新目标英语教学案例

1、新目标英语八年级上册第3单元教学案例 Unit 3 Im more outgoing than my sister. (Section A) 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。 教材分析 教学内容为“Go for it ”新目标英语八年级上册第六单元Sectio

2、n A。学习内容主要体现在以下3点： 1、 学习有关人物特点的重点单词：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） Jim is heavier than Tom. （2） Tom is taller than Sam. （3） Tina is more outgoing than Tara. 3、 难点: 形容词的比较级和最高级 学生分析 1、 利用多媒体课件上英语课

3、，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、 学生对形容词的比较级和最高级掌握的强度不够，对单音节和多音节形容词的比较级和最高级的应用上总是出现错误。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并进行人物比较。 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

4、力和写作能力。 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

5、 than you. /He is thinner than you. / (Students get information from the photos.) T：He is the tallest in my family.（Lead in the class subject.） 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 pers

6、onalities: 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. (Students must collect them before class.) 2、Show some photos about famous persons and talk about their personal trai

7、ts, 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、

8、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 t

9、he 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 Listening 1、 Listen to the tape and number the pictures in

10、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

11、 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

12、some pairs to act them out in class. Task 2: Public vote （Group work） 1、 Divide the class into 6 groups and then work in groups. Fill in the chat. In class Name Who 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? Who

13、is the most beautiful? 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? 1、 Show an example on the screen: I want to be a super star

14、. 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”、“公众投票”、“明日之星”这些活生生的生活场面，活现在课堂中,真正体

15、现了“以人为本”的任务型语言教学模式。 Step 6 Reading and Writing 1、 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. Eg: Ma Hong and Lei Cong look the seem. 2、 Ss read the article. Then read the statements (1-5) about the articl

16、e. Write “T”、“F” or“DK”. 3、 Check the answers. 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. 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

17、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、 Do some consolidation exercises. T goes around and gives some help to Ss. 1、让学生来做课堂小结，让学生敢于开口说英语，突出主动学习的重要性；教师作补充。2、强化练习，重点训练听写能力，进一步巩固本课所学内容。 Step 8 Homework 1、 Do Workbook Exx.1-2. 2、 Preview Section B 2a-2c. 案例反思 1、 深入开展任务型教学，可以有效挖掘学生