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1、18A8A UnitUnit 5 5 BirdwatchersPeriodBirdwatchersPeriod 5 5 GrammarGrammar C CTitleTitle ( (课题课题) )Birdwatchers (Grammar C)TypeType ( (课型课型) )New 新授课PeriodPeriod ( (课时课时) )5SupportingSupporting theoriestheories ( (理论支持理论支持) )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
2、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
3、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
4、感，树立自信心，并产生继续学习的动力。A: Knowledge (语言知识) 1.The usage of adverbs of manner 2.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
5、 sentences.AimsAims andand demandsdemands ( (教学目标教学目标) )C: Feeling (情感态度) To develop the students good personal qualities about protecting the environment and wildlife.KeyKey pointspoints andand difficultiesdifficulties ( (教学重、教学重、 难点难点) )1. Learn how to form adverbs 2. Explain the different uses be
6、tween adj. and adv.2TeachingTeaching MethodsMethods ( (教学方法教学方法) ) Task-based Teaching Approach Situational Teaching Method Teamwork Teaching MethodAids:Aids: 课前准备（教具、课前准备（教具、 活动准备等）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.
7、 Teacher:1. some pictures. 3. PPT about Grammar C教教 学学 设设 计计课前延伸课前延伸 （预习）（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)StepWarmStepWarm upup & & RevisionRevision1. 以天气和图 片做引子
8、，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。课课内内探探究究课课学学StepStep IIII PresentatioPresentatio n n(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) The
9、re 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 nicely T: 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。3内
10、内探探究究作讨论） 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 w
11、ords.)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: w
12、ell. 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 TaskTask 1 1: show more adjectives, let the students form their adverbs.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
13、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4导导StepStep IIIIII PracticePracticeT: 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?TaskTask 2 2 Help Sandy complete her article on the trip to Be
14、ijing Wildlife Park. (P85,GrammarC2)(students fill in the blanks, each blank one point ) T: Lets check. How many points can you get? TaskTask 3 3 Change the underlined adjectives to adverbs and rearrange the words to make sentences.(P85,GrammaC3 ) (students make sentences, each sentence two points )
15、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。练练StepStep IVIV ProductionProductionT: 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
16、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。课课后后StepStep AssignmeAssignmentntT: Here is todays homework. 1. Write down the adverbs. (all the students) 2. Rearrange the sentences. (all 1.控制作业量， 作业既落实双基又重 视能力。5提提升升the students)T: If yo
