初級中學八年級英語下冊《8B Unit 5 International charities》Period 5 Grammar C教案 牛津版

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1、 《8B Unit 5 International charities》Period 5 Grammar C Title (課題) International charities (Grammar C) Type (課型) New 新授課 Period (課時) 5 Supporting theories (理論支持) A.采用任務型教學法(Task-based Teaching Approach)， 以教師為主導，學生為主體，訓練為主線，引導學生在課堂上完成期望的學習任務。其優(yōu)點是： 1. 完成多種多樣的任務，有助于激發(fā)學生的學習興趣。 2. 在完成任務的過

2、程中，將語言知識和語言技能結合起來，有助于培養(yǎng)學生綜合的語言運用能力。 3. 在任務型教學中有大量的小組或雙人活動，每個人都有自己的任務要完成，可以更好地面向全體學生進行教學。 4. 在任務型教學活動中，在教師的啟發(fā)下，每個學生都有獨立思考、積極參與的機會，易于保持學習的積極性，養(yǎng)成良好的學習習慣。 B. 采用情境教學法(Situational Teaching Method)，教師有目的地引入或創(chuàng)設具有一定情緒色彩的、以形象為主體的生動具體的場景，以引起學生一定的態(tài)度體驗，從而幫助學生理解教材，并使學生的心理機能能得到發(fā)展。其優(yōu)點是： 1. 情境教學法的核心在于激發(fā)學生的情感。 2

3、. 情境教學中的特定情境，提供了調動人的原有認知結構的某些線索，經過思維的內部整合作用，人就會頓悟或產生新的認知結構，從而喚醒和啟迪學生的智慧。 C.采用分層教學法。根據加德納的多元智能理論，人類智能是多元而非單一的，每個人都有獨特的智能結構和智能優(yōu)勢，每個人的學習方式都是獨特的，所以一個人不可能學會所有的東西。其優(yōu)點是： 1. 有助于做到因材施教，注重對不同人的不同智能的培養(yǎng)。 2．有助于轉變我們的學生觀，多方面了解學生特長，使學生的特長達到充分的發(fā)展 3. 有助于形成正確的發(fā)展觀，讓學生在接受學校教育的同時，發(fā)現自己至少有一個方面的長處，熱切追求其自身內在的興趣。 Aims &

4、Demands (教學目標) B: Language skill (語言技能) To enable the students to use different structures to express their ideas. C: Feeling (情感態(tài)度) To develop the students’ good personal qualities about encouraging, appreciating and helping others. Key points & Difficulties (教學重、 難點) 1. Learn the t

5、wo new patterns ‘so/such …that’ 3. Explain the different uses between ‘so’ and ‘such’. 4. Explain the different uses between ‘so…that’ and ‘too…to’/ ‘enough…to’ Teaching methods (教學方法) Task-based Teaching Approach Situational Teaching Method Aids: 課前準備（教具、活動準備等） Students: 1. Review Gram

6、mar A&B. 2.Preview the new words in Grammar C, try to understand the content of Grammar C. Teacher: 1. some flowers. 2. some pictures. 3. PPT about Grammar C 教 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

7、 part. Teaching Plan (授課計劃) Studying Plan (學習計劃) Aims (設計意圖) 課 內 探 究 課 內 探 究 學 StepⅠWarm up & Revision 1. Check the words in groups. 2. Free talk about the flower

8、s & pictures. 3. Discuss the content of Preview. ①The flowers are so beautiful. Everyone likes them. ②The boy runs very/so fast. Nobody can catch up with him. ③She is (such) a lovely girl. All the teachers like her. 1.小組合作學單詞。 2. 運用實物和圖片做引子，讓學生對圖片進行說話，檢查預習情況，自然導入新句型。 Step II Presentation

9、A. Combine the two sentences then the students find out the sentence patterns. (With the help of some pictures and key words.) 1. The flowers are so beautiful that everyone likes them. (Subject …s o+ adj + that clause…) 2. The boy runs so fast that nobody can catch up with him. (Subject …so + ad

10、v + that clause…) 3. She is such a lovely girl that all the teachers like her. (Subject …such+ noun/noun phrase + that clause…) B. Present the different uses of the two sentence patterns: About ‘so…that…’ ① so + adj + that … It was so hot outside that we had to stop the game. ②so + adj +a/

11、an +noun + that… My mother made so good a meal that we all ate far too much. ③so + adv + that… He did so well that everyone praised him. ④so + many/much/few/little +noun + that… There was so much work to do that everybody wants to have a rest. About ‘such…that…’ ① such + a/an +adj +noun +that

12、… This is such a good story that we like it very much. ② such +adj +noun(pl) + that… We are such good students that the teacher likes us. ③ such +adj + noun(uc) +that… It was such fine weather yesterday that we went shopping. ④ One (no, any, all, many, some, several…)+such +noun +that… There

13、are many such good CDs that I can’t decide which one to choose. C. Present the same meaning with different sentence patterns: ① ‘so…that’→‘ such…that’ He is so honest that everybody trusts him. →He is such an honest boy that everybody trusts him. →He is so honest a boy that everybody trusts h

14、im. ② ‘so…that+ positive clause’→ ‘…enough to…’ My sister is so old that she can go to school. →My sister is old enough to go to school. ③ so…that+ negative clause → Not…enough to…/too…to She is so young that she can’t go to school. →She is not old enough to go to school. →She is too young

15、 to go to school. 1．在語境中結合圖片和關鍵詞呈現新語言項目，有利于激發(fā)學生興趣。 2.教師呈現新句型，學生根據已有知識采取合作、探究的方式，總結出新的語言結構，這樣比教師直接教授要更能讓學生理解，留下深刻印象。 導 Step III Practice A. Ask students to complete the following sentences with ‘so/such…that’ (choose some pop stars to talk about) 1. Liu

16、 Xiang runs ____ fast ____ he gets the first place. 2. Yao Ming is ____ a tall player ____ he can reach the basket. 3. Rain is____ hard-working ____ he becomes a pop star. 4. Jay Chou is ____ a popular singer____ he becomes the hero of the teenagers. B. Ask students to rewrite the four senten

17、ces without changing the meanings. C. Combine the two sentences with ‘so…that’ & ‘such…that’. (P85,GrammaC )(in groups) 1.巧用學生喜愛的明星人物事跡和時事新聞，易于激發(fā)學生興趣，煥發(fā)學生激情，避免語法課的沉悶。 2.采用小組合作探究的形式進行，有利于降低難度， 培養(yǎng)合作精神。 練 Step IV Production ①Ask the students to make sentences with ‘so…that’/’such…

18、that’, these adjectives and actions for them to refer to Adjectives: thoughtful, nice, interesting, clever, necessary, polite, outgoing, creative, many, expensive, hot… Actions: have to wait for a long time, eat less, carry the water, go to see, , make friends easily… ②Ask the students to mak

19、e a dialogue about how to help the poor children to come to visit Shanghai/or know something about the EXPO in Shanghai. (use ‘so/such…that pattern) 1.播放游覽世博會的相關視頻，吸引學生興趣，然后將學生分成小組，讓他們運用剛學的句式創(chuàng)造性地造出一些有趣的句子來談論上海世博會，造句多的小組獲勝，從而加深知識的理解，提高能力，讓學生學中樂，樂中學。（可以給出適當的單詞或短語提示） 2.讓學生用所學知識編一段對話，談論如何幫助貧困地區(qū)的孩子了解世博

20、會。 課 后 提 升 StepⅧ Assignment Here is today’s homework. 1. Fill in the blanks with ‘so/such’. (all the students) 2. Correct errors. 3. Write out the sentences with the same meanings. (all the students) 4. Translate the sentences. 5. Preview Integrate

21、d skills. (all the students) If you have time, you can finish all the exercises on the test paper. Try you best, boys and girls. 控制作業(yè)量，作業(yè)既落實雙基又重視能力。 （分層布置作業(yè)，全體學生完成1/3/5項，接受力較強的學生可以完成全部） 課后練習題情況反饋： 教師對課后練習題進行批改檢查，然后將具體情況記錄在教案上，主要包括整體完成情況、學生答題存在的主要問題及形成原因，同時設計適量的有針對性的變式訓練及時糾偏。 5