八年级英语上unit3 第一课时教学设计.doc

新目标英语八年级上册第三单元教学案例设计 Unit 3 Im more outgoing than my sister. 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，“橘生淮南则为橘，生于淮北则为枳”。在农村乡镇初级中学校的英语课堂上，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 本课教学内容为“Go for it ”新目标英语八年级上册第六单元Section A1a-1c。学习的主要内容如下：1、 掌握有关人物特点的单词：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart,2、 学会运用人物比较的重要句型：（1） Pedro is funnier than Paul.（2） Tina is taller than Tara.（3） Tom is more athletic than Sam.3、 掌握语法点：the comparative and superlative degrees of adjectives (形容词的比较级和最高级)学生分析本单元话题内容贴近学生生活实际，同学们感兴趣，有话可说，有话愿说。在新目标英语七年级（下）第七单元What does he look like?中曾学习过一些描述人物外貌特征的词语，如：short, curly, straight hair, medium build, thin, heavy, blonde等，在学习本单元有关人物性格特征的单词时，可以温故而知新。学习语法知识点“形容词的比较级”以及人物比较的表达时，应紧密联系学生实际，就地取材，拿身边的人或物进行对比，由词汇变化到句子，再由句子扩展到语篇，使每位学生都能使用正确的语言结构描述人物特点和进行人物比较，能自由谈论自己的好朋友，以及他们之间的异同。教法设计： （1）比较级是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，以此为基点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（在做中学，在做中用）。反复操练和巩固应用是为了调动学生的积极性，使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。词汇教学采用情景介绍或展示图片的方式进行教学，让学生在情境中操练，理解含义并学会运用；口语教学采用pair work、group work问答的交际活动互相操练；听力教学采取图文配对和对话选择的方式；写作教学以造句、作文为主；语法教学模仿操练，抓住特征，总结规律。教学目标1、 根据学生班级的真实情况，鼓励他们用班上同学的实际情况进行比较,培养学生的想象力、自信心和合作精神。由于学生基础差,在教案设计中采用先易后难的教学模式,逐渐加深教学难度,让大多数学生都能跟上教学步奏.2、 谈论学生感兴趣的话题或身边真实的人物，指导学生学习有关人物特点的单词、人物比较的表达并初步运用形容词的比较级，简单地描述人物外表和个性的差异。3、 通过学习本课，增强师生、学生间的相互了解和沟通。4、 培养学生的口头表达能力、阅读理解能力和写作能力。教学过程 教学目标1.Knowledge Objects(1)Key vocabulary: outgoing , more , than , calm , wild , twin ,tall , short , thin .(2)Learning patterns: A +be(v) than B.(3)Oral practice.(4)Reading and writing practice2.Ability Objects (1) Integration of information to describe personality characteristics.(2) Reading skill.(3) Writing skill.3. Moral Objects (1)Learn interpersonal respect and understanding of others through (2)Learn to exchange different views and understand other people preference (3)Train students healthy, lively, positive outlook on life.教学方法Method Objects in Teaching(1)Listening and speaking methods.(2)Communicative approach.(3)Reading and writing methods(4) Pair work(5) body language,教学重难点Teaching Key PointsKey vocabulary.Reading passage.Teaching Difficult points 1）A +be(v) than B. 2）The comparatives with “er/ier” or “more”教学工具Teaching Aids1. A tape recorder.2. computer 教学步骤 Teaching ProceduresStep 1 Review 1. Greetings and brief introduction 2. Ask: What is today? . Ss: It is Wednesday the 26th.本阶段的活动是为测试上节课的内容做了解, 同时起导入话题的作用。Step 2 Lead-inT：Ill tell you a secret, do you want to know? I have a sister. Can you guess what she looks like? S：She is tall. /She is thin. / She has long straight hair./She is quiet./(Students use their imagination and express themselves freely.)T：Lets look at her photo. (Show them on the screen.) Please talk about us.S：She is taller than you. /She has shorter hair than you. /She is thinner than you. / (Students get information from the photos.)T：Im more outgoing than my sister.讲more得用法（Lead in the class subject.） 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的掌握程度，为下一步巩固学习做好铺垫。3、运用多媒体，色彩艳丽，对比效果好。Step 2 Revision1.Revise the adjectives describing peoples appearance and personalities:Divide the class into two groups and have a competition. See which group of the students can get as much as possible. (Students must collect them before class.)T: Lets have a competition, OK? First please take out a piece of paper, then write down the adjectives describing peoples appearance and personalities, Ill divide you into two groups, please discuss in your group, then lets see which group can get as much as possible.Group one can you give us you answer?S: short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, outgoing/quiet,.beautiful/ugly, friendly/unfriendly etc, on the screen. 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 4 Presentation 1. Show two big pictures on the screen, teach new words: calm/wild, twin/twins.T: He is calmer/wilder than him. Li Hai is wilder than He Feng .Then Ss practice .2. Do Section A-1a.Match each word with the opposite. Check the answers.利用课本资源和网络资源，进行词汇教学，做到词不离句。学生学习积极性高,能积极主动参与活动Step5 Listening1.Listen to the tape and number the pictures in 1b.2. Check the answers.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。如果时间允许的话, 教师可以让学生读录音稿, 这对提高学生的听力有好处。Step6 PracticeUsing the pictures of 3 pairs of twins in Section A.T: Is that Sam? No, thats Tom. He has shorter hair than Sam. And he is calmer than Sam.Sam is more outgoing than Tom.Sam has longer hair than Tom.Ask: Who is heavier, Pedro or Paul?Pedro is heavier than Paul.Paul is thinner than Pedro.Let Ss practice other twins.1、充分利用课本资源和图片资源，进行句型操练。2、让学生仿照课文句型进行操练，因势利导，有利于开启思维，体现以学生为中心的教学特点。Step7 Game: Who is the fastest? ( Speak out the comparatives)T: This time Ill give you some sentences, please speak out the comparatives, such as when I say Im tall, you should say Im taller than you as soon as possible.Im thin, Im heavy ,Im calm, Im wild, Im outgoing， Im friendly.1.活动的主题难易顾及到学生的实际情况，操作具有可行性。2.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。Step8 Consolidation and Sum-up1. 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.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。Step9 Exercises1. Tom is than Jim. (heavy)2. His mother is than Bob. (beautiful)3. Is he _than you? (thin)4. Who is