Unit8Fashionshow(Grammar教案)

1、Unit 8 Fashion show Grammar一、教材分析：本课时着重两个知识点的学习：1. can和may表示许可或请求的用法和区别。2. 掌握表示顺序的生词的使用方法.。要求学生通过学习能很自如地区别使用can和may，并能做到注意分场合、分对象使用，强调语言的运用能力。其次要求对五个副词（first, then, next, afterwards, finally）的学习，能熟练地对事件发生的先后顺序进行描述，从而提高口述能力。这两个知识点都着重在语言运用能力上，所以在设计教学方法时就应该考虑到知识和生活相联系，以提高语言运用的机会，实现知识为生活服务的最终目标。二、学生分析：初

2、一学生还保留有很多的童趣，所以设计教学方案时考虑到了学生的个性特点，以多种教学模式激发学生的学习兴趣，在和谐的课堂氛围中充分发挥学生的主体参与性，通过自主学习、组内合作探究、互助学习等模式使得学生共同进步，掌握语法功能的同时，将课本知识更好体现生活化。三、教学设计：Teaching aims and demands:知识目标：1. 掌握can和may表示许可或请求的用法及区别。2. 掌握表示顺序的生词的使用方法。能力目标：1. 能自如区别使用can和may，注意分场合、分对象使用。2. 能熟练使用表示顺序的生词描述事件。情感目标：与周围老师、家长及同学讲话时注意语言的使用，关注到场合和对象，做

3、一个礼貌、文明的学生。Teaching important and difficult points:1. can和may的用法及区别，并能注意分场合、分对象。2. 用表示事件顺序的五个生词熟练地对事件的发生进行正确的描述。Teaching methods:Presentation Practice Consolidation ActivityTeaching tools:Cards, computer, crayon, cardboardsTeaching procedures:Step1. Warm-upSay the following rhyme together.Clap Your

4、HandsClap,clap,clap your hands,As slowly as you can.Clap,clap,clap your hands as quickly as you can.Shake,shake,shake your hands,As slowly as you can.Shake,shake,shake your hands as quickly as you can.Roll,roll,roll your hands,As slowly as you can.Roll,roll,roll your hands as quickly as you can.Wigg

5、le,wiggle,wiggle your fingers,As slowly as you can.Wiggle,wiggle,wiggle your finger as quickly as you can.Pound,pound,pound your fists,As slowly as you can.Pound,pound,pound your fists as quickly as you can.【设计说明】快速将学生带入英语课堂，调动气氛，活跃学生的英语思维。Step 2. PresentationPresent: -Can I have a look at your watc

6、h? - Yes, you can.-Can I use your red ball pen? - Sorry, you cant. I dont have one.Present the response on TV.【Pair work】Ask the students to make short dialogues using “can”.Say: I have many beautiful cards. Do you want some? If you do, how do you ask me for it?Let one student ask me for one card, p

7、ay attention to using “may”.Present the response on TV. And give them one minute to prepare for one or two questions to ask me. 【设计说明】抓住初一小朋友的心理特点，通过精美卡片吸引他们的注意力，让学生为了得到卡片而开动脑筋思考问题，极大地调动了学生的积极性，且活跃了课堂气氛。Step 3. ComparisonWhats the difference between “can” and “may”?Ask the students to summarize the

8、differences. 【设计说明】通过学生自己的总结，加深在头脑中的印象，而且能充分发挥学生的主体作用。教者只需要根据学生回答情况作适当补充。Step 4. Activity【Group work】Get the students to make up situational dialogues according the topics in their cards.1. 同学之间及师生之间关于在校园内可做或不可做的事情进行对话交流。2. 在家庭里，孩子之间、父母之间及孩子与父母之间讨论可做或不可做的事情。3. 在动物园里，同学之间、师生之间讨论可做或不可做的事情。【设计说明】通过情境设计

9、中对新知的运用，起到了及时巩固知识的作用，很好地为将来生活中应用知识打下牢固的基础。Step 5. ExerciseFinish the exercises on Page 97. Then check the answers.Step 6. Presentation1. Listen to the story “The Hare and the Tortoise”. 2. Order the pictures according to the story using “first, then, next, aferwards, finally”.3. Read these five adve

10、rbs.4. Talk about my daily life using these five words. First, I get up. Then, I choose what to wear. Next, I take a bus to go to work. Afterwards, I have dinner with my family. Finally, I watch TV.【设计说明】通过学生很熟悉的“龟兔赛跑”故事引出新单词，自然、深刻。谈论自身情况更贴近生活，将知识很好地生活化。Step 7. ExerciseFinish the exercises in Part B

11、1 on Page 98 and Part B2 on Page 99. Check the answers one by one.Step 8. PracticeShow some pictures of food and drinks. Get the students to talk about how they will choose the food and drinks, e.g.First, I eat.Then, I haveNext, I have Afterwards, I haveFinally, I haveAsk some individual student to

12、show his/her choice.Step 9. Consolidation【Group work】Talk about the activities at the weekends in groups of five.1. Each member of the group thinks about one activity at the weekend.2. Order the activities like this: First Then Next Afterwards Finally【设计说明】联系生活实际编制情景语言，既巩固了知识，又贴近生活，提高了学生以后学习生活中知识灵活运

13、用的能力，且极大地提高了课堂有效性，减轻了学生课后负担。Step 10. ActivityActivity: My fashion design1. We will make a “Fashion Wall” in the classroom. Please design some clothes in groups of five. Each member of the group design one kind of clothes, for example, a hat, a T-shirt, a shirt, a skirt, a pair of trousers, a pair of

14、 shoes/trainers, etc. Then talk about the designs, e.g. First, we design Then, Next, Afterwards, Finally,Its made of.Its very comfortable to wear.Its from the 1990s.Young people all like to wear it.2. Get some groups to show their works and report to the whole class.【设计说明】安排让学生动手合作完成服装设计，培养学生的合作意识，体

15、会到团队协作的作用。通过此活动将本单元Reading语言现象和后面即将学习的Main Task紧密贴合起来，强调了知识的系统性和整体性，为下面写作课时作了很好的铺垫。Step 11. ConsolidationMultiple choice( ) 1. -Can you answer this question? -_. A. Yes, I am. B. No, Im not. C. Yes, I do. D. No, I cant.( ) 2. Its too hot in this room. May I _ the window, Mr. Zhang? A. turn on B. tur

16、n off C. open D. close( ) 3. I cant find my pen. Can I _ yours, Jack? A. use B. take C. bring D. carry( ) 4. -Hello. May I speak to Mary? -_. She isnt at home now. A. Yes, you may. B. Sorry, you cant. C. Yes, of course. D. Yes, you may not.( ) 5. I must ask my mother_. _ I can go to the park with yo

17、u. A. then; First B. next; Afterwards C. next; First D. first; Then( ) 6. - May I drink _ milk? - Sorry. I dont have_. A. any; some B. some; any C. some; some D. any; any( ) 7. Can you show me your photos _ the fashion show? A. of B. with C. in D. for( ) 8. - Can I borrow your bike, Sandy? - OK. _.

18、A. Here it is. B. Here you are. C. Here they are. D. Here is it.( ) 9. I _ speak English well. Its easy for me. A. may B. may not C. can D. cant( ) 10. - May I take the magazine home? - No. you _. A. could not B. may not C. need not D. do notStep 12. HomeworkWrite a passage about your own day, using “the sequencing events”Possible title: A good day A bad day A funny day A (n) _day四、教学反思：本课时通过学生自主学习、合作探究等形式，在课堂中很好地帮学生理解并掌握了学习