江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 2 School life》Period 5 Grammar（2）教案 牛津版

《江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 2 School life》Period 5 Grammar（2）教案 牛津版》由會員分享，可在線閱讀，更多相關《江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 2 School life》Period 5 Grammar（2）教案 牛津版（5頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、 《8A Unit 2 School life》Period 5 Grammar（2） Title (課題) Grammar 2 Type (課型) New 新授課 Period (課時) 5 Supporting theories (理論支撐) 1. 利用情境教學法激發(fā)學生學習激情，培養(yǎng)學生濃厚的學習興趣，促成學生智力因素和非智力因素的發(fā)展，從而從整體上正確理解和運用語言。 2. 任務型教學途徑是一種以人為本，以學生為中心，能體現(xiàn)語言價值的，先進的，有效的教學途徑。它可根據(jù)學生的不同水平設計不同的任務化活動，讓學生通過雙邊或多邊的交互式活動，帶著明確為目標，與

2、學習伙伴合作完成任務，從而最大限度地發(fā)揮學生的主動性和創(chuàng)造性，讓學生在完成任務的過程中看到成就，體驗成功，達到培養(yǎng)學生的運用語言進行交際的能力。 3. 加德納的多元智能理論認為多元情境化教學策略是激發(fā)學生學習興趣的有效辦法。運用多元情境化教學策略，將英語課的導入多樣化，使教學內(nèi)容很快就調(diào)動起學生的多種智能，引發(fā)學生的思考，實現(xiàn)了“把學習時間和學習過程還給學生”，讓學生在探索和合作中獲得知識，促進英語學習。有效地實現(xiàn)了事半功倍的效果。 4. 合作學習（CooperativeLearning）是在由異智的學生所組成的小組（合作的群體形式）中，按照一定的學習目標，通過共同的學習活動，使小組的每個

3、成員都達到目標。合作學習中既要發(fā)揮學生的人際關系智能，也要培養(yǎng)學生這種智能，即一系列合作技能。合作學習的教學模式有：問題討論式的，操作活動式的，互助組式的，切塊拼接式的，以及角色表演式等合作學習。 Aims & demands (教學目標) A: Knowledge (語言知識) 1. To make comparison using “the same as ” and “different from” 2. To make comparison using “the same … as” 3. To review and grasp “more… than, fewer… t

4、han, less… than” and “the most, the least, the fewest ” C: Feeling (情感態(tài)度) 1. To make the students more interested in school life. 2. To make students love their lives. Key points & difficulties (教學重、 難點) To grasp the sentences like these: My uniform is the same as Simon’s uniform. My u

5、niform is different from John’s uniform. Millie’s pencil box is the same size as Amy’s pencil box. Teaching Methods (教學方法) Task-based Approach Situational Teaching Method Aids: 課前準備（教具、活動準備等） 1. Get some cards with words ready. 2. Get some information about different schools. 教

6、 學 設 計 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 (授課計劃) Studying Plan (學習計劃) Aims (設計意圖) 課 內(nèi) 探 究 課 內(nèi) 探 究 學 StepⅠWarmin

7、g up & Revision Revise the usage of ‘more/fewer/less…than’ and ‘the most/fewest/least’. (make some sentences) 溫故知新，自然導入新句型。 Step II Presentation Task 1 “be the same as” and “be different from”. Ask some questions about the picture. （見課件） T: What can you see in the picture? Do the

8、 girls wear the same kind of sweaters? What about their skirts? Point out: Amy’s sweater is the same as Millie’s sweater. Amy’s sweater and Millie’s sweater are the same. Amy’s hair is different from Millie’s hair. Amy’s hair and Millie’s hair are different. Task 2 Make more compariso

9、ns. 在語境中結合圖片和關鍵詞呈現(xiàn)新語言項目，有利于激發(fā)學生興趣。教師引導、學生合作探究。 導 Step III Practice Task 1 Say something about the picture of Part C on Page 31. Simon’s uniform is the same as Daniel’s uniform. John’s uniform is different from Daniel’s uniform. Make different sentences with the picture. E.g. Jo

10、hn’s hair is different from Simon’s hair… … Use the following pictures of Part C1 on Page 31 to say which things are the same and which things are different. E.g.: Millie’s skirt is different from Tina’s skirt. Millie’s coat is different from Tina’s coat. Millie’s shoes are the same as Tina’s sh

11、oes. Millie’s socks are the same as Tina’s socks. … Task 2 Finish Parts C1 and C2. Task 3 Look at the pictures of Part A on Page 37 and make sentences. Ss: Picture 1 has more pens than Picture 2. Picture 3 has fewer pens than Picture 1. Picture 2 has the same pens as Picture 3. Pictu

12、re 1 has the most pens of the 3 pictures. The pens in Picture 1 are different from the pens in Picture 2/3. … Task 4 Finish Part A on Page 33. Check the answers with the Ss. Ask the Ss to make more sentences with “the most/fewest”. Task 5 Ask the Ss to answer some questions: 1. We

13、 have learned many sports. Can you tell me some? 2. What stationery do you know? 3. What subject do you learn? 4. How many kinds of schools do you know? What are they? 5. How many kinds of students do you know? Task 6 Part B on Page 37 Read the words and phrases in the form and fill

14、 the form. 1.課本延伸到現(xiàn)實生活，激發(fā)學生的興趣，避免了語法課的枯燥無味。 2. 采用小組合作探究的形式進行，既有利于降低難度， 培養(yǎng)合作精神，又增強了同學間的相互了解，加深了友誼。 練 Step IV Production Translate the following sentences into English. 1.Lucy和Lily的鋼筆是相同的。 2.Jam的臉盤和他媽媽不一樣。 3.Daniel的自行車與Sam的自行車一模一樣。 4.Sandy的家庭作業(yè)與Millie的不同。

15、5. 他的褲子與你的相同。 His trousers _____________ yours. 6. 吉姆擁有最少的自由時間。 Jim __________________________. 7. 我吃的蘋果比你多。 I ____________________________. 8. 你們的校服和他們的不同Your school uniforms are _________________. 9. 雙胞胎長的一模一樣。 The twins ______________. 10. 莉莉的自行車不同與她媽媽的自行車。 Lily’s bike _______________. 全班共分為10小組，小組展開競賽活動，看誰句子質(zhì)量高。 小組內(nèi)合作，既降低難度，又提高答案質(zhì)量。展開小組競賽，有利于激發(fā)熱情。 課后提升 StepⅧ Assignment 1. Revise the Grammar. 2. Finish some exercises. 控制作業(yè)量，作業(yè)既落實雙基有重視能力。 5