1、Title(课题)School lifeGrammar 1Type(课型)New新授课Period(课时)4Supporting theories(理论支撑)A.任务型教学(Task-based Language Teaching)是指教师通过引导语言学习者在课堂上完成任务来进行的教学。其优点是：1. 完成多种多样的任务活动，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. 促进学生积极参与语言交流活动，启发想像力和创造性思维，有利于发挥学生的主体性作用。4. 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
2、成，可以更好地面向全体学生进行教学。5. 活动内容涉及面广，信息量大，有助于拓宽学生的知识面。6. 在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展。7. 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. 情境教学法(Situational Teaching Method )是指在教学过程中，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，从而帮助学生理解教材，并使学生的心理机能能得到发展的教学方法。情境教学法的核心在于激发学生的情感。情境教学中的
3、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。情境所提供的线索起到一种唤醒或启迪智慧的作用。比如正处于某种问题情境中的人，会因为某句提醒或碰到某些事物而受到启发，从而顺利地解决问题。Aims and demands(教学目标)B: Language skill (语言技能)1 How to use morethan, fewerthan and lessthan.2 How to use the most the fewest and the least.C: Feeling (情感态度)To develop the students g
4、ood skills and learn to use them skillfully.Key points and difficulties(教学重、难点)1. Learn the two new patterns.2. To use morethan, fewerthan and lessthan.Teaching Methods(教学方法) Task-based approach Situational Teaching MethodAids: 课前准备（教具、活动准备等）1. Get some cards with words ready.2. Get some information
5、 about different parts of a sentence.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. Finish off the exercises of this part.Teaching Plan(授课计划)Studying Plan(学习计划)Aims(设计意图)StepWarming up & Revision1. Check the words in groups.2. Revise the words of school subje
6、cts and the adjective nouns.1.小组合作学单词。2. 复习生词，温故知新，自然导入新句型。学Step II PresentationA. Present the first pattern.Look at the pictures and answer: (With the help of some pictures and key words.)B. Present the second pattern.What are they in the pencil-boxes? (Teach paper clips)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
7、兴趣。教师引导、学生合作探究。 课内探究课导Step III PracticeA. Ask students to complete the following sentences( Pattern 1)1. The use of “more than” and “fewerthan”.B. Ask students to complete the following sentences ( Pattern 2)1. 巧用学生熟悉的事物比较，易于激发学生兴趣，焕发学生激情，避免语法课的沉闷。2. 采用小组合作探究的形式进行，有利于降低难度， 内探究Lucy has 4 pencils and
8、Lily has 3 pencils. It means: Lucy has more pencils than Lily. (manymore) (Write on the Bb.)Lily has fewer pencils than Lucy. (fewfewer)Lucy has fewer paper clips than Lily. (fewfewer) Lily has more paper clips than Lucy. (manymore)Point out: We use “more/fewerthan” to talk about countable nouns.C.
9、Ask the Ss to make more sentences with the pictures.培养合作精神。练Step IV ProductionA. Ask the students to make sentences with use of “morethan” and “lessthan”.T: Look at the pictures of Daniel, Jam and Sandy. T: Daniel has more juice than Jam. (muchmore)Jam has less juice than Daniel. (littleless)Point o
10、ut: We use “more/lessthan” to talk about uncountable nouns.Make more sentences with the pictures. 每组学生从三个纸盒中分别拿一张印有下列单词短语的卡片，让他们运用刚学的句式创造性地造出一些有趣的句子，加深理解，提高能力，让学生学中乐，乐中学。学 Step PresentationPresent the following sentences 1. You are clever. Be cleverer. 2. You did a good job just now.Do better.3. You
11、 all made me happy.I want to be happier.4. You all gave me a big surprise.运用对学生活动表现进行表扬、评价的句子过渡到下一语法-句子成分分析导 Step PracticeA. Finish Parts A, A1、A2 and A3. (Solve their problems)B. Look at the pictures of Part A on Page 28 and answer:课内探究练Step ProductionDiscussionTry to make the sentences as long as
12、possible. ( Group discussion)全班共分为 10小组，每句两小组展开竞赛活动，看谁句子质量高?小组内合作扩句，既降低难度，又提高答案质量。展开小组竞赛，有利于激发热情。课后提升Step Assignment一、课后练习题及答案:1. 参考答案：2参考答案：二、课后练习题情况反馈：教师对课后练习题进行批改检查，然后将具体情况记录在教案上，主要包括整体完成情况、学生答题存在的主要问题及形成原因，同时设计适量的有针对性的变式训练及时纠偏。1. Ask Ss to talk about the second picture in the same way.2. Use the same way to present lessthan3. Work out the rule: We use morethan and fewerthan to talk about countable nouns. We use morethan and lessthan to talk about uncountable nouns.控制作业量，作业既落实双基有重视能力。
