八年級教學(xué)案例

1、八年級英語教學(xué)案例八年級英語教學(xué)案例 Unit 6 I''m more outgoing than my sister. (Section A) 設(shè)計理念： 以任務(wù)為中心的任務(wù)型語言教學(xué)是目前交際教學(xué)思想中的一種新的發(fā)展形態(tài)。它倡導(dǎo)在做中學(xué)，在做中用的教育理念，將語言應(yīng)用的基本理念轉(zhuǎn)化為具有實踐意義的課堂教學(xué)方式。運用學(xué)習(xí)任務(wù)組織教學(xué)，強化了語言實踐的過程，充分體現(xiàn)了語言的交際本質(zhì)。新目標(biāo)英語是一套好教材，然而，橘生淮南則為橘，生于淮北則為枳。在黃金中學(xué)的英語課堂上，實施任務(wù)和開展活動具有很大的挑戰(zhàn)性，需要在實際操作中對教材進行重新整合，并要根據(jù)學(xué)生的環(huán)境和接受能力來開展行之有

2、效的任務(wù)和活動。同時利用多媒體和網(wǎng)絡(luò)技術(shù)，幫助解決教學(xué)難題。這樣，既能為學(xué)生創(chuàng)設(shè)真實可視的英語學(xué)習(xí)環(huán)境，也能激發(fā)學(xué)生積極參與的欲望，引起學(xué)生的共鳴和興趣。 教材分析 教學(xué)內(nèi)容為新目標(biāo)英語八年級上冊第六單元Section A 。學(xué)習(xí)內(nèi)容主要體現(xiàn)在以下三點： 1、學(xué)習(xí)有關(guān)人物特點的單詞：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect. 2、學(xué)習(xí)人物比較的重要句型： （1） Pedro is funnier than P

3、aul. （2） Tina is taller than Tara. （3） Tom is more athletic than Sam. 3、掌握語法點：the comparative and superlative degrees of adjectives (形容詞的比較級和最高級) 學(xué)生分析 1、利用多媒體課件上英語課，學(xué)生視聽感受明顯，表現(xiàn)出極大興趣，在欣賞和享受中學(xué)習(xí)，學(xué)習(xí)效果很明顯。 2、學(xué)生以前已經(jīng)學(xué)過形容詞的比較級和最高級，但掌握的強度不夠，對單音節(jié)和多音節(jié)形容詞的比較級和最高級的表達(dá)上總是出現(xiàn)錯誤。通過對本課的學(xué)習(xí)可以鞏固所學(xué)知識，掌握用正確的語言結(jié)構(gòu)表達(dá)人物特點和人物比較

4、。 教學(xué)目標(biāo) 1、談?wù)搶W(xué)生感興趣的話題，指導(dǎo)學(xué)生學(xué)習(xí)有關(guān)人物特點的單詞、人物比較的表達(dá)及語法知識點形容詞的比較級和最高級。 2、學(xué)生根據(jù)班級的真實情況，采用名人專訪、公眾投票、明日之星的游戲，培養(yǎng)學(xué)生的想象力、自信心和合作精神。 3、通過學(xué)習(xí)本課，增強師生、生生間的相互了解和溝通。 4、培養(yǎng)學(xué)生的口頭表達(dá)能力、閱讀理解能力和寫作能力。 教學(xué)過程 Step 1 Lead-in T：I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.) S：She i

5、s tall. /She is thin. / She has long hair./She is easygoing./(Students use their imagination and express themselves freely.) T：Let''s 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. / (S

6、tudents get information from the photos.) T：I''m more outgoing than my sister.（Lead in the class subject.） 1、平時師生間接觸多，但學(xué)生與老師的家人接觸甚少，利用學(xué)生的心理和想象空間，調(diào)動學(xué)生的學(xué)習(xí)興趣，增進師生間的相互了解。2、了解學(xué)生對已學(xué)過的形容詞比較級和最高級的掌握程度，為下一步鞏固學(xué)習(xí)做好鋪墊。 Step 2 Revision 1、Revise the adjectives describing people''s appearance and p

7、ersonalities: 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

8、traits, using deion 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、復(fù)習(xí)已學(xué)內(nèi)容，自然延伸到新課學(xué)習(xí)，起到承上啟下的作用。2、開展競賽活動，既可調(diào)動課堂氣氛，又可提高求知欲望，一舉兩得。 Step 3 Pres

9、entation 1、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 w

10、ord 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、充分利用課本資源和網(wǎng)絡(luò)資源，進行詞匯教學(xué)，詞不離句，形散而神不散。2、讓學(xué)生歸納總結(jié)語法知識點，因勢利導(dǎo)，有利于開啟思維，體現(xiàn)以學(xué)生為中心的教學(xué)特點。 Step 4 Listening 1、Listen to the tape and number the pictu

11、res 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. 聽力訓(xùn)練既是對知識的鞏固，也為下一步的任務(wù)輸出提供了輸入材料。 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 teac

12、her 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: I''m taller than my sister. T: Who is the most athletic of you? S: M

13、y 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 Name Who is the tallest? Who is the shortest? Who is the heaviest

14、? 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: I'

15、;'m better than now, of course. 1、Show an example on the screen: I want to be a super star. Now I''m tall. Later I''m taller. Now I''m a middle school student. Later I''m a college student. 2、Get Ss to design their future and have a free talk. 3、Ask some Ss to sha

16、re with others. 1、設(shè)計的活動既突出互動合作，又體現(xiàn)個性化發(fā)展，有利于調(diào)動各個層面同學(xué)的學(xué)習(xí)積極性，最大限度地提高每位同學(xué)的參與意識。2、活動的主題難易顧及到學(xué)生的實際情況，操作具有可行性。3、教師導(dǎo)演，學(xué)生主演，充分發(fā)揮學(xué)生的主體作用和積極能動性。4、名人專訪、公眾投票、明日之星這些活生生的生活場面，活現(xiàn)在課堂中，完全改變了以往直截了當(dāng)向?qū)W生傳授語言的傳統(tǒng)教育模式，真正體現(xiàn)了以人為本的任務(wù)型語言教學(xué)模式。 Step 6 Reading and Writing 1、Teach look the same、look different、 be as good as、be not

17、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 orDK. 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. Tal

18、k 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、這一環(huán)節(jié)是基于聽說訓(xùn)練之上，培養(yǎng)學(xué)生的讀寫能力，在課堂內(nèi)強化目標(biāo)語言。2、對教材進行重新整合，既有效地控制了難易梯度，又不失時機地為學(xué)生創(chuàng)造了互相學(xué)習(xí)的機會，充分調(diào)動了學(xué)生的創(chuàng)造性思維和發(fā)散性思維能力。 Step 7 Consolidation and Sum-up 1、Give Ss a chance to sum up what have lear