高中英語譯林版教案
發(fā)表時間：2021-04-17八年級英語上Unit6Welcometotheunit教學設計（牛津譯林版）。
8上Unit6Birdwatching
Period1ComicstripWelcometotheunit
Analysisoftheteachingcontents
Teaching
contents本課時是八年級上冊第二模塊第六單元的第一課時，是一個單元的學前熱身活動,在本課時引入整個單元觀鳥的話題，通過對鳥的介紹使學生想了解更多關于鳥的知識，這就為后面的閱讀做好鋪墊，激發(fā)學生的學習興趣。在這一課時，聽和說顯得尤為重要，所以要想法設法創(chuàng)設情境讓學生主動積極地去說。
在這一課時呈現(xiàn)了不同種類的鳥以及他們的特征，讓同學們先欣賞到這些可愛的鳥并且喜歡上他們，使學生自然而然地產(chǎn)生一種要保護它們的愿望，使他們體會到保護鳥類，保護自然的重要性。為task中的加入觀鳥俱樂部的話題做了鋪墊，從而引入到如何寫一封申請信的教學。
Teaching
objects本課時的教學對象是八年級學生，這些學生已經(jīng)積累了一定的詞匯量，
能夠用所學的英語就某一話題展開討論，但在長期的學習過程中，有
一些學生已經(jīng)把英語看成單純的靠背誦學習的科目，所以在學習過程
中就不能充分調動他們的積極性，上課也不太愿意舉手發(fā)言。所以教
師應盡量創(chuàng)設貼切真實的語言環(huán)境和情境，組織、實施各種形式的課
堂活動，為學生創(chuàng)設自主、探究、合作的空間，把他們吸引到課堂中
，使他們積極參與課堂活動。
Teaching
itemsWordsphrasesatthemarket,longthinneck,15typesofcranes,wing,rare,
hen
Structure
Dialogue
Text
Teaching
methodsTask-basedlanguageteaching
Communicativelanguageteaching
Teaching
objectivesLanguageknowledgeStudentsareexpectedtoknowthecommonnamesandcharacteristicsofbirds.
Language
skillsStudentsareexpectedtodescribedifferentkindsofbirdsandtheircharacteristics.
Language
applicationStudentsareexpectedtodescribebirds’appearanceand
Characteristics.
Emotional
attitudesStudentsareexpectedtolearntheimportanceofprotectingnatureandbirds.
Learning
strategiesautonomiclearningstrategy
cooperativelearningstrategy
ImportantpointsToknowthewordsandphrasesaboutbirds.
DifficultpointsTotalkaboutbirdsfreelyandproperlyinEnglish.
TaskappliedOnestudentdescribeakindofbird,andtheothersguesswhatkindofbirditis.
二、Teachingprocedures
TimeTeachingstepsTeacher’sactivitiesStudents’activitiesTeachingpurpose
1min
to
6min
Step1Lead-in
(1min
to
6min)
1.Presentsome
beautifulpicturesofbirdsandplaythesongs“IbelieveIcanfly”.
2.Haveafreetalkwithstudents.
Doyouknowthe
nameofthesong?
Doyouwanttoflyfreelylikethesebirds?
Doyoulikethesebirds?...
Doyouoftenwatchbirds?
(showapictureandtalkaboutthepicture)
Whataretheydoing?(Theyarewatchingthebirds.)
(Present“birdwatcher,gobirdwatching”)
1.Enjoythenicesongandbeautifulpicturesofbirds.
2.Takeanactivepartinfreetalksandanswerthequestions.
播放鳥的圖片和
歌曲，很自然地
讓學生了解到
這堂課的主題，這樣既調動了課堂的氣氛，同時也吸引了學生的注意力。
教師通過幾個問題，和學生一起談論歌曲，談論鳥兒，從而自然而然地導入課單詞的學習。
7min
to
16min
Step2
Presentation
1.Shareastorywithstudentsandpresentnewwords.
Whilesharingthestory,asksomequestions.
Isthistheswan?Why？
Doyouknowthenameofthebird?
Whathappenedtotheswanatlast?
Canyoudescribetheswan’sappearance?
Whatdoesacranelooklike?
1.Listentothestorycarefullyandlearnsomenewwords.
Oneday,abeautifulgirlwaswalkingalongthelake.Suddenly,alargebird(goldeneagle)caughtthegirlandturnedherintoabeautifulswan.Aprince(王子)sawthisswaninhisdreamandhelovedthisbeautifulswan.Whathappened?Onhisway,hemetsomebirds.Buttheyaren’tswans.Atlast,hefoundthewhiteswannearSwanLake.
將所教內容融合在所編故事中。在講故事的過程中，多次設下懸念，并且運用夸張的語調，不僅可增加故事的感染力，而且能把學生吸引到故事中來。這樣激發(fā)了學生的學習興趣和熱情，培養(yǎng)學生的想象力，提高了學習的積極性和主動性,增強了學習的有效性。
17min
to28
min
Step3
Practice
1.Checktheanswersandaskstudentstodescribebirds.
2.Organizestudentstoplayaguessinggame.
3.GuidestudentstolistentoAmyandSimon’sconversationandasksomequestions.
WhatbirddoesSimonlikebest?
Whatdocraneslooklike?
Howmanytypesofcranesarethereintheworld?
4.Nowletstalkaboutyourfavouritebirdsinpairs.UsethepicturesonthescreenandthedialogueinPartBtohelpyou.Trytomakeasimilardialogue.
A:What’syourfavouritebird?
B:Ilike….
A:Whatdo…looklike?
B:They….
A:Howmanytypes/kindsof…?
B:Thereareonly….
Theyarerarebirds.
1.Matchthepictures
withthedescriptionsinPartA)
2.Playaguessinggame.
Onestudentdescribesakindofbird,andtheothersguesswhatkindofbirditis.
E.g.Iliveinthewetland.Iamverytall.Ihavelongbeak,longneckandlonglegs.Ihaveblackandwhitefeathers.WhoamI?(acrane)
3.StudentslistentoAmyandSimon’sconversationandanswersomequestions.
4.Makeupadialoguetotalkaboutstudents’favouritebirds.
猜鳥活動的設計既強化了英語聽
力的訓練，又為
下面的對話練
習提供了依托。
在游戲中讓學生對鳥進行描述，對學生而言是一次信息的輸入，大量的輸入使得
下面的輸出(對
話)變得更容易
些。
學生通過聽，捕捉對話中的關鍵信息，又一次進行語言輸入。
小組對話給學生搭建了說的平臺，讓每一個學生都有機會說、敢說、能說，讓更多的學生參與到英語交際中，提高英語課堂教學的有效性。
29min
to34min
Step4
Comicstrips
1.Letstudentslistentothedialogueandthenasksomequestions.
T:Wehavewatchedsomanybeautifulbirds.Eddiealsowantstogobirdwathing,
doyouknowwherehe’sgoingbirdwatching?.
2.Encouragestudentstoactthedialogueout.
1.Listentothedialogueandthenanswersomequestions.
WhydoesEddieoftengotothemarket?
WhatdoesEddielike?
DoesEddiereallylikewatchingthebirds?
IsEddiearealbirdwatcher?JAB88.Com
2.Workinpairsandactthedialogueout.
《新課標》建議教師要善于結合教學的實際需要，靈活地、有創(chuàng)造性地使用教材，對教材的內容、編排順序、教學方法等方面進行適當?shù)娜∩峄蛘{整。本節(jié)課，我根據(jù)教學實際，調整了教學順序，將comicstrip和welcometotheunit對調，力求達到最佳效果。
35min
to39mi）
Step5
Practice
Readtheconversationbelowandthencompletetheblankswiththehelpofthefirstletter.
Catherine:Whatareyoug______todothisafternoon?
Victor:Iamgoingb_____________.Wouldyouliketogowithme?
Catherine:OK.Whichbirddoyoulikeb_____?
Victor:Ilikeb_____eaglesbest.
Catherine:Why?
Victor:Becausetheyareverystrong.Theyhaveb_____wingsandcanflytoahighplace.Howaboutyou?Whichisyourf________bird?
Catherine:Ilikes____best.Theyareverybeautiful.Whentheyfly,theylooklikefairies.(仙女)
Victor:Well,let’sg__.
把詞匯、短語、等語言點放在語篇中，設計成首字母填空的形式，突出語境應用，開拓語篇，培養(yǎng)學生綜合運用語言的能力。
40min
to44min
45min
Step6
Discussion
Step7
Homework
1.Playavideoaboutbirdsandaskstudentstodiscussingroups.
Ifyouwereabird,whatdoyouwanttosaytopeople?
2.Haveasummary.
T:Infact,ourgovernmenthastakenactiontoprotectthem.Wehavebuiltmanynaturereserves.Lookatthemap,Whatanimalsliveinthesereserves?
1.TrytolookformorekindsofbirdsontheInternet.
2.Writeashortpassagetotalkaboutyourfavouritebird.1.Watchthevideoanddiscussthequestioningroups.
2.StudentsexpresstheirownopinionsandknowsomeinformationaboutChinesereserves.
問題的設計打破常規(guī),進行了角色置換，讓學生假設自己是一只鳥，這樣使學生更有感而發(fā)，更能體會到保護鳥類保護自然的重要性。小組討論激發(fā)學生的學習興趣和熱情，培養(yǎng)學生團結合作的意識和精神。
扎龍自然保護區(qū)的簡單介紹為這個單元的第二課時的閱讀做了準備。
Reflection
擴展閱讀
八年級英語上冊Unit6ReadingII教學設計（牛津譯林版）
8上Unit6Birdwatching
Period3ReadingII
一、Analysisoftheteachingcontents
Teaching
contents
本課教學內容為八年級第二模塊第六單元閱讀課的第二課時，重點在于從細節(jié)上疏通Zhalong-aspecialplace這篇文章，在此基礎上進行語言點知識點的教學，并要求學生能在具體的情境中運用所學的單詞、短語或句型進行交際。
Teaching
objects
通過閱讀課第一課時的學習，學生已經(jīng)了解扎龍自然保護區(qū)的一些基本情況，能理解文章的意思，能從整體上把握文章的結構和框架。所以，對于八年級的學生而言，進一步全面透徹地理解本篇課文，掌握本課出現(xiàn)的知識點不是難事。
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.
視頻導入，充分抓住學生的注意力，調動學生參與課堂的積極性。
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(公眾)inordertoencourage(鼓勵)themtotakepartintheprotectionofZhalongNatureReserve?
Ladiesandgentlemen,……
…(現(xiàn)狀)
…(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:(蔬菜的圖片)Herearesomegreenvegetables.Doweneedtoeatvegetablesallyearround?
S:Yes.Weshouldeatvegetables_____________.
T: Why?
S:Becausetheycan_________allkindsofvitamins________us.
c.ManybirdsliveinZhalongallyearround,whilesomegothereforashortstay.
whileconj.用于兩種情況、活動間的對比
1.Talkaboutpictures（潘長江和姚明的圖片）withwhile.
2.Usewhiletotalkaboutstudents’activities.
d.Somepeoplewanttomaketheareasmallertohavemorespaceforfarmsandbuildings.
教師做出疲憊狀，走到兩學生旁邊，問“I’msotired,Iwanttohaveaseat,butthereisn’tenoughspace.Wouldyoupleasemakesomespaceforme?”
space不可數(shù)名詞
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（潘長江和姚明的圖片）withwhile.2.Studentsusewhiletotalkaboutstudents’activities.d.Studentslookatthepictureandguesswhatthemansays.采用提問的方式,幫助學生復習課文內容，并加深學生對課文的了解。補全信息。以Cloze的形式，讓學生重點注意該段落中的關鍵詞和短語。以政府官員的角度，作演講，復述課文，調動學生談論扎龍自然保護區(qū)的積極性。向學生展示例句和自主造句是掌握詞匯的有效途徑之一。學生通過自己的想象在虛擬的情境中創(chuàng)造出富有創(chuàng)造力和想象力的句子。多次體會到詞的用法，為學生贏得多次運用語言的機會。圖片直觀形象，有助于學生理解。借助圖片，讓學生進行自主造句，讓學生充分感受到“詞不離句，句不離詞”。將靜態(tài)的短語與立體的、動態(tài)的動作和實物等聯(lián)系起來，激發(fā)學生的學習興趣和主動參與的熱情，讓學生在學習語言知識的同時，發(fā)展實際運用語言知識的能力。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.詞匯、短語、句子等語言點放在語篇中，設計成首字母填空的形式，突出語境應用，開拓語篇，培養(yǎng)學生綜合運用語言的能力。38minto44minStep4ProductionChallenge4:Pleasecompletetherestpartofthestoryaccordingtothepictures.Andyoucanusetheexpressionsthatwelearnedinthisperiod(makespacefor、providesb.withsth.……)Therearesevenchildreninthefamily.Theirmotherdiedafewyearsagoandtheirfatherisold.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Observethepicturecarefullyandcompletetherestpartofthestoryaccordingtothepictures.僅僅依靠語言的輸入是不可能形成綜合語言運用能力的，書面表達有助于促進語言的吸收和用英語進行思維的能力；以課文為載體的語言點的學習，其最終目標也是為語言表達服務。45minStep5HomeworkMakethestorymoreperfectandshareitwithothers.Reflection
八年級英語上Unit4integratedskills教學設計（牛津譯林版）
Unit4Doityourself教學設計
鹽城市鹽阜中學董愛紅
一、教學內容分析
教學內容牛津英語8Aunit4integratedskills
教學對象
教學項目單詞、短語和句型grapestrawberryspoonsaladcreammixaddtipexampleforexampleleavecorrectfinished等
課文一篇關于制作水果沙拉的文章和一個談論如何制作三明治的對話
教學方法學生中心教學法，多媒體教學
教學目標語言知識如何制作水果沙拉和三明治
語言技能聽前猜測的技能
語言運用熟練運用制作食物的詞匯和句型
情感態(tài)度了解DIY的好處，倡導DIY的生活方式
教學重點聽說制作食物的詞匯和句型
教學難點熟練運用制作食物的詞匯和句型
運用任務運用制作食物的詞匯和句型來談論如何吃得健康
二、課堂教學過程
時間教學步驟教師活動學生活動教學目的
2minutesbeforeclassWarmupShowstudentssomekindsoffood.Watchandenjoy.引起學生對于食物的興趣
3minutesFreetalkAsk:Whatdoyouhaveforyourbreakfast/lunch/dinner?Whocooksthem?Canyoucookfood?Whatfoodcanyoucook?Haveatalk.激活學生已有知識
1minutePresentationDoyoulikeeatingafruitsalad?Todaylet’slearnhowtomakeafruitsalad.導入如何制作水果沙拉
2minutesPredictionPredict:Whatdoweneedtomakeafruitsalad.Makeaprediction.聽前進行合理預測
2minutesPracticePlaythetape.HelpstudentstickthethingsthatAmyandSuzyneedandchecktheanswers.
ListenandtickthethingsthatAmyandSuzyneedformakingafruitsalad.聽力練習
2minutesPracticeHelpstudentsputAmy’snotesofhowtomakeafruitsaladinthecorrectnumberandchecktheanswers.ReadAmy’snotesofhowtomakeafruitsalad.Putthenotesinthecorrectnumber.閱讀排序
6minutesDiscussionAsk:whatshouldwepayattentiontowhenwemakeafruitsalad?Discussingroupsandsay.聽前通過討論作出合理推測
4minutesPracticePlaythetape.HelpstudentscompleteAmy‘snotesandchecktheanswers.SuzyisgivingAmysometipsformakingafruitsalad.HelpAmycompletethenotes.聽力練習
2minutesPresentationAguessinggame:Amanlikedplayingcardsverymuch.Heputmeatbetweentwopiecesofbreadtoeatbecausehedidn’twanttostopformeals.Otherswantedtoeatthesamefood.Lateritbecamepopularallovertheworld.Whatisit?
Todaylet’slearnhowtomakeasandwich.Listenandguess.導入如何制作三明治
2minutesPracticePlaythetape.Ask:Whatdoweneedformakingasandwich?Listenandanswer.
聽力練習
4minutesPracticeAsk:Howtomakeasalad.Readafterthetape.
Readbythemselvesandthenanswer.閱讀練習
5minutesPracticeHelpstudentsmakeanewdialogue.Makeanewdialogueandactitout改編對話
6minuteDiscussionAsk:Howcanweeathealthily?Discussingroupsandsay.拓展思維
5minutesExerciseHelpthestudentscompletetheexercisesandchecktheanswers.
WhenJimmywasaboy,helikedwatchesandclocksverymuch.Whenhewaseighteenyearsold,hej______1______thearmy.Oneyearlater,hebegantot_______2______himselfhowtorepairwatches.Alotofhisfriendsbroughthimb______3______watches,andherepairedthemall.Thenhiscaptainheardaboutthis.OnedayhebroughtJimmyawatchtoo,andsaid,“Mywatchdoesn’tw______4____.Canyourepairitforme,please?”Jimmysaid,“Yes,sir.Ican.”Afterafewdays,hebroughtthewatchb______5_____tothecaptain.“HowmuchshouldIp______6_____you?”thecaptainasked.“Onepound,sir,”Jima______7_____.Thenhetookasmallboxoutofhispocketandg_____8_____ittothecaptain.Hesaid,“H_____9______arethreewheelsfromyourwatch.Ididn’tf______10_____aplaceforthemwhenIputthemback”Completetheexercises.當堂檢測
1minuteHomeworkSay:
WriteaboutyourownfoodDIYstories.Let’ssharethemnextclass.
三、教學反思
八年級英語上Unit7Grammar教學設計（牛津譯林版）
8AUnit7Seasons教學設計
第四課時Grammar
一、教學分析
教學內容Grammar（第85～86頁），靈活掌握句子成分的劃分以及簡單句的五種句子結構類型。
教材分析本課時語法課，主要介紹英語句子成分的劃分以及簡單句的五種句子結構類型，要求學生掌握句子成分的相關知識以及能夠辨別簡單句的五種句子結構類型。
學情分析學生在平時的語言實踐過程中已經(jīng)對句子結構框架有了初步模式認識，這樣的認識反過來能夠知道學生的語言實踐。因此，教師應不斷向闡明掌握句子結構的重要性，并培養(yǎng)掌握句子結構的意識和能力。
教學項目詞匯:cloud,cough,kick,awful,fever,snowstorm,wind,around,rest,degree,bit,blow,loud,ring
詞組:frommorningtillnight,kicktheball,coughalot,havea
highfever,anawfulday,turnmorecloudy,inthethirties,therestof,abit
句型:Thecloudsbecamedark.Luckily,itdidntrain.
Howareyoudoing?
教學方法任務型教學法、學生中心教學法、多媒體教學、歸納教學法
教學目標
語言知識Tolearnthesimplesentencestructure.
語言技能Tolearntotranslatesimplesentencesbyusingthestructureknowledge.
學習策略autonomiclearningstrategy
cooperativelearningstrategy
教學重點Howtounderstandthesentencestructure.
教學難點Howtousetheknowledgetodotranslationwork.
教學用具Multimedia,chalk，blackboard
一、課堂教學過程
時間教學步驟教師活動學生
活動教學目的
第
1-3
分鐘Lead-in1.Askstudentstoanswerthequestions：
①Whichseasonwillbeginifitsnowsoutside.
②Whatdochildrenlikeeatinginsummer?
③Whatcolourwilltheautumnleavesturn?
Thesnowyseasonwillbegin.
Childrencaneaticecream.
Theautumnleavesturnbrown.
Answerthequestions--”通過回答問題復習所學內容，從例句出發(fā)，易于學生回憶總結語法知識，自然過渡到新知識。
第
4-5
分鐘Presentation1.Weregoingtolookatthreesentences.Payattentiontotheverbs.
①Thesnowyseasonwillbegin.
②Childrencaneaticecream.
③Theautumnleavesturnbrown.
2Therearethreekindsofverbs.Theyareintransitiveverbs,transitiveverbsandlinkingverbs.
3歸納出判斷及物動詞、不及物動詞和系動詞的基本規(guī)律-
(1)Anintransitiveverbdoesnottakeanobject,butcanhaveaprepositional
⑵Atransitiveverbtakesanobject.及物動詞后面能直接加賓語。
(3)Alinkingverblinksthesubjectandtheadjectivephraseornounphrasethatdescribesit.系動詞包括：be/become/feel/get/look/seem/sound/stay/smell/taste/turn等。
Takenotesandanswerthequestions.教師在學生總結的基礎上呈現(xiàn)新知識，利于學生記憶。從身邊舉例子，易于理解。
第
6-8
分鐘Practice1.Readsentences.Payattentiontotheunderlinedverbs.
Whicharetransitiveverbs?
Whichareintransitiveverbs?
Andwhicharelinkingverbs?
①Thesnowyseasonwillbegin.
②Childrencaneaticecream.
③Theautumnleavesturnbrown.
2每人在紙上寫五個動詞，相互交換并說出這五個動詞分別屬于什么類型。
Finishtheexercisesquicklyandcheckanswerstogether.
利用學生自己寫出的五個動詞，調動學生的積極性，比單純讓學生完成習題更容易吸引學生的眼球，激發(fā)學生的思考。
第9-12分鐘Presentation1Wevelearntaboutthreekindsofverbs.Eachwordorphraseafteraverbplaysadifferentroleinthesentencebecauseofthetypeoftheverb.
2讓學生總結以上三個基本句型，特別指出這三個句型是由謂語動詞來決定的。當謂語動詞是不及物動詞時，句子結構是S+V,當謂語動詞是及物動詞時，句子結構是S+V+O,當謂語動詞是系動詞時，句子結構是S+V+P。
Takenotesandanswerthequestions.教師引導學生通過語言現(xiàn)象總結語法規(guī)則，利于學生記憶。
第13-15分鐘Competition1完成A部分的練習，然后核對答案，并說出如何根據(jù)謂語動詞來判斷句子結構。
2呈現(xiàn)S+V、S+V+0、S+V+P的結構，以小組比賽的形式根據(jù)結構造句。
___________________________.Discusswiththegroupmembersandfinishthecompetition.利用小組競賽的形式激發(fā)學生的競爭意識，也可以檢測學生對語法知識掌握的程度。
第16-20分鐘Presentation1呈現(xiàn)句子并加以介紹:
(1)KittygivesSimonsomebooks.
這個句子的基本結構：S+V+IO+DO(主語+及物動詞+間接賓語+直接賓語)。此處Simon和somebooks分別是動詞give的間接賓語和直接賓語。
(2)Simonfoundtheweatherwarm.
這個句子的基本結構：S+V+DO+OC(主語+及物動詞+直接賓語+賓語補足語)。此處theweather和warm分別是賓語和賓語補足語。
2呈現(xiàn)句子，用to來改寫S+V+IO+DO結構，如：
HobogaveEddiesomeicecream.
=HobegavesomeicecreamtoEddie.
歸納：如果動詞是bring、give、hand、lend、offer,pass、pay、post、read、sell、send、show、take、teach,tell、write等，可以用to來改寫句子。
3呈現(xiàn)句子，用for來改寫S+V+IO+DO結構，如：
HobobuiltEddieatent.
=HobobuiltatentforEddie.
歸納：如果動詞是bring、build、buy、cook、find、get、leave、make、order、pick、save等，可以用for來改寫句子。
Takenotesandanswerthequestions.語法知識適當?shù)耐卣挂彩欠浅Ｓ斜匾?，畢竟本?jié)課的語法知識很容易理解記憶，適當增加難度，對部分學生更有挑戰(zhàn)性。
第21-26分鐘Conclusion1Discuss:“KittygivesSimonsomebooks.”和“Simonfoundtheweatherwarm."兩個句子，試圖發(fā)現(xiàn)區(qū)分這兩種句型的規(guī)律。
2辨析S+V+IO+DO與S+V+DO+OC這兩個不同的句型結構。
Trytoworkouttherule進一鍛煉學生的通過語言現(xiàn)象總結語言規(guī)律的能力和辨析能力。
第27-32分鐘Activity給出謂語動詞，讓學生兩人一組，一位學生造句，另一位學生說出句子的結構：Makesentencesaccordingtothefivebasicsentencestructures.Workinpairs.Onestudentwillmakeasentence.Theotherwilltellusthesentencestructure
Dopairworks.通過活動，可以調動學生的求知欲。適當?shù)目偨Y幫助學生掌握目標語法知識。
第33-32分鐘Practice1呈現(xiàn)句子，讓學生進一步操練，說出劃線部分在句子中的成分。
2完成B部分的練習，然后核對答案，并說出如何來判斷句子結構。
3補充練習，翻譯句子，并判斷句子結構。
把下列句子翻譯成英文，并寫下它的結構
1.)火車就要到了。
2.)他在看報紙。
3.)這是世界上最重要自然保護區(qū)之一。
4.）媽媽經(jīng)常給我買漂亮的裙子。
5.）我覺得這部電影很有趣。Finishtheexercisesquicklyandcheckanswerstogether在新授課結束之后，進行當堂檢測是很必要的，設計的題型難度適中，這樣更能增強學生的自信心。
第43-45分鐘conclusion.Askstudentstoconcludethenewknowledgeinthislesson.
句子結構
1.Subject(S)+verb(V)
主語動詞
Thetemperaturedrops.
Thebirdsareflying.
2.Subject+linkingverb+Predicative
S+V+P
主語系動詞表語
3.Subject+verb+DirectObject(sth.)
S+V+DO
主語動詞直接賓語(物)
4.Subject+verb+IndirectObject+DirectObject
S+V+IO+DO
主語+動詞+間接賓語(人)+直接賓語(物)
5.Subject+verb+DirectObject+Objectcomplement
S+V+DO+OCFinishtheexercisesquicklyandcheckanswerstogether.
Makeaconclusion.引導學生再次總結語法知識，使得學生對所學知識形成框架下結構，印象更加深刻，更容易習得。提高了學習效率。
三、教學反思
