新目標(biāo)初中英語八年級(jí)Unit6Iammoreoutgoingthanmysister全英文說課稿

1、英語說課稿The lecture notes of Section A 1a 2c, Unit 6 of Book2Ladies and Gentlemen, Its my great pleasure to be here sharing my lesson with you . The content of my lesson is << Go for it >> Book2 , Unit 6, Section A 1a-2c.Part 1 Teaching material analysis（一） Status and FunctionToday I am her

2、e to give my lecture notes of the first period, Section A 1a - 2c, Unit 6 of Book 2, Grade 8. The title is I am more outgoing than my sister. The main topic of this unit is to talk about personal traits and how to compare people. Through comparison, it helps students to learn to use adjectives in Co

3、mparative Degree structure to describe or tell differences of different people around them. Furthermore, it will lay a profound foundation of getting to study Superlative Degree later on. As we all know, a well-organized lesson of the first period of each unit will not only enable students to get fu

4、rther study but help for the coming lessons as well. It surely plays a very important and meaningful role both in teaching and studying without any doubts.（二 ）Teaching Aims and Demands:1. Knowledge Objects: Key Words:than, taller, shorter, longer wilder, calmer, more athletic Target Language:He is c

5、almer than Sam.She has longer hair than Tina.2. Ability Objects:Listening, speaking, reading and writing Skills3. Moral Objects: Students learn to tell differences of people, appreciate people as well as toshare their happiness. Arouse students learning desire and cultivate their English-learning in

6、terests.4. Learning Strategies: Provide more chances to let students get as many opportunities to practice oral English as possible in their daily life. Be aware of the importance of cooperative studying and learning. Encourage more students to participate actively in class teaching activities.5. Di

7、fficult Points:Oral practice using the target language via Comparative Degree structure: talk about personal traits and how to compare people.REASONS:The establishment of the above objects is mainly based on actual demands of our text book ,Unit 6, that is, to apply the language in our daily life wh

8、en studying.（三 ）Analysis of the studentsThe students in middle school like to show themselves. By completing all kinds of designed tasks, the students can build up their learning interests and senses of self- confidence.Part 2 Teaching methods（一 ） Teaching design and contents handlingThe main instru

9、ctional aims of learning English is to cultivate students basic abilities of listening ,speaking, reading, and writing and their good senses of the English language . So in this lesson, I mll ainly use “ task-based ” teaching method. It will offer an opportunity to complete the tasks which can help

10、students to get a better understanding of the key structures of the conversation. What s more, scene method, communicative teaching method will be needed. In a word, let my students“ Learning by Using, Learning for Using”（二 ）Teaching Principles: By activities: Advocate more students to take part in

11、class activities and learn to exchange and share ideas, discovering. By cooperation: Interactively practice conversations between bothstudents and the teacher By completing tasks: Missions - Learning Motivations, Missions Accomplished - Studying Actively, Implementing Missions - Developing Senses of

12、 Responsibilities, the Spirit of Cooperation By keeping good emotionsfrom the beginning till the very last end of the class.Part 3 Study methodsEach unit in “Go for it ” contains many activities , some of which need to be finished by students independently and some by cooperation , for example , pai

13、r-work ,group-work and games. The latter can make students be relaxed. They needn t worry about making mistakes. It can arouse students to think and say what they want to say. Learning Enthusiasm: In teaching, trying to create an open, relaxed and interactive language learning atmosphere as it will

14、make the class into a colorful and attractive one in which students can study happily. Cultivating Learning Ability: Guided by those activities such as listening, speaking, reading, writing practice, games and so on, the communicative ability will be further developed and nourished.Part 4 Teaching P

15、roceduresStep 1 Organization and Duty Report（Purpose: To attract the student sattention and to create a relaxed atmosphere.） Step 2 Presentation Making a simple drawing of a boy and a girl on the board. The boy should be taller than the girl. Write the name Lucy under the girl and the name Tom under

16、 the boy. Then compare Lucy and Tom and ask students to repeat:Tom is tall. (Repeat) Lucy is tall. (Repeat). Tom is taller than Lucy. My past and nowA: Showing pictures or photos, asking, what are the differences?B: Using CIA flash presentations to teach new words: than, calm, wild, athletic, more p

17、opular-C: Asking four students to show their photos and then tell the differences D: Introduction of the structure of Comparative Degree of adjectives including its usages and formation.Target Language:Sb. or Sth. + Be + adj.(comparative degree) + than + Sb. or Sth.-I am older / heavier than Sarah.-

18、Beijing is bigger / more beautiful than Hainan.(Purpose: Students prepare their own photos of both past and now, by comparison, it can easily lead into the main language objects.)Step 2 BrainstormWords contest: Let students write down as many adjectives that can be used to describe people and things

19、 as possible in the following chart accordingly.Adjectives for peopleAdjective for thingsJD Formation of adjectives in Comparative Degree1. adj. + ersmall+er - smaller2. adj. + rnice+r - nicer3. adj. + double consonant letters + erbig + ger - bigger4. changing letter Y into i + erheavy heav + i + er

20、 - heavier(Purpose: To begin with the review of adjective can enable students easily master the key points including its regular formation and irregular one as well as to learn to make statements by choosing the right adjectives.)Step 3 What do you think of me?Partner description: Can you describe y

21、our deskmate?Students work in pairs by using some adjectives written down on their flashcards. And then apply them in describing partner's appearance and personality.Target Language:I'm tall.You are shorter than I.My hair is short.Your hair is longer than mine.I'm serious.You are wilder

22、than I.(Purpose: Through comparison of description of partner's appearance and personality can easily arouse studers'learning desire and interests. So they can master difficulties and key points of the text and describe others accurately)Step 4 Guess who I am ?Hand out pieces of paper, first

23、 ask students to write down one of the classmates whom they want to describe, tell the class. Then the whole class guess whom she / he is, at last correct answers.Target Language:We are both girls / boys. We both like.She / He is than I, but Im than him / her.(Purpose: Providing more chances for stu

24、dents to use English to express themselves precisely when describing people in public.)Step 5 Number the picturesStep 6 Listening PracticeCompleting the chart in 2b by listening to the tape and notice the formationof adjective in Comparative Degree.Tina is Tara is .funnierTarget Language:Tina is fun

25、nier / more outgoing / more athletic than Tara is quieter / smarter / more serious than(Purpose: In order to improve students listening and writing skills, by playing the recording of the text and repeating, students can further consolidate what they have just learned.)Step 7 Homework and summaryIn

26、this lesson., we have learnt some words and had oral practice . Afther class please ask your parents how they describe people and things. Next class 1ll ask some of you to report to the class.(Purpose: It s necessary for students to do some extensive exercise after class to consolidate the knowledge they learnt.)Step 8 Board designUnit 61. New words: Homeworkthanmore taller sho