《8AUnit4Wildanimals》Period4Grammar（1）Title(课题)GrammarType(课型)New新授课Period(课时)4Supportingtheories(理论支持)建构主义学习理论：学习者的知识是在一定情境下，借助于他人的帮助，如人与人之间的协作、交流、利用必要的信息等等，通过意义的建构而获得的。因此，学习是一个积极主动的建构过程；知识是个人经验的合理化，而不是说明世界的真理；知识是商谈出来的；学习者的建构是多元化的。因此，建构主义学习理论强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。1.改变以前单向控制教学活动的角色观念。2.鼓励学生探究客观世界中复杂和真实的问题。3.创建一个令学生舒适的学习环境。4.调整课程，以便使可能费时很多的建构活动能与一定年级所要求的课程内容保持均衡。Aimsanddemands(教学目标)A:Knowledge(语言知识)1.Torecognizeanduseconditionalsentencestotalkaboutpossiblesituations.2.TolearnnewwordsinGrammar.C:Feeling(情感态度)Todevelopthestudents’goodpersonalqualitiesandimagination.Keypointsanddifficulties(教学重、难点)1.Tolearntheconditionalsentences.2.TolearnnewwordsinGrammar.TeachingTask-basedApproachMethods(教学方法)SituationalTeachingMethodAids:课前准备（教具、活动准备等）1.Getsomepictureswithwordsready.2.Apaperwithsomeexercises教学设计课前延伸（预习）1.Previewthenewwordsofthispart.2.Lookforsomesentenceswith‘if-clause’.TeachingPlan(授课计划)StudyingPlan(学习计划)Aims(设计意图)课内探究学StepⅠWarmup&Leadingin1.Makeadialoguebetweentheteachersandstudents.2.Leadin.1．师生对话，让学生进入上课状态。2．对话内容尽量向生词方面引导，以达到顺利呈现单词的目的。StepIIPresentationA.Presentthenewwords.snake,noon,information,report,thirsty,examB.Present‘if’-clause1.Trytoelicittheconditionalstructurebyaskingquestionssuchas：T:Whatwillhappenifyoucometoschoollate?S:Iwillmisssomeclasses.T:Whatwillhappenifyoubreakyourfavoritetoy?S:Iwillbeverysad.T:Whatwillhappenifyoudon’tprepareforanexam?1．在语境中结合图片呈现单词，做到词不离句。课内探究S:Iwillgetabadmark.Trytothinkofsentenceswhichreflectstudents’ownexperience,2.Writethemostinterestinganswersontheblackboard.Askthestudentstoincludethe‘if’-clauseaswell.Eg:IwillmisssomeclassesifIcometoschoollate.IwillbeverysadifIbreakmyfavouritetoy.IwillgetabadmarkifIdon’tprepareforanexam.3.Readallthesentencesagainandaskmoreablestudentstotellthewholeclasswhenweusethiskindofconditionalsentencestoelicittherule.(Weuseconditionalsentencestotalkaboutthepossibleresultofapossibleaction.)4.Askthestudentstoopentheirbooksandreadtheruleandthesentencepatternsatthetopofpage64.(‘if’-clause,simplepresenttense,mainclause,simplefuturetense)2．巧用学生的亲身体会进行适当的想象，易于激发学生兴趣，焕发学生激情，避免语法课的沉闷。导StepIIIPractice1.AskthestudentstofinishA1onpage64.Checktheanswersingroups.2.AskthestudentstofinishA2onpage65.Thenasksixstudentstocometotheblackboardtowritetheanswersontheblackboard.Theteachercheckstheanswerstogetherwiththestudents.3.Readthesixsentencesonpage65andworkouttherule.(Weneedacommaafterthe‘if’-clausewhenitisthefirstpartofasentence.)4.FinishA3andreaditwithpartners.5.Finishsomeexercisesonthepaper.采用小组内探讨答案的方式，培养学生的合作意识。练StepIVProductionPlayagame.Oneofthedeskmateswritesthemainclause,theotherwrites‘if’-clause.Eachofthemreadsthesentenceoutwitharighttense.通过游戏，既检查学生对‘if’从句的把握情况，也增加了课堂内容的趣味性。课后提升StepⅤAssignment.1.Finishsomeexercisesonthepaper.2.Makesentenceswith‘if’-clause.3.Previewthepartof‘because’.控制作业量，既落实双基又重视能力。
