英语人教版八年级上册unit3 Section A.docx

人教版英语八年级上册第三单元教学案例Unit 3 Im more outgoing than my sister. (Section A)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,它把语言应用的基本理念化为具有实践意义的课堂教学方式。它倡导“在做中学，在做中用”的教育理念，让学生在教师的指导下，通过感知、体验、实践参与和合作等形式，逐步达到教学目标规定的要求。教师要在教学目标的指导下施教，使学生能在任务型教学方式下感受成功，并在学习的过程中获得情感体验和调整学习策略，形成积极的学习态度，促进其语言实际运用能力的提高。我校作为一所农村中学，在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人教版英语八年级上册第三单元Section A。学习内容主要体现在以下3点：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, lazy,hard-working, early,fast,ect.2.学习人物比较的重要句型： （1)Sam plays them better than Tom. （2)Tina is taller than Tara. （3)She also sings more loudly than Tara.3.掌握语法点：the comparative degrees of adjectives /adverbs (形容词或副词的比较级)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.学生们在区分形容词和副词上有一定的难度，通过本单元的学习应会有一定的提高。3.学生们在小学已经学过形容词的比较级，但掌握的强度不够，对单音节 和多音节形容词以及副词的比较级的表达上总是出现错误。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。教学目标1. Knowledge Objects(1)Function: Learn how to compare people.(2)Key Vocabulary: outgoing, better，loudly, quietly, hard-working, competition, fantastic, which, clearly, win.(3)Target Language: Im more outgoing than my sister.Is Tom smarter than Sam?Are you as friendly as your sister?Whos more hard-working at school?(4 ) Structure：comparative+ thanas+ adj/ adv+ as2. Ability Objects(1)Develop the abilities to talk about personal traits.(2)Comparepeople with the comparative forms of adjectives and adverbs.3. Moral Objects(1)Encourage students to discover other students, strong points.(2)Learn from each other and remedy for their weak points. Teaching Key Points 1. Vocabulary and expressions.2. Learn the response of the comparative questions.Teaching Difficult Points1. How to use the comparative forms of adjectives and adverbs when you want to describe a person or compare two persons.2. Use “as. as.” in a sentence to compare two persons.Teaching Methods1. Task-based language teaching.2. Situation method.Teaching Aids Pictures ,cards and computer.教学过程 Step 1 Lead-inT：I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.)S：She is tall. /She is thin. / She has long hair./She is outgoing./(Students use their imagination and express themselves freely.)T：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.)T：Im more outgoing than my sister.（Lead in the class subject.） 1、平时师生间接触多，学生对老师的私人生活比较感兴趣，容易让学生产生一定的想象空间，从而提高学习英语的积极性。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 Revision1.Revise the adjectives and adverbs 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, quietly/loudly, tall/short, heavy/thin, funny/serious, outgoing/quiet, smart/foolish, hard-working/lazy, 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 3 Presentation1.Learn some new words about personal traits: calm/wild, athletic/weak， 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 degree of adjectives/adverbs.(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 Listening1.Work on 2a: Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.Say, now listen and write the er and ier words in the first column and the words that use more in the second column. Play the recording and check the answers.2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is. Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a. Play the recording and 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 PracticeTask 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.Students work in pairs. Then ask some pairs to act them out in class.Task 2: Public vote （Group work）1.Choose the two students and then work in groups. Fill in the chat.The two studentsNameWho is taller?Who is shorter?Who is heavier?Who is thinner?Who is more outgoing?Who is more hard-working?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 Students to design their future and have a free talk.3.Ask some Students to share with others.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”、“公众投票”、“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 Reading and Writing1.Teach “look the same”、“look different”、“ be as good as”、“be not as good as”、“a little”，using some pictures and comparing some Students in class.2.Students read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”.3.Check the answers. (Ask Students to give reasons.)4.Ask Students to write another letter.T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and differences between you and one of your friends.5.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，既有效地控制了难易梯度，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-up1.Give Students a chance to