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8A Unit 3 A day outPeriod 5 Grammar（2）Title(课题)Online Travel(Grammar)Type(课型)New新授课Period(课时)5Supporting theories(理论支持)A.美国教育心理学家霍华德加德纳提出的多元智能理论认为，多元情境化教学策略在初中英语教学中的应用，必然调动学生多种智能活动，学生在参与的过程中，体会到了学习英语的快乐，从而拉近了英语与学生的距离，激发了学生学习英语的兴趣，培养了学生自主学习的能力，有效地提高了课堂教学的成效。本课是语法教学，以多元智能理论为依据，创设语境，结合实例和实物呈现教学内容，推进“学导练”的教学模式，以学生为主体、教师为主导、训练为主线，面向全体，分层教学，创设和谐、融洽的学习氛围，让学生自己体会归纳，帮助学生更好地掌握被动语态的用法，让学生在学习的过程中进行主动的学习，在学中乐，乐中学。B.任务型教学(Task-based Teaching Approach)是指教师通过引导语言使学生在课堂上完成任务来进行的教学。本课通过热身、呈现、操练、巩固和练习，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，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。Aims and demands(教学目标)Key points and difficulties(教学重、难点)To learn how to use reflexive pronouns Teaching Methods(教学方法) Task-based teaching approach Situational teaching methodAids课前准备（教具、活动准备等）Blackboard, computer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. Complete the exercises of this part.（见学案课前延伸）让学生通过课前自学，小组合作解决预习中的一些问题，为上课做准备。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 up1. Check the answers on the paper. 2. Give a brief introduction in order to present the new pattern.温故知新，自然导入新句型。让学生找出本节课的语言知识点。Step II Presentation1.Read the sentences and find out the differences of two sentences.“Tom teaches me english” and “ Tom teaches himself English”. teach sb sth teach oneself sth2.Explain what they mean in Chinese.“Tom teaches me english” and “ Tom teaches himself English”.3.Ask the students to find all the most phrases in the sentences on pages 48 and underline them. 4.Reflexive grasp of spelling rules . Explain their roles .Finish the table of groups.5.Work out the rule.6. Go through making sentences with some reflexive pronouns on page 47 and get them to know how to use reflexive pronouns .在语境中结合实例和关键词呈现新语言项目，有利于激发学生兴趣。教师引导、学生合作探究。（任务驱动） 积极引导学生正确定位并把握住本节课的重点（反身代词）。（先不做出正误判断，给学生设置一个悬念，充分调动学生探究问题的兴趣）学生自己学会梳理本节课的词组，初步认识反身代词使用方法。以小组合作的形式，让学生结合所给的句子，找出反身代词的拼写规则，并在笔记本上总结。（小组比赛）让几个小组派出一位代表在黑板上写出总结的结论。教师对各组写出结论进行全面性的总结，并帮学生编制拼写的口诀。让学生通过实际操作,进一步分析和理解反身代词的运用规则。导Step III Practice1 Say something about what we had learnt.2 Explain the context of the exercise on page 48 and 49. Before they start to do it, review the use of them. Ask the students to say their rules first. Tell the students they should use reflexive pronouns to complete the conversation.2. Give them enough time to complete it. If they cant work it out correctly, they can work in pairs. 3. Ask students to read their answers one by one to see if most students have understood the structure.以小组形式，请代表复述反身代词的运用规则。采用小组互作合作探究形式进行，有利于降低难度， 培养合作精神，激发后进生学习兴趣的。及时发现学生的存在问题，并及时进行纠正。练Step IVProductionComplete some exercises1.Circle T or F and change the correct answers.2.Finish the sentences in the blanks.通过练习让学生对本课所学内容加以巩固.用改错题加强操作训练。让学生以小组的形式，分别找出句子中的错误之处。更好的激励学生团队合作精神，并增强学生善于发现问题的能力。课后提升Step VAssignment1. Finish exercises left on the paper.2. Write reflexive pronounsby yourself.3. 完成补充习题Grammar部分的练习.控制作业量，作业既落实双基有重视能力。4
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