八年级英语上册Unit6Grammar教学设计（牛津译林版）。
教案课件是老师工作中的一部分，大家应该开始写教案课件了。将教案课件的工作计划制定好，才能使接下来的工作更加有序！那么到底适合教案课件的范文有哪些？急您所急，小编为朋友们了收集和编辑了“八年级英语上册Unit6Grammar教学设计（牛津译林版）”，欢迎大家阅读，希望对大家有所帮助。
8上Unit6Birdwatching
Period4Grammar
一、Analysisoftheteachingcontents
Teaching
contents
本课时是八年级上册第二模块Unit6的语法课，主要内容是让学生围绕观鸟这一话题，学习用动词不定式todo和inorderto表示目的，掌握“动词+宾语+动词不定式todo”的语法结构。这一语法结构看似简单，但由于英汉思维的差异，学生在实际应用中有一定的困难。教材提供的练习涉及了观鸟这一话题，但形式单一，数量偏少，无法满足通过“体验”“感悟”等活动来实现语言习得的要求。
Teaching
objects
授课对象为初二年级学生，一方面他们初步具备用英语交流、沟通的能力，以及一定的独立探索的能力；另一方面，他们目前还不具备用英语思维的能力，所以教案的设计应该以能力的培养为核心。
Teaching
items
Wordsphrases
writedown,takephotosofthebirds,makemelaugh,letme
jointheirschooltrip
Structure
“动词+宾语+动词不定式todo”
Text
Teaching
methods
Task-basedlanguageteaching(TBLT)
Communicativelanguageteaching(CLT)
Teaching
objectives
Languageknowledge
Bytheendofthislesson,studentsareexpectedto
1.makesurethestudentsunderstandtheuseofto-infinitivesorinordertoforpurpose.
2.useverbs+objects+to-infinitivestomakesentences.
Language
skills
Studentswillbeabletouseto-infinitivesorinordertotalkaboutpictures.
Language
application
Studentswillbeabletouseto-infinitivesorinordertotoexpresstheirpurposes.
Learning
strategies
autonomiclearningstrategy
cooperativelearningstrategy
Importantpoints
Touseto-infinitivesorinordertotoexpresstheirpurposes.
Difficultpoints
Touseverbs+objects+to-infinitivestomakesentences.
Taskapplied
StudentsmakeadialoguetogiveTonyadviceonwhichplaceTonycangotoandwhathecandoduringhisstayinYancheng.
二、Teachingprocedures
Time
Teachingsteps
Teacher’sactivities
Students’activities
Teachingpurpose
1min
to
5min
Step1
Revision
HelpstudentsreviewthearticleaboutZhalongNatureReservebyaskingsomequestions.
1.WhydotouristsgotoZhalongeveryyear?
2.WhydomembersofBirdwachingSocietygotoZhalongonceayear?
3.Whatdotheyneedmorepeopletodo?
4.Whoaretheyinvitingtohelpthem?
Useuseto-infinitivesorinordertoanswersomequestionsaboutZhalongNatureReserve.
1.TheygotoZhalongtowatchbirds./Inordertowatchbirds.
2.TheygotoZhalongtostudybirds./Inordertostudybirds.
3.Theyneedmorepeopletocountanddescribethebirds.
4.Theyarenowinvitingtouriststohelpthem.
教师通过问题，帮助学生复习关于扎龙自然保护区的课文，一方面可以检查学生对课文的理解情况，另一方面，可以为动词不定式的学习作好铺垫。
6min
to
16min
Step2Presentation
1.Presentthetwosentencesandexplaintheuseofto-infinitives.
TheygotoZhalongtowatchbirds./Inordertowatchbirds.
TheygotoZhalongtostudybirds./Inordertostudybirds.
2.Organizestudentstohaveadiscussion.
T:TonyisoneofmybestfriendsfromtheUSA.IwillinvitehimtovisitYanchengnextmonth.
Whatplacescanhego?
Whatactivitiescanhedohere?
Whatfoodcantheyeat?etc.
Pleasehaveadiscussionandgivehimsomeadvice.
Andyoucananswerlikethis:
HecangotoJinyingShoppingMalltodosomeshopping.
3.AskstudentstomakeadialoguetogiveTonnyadvice.
Tony:IamcomingtoYanchengnextmonth.
WherecanIgoandwhatcanIdothere?
S:YoucangotomyschooltolearnaboutschoollifeinChina.
4.Encouragestudentstochangethefollowingsentenceswithinorderto.
andexplaintheuseofinorderto.
TonycangotoHuanghaiParktoenjoythebeautyofnature.
=TonycangotoHuanghaiParkinordertoenjoythebeautyofnature.
TolearnmoreaboutMilu,TonycangoonatriptoDafengNatureReserve.
=InordertolearnmoreaboutMilu,TonycangoonatriptoDafengNatureReserve.
5.Encouragestudentstocompletethesentencesaccordingtothepictures.
Tonywilltakeacamera______________________________ofMiluinDafengNatureReserve.
_____________dosomethingforMilu,TonnywillhelpworkerscountanddescribeMilu.
1.Observethesentencescarefullyandfindouttheuseofto-infinitives.
2.StudentshaveadiscussionandgivemesomeadviceonwhichplaceTonycangotoandwhathecandoduringhisstayinYancheng.
3.StudentsmakeadialoguetogiveTonyadviceonwhichplaceTonycangotoandwhathecandoduringhisstayinYancheng
4.Studentschangethefollowingsentenceswithinordertoandfindouttheuseofinorderto.
5.Studentscompletethesentencesaccordingtothepictures.
让学生找出规律，有利于培养学生自主学习的能力，而且学生自己总结的东西，他们不容易忘记。
学生能学以致用：对所学的知识进行及时的练习，利于他们巩固，同时也能训练学生用英语的进行交际的能力。
通过学生的已有的知识经验，导入到新知，顺其自然，水到渠成。
借助于图片，让学生通过完成句子的方式进一步巩固动词不定式作目的状语的用法。
17min
to
22min
Step3
Practice
1.Organizestudentstoplayagame.
T:Nowletsplayagame.Thefirststudentofeachteamwillgetapieceofpaper.Theresashortsentenceonthepaper.Pleasemakealongersentencebyaddingato-infinitive.Eachstudentwillwriteonesentenceonlyandthenpassthepaperontothenextoneinyourteam.
TonycangotoYanchengNatureReserveto…
2.Organizestudentstochecktheanswers.
1.Studentsaddato-infinitivetomaketheshortsentencecomplete.
2.StudentshelpAmymatchthefirstpartsofthesentencesontheleftwiththesecondpartsontheright.
设置游戏，能既让学生轻松一下，又能让学生在玩中进行操练，寓教于乐。
22min
to
34min
Step4
Presentation
1.Leadstudentstofindoutthestructureofthefollowingsentences.
T:WhenTonycomestoYancheng,
Iwillinvitehimtovisitmyschool.
Tonyisn’tfamiliarwithmyschool,soheneedsmetoshowhimaroundmyschool.
2.Brain-storm
Askstudentstolistsomeverbswiththestructure“Verb+sb.+todo”.
3.Explaintheuseofverbs+objects+infinitives.
T:Verygood,buthaveyounoticedthatwecanusedoortodowithverbhelp?Butforsomeotherverbs,wecanonlyusedowiththem.Canyoulistthephrasesofverbs+objects+infinitives.
1.ReadthetwosentencescarefullyanddiscussWhatthestructureofthesentencesisingroups.
Iwillinvitehimtovisitmyschool.
Heneedsmetoshowhimaroundmyschool.
2.Studentslist
phrasesofthestructure“Verb+sb.+todo”asmanyaspossible.
3.Studentslist
thephrasesofverbs+objects+infinitives.
学生仔细观察句子，自己动脑，总结出规律和结构。
通过头脑风暴的方式，让学生列举出尽可能多的相关的短语。
在学生理解带to的动词不定式作宾语补足语的基础上，引导学生找出不带to的动词不定式的动词
34min
to
44min
Step5
Practice
1.PresentsomepicturesandaskstudentstointroducemyschoollifetoTonywiththehelpofthekeywordsbelow.
MissZhong_________________.(asksb.todosth.)MissZhong___________________.(advisesb.todosth.)MissZhong___________________.(needsb.todosth.)MissZhong___________________.(tellsb.tonottodosth.)2.Organizestudentstocheckanswers.3.Askstudentstocompletethearticlewiththecorrectformoftheverbs.YanchengNatureReservewassetupin1984.Thegovernmentbuiltthisreserve__________(provide)foodandcoverforthewildlife.LastSunday,Mikeinvitedme_________(go)tothisreserve______(watch)birds.Wesawmanydifferentkindsofbirdsinthereserve.Andwealsoheardthebirds____(sing)inthetree.Buttheguideinthereservetoldus_________(notget)closetothebirds.Wehopeourgovernmentmustbuildmorereserves________(protect)rarebirds.1.Studentslookatthepicturescarefullyandcompletethesentenceswiththehelpofthekeywords.2.HelpSandycompletethesentences.3.Completethearticlewiththecorrectformoftheverbs.运用所学的知识谈论图片，自主造句，达到学以致用的目的。进一步巩固操练设置语篇，进一步操练动词不定式，同时发展学生综合应用语言的能力。45minStep6HomeworkDosomeexercises.句型转换：3points1.Hewenttothelibrarybecausehewantedtoborrowsomebooks.(改为同义句)Hewenttothelibrary______________books.2.Theteachertellsthestudentstoplayintheplayground.(把不定式改成否定形式)____________________________________________________3.Hedoesn’tknowhowhecanworkouttheMathsproblem.(改为同义句）Hedoesn’tknow______________theMathsproblem.改错:3points1.Theteachermadethestudentstostandoutsidetheclassroom.2.Sheoftenhearssomeonetosinginthepark.3.Look！Canyouseesomeboysfightoverthere?动词适当形式填空：5points1.Mydreamis_____(be)ateacherwhenIgrowup.2.Wehavemanycourses________(choose)inthecollege.Reflection
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八年级英语上册Unit5Grammar教学设计(牛津译林版)
为了促进学生掌握上课知识点，老师需要提前准备教案，大家正在计划自己的教案课件了。只有规划好教案课件计划，这样我们接下来的工作才会更加好！有哪些好的范文适合教案课件的？急您所急，小编为朋友们了收集和编辑了“八年级英语上册Unit5Grammar教学设计(牛津译林版)”，欢迎大家阅读，希望对大家有所帮助。
课题8AUnit5Wildanimals
Period4Grammar
教学目标1.100%studentsuse“may”tosaythatsomethingispossible;
2.96%studentsuse“verbs+to-infinitives”correctly;
重难点80%studentscanknow“howtouse“may”forpossibility”.
70%studentscanknow“howtouse“verbs+to-infinitives”.
时间教学步骤教师活动学生活动教学目的
1-6分钟
Step1.Revision
Step2Presentation
Step3.Practice
Step4.Presentation
Step5.Practice
Step6.Consolidations
Step1.Revision
1.Asksomequestionsaboutgiantpandas
HowmuchdidXiWangweighatbirth?
Whendidshestarttogooutsideforthefirsttime?
Whatdogiantpandasliveon?
Whatproblemsdotheyhaveinthewild?
Whatactioncanwetaketoprotectthem?
Checksomenewwordsandusefulexpressions
Step2Presentation
1.Showapictureofagiantpandaandsay:Thebambooforestsarebecomingsmallerandsmaller.Whatdoyouthinkwhatwillhappentopandas?(Theymayhavenoplacetoliveorfoodtoeat.)Weshouldtakeactiontoprotectthem.Ifwedonothing,whatwillhappentothem?(Theymaydie.Theremaybenoneleftsomeday.)
2.Writethestudents’answersontheBbandtellthemthatwecanusemaytosaythatsomethingispossible.
Step3.Practice
1.Showthestudentsthefollowingsentencesandgetthemtodiscusswhatmayhappeninthecertainsituation.
1).It’sraining.
2).Iwillbeverybusytomorrow.
3).WatchthisDVD.’
4).Wewillbehappytoseeyou.
2.GetthestudentstocompletetheexercisesonP61
Checktheanswerstogether.
1.Getthestudentstofindoutto-infinitiveinthereport.
2.WritethemontheBB
starttogooutside,begintoeatbamboo,learntolookafter
3.Explaintheuseofto+infinitive
动词不定式可以用于谓语动词后做谓语动词的宾语。能够带不定式作宾语的动词有：agree,begin,decide,fail,forget,hope,learn,choose,plan,prepare,remember,try,want,refuse,promise,seem,
1.Getthestudentstocompletethedialogue
2.Checktheanswersandexplainsomelanguagepoints
1)workoutthemathsproblems
2)withthehelpoftheirmouthandears
3)getlost
4)thesamewayas…
5)savesomefood
3.Getthestudentstoreadandactoutthedialogue
Step6.Consolidations
1.makeasummary
2.Dosomeexercises
我打算和我的朋友Peter外出。
他想带个照相机。
我希望参观一下名胜。
他们决定明天去北京。
松鼠总是在冬天来临之前储存食物。
Homework
1.Memorizethegrammaticalitems
2.Finishthepaper.
1.Answersomequestionsaboutgiantpandas.
2.Talkaboutwhatwillhappentopandas.
3.Discusswhatmayhappeninthecertainsituation.
4.CompletetheexercisesonP61
5.Findoutto-infinitiveinthereport.
6.Completethedialogueandchecktheanswers.
7.Learnsomelanguagepoints.
用回答问题的方式复习课文内容，让学生在教师的引导下对文章进行梳理复习，熟练地说出大熊猫的成长过程及保护大熊猫的一些措施，同时巩固对所学词汇、词组和句型的掌握。
在回答问题的过程中引出情态动词may并告诉学生我们可以用它来表示事情的可能性。
创设情境让学生讨论在特定语境下如何运用may来进行语言表达。让学生尽情想象，可以接受所有的合理表达。
完成练习检验学生的对于may的掌握情况。
让学生自己找出Reading课文中的动词不定式，还可以让他们说出这些不定式在句中是什么句子成分，把这些短语写在黑板上，用这种方式让学生自己发现动词不定式的结构及作用。
通过做练习的方式让学生们巩固不定式的用法，再用表演对话的方式对所学知识进行语言输出，体会动词不定式在语言学习中的重要性和地位。
反思:
课堂检测
Ofalltheanimals,Ilikeelephantsbest.Theyarethebiggestlivinganimalsonland.Therearetwok_____ofelephants:IndianelephantsandAfricanelephants.Indianelephantsares_______thanAfricanelephants,andtheyhavemuchsmallerears.Elephantshavetoeatalotb______theyaresobig.Oneelephantusuallye_____between75and150kilogramsofgrassaday!Theycanlivetobebetween60and70y____old.Ababyelephantistheb______babyanimalonland.Anewbaby’sw_____isaroundonehundredkilograms.Babyelephantsareverystrong.Theycanwalkaboutalmostatbirth.Theyhavetolearnhowtod______water.Theyliketoplay.Theyliketoruninandoutandallaroundtheirmothers’bigl_____.Alittleelephantalsolikestoplaygames.Forexample,itlikestohidebehindsomethingandcryout.Bydoingso,itwantsitsmothertolookf_____it.
Keys:1.kinds2.smaller3.because4.eats5.years
6.biggest7.weight8.drink9legs10.for
八年级英语上册Unit6ReadingII教学设计（牛津译林版）
8上Unit6Birdwatching
Period3ReadingII
一、Analysisoftheteachingcontents
Teaching
contents
本课教学内容为八年级第二模块第六单元阅读课的第二课时，重点在于从细节上疏通Zhalong-aspecialplace这篇文章，在此基础上进行语言点知识点的教学，并要求学生能在具体的情境中运用所学的单词、短语或句型进行交际。
Teaching
objects
通过阅读课第一课时的学习，学生已经了解扎龙自然保护区的一些基本情况，能理解文章的意思，能从整体上把握文章的结构和框架。所以，对于八年级的学生而言，进一步全面透彻地理解本篇课文，掌握本课出现的知识点不是难事。
Teaching
items
Wordsphrases
while,providesb.withsth.,allyearround,havespacefor,
inorderto
Structure
article
Text
Teaching
methods
Five-stepteachingmethod
Task-basedlanguageteaching(TBLT
Audio-visualmethod
Teaching
objectives
Languageknowledge
Bytheendofthislesson,studentsareexpectedto
1.getmoredetailedinformationaboutZhalongNatureReserve.
2.usesomeimportantwordsandphrasescorrectly.
Language
skills
Bytheendofthislesson,studentsareexpectedtotalkaboutZhalongNatureReservewiththeirownwords..
Language
application
Studentswllbeabletousethewords、phrasesthatlearnedinthislessontowriteashortpassage.
Culture
awareness
StudentswillbeabletointroduceZhanglongNatureReservetoforeignpeopleproperly.
Emotional
attitudes
Tomakesurethestudentsknowtheimportanceofwetlandsandnaturereserves.
Learning
strategies
inquirylearningstrategy
cooperativelearningstrategy
Importantpoints
Studentswillbeabletousethekeywordsandphrasesproperlyinacertainsituation.
Difficultpoints
Studentswillbeabletousethewords、phrasesthatlearnedinthislessontowriteashortpassage.
Taskapplied
Studentsobservethepicturecarefullyandcompletetherestpartofthestoryaccordingtothepictures.
二、Teachingprocedures
Time
Teachingsteps
Teacher’sactivities
Students’activities
Teachingpurpose
3min
Step1
Preparation
PlayavideoaboutZhalongNatureReserveandaskstudentstowatchthevideo.
StudentswatchavideoaboutZhalongNatureReservetolearnmoreaboutthereserve.
视频导入，充分抓住学生的注意力，调动学生参与课堂的积极性。
4min
to
30min
Step2
Presentation
Challenge1
Reviewthetext.
AskafewsimplequestionsaboutZhalongNatureReserve.
1.WhyisZhalongaspecialplace?
2.Whatdoestheareaprovideforwildlife?
3.DoallthebirdsliveinZhalongallyearround?
4.Whatwillhappenifpeoplemakethewetlandssmallertohavemorespaceforfarmsandbuildings?
b.Askstudentstofillintheblanksaccordingtothearticle.
ManybirdsliveinZhalong_______becausethisarea_____________them_______foodandcover,_______somegothere___________________.Mostbirdsareactiveinthedaytime,soyoucan_____watchthemthere.Therearenotmanycranes_____intheworld,and40percentofthemliveinZhalong.Butsadly,somepeoplewanttomaketheareasmallerto________________farmsandbuildings.SothebirdsinZhalongareindanger.
c.OrganizestudentstotalkaboutZhalongNatureReservebymakingaspeech.
IfyouworkfortheChinesegovernment,whatdoyouwanttosaytothepublic(公众)inordertoencourage(鼓励)themtotakepartintheprotectionofZhalongNatureReserve?
Ladiesandgentlemen,……
…(现状)
…(措施)
Let’stakeactiontogether!Thankyou!
Challenge2
Teachsomenewlanguagepoints.
a.Itprovidesfoodandcoverforthem.
=Itprovidesthemwithfoodandcover.
providesth.forsb.=providesb.withsth.
1.Playthetapeandthenasksomequestions.
Jack:Bob,whenIgrowup,Iwillprovideanicehousewithabiggardenformyparents.Whataboutyou?
Bob:Iwillprovidethemwithabigplane,andtheycangotoanyplacetheylike.
Q:WhatwillJackprovidetheirparentswith?
WhowillBobprovideabigplanefor?
2.Makesentenceswithprovidesth.forsb.orprovidesb.withsth.
Boysandgirls,whatwillyouprovideyourparentswithwhenyougrowup?
Iwill_____________________,Ihopetheycan______________.
b.ManybirdsliveinZhalongallyearround.
allyearround=thewholeyear/throughtheyear
1.Lookatthepictureandcompletethesentence.
Thetreeisgreen____________.
2.Practiceallyearround.
T:(蔬菜的图片)Herearesomegreenvegetables.Doweneedtoeatvegetablesallyearround?
S:Yes.Weshouldeatvegetables_____________.
T: Why?
S:Becausetheycan_________allkindsofvitamins________us.
c.ManybirdsliveinZhalongallyearround,whilesomegothereforashortstay.
whileconj.用于两种情况、活动间的对比
1.Talkaboutpictures（潘长江和姚明的图片）withwhile.
2.Usewhiletotalkaboutstudents’activities.
d.Somepeoplewanttomaketheareasmallertohavemorespaceforfarmsandbuildings.
教师做出疲惫状，走到两学生旁边，问“I’msotired,Iwanttohaveaseat,butthereisn’tenoughspace.Wouldyoupleasemakesomespaceforme?”
space不可数名词
makespacefor
havespacefor
1.Lookatthepictureandguesswhatthemansays.
Thereisn’tenoughspace.Mygod,please_______________me.a.StudentsanswersomequestionsaboutZhalongNatureReserve.b.Studentsfillintheblanksaccordingtothearticle.c.StudentsmakeaspeechtotalkaboutZhalongNatureReserve.a.1.StudentslistentoadialoguebetweenBobandJackandthenanswerthequestions.2.StudentsMakesentenceswithprovidesth.forsb.orprovidesb.withsth.b.Makesentencestotalkaboutpictureswiththephrasesthathasbeenlearned.c.1.Studentstalkaboutpictures（潘长江和姚明的图片）withwhile.2.Studentsusewhiletotalkaboutstudents’activities.d.Studentslookatthepictureandguesswhatthemansays.采用提问的方式,帮助学生复习课文内容，并加深学生对课文的了解。补全信息。以Cloze的形式，让学生重点注意该段落中的关键词和短语。以政府官员的角度，作演讲，复述课文，调动学生谈论扎龙自然保护区的积极性。向学生展示例句和自主造句是掌握词汇的有效途径之一。学生通过自己的想象在虚拟的情境中创造出富有创造力和想象力的句子。多次体会到词的用法，为学生赢得多次运用语言的机会。图片直观形象，有助于学生理解。借助图片，让学生进行自主造句，让学生充分感受到“词不离句，句不离词”。将静态的短语与立体的、动态的动作和实物等联系起来，激发学生的学习兴趣和主动参与的热情，让学生在学习语言知识的同时，发展实际运用语言知识的能力。31minto37minStep3PracticeChallenge3Pleasereadthepassageandcompletetheblankswiththehelpofthefirstletterofeachword.Yanchengisacityinthen_____1___ofJiangsu.It’sfamousforitswetlands.Itisoneoftheworld’smosti2wetlands.It’sap_____3___shelterformanyendangeredbirds.Thereare590kindsofinsectsand490kindsofp____4___inthewetland.Theyp____5____birdswithenoughfood.Asmanyas379kindsofbirdslivethereallyearr_____6______,w___7______upto1,200red-crownedcranesonlystaytheretospendthewinter.Wetlandsarenotonlyhomesforbirdsandanimals,theycanalsop_____8____disasters.Fore___9____,whenthereistoomuchrain,wetlandscanholdwater.Thentherewillbefewerfloods.Scientistssaywemustunderstandthei__10________ofprotectingourwetlands.Ifwedon’t,itwillbeimpossibletoseemanyendangeredbirdsinthefuture.Studentsreadthepassageandcompletetheblankswiththehelpofthefirstletterofeachword.词汇、短语、句子等语言点放在语篇中，设计成首字母填空的形式，突出语境应用，开拓语篇，培养学生综合运用语言的能力。38minto44minStep4ProductionChallenge4:Pleasecompletetherestpartofthestoryaccordingtothepictures.Andyoucanusetheexpressionsthatwelearnedinthisperiod(makespacefor、providesb.withsth.……)Therearesevenchildreninthefamily.Theirmotherdiedafewyearsagoandtheirfatherisold.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Observethepicturecarefullyandcompletetherestpartofthestoryaccordingtothepictures.仅仅依靠语言的输入是不可能形成综合语言运用能力的，书面表达有助于促进语言的吸收和用英语进行思维的能力；以课文为载体的语言点的学习，其最终目标也是为语言表达服务。45minStep5HomeworkMakethestorymoreperfectandshareitwithothers.Reflection
八年级英语上Unit7Grammar教学设计（牛津译林版）
8AUnit7Seasons教学设计
第四课时Grammar
一、教学分析
教学内容Grammar（第85～86页），灵活掌握句子成分的划分以及简单句的五种句子结构类型。
教材分析本课时语法课，主要介绍英语句子成分的划分以及简单句的五种句子结构类型，要求学生掌握句子成分的相关知识以及能够辨别简单句的五种句子结构类型。
学情分析学生在平时的语言实践过程中已经对句子结构框架有了初步模式认识，这样的认识反过来能够知道学生的语言实践。因此，教师应不断向阐明掌握句子结构的重要性，并培养掌握句子结构的意识和能力。
教学项目词汇:cloud,cough,kick,awful,fever,snowstorm,wind,around,rest,degree,bit,blow,loud,ring
词组:frommorningtillnight,kicktheball,coughalot,havea
highfever,anawfulday,turnmorecloudy,inthethirties,therestof,abit
句型:Thecloudsbecamedark.Luckily,itdidntrain.
Howareyoudoing?
教学方法任务型教学法、学生中心教学法、多媒体教学、归纳教学法
教学目标
语言知识Tolearnthesimplesentencestructure.
语言技能Tolearntotranslatesimplesentencesbyusingthestructureknowledge.
学习策略autonomiclearningstrategy
cooperativelearningstrategy
教学重点Howtounderstandthesentencestructure.
教学难点Howtousetheknowledgetodotranslationwork.
教学用具Multimedia,chalk，blackboard
一、课堂教学过程
时间教学步骤教师活动学生
活动教学目的
第
1-3
分钟Lead-in1.Askstudentstoanswerthequestions：
①Whichseasonwillbeginifitsnowsoutside.
②Whatdochildrenlikeeatinginsummer?
③Whatcolourwilltheautumnleavesturn?
Thesnowyseasonwillbegin.
Childrencaneaticecream.
Theautumnleavesturnbrown.
Answerthequestions--”通过回答问题复习所学内容，从例句出发，易于学生回忆总结语法知识，自然过渡到新知识。
第
4-5
分钟Presentation1.Weregoingtolookatthreesentences.Payattentiontotheverbs.
①Thesnowyseasonwillbegin.
②Childrencaneaticecream.
③Theautumnleavesturnbrown.
2Therearethreekindsofverbs.Theyareintransitiveverbs,transitiveverbsandlinkingverbs.
3归纳出判断及物动词、不及物动词和系动词的基本规律-
(1)Anintransitiveverbdoesnottakeanobject,butcanhaveaprepositional
⑵Atransitiveverbtakesanobject.及物动词后面能直接加宾语。
(3)Alinkingverblinksthesubjectandtheadjectivephraseornounphrasethatdescribesit.系动词包括：be/become/feel/get/look/seem/sound/stay/smell/taste/turn等。
Takenotesandanswerthequestions.教师在学生总结的基础上呈现新知识，利于学生记忆。从身边举例子，易于理解。
第
6-8
分钟Practice1.Readsentences.Payattentiontotheunderlinedverbs.
Whicharetransitiveverbs?
Whichareintransitiveverbs?
Andwhicharelinkingverbs?
①Thesnowyseasonwillbegin.
②Childrencaneaticecream.
③Theautumnleavesturnbrown.
2每人在纸上写五个动词，相互交换并说出这五个动词分别属于什么类型。
Finishtheexercisesquicklyandcheckanswerstogether.
利用学生自己写出的五个动词，调动学生的积极性，比单纯让学生完成习题更容易吸引学生的眼球，激发学生的思考。
第9-12分钟Presentation1Wevelearntaboutthreekindsofverbs.Eachwordorphraseafteraverbplaysadifferentroleinthesentencebecauseofthetypeoftheverb.
2让学生总结以上三个基本句型，特别指出这三个句型是由谓语动词来决定的。当谓语动词是不及物动词时，句子结构是S+V,当谓语动词是及物动词时，句子结构是S+V+O,当谓语动词是系动词时，句子结构是S+V+P。
Takenotesandanswerthequestions.教师引导学生通过语言现象总结语法规则，利于学生记忆。
第13-15分钟Competition1完成A部分的练习，然后核对答案，并说出如何根据谓语动词来判断句子结构。
2呈现S+V、S+V+0、S+V+P的结构，以小组比赛的形式根据结构造句。
___________________________.Discusswiththegroupmembersandfinishthecompetition.利用小组竞赛的形式激发学生的竞争意识，也可以检测学生对语法知识掌握的程度。
第16-20分钟Presentation1呈现句子并加以介绍:
(1)KittygivesSimonsomebooks.
这个句子的基本结构：S+V+IO+DO(主语+及物动词+间接宾语+直接宾语)。此处Simon和somebooks分别是动词give的间接宾语和直接宾语。
(2)Simonfoundtheweatherwarm.
这个句子的基本结构：S+V+DO+OC(主语+及物动词+直接宾语+宾语补足语)。此处theweather和warm分别是宾语和宾语补足语。
2呈现句子，用to来改写S+V+IO+DO结构，如：
HobogaveEddiesomeicecream.
=HobegavesomeicecreamtoEddie.
归纳：如果动词是bring、give、hand、lend、offer,pass、pay、post、read、sell、send、show、take、teach,tell、write等，可以用to来改写句子。
3呈现句子，用for来改写S+V+IO+DO结构，如：
HobobuiltEddieatent.
=HobobuiltatentforEddie.
归纳：如果动词是bring、build、buy、cook、find、get、leave、make、order、pick、save等，可以用for来改写句子。
Takenotesandanswerthequestions.语法知识适当的拓展也是非常有必要的，毕竟本节课的语法知识很容易理解记忆，适当增加难度，对部分学生更有挑战性。
第21-26分钟Conclusion1Discuss:“KittygivesSimonsomebooks.”和“Simonfoundtheweatherwarm."两个句子，试图发现区分这两种句型的规律。
2辨析S+V+IO+DO与S+V+DO+OC这两个不同的句型结构。
Trytoworkouttherule进一锻炼学生的通过语言现象总结语言规律的能力和辨析能力。
第27-32分钟Activity给出谓语动词，让学生两人一组，一位学生造句，另一位学生说出句子的结构：Makesentencesaccordingtothefivebasicsentencestructures.Workinpairs.Onestudentwillmakeasentence.Theotherwilltellusthesentencestructure
Dopairworks.通过活动，可以调动学生的求知欲。适当的总结帮助学生掌握目标语法知识。
第33-32分钟Practice1呈现句子，让学生进一步操练，说出划线部分在句子中的成分。
2完成B部分的练习，然后核对答案，并说出如何来判断句子结构。
3补充练习，翻译句子，并判断句子结构。
把下列句子翻译成英文，并写下它的结构
1.)火车就要到了。
2.)他在看报纸。
3.)这是世界上最重要自然保护区之一。
4.）妈妈经常给我买漂亮的裙子。
5.）我觉得这部电影很有趣。Finishtheexercisesquicklyandcheckanswerstogether在新授课结束之后，进行当堂检测是很必要的，设计的题型难度适中，这样更能增强学生的自信心。
第43-45分钟conclusion.Askstudentstoconcludethenewknowledgeinthislesson.
句子结构
1.Subject(S)+verb(V)
主语动词
Thetemperaturedrops.
Thebirdsareflying.
2.Subject+linkingverb+Predicative
S+V+P
主语系动词表语
3.Subject+verb+DirectObject(sth.)
S+V+DO
主语动词直接宾语(物)
4.Subject+verb+IndirectObject+DirectObject
S+V+IO+DO
主语+动词+间接宾语(人)+直接宾语(物)
5.Subject+verb+DirectObject+Objectcomplement
S+V+DO+OCFinishtheexercisesquicklyandcheckanswerstogether.
Makeaconclusion.引导学生再次总结语法知识，使得学生对所学知识形成框架下结构，印象更加深刻，更容易习得。提高了学习效率。
三、教学反思
