江蘇省海安縣大公初級中學八年級英語上冊《8A Unit 4 Wild animals》Period 4 Grammar（1）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 4 Wild animals》Period 4 Grammar（1）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 4 Wild animals》Period 4 Grammar（1）教案 牛津版（4頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、 《8A Unit 4 Wild animals》Period 4 Grammar（1） Title (課題) Grammar Type (課型) New 新授課 Period (課時) 4 Supporting theories (理論支持) 建構主義學習理論：學習者的知識是在一定情境下，借助于他人的幫助，如人與人之間的協(xié)作、交流、利用必要的信息等等，通過意義的建構而獲得的。因此，學習是一個積極主動的建構過程；知識是個人經(jīng)驗的合理化，而不是說明世界的真理；知識是商談出來的；學習者的建構是多元化的。因此，建構主義學習理論強調教學必須以學生為中心，強調學生對知識的主

2、動探索、主動發(fā)現(xiàn)和對所學知識在原有經(jīng)驗基礎上的意義生成，要求教師由知識的傳授者、灌輸者轉變成為學生主動建構知識的幫助者、促進者，學生學習的合作者。 1.改變以前單向控制教學活動的角色觀念。 2.鼓勵學生探究客觀世界中復雜和真實的問題。 3.創(chuàng)建一個令學生舒適的學習環(huán)境。 4.調整課程，以便使可能費時很多的建構活動能與一定年級所要求的課程內容保持均衡。 Aims and demands (教學目標) A: Knowledge (語言知識) 1. To recognize and use conditional sentences to talk about possible s

3、ituations. 2. To learn new words in Grammar. C: Feeling (情感態(tài)度) To develop the students’ good personal qualities and imagination. Key points and difficulties (教學重、 難點) 1.To learn the conditional sentences. 2. To learn new words in Grammar. Teaching Methods (教學方法) Task-based Approac

4、h Situational Teaching Method Aids: 課前準備（教具、活動準備等） 1. Get some pictures with words ready. 2. A paper with some exercises 教 學 設 計 課前延伸 （預習） 1. Preview the new words of this part. 2. Look for some sentences with ‘if-clause’. Teaching Plan (授課計劃) Studying Plan (學習計劃) Aims

5、 (設計意圖) 課 內 探 究 課 內 探 究 學 StepⅠWarm up & Leading in 1. Make a dialogue between the teachers and students. 2. Lead in. 1．師生對話，讓學生進入上課狀態(tài)。 2．對話內容盡量向生詞方面引導，以達到順利呈現(xiàn)單詞的目的。 Step II Presentation A. Present the new words.

6、snake, noon, information, report, thirsty, exam B. Present ‘if’-clause 1. Try to elicit the conditional structure by asking questions such as： T: What will happen if you come to school late? S: I will miss some classes. T: What will happen if you break your favorite toy? S: I will be very

7、sad. T: What will happen if you don’t prepare for an exam? S: I will get a bad mark. Try to think of sentences which reflect students’ own experience, 2. Write the most interesting answers on the blackboard. Ask the students to include the ‘if’-clause as well. Eg: I will miss some classes if I

8、 come to school late. I will be very sad if I break my favourite toy. I will get a bad mark if I don’t prepare for an exam. 3. Read all the sentences again and ask more able students to tell the whole class when we use this kind of conditional sentences to elicit the rule. (We use conditional sen

9、tences to talk about the possible result of a possible action.) 4. Ask the students to open their books and read the rule and the sentence patterns at the top of page64. (‘if’-clause, simple present tense, main clause, simple future tense) 1．在語境中結合圖片呈現(xiàn)單詞，做到詞不離句。 2．巧用學生的親身體

10、會進行適當?shù)南胂?，易于激發(fā)學生興趣，煥發(fā)學生激情，避免語法課的沉悶。 導 Step III Practice 1. Ask the students to finish A1 on page64. Check the answers in groups. 2. Ask the students to finish A2 on page65. Then ask six students to come to the blackboard to write the answers on the blackboard. The teacher checks the answers tog

11、ether with the students. 3. Read the six sentences on page65 and work out the rule. (We need a comma after the ‘if’-clause when it is the first part of a sentence.) 4. Finish A3 and read it with partners. 5. Finish some exercises on the paper. 采用小組內探討答案的方式，培養(yǎng)學生的合作意識。 練 Step IV Produc

12、tion Play a game. One of the desk mates writes the main clause, the other writes ‘if’-clause. Each of them reads the sentence out with a right tense. 通過游戲，既檢查學生對‘if’從句的把握情況，也增加了課堂內容的趣味性。 課 后 提 升 StepⅤ Assignment . 1. Finish some exercises on the paper. 2. Make sentences with ‘if’-clause. 3. Preview the part of ‘ because’ . 控制作業(yè)量，既落實雙基又重視能力。 4