《江蘇省海安縣大公初級(jí)中學(xué)八年級(jí)英語(yǔ)下冊(cè)《8B Unit 3 Online travel》Period 4 Grammar(1)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)下冊(cè)《8B Unit 3 Online travel》Period 4 Grammar(1)教案 牛津版(4頁(yè)珍藏版)》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。
1、8B Unit 3 Online travelPeriod 4 Grammar(1)Title(課題)Online Travel(Grammar)Type(課型)New新授課Period(課時(shí))4Supporting theories(理論支持)A.美國(guó)教育心理學(xué)家霍華德加德納提出的多元智能理論認(rèn)為,多元情境化教學(xué)策略在初中英語(yǔ)教學(xué)中的應(yīng)用,必然調(diào)動(dòng)學(xué)生多種智能活動(dòng),學(xué)生在參與的過(guò)程中,體會(huì)到了學(xué)習(xí)英語(yǔ)的快樂(lè),從而拉近了英語(yǔ)與學(xué)生的距離,激發(fā)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣,培養(yǎng)了學(xué)生自主學(xué)習(xí)的能力,有效地提高了課堂教學(xué)的成效。本課是語(yǔ)法教學(xué),以多元智能理論為依據(jù),創(chuàng)設(shè)語(yǔ)境,結(jié)合實(shí)例和實(shí)物呈現(xiàn)教學(xué)內(nèi)容,推
2、進(jìn)“學(xué)導(dǎo)練”的教學(xué)模式,以學(xué)生為主體、教師為主導(dǎo)、訓(xùn)練為主線,面向全體,分層教學(xué),創(chuàng)設(shè)和諧、融洽的學(xué)習(xí)氛圍,讓學(xué)生自己體會(huì)歸納,幫助學(xué)生更好地掌握被動(dòng)語(yǔ)態(tài)的用法,讓學(xué)生在學(xué)習(xí)的過(guò)程中進(jìn)行主動(dòng)的學(xué)習(xí),在學(xué)中樂(lè),樂(lè)中學(xué)。B.任務(wù)型教學(xué)(Task-based Teaching Approach)是指教師通過(guò)引導(dǎo)語(yǔ)言使學(xué)生在課堂上完成任務(wù)來(lái)進(jìn)行的教學(xué)。本課通過(guò)熱身、呈現(xiàn)、操練、鞏固和練習(xí),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,促進(jìn)學(xué)生積極參與語(yǔ)言交流活動(dòng),啟發(fā)想象力和創(chuàng)造性思維,有利于發(fā)揮學(xué)生的主體性作用。Aims and demands(教學(xué)目標(biāo))Key points an
3、d difficulties(教學(xué)重、難點(diǎn))1. To understand how to use the passive voice.2. To learn how to change active voice into passive voice.Teaching Methods(教學(xué)方法) Task-based teaching approach Situational teaching methodAids: 課前準(zhǔn)備(教具、活動(dòng)準(zhǔn)備等)Blackboard, computer教 學(xué) 設(shè) 計(jì)課前延伸 1. Preview the new words of this part and t
4、ry to master the usage of them.2. Complete the exercises of this part.(見(jiàn)學(xué)案課前延伸)讓學(xué)生通過(guò)課前自學(xué),小組內(nèi)的團(tuán)結(jié)合作解決預(yù)習(xí)中的一些問(wèn)題,為上課做準(zhǔn)備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 up1. Check the words groups. 2. Give a brief introduction in order to present the new pattern.3. Explain the concept of
5、 the passive voice.(當(dāng)主語(yǔ)和謂語(yǔ)動(dòng)詞構(gòu)成被動(dòng)關(guān)系,即謂語(yǔ)動(dòng)詞是人的動(dòng)作,但主語(yǔ)卻不是動(dòng)作的執(zhí)行者,而是動(dòng)作的承受者時(shí),即需要用被動(dòng)語(yǔ)態(tài))溫故知新,自然導(dǎo)入新句型。Step II Presentation1. Ask the students to find all the passive voice sentences in the reading passage on pages 42 and 43.2. Go through the tables on page 47 and get them to know what the passive voice is like
6、.在語(yǔ)境中結(jié)合實(shí)例和關(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 Practice1. Explain the context of the exercise on page 48. Before they start to do it, review the use of past participles in Unit 1. Ask the students to read through the conversation for general meaning first. Tell the students that they should u
7、se both the simple present tense and the simple past tense of the verb to be to complete the conversation.2. Give them enough time to complete it. If they cant work it out correctly, they can work in pairs. 3. Ask students to read their answers one by one to see if most students have understood the
8、structure.采用小組合作探究的形式進(jìn)行,有利于降低難度, 培養(yǎng)合作精神。練Step IVProduction通過(guò)練習(xí)讓學(xué)生對(duì)本課所學(xué)內(nèi)容加以鞏固課后提升Step VAssignment1. 用一般現(xiàn)在時(shí)和一般過(guò)去時(shí)各造五個(gè)被動(dòng)語(yǔ)態(tài)句子2. 完成補(bǔ)充習(xí)題Grammar部分的練習(xí).控制作業(yè)量,作業(yè)既落實(shí)雙基有重視能力。Blackboard design(板書(shū)設(shè)計(jì))Unit 3 Online Travelwords: widely e-dictionary restart connect foot incorrectlygrammar: 主語(yǔ) 謂語(yǔ)動(dòng)詞 賓語(yǔ) (主動(dòng)語(yǔ)態(tài))主語(yǔ) be+過(guò)去分詞 by短語(yǔ) (被動(dòng)語(yǔ)態(tài)) 4