牛津译林版八年级下册Grammar教案

这是一份牛津译林版八年级下册Grammar教案，共5页。
Grammar
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. use “t be + adjective + enugh + t-infinitive” t describe a persn’s persnality and abilities;
2. use “t be + t + adjective + t-infinitive” t express a negative result.
II. Teaching cntents
1. New wrds and phrases: discussin, express, make everyne laugh, n her wn, jin the discussin, express himself clearly, all the main pints, be busy with
2. New structures: Yu are ld enugh t learn abut manners.
British peple are t plite t shut ludly in public.
The UK is t far away fr Jenny t g there n her wn.
III. Fcus f the lessn and predicted area f difficulty
1. T learn t use “t be + adjective + enugh + t-infinitive” t describe a persn’s persnality and abilities.
2. T learn t use “t be + t + adjective + t-infinitive” t express a negative result.
IV. Teaching prcedures
A Using enugh t
Step 1 Lead-in
Free talk
T: Hw d British peple behave in public?
S: They’re plite enugh t bey traffic rules.
They’re patient enugh t wait till thers mve.
In the undergrund they’re kind enugh t give up their seats fr pregnant wmen, elderly peple r wmen with children.
【设计意图：通过谈论英国人的礼貌行为，导入第一个语法点enugh t的用法。】
Step 2 Presentatin
1. Design a tw-day hliday in the UK
(1) Befre leaving
“Yu are ld enugh t learn abut gd manners at hme and abrad.”
(2) Day 1: visit Helen
What’s Helen like?
What did Helen d?
【设计意图：通过设计到英国的旅行，分别介绍两个语法点，第一天到朋友Helen家，自然引导出enugh的用法。】
2. Intrduce the structure
T: Can yu find the similarity? They all have the structure “t be + adjective + enugh + t-infinitive”. We can use the structure t describe a persn’s persnality and abilities.
【设计意图：寻找四个句子的相似点，列出语法结构。】
3. Wrds used t describe a persn’s persnality and abilities
4. Explain the use f enugh
Step 3 Practice
1. Cmplete the cnversatin
T: Cmplete Jenny and Helen’s cnversatin, using “adjective + enugh + t-infinitive”.
2. Lk and say
T: Lk at the pictures and describe them using “adjective + enugh + t-infinitive”.
3. Make sentences
T: Suzy wants t tell her parents what she thinks abut her friends. Help her make sentences using “t be + adjective + enugh + t-infinitive”.
4. Cmplete the sentences
T: Cmplete the sentences by using the adjectives n the left and the phrases n the right.
【设计意图：在阶段练习中侧重了一些基础的语言点的检查，并且在第二组练习中加强了知识的综合运用能力，这样让学生阶梯式攀登，不知不觉掌握所学的语法。】
B Using t ... t
Step 1 Presentatin
1. Day 2: visit Lndn
T: On the secnd day, Helen shwed me arund Lndn. On the street, I met many British peple.
British peple are plite. They dn’t push in befre thers.
British peple are gentle. They dn’t shut r laugh ludly in public.
British peple are patient. They dn’t tuch yu r push past yu if yu’re in their way.
2. Rewrite the sentences with t ... t
T: We have anther way t say the three sentences.
British peple are t plite t push in befre thers.
British peple are t gentle t shut r laugh ludly in public.
British peple are t patient t tuch yu r push past yu if yu’re in their way.
T: Smetimes we need t add “fr smene” befre the t-infinitive.
The Big Ben is t far away. I can’t g there n my wn.
= The Big Ben is t far away fr me t g there n my wn.
3. Wrk ut the rule
We ften use “t be + t + adjective + t-infinitive” t express a negative result.
【设计意图：通过设计虚拟的英国的旅行，展示含有t ... t的句型，让学生感悟并推断出规律。】
Step 2 Practice
1. Cmplete the passage
T: Helen is intrducing the places f interest in the UK. Please help her cmplete the intrductin.
【设计意图：通过设计英国景点的介绍，适当练习t ... t句型，让学生在练习所学语法的同时，也了解英国的景点及其文化。】
2. Rewrite the sentences
T: The radi shw is ver. Millie wants t write abut that in her diary. Help her rewrite the sentences with “t be + t + adjective +t-infinitive”.
3. Talk abut the pictures
T: Talk abut the pictures with “t be + t + adjective + t-infinitive”.
【设计意图：设计多项练习使不同层次的学生都有回答问题的机会，提高课堂参与度。】
Step 3 Extended learning
1. Jenny’s diary
T: Jenny has been back t China. Please cmplete her diary.
T: Pay attentin t these tw sentences. Can yu think f anther way t express them?
【设计意图：通过完成日记，练习本节课的语法，同时也延伸出语法间的转换关系。】
2. enugh t/t ... t
He is nt ld enugh t d the wrk.
= He is t yung t d the wrk.
The prblem is t difficult fr me t wrk ut.
= The prblem isn’t easy enugh fr me t wrk ut.
3. Cmplete the sentences
4. Cmplete the article
【设计意图：为不同层次的学生设计不同难度系数的练习，且练习颇具新意。可加宽学生的知识面，并促进他们思维能力的发展。】
5. Summary
V. Hmewrk
1. Review the tw sentence structures.
2. Try t use “enugh t” and “t … t” t talk abut yur best friend’s persnality and abilities.