Unit 3 I’m more outgoing than my sister.(Section A Period1) 教学案例(新目标版英语八年级)

发布时间:2016-4-26编辑:互联网

[设计理念]

以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做中学,在做中用”的教育理念,将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学,强化了语言实践的过程,充分体现了语言的交际本质。 “新目标英语”是一套好教材,然而,在我们的英语课堂上,实施任务和开展活动具有很大的挑战性,需要在实际操作中对教材进行重新整合,并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术,帮助解决教学难题。这样,既能为学生创设真实可视的英语学习环境,也能激发学生积极参与的欲望,引起学生的共鸣和兴趣。

[教材分析]

教学内容为新目标英语八年级上册第三单元Section A (1a-1c) 。

教学重点:

1.学习有关人物特点的单词: hard-working, outgoing, quiet, funny, serious, athletic

2.学习人物比较的重要句型:(1)Tina is taller than Tara.(2)Sam has longer hair than Tom.

教学难点:

掌握语法点:the comparative degrees of adjectives and adverbs

[教学目标]

1.知识目标

(1) New words:hard-working, outgoing, quiet, funny, serious, athletic

(2) Target language:Tina is taller than Tara.

2.能力目标

(1) 通过师生对话,生生对话等一系列活动,提高学生实际运用英语的能力。

(2) 体会合作学习所带来的快乐。

(3)培养学生的口头表达能力、阅读理解能力和写作能力。

3.情感与体验目标

(1)通过学习本课,增强师生、生生间的相互了解和沟通。

(2)通过学生互相帮助,互相学习,体验集体荣誉感和成就感,发展合作精神。

(3)了解中外青少年对待友谊的态度和看法。

[学生分析]

1、利用多媒体课件上英语课,学生视听感受明显,表现出极大兴趣,在欣赏和享受中学习,学习效果很明显。

2、学生以前已经学过描述人物的一些形容词,但掌握的强度不够,通过对本课的学习可以巩固所学知识,掌握用正确的语言结构表达人物特点和人物比较[教学策略与手段]

(1) 师生对话,生生对话,小组合作。

(2) 充分运用现代教育技术手段。

[教学过程]

Step 1 Revision

1、T:What’s your favorite TV program/actor? Do you want to know who is my favorite actor?通过老师的描述猜出自己喜欢的名人。

设计意图:为了给学生营造一种轻松愉快的学习氛围,此环节既可让学生尽快融入到所教知识中去,又可复习以前所学的一些描述人形容词,也可以为接下来的比较级的教学作铺垫。

2、T:I have a sister. Can you guess what she looks like and what she is like?

S:She is tall. /She is thin. / She has long hair./She is easygoing./…(Students use their imagination and express themselves freely.)

T:Let’s look at our photos. (Show them on the screen.) She is shorter than me. /She has shorter hair than me. /She is thinner than me. /I’m more outgoing than my sister. …(Lead in the class subject.)

设计意图: 1、平时师生间接触多,但学生与老师的家人接触甚少,利用学生的心理和想象空间,调动学生的学习兴趣,增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度,为下一步巩固学习做好铺垫。

Step 2 Lead-in

1、Revise the adjectives describing people’s appearance and personalities:

Divide the class into four groups and have a competition. See which group of the students can get as much as possible. Write down on a piece of paper prepared before class. (Students must collect them before class.)

2、Show some photos about famous persons and compare their personal traits, using the comparative degrees of adjectives and adverbs on the screen.

设计意图:1、复习已学内容,自然延伸到新课学习,起到承上启下的作用。2、开展竞赛活动,既可调动课堂气氛,又可提高求知欲望,一举两得。

Step 3 Presentation

1、On the board ,write :tall, thin, long hair, quietly.

2、Do 1a.Match each word with the opposite. Check the answers.

Step 4 Listening

1、Before listening, go through the picture with the students. Let them find out the three pairs of twins in the picture.

设计意图:既可培养学生的观察能力以及对英语名字的进一步思考,又可以在自然交流的状态下让学生体会甚至习得本单元的重点词汇both,一举两得

2、Listen to the tape and number the pairs of twins in the pictures.

Check the answers.

设计意图:听力训练既是对知识的巩固,也为下一步的任务输出提供了输入材料。

Step 5 Practice

Task 1: Interview famous persons(Pair work)

1、Demonstrate the activity with one student. (Imagine he/she is a famous person. The teacher acts as a reporter.)

e.g. T: Hello, Susan. May I ask you some questions about your family?

S: Yes.

T: Do you have a brother or a sister?

S: Yes, I have two brothers and one sister.

T: Who is taller, your sister or you?

S: I’m taller than my sister.

(Show an example on the screen.)

2、Ss work in pairs. Then ask some pairs to act them out in class.

Task 2: Super star (Individual performance)

T: Suppose you are a super star in the future. What will you look like and what will you be like?

S: I’m better than now, of course.

1、Show an example on the screen :I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.…

2、Get Ss to design their future and have a free talk.

3、Ask some Ss to share with others.

设计意图:1、设计的活动既突出互动合作,又体现个性化发展,有利于调动各个层面同学的学习积极性,最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况,操作具有可行性。3、教师导演,学生主演,充分发挥学生的主体作用和积极能动性。4、“名人专访”、 “明日之星”这些活生生的生活场面,活现在课堂中,完全改变了以往“直截了当向学生传授语言”的传统教育模式,真正体现了“以人为本”的任务型语言教学模式。

Step 6 Writing

Think of yourself two years ago. Write about how you are different now.

设计意图:这一环节是基于听说训练之上,培养学生的读写能力,在课堂内强化目标语言,分调动了学生的创造性思维和发散性思维能力。

Step 7 Consolidation and Sum-up

1、Give Ss a chance to sum up what have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-up.

2、Get the Ss to do some consolidation exercises. T goes around and gives some help to Ss.

设计意图:1、让学生来做课堂小结,抓住了学生“敢于开口说英语”的心理,突出主动学习的重要性;教师作综合陈述,犹如给学生一颗定心丸,给学生增添了信心。2、强化练习,重点训练听写能力,进一步巩固本课所学内容。

Step 8、Homework

Compare you with your best friend and write down your differences.

设计意图:学生学以致用,因为语言是源于生活的,不是枯燥乏味一味用来考试的。