識結(jié)構(gòu)。導(dǎo)StepPracticeNow go on to finish the exercises on page100 and 101, then checking the answers with me.提高課堂效率,減負增效,把課堂任務(wù)留在課堂。不讓一個學(xué)生在課上掉隊。練StepProductionDoing an extension activityComplete the following sentences with your own ideas:It is difficult to It is easy
16、 to It is exciting to It is interesting to It is good to It is necessary to It is important for to It is impossible for to It is tough for to It is necessary for to 強化練習(xí),注重語言運用,擺脫簡單的英語框架,讓學(xué)生流暢的表達自己的想法。課后提升Step AssignmentTom 想知道如何學(xué)好英語,請用以下句型給他提些建議Suggestions:read English at least half an hour every m
17、orningdo many exercises to practice Englishtalk with foreigners in Englishwrite letters to friends in Englishread some English books at free timelisten to some English songswatch English programmes on TVrecite your English textsSentence structures:1. It is necessary for you to 2. It is important that3. It is useful to4. It is提升所學(xué)知識,強調(diào)語言運用。注重情感價值觀的培養(yǎng)。5