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8B Unit 2 TravellingPeriod 5 Grammar（2）Title(课题)Grammar（2）Type(课型)New新授课Period(课时)5Supporting theories (理论支撑)A.教师通过引导语言学习者在课堂上完成任务来进行的教学。1. 完成多种多样的任务活动，有助于转变我们的教学观，做到因材施教，形成正确的评价观，注重对不同人的不同智能的培养。2. 促进学生积极参与语言交流活动，启发想象力和创造性思维，有利于发挥学生的主体性作用。3.在任务型教学中掌握学习策略的实质是经常性的反馈以适应每个学生所需要的个别化帮助作为群体教学的补充。4. 根据反馈的信息对个别乃至全体学生未达到目标采取适当的方式方法给予弥补。5. 在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展。6. 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.对于教师的新要求：（1）教师必须改变以前单向控制教学活动的角色观（2）教师要鼓励学生探究客观世界中复杂和真实的问题；（3）教师必须创建一个令学生舒适的学习环境；（4）教师必须调整课程，以便使可能费时很多的建构活动能与一定年级所要求的课程内容保持均衡。Aims & demands(教学目标)B: Language skills (语言技能)1 To talk about an action that happened at a point in the past, we will have to use ago and the simple past tense.2 If we want to express a continuous state, we can use another way.C: Feeling (情感态度)To develop the students good skills and learn to use them skillfully.Key points & difficulties(教学重、难点)1. Learn the two ways of expression.2. To use the correct forms of the verbs.Teaching Methods(教学方法) Task-based approach Situational Teaching MethodAids: 课前准备（教具、活动准备等）Blackboard; computer; OHP (overhead projector); some pictures 教 学 设 计课前延伸 1. Preview the new words of this part and try to master the usage of them.2. Finish 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Step One Warming up & Revision1. Check the words in groups.2. Revise the words of school subjects and the adjective nouns.1.小组合作学单词。2. 复习生词，温故知新，自然导入新句型。Step Two PresentationA. Present: The teacher can ask one student to go out to the teachers office. Then ask the other students some questions.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.教师引导、学生合作探究。 导Step Three PracticeA. Two minutes later, the student comes back to the classroom.The teacher tells them about this:常和表示从过去某一时刻延续到现在的一段时间的状语连用.如：for+时间段 for 12 weeks/three minutessince+ 时间点(起点)since 9 oclock this morning(Teacher can teach this student the things about the grammar first.)B. Ask students to complete the following sentences ( Pattern 2)1. 巧用学生熟悉的事物比较，易于激发学生兴趣，焕发学生激情，避免语法课的沉闷。2. 采用小组合作探究的形式进行，有利于降低难度， 培养合作精神。学Step Four PresentationPresent the following sentences 1. She feels very hungry. Because she_ (have not) breakfast yet.2. I know a lot about the U.S.A. Because I_ (be) there before.3. Simon_ (begin) to stay in China in 1990. So he_ (stay) in Chinese for about 17 years.4. Hurry up! Lunch_ already_ (begin).5. _ he ever_ (ride) a bike? No, never.运用对学生活动表现进行表扬、评价的句子过渡到下一语法-句子成分分析导Step Five PracticeA. Finish Part B. (Solve their problems) Use another way to express a continuous.B. Look at the pictures of Part B on Page 32 and use the correct verbs in brackets:检查核对学生答案，及时给予褒贬评价。课内探究 练Step SixProductionDiscussionTry to make the sentences as long as possible. ( Group discussion)全班共分为10小组，每句两小组展开竞赛活动，看谁句子质量高?小组内合作扩句，既降低难度，又提高答案质量。展开小组竞赛，有利于激发热情。课后提升Step Seven Assignment一、课后练习题及答案:1. 参考答案：二、课后练习题情况反馈：教师对课后练习题进行批改检查，然后将具体情况记录在教案上，主要包括整体完成情况、学生答题存在的主要问题及形成原因，同时设计适量的有针对性的变式训练及时纠偏。T: Thats all for today. Homework for today.1. Review new words and phrases.2. Do some exercises.控制作业量，作业既落实双基有重视能力。4
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