英语人教版八年级上册Unit 3SectionA.doc

新目标英语八年级上册Unit 3 Im more outgoing than my sister. (Section A) 教 学 案 例 凌海市育才学校金英华一、设计理念 学生是学习的主体。本课从学生的实际出发，以任务型语言教学为指导 , 借助适当的媒体工具，激发学生的兴趣；围绕目标语言，由浅入深、由易到难设计任务，使学生在完成任务的过程中不仅从听说读写等方面掌握目标语言，而且在这过程中不断思考、有所创新。利用多媒体和网络技术，既能为学生创设真实可视的英语学习环境，激发学生积极参与的欲望，还能帮助教师解决教学难题，提高教学效率。二、教材分析 教学内容为“Go for it ”新目标英语八年级上册第三单元Section A。学习内容主要体现在以下三点： 1、学习有关人物特点的重点单词：outgoing, better,quietly, loudly,etc. 2、学习人物比较的重要句型： （1） Jim is heavier than Tom. （2） Tom is taller than Sam. （3） Tina is more outgoing than Tara. 3、难点: 形容词的比较级 三、学生分析 1、利用多媒体课件上英语课，直观形象，内容丰富，学生在欣赏和享受中学习，学习效果很明显。 2、学生通过本课的学习可以巩固所学的相关形容词知识，掌握用正确的语言结构表达人物特点并进行人物比较。 四、教学目标 1、谈论学生感兴趣的话题，指导学生学习有关人物特点的单词、人物比较的表达及语法知识点“形容词的比较级”。 2、学生根据班级的真实情况，采用“名人专访”、“明日之星”的游戏，培养学生的想象力、自信心和合作精神。 3、通过学习本课，增强师生、生生间的相互了解和沟通。 4、培养学生的口头表达能力。 五、教学过程 Step 1 Lead-in T：I have a brother. Can you guess what he looks like? S：He is tall. /He is thin. / He has short hair. /He is calm (Students use their imagination and express themselves freely.) T：Lets look at our photos. Please talk about us. S：He is taller than you. /He has shorter hair than you. /He is thinner than you. / (Students get information from the photos.) 1、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。 Step 2 Revision 1、Revise the adjectives describing peoples appearance and personalities: Divide the class into six 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. 2、Show some photos about famous persons and talk about their personal traits, using description words, such as short hair/long hair, curly hair/straight hair, tall/short, heavy/thin, funny/serious, 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。3、选择特点突出的明星如姚明和潘长江。 Step 3 Presentation 1、Learn some new words about personal traits: quietly/loudly, using the pictures of three pairs of twins in Section A. T: Who is taller, Peter or Paul? S: Peter is taller than Paul. Paul is shorter than Peter. 2、Do Section A 1a.Match each word with the opposite. Check the answers. 3、Get students to introduce the rules of the comparative degrees of adjectives. (Show them on the screen.) 1、充分利用课本资源和网络资源，进行词汇教学，词不离句，形散而神不散。2、让学生归纳总结语法知识点，因势利导，有利于开启思维，体现以学生为中心的教学特点。 Step 4 Listening 1、Listen to the tape and number the pictures in 1b. 2、Listen to the tape and complete the chat in 2a. Listen again and fill in chat in 2b. 3、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。 Step 5 Practice Task 1: Interview famous persons（Pair work） 1、Imagine you are a famous person. (The teacher acts as a reporter) eg.: Hello, Lisa. May I ask you some questions about your family? S: Yes. T: Do you have any brothers or sisters? S: Yes, I have two brothers. T: Who is taller, your brother or you? S: Im shorter than my brother. T: Who is the most outgoing? S: My oldest brother. (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? 1、 Show an example on the screen: I want to be a super star. Now Im tall. Later Im taller. Now Im a little heavy. Later Im thinner 2、Get Ss to have a free talk. 3、Ask some Ss to report to the class.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,真正体现了“以人为本”的任务型语言教学模式。 Step 6 Consolidation and Sum-up 1、Give Ss a chance to sum up what they have learned in this class.(Ss can talk about it freely.) Then T makes a brief sum-up. 2、Do some consolidation exercises. T goe