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8A Unit 5 BirdwatchersPeriod 5 Grammar CTitle(课题)Birdwatchers(Grammar C)Type(课型)New新授课Period(课时)5Supporting theories(理论支持)A.采用任务型教学法(Task-based Teaching Approach)， 以教师为主导，学生为主体，训练为主线，引导学生在课堂上完成期望的学习任务。其优点是：1. 完成多种多样的任务，有助于激发学生的学习兴趣。2. 在完成任务的过程中，将语言知识和语言技能结合起来，有助于培养学生综合的语言运用能力。3. 在任务型教学中有大量的小组或双人活动，每个人都有自己的任务要完成，可以更好地面向全体学生进行教学。4. 在任务型教学活动中，在教师的启发下，每个学生都有独立思考、积极参与的机会，易于保持学习的积极性，养成良好的学习习惯。B. 采用情境教学法(Situational Teaching Method)，教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能能得到发展。其优点是：1. 情境教学法的核心在于激发学生的情感。2. 情境教学中的特定情境，提供了调动人的原有认知结构的某些线索，经过思维的内部整合作用，人就会顿悟或产生新的认知结构，从而唤醒和启迪学生的智慧。C小组合作学习方法。日本心理学家多湖辉曾说过：“在每个孩子身上都蕴藏着巨大的、不可估量的潜力。教师只有尊重学生的兴趣、爱好、个性、人格和差异，以适合学生特点的形式多样的教学方法来对待每个学生，才能使学生的身心自由地发展，创造性的成长”。所以，小组分工必须明确，力争使每个学生在活动中都有话可说，有活可干，任务的结果能使学生获得成就感，树立自信心，并产生继续学习的动力。Aims and demands(教学目标)A: Knowledge (语言知识) 1.The usage of adverbs of manner2.The differences between adj. and adv B: Language skill (语言技能)1. Some good students can use different structures to express their ideas.2. Some students who are not so good at English can use the structures to make some simple sentences.C: Feeling (情感态度)To develop the students good personal qualities about protecting the environment and wildlife.Key points and difficulties(教学重、难点)1. Learn how to form adverbs2. Explain the different uses between adj. and adv.Teaching Methods(教学方法) Task-based Teaching Approach Situational Teaching MethodTeamwork Teaching MethodAids: 课前准备（教具、活动准备等）Students:1.Review Grammar A&B. 2.Preview the new words in Grammar C, try to understand the content of Grammar C.Teacher:1. some pictures. 3. PPT about Grammar C教 学 设 计课前延伸（预习） 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(授课计划)Studying Plan(学习计划)Aims(设计意图)课内探究课内探究 学StepWarm up & Revision1. 以天气和图片做引子，让学生对图片进行说话，检查预习情况，自然导入新内容。2.小组合作学单词，降低了学习的难度。Step II Presentation(Present the two sentences then the students summarize the word patterns.)T: All of you did a good job. We have known something about the birds , who can describe the picture ? S: (Picture 2) There is a nice bird in the picture. The bird can sing nicely. (图片很形象，有趣)T: Good. Whats the adverb of nice?S: Add-ly after nice , that is nicelyT: Very good. Boys and girls, since we have covered Preview Part, can you sum up how to form the adverbs of manner? （小组合作讨论）S: Work in pairs and then sum up.1. most adjectives + ly 2. adjectives ending in le -e+y 3. adjectives ending in y -y+ily T: Great. But with some irregular adjectives, we use the same word as the adverb, Who would like to give us an example?S1: (With the help of some pictures and key words.) The bus is fast. The boy cant run so fast to catch it.(adjective: fast - adverb: fast )S2: T: And with some irregular adjectives, the adverbs are quite different. E.g. Jiang Fan is good at Maths, thats to say: Jiang Fan does well in maths. Right? S: Yes. T: Then whats the adverb of good?S: well. T: Very good. Do you know when we should use an adjective and when to use an adverb? （屏幕给出已经讨论过的例句，让学生讨论，归纳）S: (Discuss and sum up) -形容词修饰名词或放在联系动词之后 -副词修饰动词或形容词 -当回答 how 问句时，用副词Task 1: show more adjectives, let the students form their adverbs.1.在语境中结合图片和关键词呈现新语言项目，有利于激发学生兴趣。2.教师呈现新内容，学生根据已有知识采取合作、探究的方式，总结出新的语言结构，这样比教师直接教授要更能让学生理解，留下深刻印象。3.用同学做实例，真实导Step III PracticeT: OK. Now I have some more Tasks for you to know something about the birdwatching, you should try your best to finish the Tasks and get enough points. Are you clear?Task 2 Help Sandy complete her article on the trip to Beijing Wildlife Park.(P85,GrammarC2)(students fill in the blanks, each blank one point )T: Lets check. How many points can you get? Task 3 Change the underlined adjectives to adverbs and rearrange the words to make sentences.(P85,GrammaC3 )(students make sentences, each sentence two points )利用学生对观鸟感兴趣，以加入观鸟俱乐部为由，引导学生对知识点做出反应。极大地调动学生参与的热情。练Step IV ProductionT: Now boys and girls, Ill divide you into some groups. Lets make a chant with adjectives and adverbs. If you can make a sentence, you can get one point. Eg.Group 1: Lets say youre a driver.Group 2: You are a careful driver.Group 3: Try to drive carefully today. 采用小组合作探究的形式进行，以达到对知识的理解，提高能力，让学生学中乐，乐中学。（可以给出适当的单词或短语提示。课后提升Step AssignmentT: Here is todays homework.1. Write down the adverbs. (all the students)2. Rearrange the sentences. (all the students)T: If you have time, you can finish the exercises on the test paper. Try you best, boys and girls.1.控制作业量，作业既落实双基又重视能力。2.分层布置作业，全体学生完成1/2项，接受力较强的学生可以完成全部5
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