新目標八年級英語Unit6案例分析

1、新目標八年級英語 Unit 6 Im more outgoing than my sister.(Section A)教學案例分析 張緒珍設計理念以任務為中心的任務型語言教學是目前交際教學思想中的一種新的發(fā)展形態(tài)。它倡導“在做中學，在做中用”的教育理念，將語言應用的基本理念轉化為具有實踐意義的課堂教學方式。運用學習任務組織教學，強化了語言實踐的過程，充分體現了語言的交際本質。 “新目標英語”是一套好教材，然而，在我們的英語課堂上，實施任務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，并要根據學生的環(huán)境和接受能力來開展行之有效的任務和活動。同時利用多媒體和網絡技術，幫助解決教學

2、難題。這樣，既能為學生創(chuàng)設真實可視的英語學習環(huán)境，也能激發(fā)學生積極參與的欲望，引起學生的共鳴和興趣。教材分析   教學內容為新目標英語八年級上冊第六單元Section A 。學習內容主要體現在以下三點：1、學習有關人物特點的單詞：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect.2、學習人物比較的重要句型：（1）    Pedro is funnier than Pa

3、ul.（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)學生分析1、利用多媒體課件上英語課，學生視聽感受明顯，表現出極大興趣，在欣賞和享受中學習，學習效果很明顯。2、學生以前已經學過形容詞的比較

4、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上總是出現錯誤。通過對本課的學習可以鞏固所學知識，掌握用正確的語言結構表達人物特點和人物比較。教學目標1、談論學生感興趣的話題，指導學生學習有關人物特點的單詞、人物比較的表達及語法知識點“形容詞的比較級和最高級”。2、學生根據班級的真實情況，采用“名人專訪”、“公眾投票”、“明日之星”的游戲，培養(yǎng)學生的想象力、自信心和合作精神。3、通過學習本課，增強師生、生生間的相互了解和溝通。4、培養(yǎng)學生的口頭表達能力、閱讀理解能力和寫作能力。教學過程Step 1 Lead-inT：I have a sister. Can you g

5、uess 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 th

6、an 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、平時師生間接觸多，但學生與老師的家人接觸甚少，利用學生的心理和想象空間，調動學生的學習興趣，增進師生間的相互了解。2、了解學生對已學過的形容詞比較級和最高級的掌握程度，為下一步鞏固學習做好鋪墊。Step 2 Revision1、Revise the

7、 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

8、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、復習已學內容，自然延伸到新課學習，起到承上

9、啟下的作用。2、開展競賽活動，既可調動課堂氣氛，又可提高求知欲望，一舉兩得。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

10、 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、充分利用課本資源和網絡資源，進行詞匯教學，詞不離句，形散而神不散。2、讓學生歸納總結語法知識點，因勢利導，有利于開啟思維，體現以學生為中心的教學特點。Step 4 List

11、ening1、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.聽力訓練既是對知識的鞏固，也為下一步的任務輸出提供了輸入材料。Step 5 PracticeTask 1: Interview famous persons（Pair work）1、Demonstrate the activity with one student. (Ima

12、gine 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

13、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 gr

14、oups 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?   2、Each group choose one stu

15、dent 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

16、 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、設計的活動既突出互動合作，又體現個性化發(fā)展，有利于調動各個層面同學的學習積極性，最大限度地提高每位同學的參與意識。2、活動的主題難易顧及到學生的實際情況，操作具有可行性。3、教師導演，學生主演，充分發(fā)揮學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

17、的生活場面，活現在課堂中，完全改變了以往“直截了當向學生傳授語言”的傳統(tǒng)教育模式，真正體現了“以人為本”的任務型語言教學模式。Step 6 Reading and Writing1、Teach “l(fā)ook the same”、“l(fā)ook 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

18、. 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、這一環(huán)節(jié)是基于聽說訓練之上，培養(yǎng)學生的讀寫能力，在課堂內強化目標語言。2、對教材進行重新整合，既有效地控制了難易梯度，又不失時機地為學生創(chuàng)造了互相學習的機會，充分調動了學生的創(chuàng)造性思維和發(fā)散性思維能力。Step 7 Consolidation and Sum-up1、Give Ss a cha