英语人教版八年级上册Unit 3 I am more outgoing .doc

新目标英语八年级上册第六单元教学设计洛阳市第十七中学 王栓有教学设计理念： 以任务为中心的任务型语言教学是目前教学思想中的一种新的发展形态。它提倡“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，充实体现了语言的外交本质。在中学的英语课堂上，实施任务具有很大的挑战性，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能力来开展行之有效的任务。同时利用多媒体和网络技能，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，也能激发学生踊跃参与，引起学生的共鸣和兴趣。 教材分析 本节课使用的教材为“Go for it ”新目标英语八年级上册第六单元Section A。学习目标主要体现在以下3点： 1、 复习描述人物外貌的单词、学习有关描述人物特征单词：tall, thin, short, heavy, long hair, short hair, calm, wild, outgoing, quiet, funny, serious, smart, athletic, etc. 2、 学会使用形容词的比较级比较人的个性特征。 （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 degrees of adjectives (形容词的比较级和最高级) （1）进一步了解单音节和多音节形容词的比较级形式。（2）正确使用形容词比较级的语法句型。学生分析 1、 利用多媒体课件上英语课，学生视听感受明显，表现出极大的兴趣，在欣赏和享受中学习，学习效果很明显。 2、 学生之前已经学过形容词的比较级和最高级，但掌握的强度不够，对单音节和多音节形容词的比较级和最高级的表达上总是出现错误。经过本节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个性特征和人物比较。 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个性特征的单词、人物比较的表达及语法知识点“形容词的比较级和最高级”。 2、 学生根据班级的真实环境，接纳“明星专访”、“明日之星”的游戏，培养学生的想象力、自信心和合作精神。 3、 通过本节课的学习，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、阅读理解能力和写作能力。 教学过程 Step 1 Lead-in T：Whose turn to host today s free talk ?S1: Today, I want to have a talk show .I have a sister. Can you guess what she looks like and what she is like? S2： She is tall. / S3: She is thin. / She has long hair./She is easygoing./(Students use their imagination and express themselves freely.) S1：Lets look at our photos. (Show them on the screen.) Please talk about us. S： She is shorter than you. /She has shorter hair than you. /She is thinner than you. / (Students get information from the photos.) S1：Im more outgoing than my sister.（Lead in the class subject.） T: Thanks, this class will learn Unit 6 I m more outgoing than my sister . 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 Revision 1、 Revise the adjectives describing peoples 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 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, smart/foolish, beautiful/ugly, intelligent/lazy, friendly/unfriendly etc, on the screen. 1、复习已学描述人物个性特征，自然延长到新课学习，起到承上启下的效用。2、开展竞赛，既可调动课堂气氛，又可提高求知欲，一举两得。 Step 3 Presentation 1、 Learn some new words about personal traits: calm/wild, athletic/weak，outgoing/ quite ,funny / serious, using the pictures of 3 pairs of twins in Section A. T: Who is calmer, Tom or Sam? S: Tom is calmer than Sam. Sam is wilder than Tam. Tom is more athletic than Sam. Sam is weaker than Tom. 2、 Do Section A-1a.Match each word with the opposite. Check the answers. 3、 Get students to introduce the rules of the comparative and superlative degrees of adjectives.(Show them on the screen.) 1、充实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。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. 听力训练既然对知识的巩固，也为下一步的任务输出提供了输入质料。 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.) eg . 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: Im taller than my sister. T: Who is the most athletic of you? 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: Public vote （Group work） 1、 Divide the class into 4 groups and then work in groups. Fill in the chat. 2、 Each group choose one student to do a report. Show the results in class. Task 3: 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: Im better than now, of course. 1、 Show an example on the screen: I want to be a super star. Now Im tall. Later Im taller. Now Im a middle school student. Later Im a college student. 2、Get Ss to design their future and have a free talk. 3、Ask some Ss to share with others. 1、设计的教案既突出互动合作，又体现个性化发展，有利于调动各个层面同学的学习踊跃性，最大限度地提高每位同学的参与意识。2、教案的主题难易顾及到学生的实际环境，操作具有行得通性。3、教师导演，学生主演，充实发挥学生的主体效用和踊跃能动性。4、“明星专访”、“公众投票”、“明日之星”这些活生生的糊口场面，活现在课堂中，完全改变了以往“直接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 Team work 猜出班级同学. Who is he /she?1. We are both boys/girls. We both like.2. He/She isthan I. But Imthan him/her 3. Choose two or three to share the replies with the whole class. 1、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。2、对教材进行重新整合，既有效地节制了难易梯度，又不失时机地为学生创造了互相学习的机会，充实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