八年级英语上册-Im-more-outgoing教学设计-人教新目标版.doc

八年级英语Unit6 Im more outgoing than my sister教学设计与自我诊断教材分析1、学习有关人物特点的单词：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect.2、学习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。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、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“形容词的比较级和最高级”。2、学生根据班级的真实情况，采用“名人专访”、“公众投票”、“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、阅读理解能力和写作能力。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 easygoing./(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，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 Revision1、 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 and superlative 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 Listening1、 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 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、 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.In class NameWho is the tallest? Who is the shortest? Who is the heaviest? Who is the thinnest? Who is the most outgoing? Who is the most athletic? 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 Ss in class.2、 Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”.3、 Check the answers. (Ask Ss to give reasons.)4、 Ask Ss to write another letter.T: You are Isabel now. Write a letter to reply Liu Li. Talk about the same and different 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 Ss a chance to sum up what have learned in this class.(Ss can talk about it freely.) Then T makes