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 4 Grammar（1）教案 牛津版

8A Unit 2 School lifePeriod 4 Grammar（1）Title(課題)School lifeGrammar 1Type(課型)New新授課Period(課時)4Supporting theories(理論支撐)A.任務型教學(Task-based Language Teaching)是指教師通過引導語言學習者在課堂上完成任務來進行的教學。其優(yōu)點是：1. 完成多種多樣的任務活動，有助于激發(fā)學生的學習興趣。2. 在完成任務的過程中，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. 促進學生積極參與語言交流活動，啟發(fā)想像力和創(chuàng)造性思維，有利于發(fā)揮學生的主體性作用。4. 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。5. 活動內容涉及面廣，信息量大，有助于拓寬學生的知識面。6. 在活動中學習知識，培養(yǎng)人際交往、思考、決策和應變能力，有利于學生的全面發(fā)展。7. 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. 情境教學法(Situational Teaching Method )是指在教學過程中，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)展的教學方法。情境教學法的核心在于激發(fā)學生的情感。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。情境所提供的線索起到一種喚醒或啟迪智慧的作用。比如正處于某種問題情境中的人，會因為某句提醒或碰到某些事物而受到啟發(fā)，從而順利地解決問題。Aims and demands(教學目標)B: Language skill (語言技能)1 How to use morethan, fewerthan and lessthan.2 How to use the most the fewest and the least.C: Feeling (情感態(tài)度)To develop the students good skills and learn to use them skillfully.Key points and difficulties(教學重、難點)1. Learn the two new patterns.2. To use morethan, fewerthan and lessthan.Teaching Methods(教學方法) Task-based approach Situational Teaching MethodAids: 課前準備（教具、活動準備等）1. Get some cards with words ready.2. Get some information about different parts of a sentence.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 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StepWarming up & Revision1. Check the words in groups.2. Revise the words of school subjects and the adjective nouns.1.小組合作學單詞。2. 復習生詞，溫故知新，自然導入新句型。Step II PresentationA. Present the first pattern.Look at the pictures and answer: (With the help of some pictures and key words.)B. Present the second pattern.What are they in the pencil-boxes? (Teach paper clips)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。教師引導、學生合作探究。 導Step III PracticeA. Ask students to complete the following sentences( Pattern 1)1. The use of “more than” and “fewerthan”.B. Ask students to complete the following sentences ( Pattern 2)1. 巧用學生熟悉的事物比較，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。Lucy has 4 pencils and Lily has 3 pencils. It means: Lucy has more pencils than Lily. (manymore) (Write on the Bb.) Lily has fewer pencils than Lucy. (fewfewer)Lucy has fewer paper clips than Lily. (fewfewer) Lily has more paper clips than Lucy. (manymore)Point out: We use “more/fewerthan” to talk about countable nouns.C. Ask the Ss to make more sentences with the pictures.練Step IV ProductionA. Ask the students to make sentences with use of “morethan” and “l(fā)essthan”.T: Look at the pictures of Daniel, Jam and Sandy. T: Daniel has more juice than Jam. (muchmore) Jam has less juice than Daniel. (littleless)Point out: We use “more/lessthan” to talk about uncountable nouns.Make more sentences with the pictures. 每組學生從三個紙盒中分別拿一張印有下列單詞短語的卡片，讓他們運用剛學的句式創(chuàng)造性地造出一些有趣的句子，加深理解，提高能力，讓學生學中樂，樂中學。學Step PresentationPresent the following sentences 1. You are clever. Be cleverer. 2. You did a good job just now. Do better.3. You all made me happy.I want to be happier.4. You all gave me a big surprise.運用對學生活動表現進行表揚、評價的句子過渡到下一語法-句子成分分析導Step PracticeA. Finish Parts A, A1、A2 and A3. (Solve their problems)B. Look at the pictures of Part A on Page 28 and answer:課內探究練Step ProductionDiscussionTry to make the sentences as long as possible. ( Group discussion)全班共分為10小組，每句兩小組展開競賽活動，看誰句子質量高?小組內合作擴句，既降低難度，又提高答案質量。展開小組競賽，有利于激發(fā)熱情。課后提升Step Assignment一、課后練習題及答案:1. 參考答案：2參考答案：二、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。1. Ask Ss to talk about the second picture in the same way.2. Use the same way to present lessthan3. Work out the rule: We use morethan and fewerthan to talk about countable nouns. We use morethan and lessthan to talk about uncountable nouns.控制作業(yè)量，作業(yè)既落實雙基有重視能力。5