初級中學八年級英語下冊《8B Unit 6 A charity walk》Period 5 Grammar（2）教案 牛津版

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1、 《8B Unit 6 A charity walk》Period 5 Grammar（2） Title (課題) Grammar Type (課型) New 新授課 Period (課時) 5 Supporting theories (理論支持) 建構主義學習理論的基本觀點: 1、學習是學習者利用感覺吸收并且建構意義的活動過程，這一過程不是被動地接受外部知識，而是同學習者接觸的外部世界相互作用的結果。 2、學習是在一定情境中發(fā)生的。 3、個體學習需要先前知識的支持。如果個體沒有先前形成的知識結構的基礎，是不可能吸收新知識的。 4、學習需要花費一定的時間。學

2、習不是瞬間完成的，對于知識來說，需要學習者多次復習、思考及其應用， 這一過程不可能在5---10分鐘內完成。 多元智能理論認為： 多元智能理論有助于轉變我們的教學觀，做到因材施教，有助于形成正確的評價觀，注重對不同人的不同智能的培養(yǎng)；有助于轉變我們的學生觀，多方面了解學生特長，并相應地采取適合其特點的教學方法，使學生的特長達到充分的發(fā)展；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(xiàn)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 & demands (教學目標) Language skill (語言技能) 1.Be able to make sent

3、ences with ‘It is’+ adjective + ‘that’. 2.To use the structures to construct sentences. Feeling (情感態(tài)度) Encourage them to be helpful Key points& difficulties (教學重、難點) 1.To use ‘It is + adjective + to – infinitive’ to describe actions and situations 2. To use ‘It is + adjective + for…+ to –in

4、finitive’ to specify the person one is talking about To use the structures to construct sentences 3.To use the structures to construct sentences. Teaching Methods (教學方法) Task-based approach Aids: 課前準備（教具、活動準備等） Blackboard recorder Try to read the words and phrases of this period accordi

5、ng to the sounds 教 學 設 計 課前延伸 1.Try to finish the exercises. 2.Try to read the words and phrases of this period according to the sounds 養(yǎng)成自學習慣，培養(yǎng)自學能力 Teaching Plan (授課計劃) Studying Plan (學習計劃) Aims (設計意圖) 課 內

6、 探 究 學 Step Ⅰ Warming up Doing warm-up activity Have a free talk with the whole class to organize the teaching. 拉近師生之間的距離，導入新課，創(chuàng)設英語情境。 Step Ⅱ Presentation 1. We have lea

7、rned about using adjectives to describe someone/something. We can also use adjectives in different patterns to give information about someone/something 2.Look and read the following sentences 1)It is necessary that you train yourself before the walk. 2)It is important that you have your own suppo

8、rt team. 3)It is clear that you are wrong. 3.Write some adjectives on the board, such as good, lucky, possible, surprising, etc. Ask students to make up sentences using the “It is” + adj.+ “that” structure. 4.Finish the exercises on page 99 and invite students to read out their answers. 新舊知識有機對接

9、，在聽說的基礎上，讓學生自主總結。反饋著重是看學生對此知識的掌握程度。 導 Step III Practice More practice Ben and Lily are talking about Oxfam Trailwalker, write what they say using the adjectives from the box and the given phrases. important lucky possible interesting nice surprising 1.We can walk 100

10、kilometres in 48 hours. →It is possible that we can walk 100 kilometres in 48 hours. 2.There are so many different trees in the country parks →It is important that there are so many different trees in the country parks. 面向全體學生，強調對語言的綜合運用能力，此環(huán)節(jié)是培養(yǎng)學生的表達能力，還有對文章的理解能力。 練 Step IV Productio

11、n Doing additional exercise Ask students to complete the following sentences with their own ideas. Using the structure they have learned in Part A It is important that…… It is tough that…… 鼓勵學生多多動口，讓所有的學生都可以開口，不讓部分學生煎熬度課。 學 Step V Presentation

12、 Part B: It is + adjective + to infinitive 1.Explain the structure is similar to the one learned in Part A, in which the adjective describes an action or activity. 2.Ask two students to read and explain the two examples in the grammar table on P100. 3.Check that students have unders

13、tood the structure with the extra example: E.g.: tiring / up hills / It is / to run---It is tiring to run up hills. HK$6,000 / necessary / to raise / It is / at least---It is necessary to raise at least K$6,000. 4. Explain the context of the exercise before making the sentences, match the correc

14、t word with the picture. And then put the words into the right order. 5.Ask five students to read out the sentences loudly to check answers. 6.Make up more sentences by using ‘difficult / easy / exciting / interesting / necessary. Part C: It is + adjective + for… + to infinitive 7.Explain the s

15、tructure in Part C is the same as the one in Part B except that we insert ‘for (someone) between the adjective and the –to infinitive to indicate who we are talking about. 8.Ask three students to read and explain the three sentences in the grammar table on P101. 9.Check that students have unders

16、tood the structure with the extra example: E.g.: for him / It is / money / to donate / easy It is easy for him to donate money. HK$6,000 /for them / necessary / to raise / It is / at least. It is necessary for them to raise at least HK$6,000. 幫助學生總結所學習的知識，提升優(yōu)生的語言能力，在語境里讓學生理解掌握本課語法知識結構。 導

17、 StepⅥ Practice Now go on to finish the exercises on page100 and 101, then checking the answers with me. 提高課堂效率，減負增效，把課堂任務留在課堂。不讓一個學生在課上掉隊。 練 StepⅦ Production Doing an extension activity Complete the following sentences with your own ideas: It is difficult to … It is easy to …

18、It is exciting to … It is interesting to … It is good to … It is necessary to … It is important for … to … It is impossible for … to … It is tough for … to … It is necessary for … to … 強化練習，注重語言運用，擺脫簡單的英語框架，讓學生流暢的表達自己的想法。 課后提升 Step Ⅷ Assignment Tom 想知道如何學好英語，請用以下句型給他提些建議 Suggestions: r

19、ead English at least half an hour every morning do many exercises to practice English talk with foreigners in English write letters to friends in English read some English books at free time listen to some English songs watch English programmes on TV recite your English texts Sentence structures: 1. It is necessary for you to … 2. It is important that… 3. It is useful to… 4. It is… … 提升所學知識，強調語言運用。注重情感價值觀的培養(yǎng)。 5