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 5 Grammar（2）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 5 Grammar（2）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 5 Grammar（2）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 life》Period 5 Grammar（2） Title (課題) Grammar 2 Type (課型) New 新授課 Period (課時(shí)) 5 Supporting theories (理論支撐) 1. 利用情境教學(xué)法激發(fā)學(xué)生學(xué)習(xí)激情，培養(yǎng)學(xué)生濃厚的學(xué)習(xí)興趣，促成學(xué)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(yùn)用語(yǔ)言。 2. 任務(wù)型教學(xué)途徑是一種以人為本，以學(xué)生為中心，能體現(xiàn)語(yǔ)言價(jià)值的，先進(jìn)的，有效的教學(xué)途徑。它可根據(jù)學(xué)生的不同水平設(shè)計(jì)不同的任務(wù)化活動(dòng)，讓學(xué)生通過(guò)雙邊或多邊的交互式活動(dòng)，帶著明確為目標(biāo)，與

2、學(xué)習(xí)伙伴合作完成任務(wù)，從而最大限度地發(fā)揮學(xué)生的主動(dòng)性和創(chuàng)造性，讓學(xué)生在完成任務(wù)的過(guò)程中看到成就，體驗(yàn)成功，達(dá)到培養(yǎng)學(xué)生的運(yùn)用語(yǔ)言進(jìn)行交際的能力。 3. 加德納的多元智能理論認(rèn)為多元情境化教學(xué)策略是激發(fā)學(xué)生學(xué)習(xí)興趣的有效辦法。運(yùn)用多元情境化教學(xué)策略，將英語(yǔ)課的導(dǎo)入多樣化，使教學(xué)內(nèi)容很快就調(diào)動(dòng)起學(xué)生的多種智能，引發(fā)學(xué)生的思考，實(shí)現(xiàn)了“把學(xué)習(xí)時(shí)間和學(xué)習(xí)過(guò)程還給學(xué)生”，讓學(xué)生在探索和合作中獲得知識(shí)，促進(jìn)英語(yǔ)學(xué)習(xí)。有效地實(shí)現(xiàn)了事半功倍的效果。 4. 合作學(xué)習(xí)（CooperativeLearning）是在由異智的學(xué)生所組成的小組（合作的群體形式）中，按照一定的學(xué)習(xí)目標(biāo)，通過(guò)共同的學(xué)習(xí)活動(dòng)，使小組的每個(gè)

3、成員都達(dá)到目標(biāo)。合作學(xué)習(xí)中既要發(fā)揮學(xué)生的人際關(guān)系智能，也要培養(yǎng)學(xué)生這種智能，即一系列合作技能。合作學(xué)習(xí)的教學(xué)模式有：?jiǎn)栴}討論式的，操作活動(dòng)式的，互助組式的，切塊拼接式的，以及角色表演式等合作學(xué)習(xí)。 Aims & demands (教學(xué)目標(biāo)) A: Knowledge (語(yǔ)言知識(shí)) 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(xué)重、 難點(diǎn)) 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(xué)方法) Task-based Approach Situational Teaching Method Aids: 課前準(zhǔn)備（教具、活動(dòng)準(zhǔn)備等） 1. Get some cards with words ready. 2. Get some information about different schools. 教

6、 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) 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(dǎo)入新句型。 Step II Presentation Task 1 “be the same as” and “be different from”. Ask some questions about the picture. （見(jiàn)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(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 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(shí)生活，激發(fā)學(xué)生的興趣，避免了語(yǔ)法課的枯燥無(wú)味。 2. 采用小組合作探究的形式進(jìn)行，既有利于降低難度， 培養(yǎng)合作精神，又增強(qiáng)了同學(xué)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(pán)和他媽媽不一樣。 3.Daniel的自行車(chē)與Sam的自行車(chē)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(shí)間。 Jim __________________________. 7. 我吃的蘋(píng)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(zhǎng)的一模一樣。 The twins ______________. 10. 莉莉的自行車(chē)不同與她媽媽的自行車(chē)。 Lily’s bike _______________. 全班共分為10小組，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，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 StepⅧ Assignment 1. Revise the Grammar. 2. Finish some exercises. 控制作業(yè)量，作業(yè)既落實(shí)雙基有重視能力。 5