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 5 Birdwatchers》Period 5 Grammar C教案 牛津版

8A Unit 5 BirdwatchersPeriod 5 Grammar CTitle(課題)Birdwatchers(Grammar C)Type(課型)New新授課Period(課時(shí))5Supporting theories(理論支持)A.采用任務(wù)型教學(xué)法(Task-based Teaching Approach)， 以教師為主導(dǎo)，學(xué)生為主體，訓(xùn)練為主線，引導(dǎo)學(xué)生在課堂上完成期望的學(xué)習(xí)任務(wù)。其優(yōu)點(diǎn)是：1. 完成多種多樣的任務(wù)，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. 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)。4. 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. 采用情境教學(xué)法(Situational Teaching Method)，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)生的心理機(jī)能能得到發(fā)展。其優(yōu)點(diǎn)是：1. 情境教學(xué)法的核心在于激發(fā)學(xué)生的情感。2. 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)，從而喚醒和啟迪學(xué)生的智慧。C小組合作學(xué)習(xí)方法。日本心理學(xué)家多湖輝曾說(shuō)過(guò)：“在每個(gè)孩子身上都蘊(yùn)藏著巨大的、不可估量的潛力。教師只有尊重學(xué)生的興趣、愛(ài)好、個(gè)性、人格和差異，以適合學(xué)生特點(diǎn)的形式多樣的教學(xué)方法來(lái)對(duì)待每個(gè)學(xué)生，才能使學(xué)生的身心自由地發(fā)展，創(chuàng)造性的成長(zhǎng)”。所以，小組分工必須明確，力爭(zhēng)使每個(gè)學(xué)生在活動(dòng)中都有話可說(shuō)，有活可干，任務(wù)的結(jié)果能使學(xué)生獲得成就感，樹(shù)立自信心，并產(chǎn)生繼續(xù)學(xué)習(xí)的動(dòng)力。Aims and demands(教學(xué)目標(biāo))A: Knowledge (語(yǔ)言知識(shí)) 1.The usage of adverbs of manner2.The differences between adj. and adv B: Language skill (語(yǔ)言技能)1. Some good students can use different structures to express their ideas.2. Some students who are not so good at English can use the structures to make some simple sentences.C: Feeling (情感態(tài)度)To develop the students good personal qualities about protecting the environment and wildlife.Key points and difficulties(教學(xué)重、難點(diǎn))1. Learn how to form adverbs2. Explain the different uses between adj. and adv.Teaching Methods(教學(xué)方法) Task-based Teaching Approach Situational Teaching MethodTeamwork Teaching MethodAids: 課前準(zhǔn)備（教具、活動(dòng)準(zhǔn)備等）Students:1.Review Grammar A&B. 2.Preview the new words in Grammar C, try to understand the content of Grammar C.Teacher:1. some pictures. 3. PPT about Grammar C教 學(xué) 設(shè) 計(jì)課前延伸（預(yù)習(xí)） 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)StepWarm up & Revision1. 以天氣和圖片做引子，讓學(xué)生對(duì)圖片進(jìn)行說(shuō)話，檢查預(yù)習(xí)情況，自然導(dǎo)入新內(nèi)容。2.小組合作學(xué)單詞，降低了學(xué)習(xí)的難度。Step II Presentation(Present the two sentences then the students summarize the word patterns.)T: All of you did a good job. We have known something about the birds , who can describe the picture ? S: (Picture 2) There is a nice bird in the picture. The bird can sing nicely. (圖片很形象，有趣)T: Good. Whats the adverb of nice?S: Add-ly after nice , that is nicelyT: Very good. Boys and girls, since we have covered Preview Part, can you sum up how to form the adverbs of manner? （小組合作討論）S: Work in pairs and then sum up.1. most adjectives + ly 2. adjectives ending in le -e+y 3. adjectives ending in y -y+ily T: Great. But with some irregular adjectives, we use the same word as the adverb, Who would like to give us an example?S1: (With the help of some pictures and key words.) The bus is fast. The boy cant run so fast to catch it.(adjective: fast - adverb: fast )S2: T: And with some irregular adjectives, the adverbs are quite different. E.g. Jiang Fan is good at Maths, thats to say: Jiang Fan does well in maths. Right? S: Yes. T: Then whats the adverb of good?S: well. T: Very good. Do you know when we should use an adjective and when to use an adverb? （屏幕給出已經(jīng)討論過(guò)的例句，讓學(xué)生討論，歸納）S: (Discuss and sum up) -形容詞修飾名詞或放在聯(lián)系動(dòng)詞之后 -副詞修飾動(dòng)詞或形容詞 -當(dāng)回答 how 問(wèn)句時(shí)，用副詞Task 1: show more adjectives, let the students form their adverbs.1.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。2.教師呈現(xiàn)新內(nèi)容，學(xué)生根據(jù)已有知識(shí)采取合作、探究的方式，總結(jié)出新的語(yǔ)言結(jié)構(gòu)，這樣比教師直接教授要更能讓學(xué)生理解，留下深刻印象。3.用同學(xué)做實(shí)例，真實(shí)導(dǎo)Step III PracticeT: OK. Now I have some more Tasks for you to know something about the birdwatching, you should try your best to finish the Tasks and get enough points. Are you clear?Task 2 Help Sandy complete her article on the trip to Beijing Wildlife Park.(P85,GrammarC2)(students fill in the blanks, each blank one point )T: Lets check. How many points can you get? Task 3 Change the underlined adjectives to adverbs and rearrange the words to make sentences.(P85,GrammaC3 )(students make sentences, each sentence two points )利用學(xué)生對(duì)觀鳥(niǎo)感興趣，以加入觀鳥(niǎo)俱樂(lè)部為由，引導(dǎo)學(xué)生對(duì)知識(shí)點(diǎn)做出反應(yīng)。極大地調(diào)動(dòng)學(xué)生參與的熱情。練Step IV ProductionT: Now boys and girls, Ill divide you into some groups. Lets make a chant with adjectives and adverbs. If you can make a sentence, you can get one point. Eg.Group 1: Lets say youre a driver.Group 2: You are a careful driver.Group 3: Try to drive carefully today. 采用小組合作探究的形式進(jìn)行，以達(dá)到對(duì)知識(shí)的理解，提高能力，讓學(xué)生學(xué)中樂(lè)，樂(lè)中學(xué)。（可以給出適當(dāng)?shù)膯卧~或短語(yǔ)提示。課后提升Step AssignmentT: Here is todays homework.1. Write down the adverbs. (all the students)2. Rearrange the sentences. (all the students)T: If you have time, you can finish the exercises on the test paper. Try you best, boys and girls.1.控制作業(yè)量，作業(yè)既落實(shí)雙基又重視能力。2.分層布置作業(yè)，全體學(xué)生完成1/2項(xiàng)，接受力較強(qiáng)的學(xué)生可以完成全部5