资源简介

初中英语八年级上册Unit3课时方案
设计者：
课程名称：英语
课程类型：必修
教材来源：人民教育出版社2013年版
适用年级：初中八年级
标题：I’m more outgoing than my sister. Section A (1a-2d)
课时：共7课时，第1课时
【教学目标】
通过看P17和P18的图画，能介绍画面中的内容；学习相关描绘性形容词的比较级，预习和本课有关的词汇、短语和句型结构，为听力练习做好热身。eg：outgoing , more , than , better , loudly, quietly , competition , fantastic , win, though,both...and...
2.通过听1b&2a&2b，能说出对话的大意，并能从中提取信息和观点并简单记录下来。
3.能通过1c&2c的练习，找出比较级A is more+形容词 +than 的结构
围绕熟悉人物的外表和个性的比较编写对话，能以角色扮演的形式，以自然的语音、语调运用句型表达简单的观点并参与讨论。
---Is that Sam
---No, that’s Tom. Sam has longer hair than Tom.
4.通过听2d并且阅读，能以角色扮演的形式，以自然的语音、语调运用“A is more+形容词 +than”句型迁移到相似的语境中作出完整的对话表演,围绕熟悉人物的外表和个性的对比编写对话,并且在生活中能作出正确的比较，正确看待生活中的比较。
【资源分析与建议】
教材分析
本单元话题涉及谈论人的品行和外貌，并且能正确的做出比较。Section A通过对人物性格特点和相貌对比让学生感知新语言内容的结构特征，体会其用法，为后面学习讨论人物行为习惯、爱好的相同和不同打基础和做铺垫。
二、学情分析
八年级的学生在七年级（下）、Unit9 What dose he look like 已经学习了谈论人物外貌和性格特点的词汇、句型。认识了形容词long, tall, heavy,thin...九年级还会学习如Unit 4 I used to be afraid of the dark.描述人的过去和现在性格外貌变化的对比，所以八年级的本单元通过学习比较级的变化，能够起到承上启下的作用。而在本册的Unit 4 What’s the best movie theater 最高级的学习是和比较级的变化有相似之处，可以通过对比学习来达到知识的融汇贯通。
【评价活动】
指向的课时目标 评价任务 评价标准 评价主体
目标一：通过看P17和P18的图画，能介绍画面中的内容；写出形容词的反义词和形容词比较级形式，预习和本课有关的词汇、短语和句型结构，为听力练习做好热身。 Step 2 的听前活动的各项任务 如：1.Look at the picture on P17, understand it and introduce what it is about by answering the following questions. Step5 中翻译探究关于形容词比较级的变化 理解和运用以前和现在所学有关外貌和性格的词汇，并介绍课本图片。 自评、生评、师评
目标二：通过听力练习，能说出对话的大意和记录听力的关键词，并能从中提取信息和观点并简单记录下来。 Step 3和Step 4的听中各项评价任务 如：Listen carefully and find out the main idea of the conversation. 听对话并且能够排序，准确选出听到的词汇，正确填写缺失的单词。 自评、师评
目标三：能准确找出对话中使用的A is more+形容词 +than 的句型；通过观察句型的结构，能正确运用该结构和它的否定和疑问句式做简单的对话练习。 Step 3 中的post-listening 活动和Step 4 中的听后活动练习 能准确找出对话中使用的A is more+形容词 +than 的句型；通过观察句型的结构，能正确运用该结构和它的否定和疑问句式做简单的对话练习。 自评、生评、师评
目标四：围绕熟悉人物的外表和个性的对比编写对话，能以角色扮演的形式，以自然的语音、语调运用“A is more+形容词 +than”句型表达简单的观点并参与讨论。 Step 4中role play的听后活动中的评价任务 正确运用“A is more+形容词 +than”的结构就外貌、性格的对比进行交谈。能与他人沟通信息，合作完成任务，语音语调自然、语气恰当。 自评、生评、师评
目标三和目标四 Step 6当堂检测中的评价任务 能正确在句和篇章中运用“A is more+形容词 +than”的结构和准确把握所学有关人物外貌、性格对话的内容。 自评、生评、师评
【学习过程】
Step I. Preview
一、Look at P17，18, put the following into English orally, then write them down without looking at the text.
1.高 _______________ 2. 矮 _______________
3.胖 _______________ 4. 瘦 _______________
5.长头发 _______________ 6. 短头发 _______________
7.安静地 _______________ 8. 响亮的 _______________
二．Read the book and put the Chinese into English orally, then write them down without looking at your book
1. ----那是Sam 吗？________________________________________
---不是的，那是Tom。Sam 留的头发比Tom的长__________________________________________________________.
2.Sam 和Tom都会打鼓，但Sam打的比Tom打的好。__________________________________________________________.
3.Tina比Tara高。而且她唱歌也比Tara响亮。 __________________________________________________________.
Step II. Warming up and leading in
Show some pictures
(
tall
) (
short
) (
with long hair
) (
with short hair
)
Tell them who they are,
T: Boys and girls, do you know them
Ss: Yes, we do.
T: What do they look like
Ss: Yao Ming is tall and Wang Zhiwen is short.
Yao Ming is taller than Wang Zhiwen.
Then ask Ss to use the following words :tall , short , thin ,heavy, long hair , short hair and so on . （Cultivate the students’ multiple intelligences培养学生的多元智能。）
Then come to 1a. Let students match each words with its opposite.
Step III. Listening ① While-listening activities
1.Listening for the general idea of the conversations.听取大意
T: Boys and girls, we just have talked about the picture of 1a. Do you want to know what the boys and the girls in the picture look like Please listen for the main idea of the conversations.
The main idea of the conversations is about_________.
A. the party of some twins B.the looks of the twins C. personal traits of the twins
2. Listening for the specific ideas听取细节
　T: We know the conversations are about talking the looks. Listen and number the twins in 1a.
Post-listening activities
1. Listen to the tape and repeat. Practice the conversation as the following picture.
T: Boys and girls, Look at the sample conversation in activity 1c. Then make your own conversation with your partner.
Now look at the following picture and make your own conversation.
Step IV. Listening ② While-listening activities
1.T: We have learned about the descriptions of somebody’s looks. Now let’s complete 2a.Listen. Are the words in the box used with -(i)er or more
2. Listening for the general idea of 2a.
Listen carefully and find out the main idea of the conversation.
The general idea of the conversation is __________
the difference between Tina and Tara
the appearance of the twins
the habit of the twins
3. Listening for the specific ideas of 2a.
T: We have already got the answers, now listen the conversation in 2b first. Let’s listen again to fill in the boxes. Listen carefully and write the –er and –ier words from the box on the left in the first column and the words that use more in the second column.
Play the recording twice. The first time Students only listen and write down the words in the blanks. Then play the recording again for the Students to check the answers.
Post-listening activities
1. Listen and repeat.
2. Let Students fill in the blanks in the rewriting passage. Then they can discuss in groups.
Tina and Tara are twins,they look the same,but they are very different.Tina is than Tara,and she is (friendly) and (funny) too. Tina thinks she works (hard) than Tara, but Tara thinks she works as (hard) as Tina. But Tina is smarter than Tara.
Role-play 2d
1. Ask Students to read the conversation in 2d in silence with the following questions.
1).Who thought the singing competition was fantastic ___________
2). Which girl is Lisa _________________________________
3). Who sang more clearly ________________________________
. Who danced better ____________________________________
2. Listen and repeat .
3. Ask Students to read it for 2 minutes and then ask some pairs to role-play the conversation.
Step V. Inquiry into knowledge by translation
一、taller是tall 的 ，more loudly是loudly的 。形容词或副词的比较级表示“ ”，用于两者之间的比较。其构成多为“主语+ +形容词或副词的 + +比较对象”，比较级前可用a little,much,ever,a lot等修饰。
二、形容词、副词的比较级变化:
单音节和少数双音节形容词、副词比较级的规则变化：
在词尾加-er
tall — smart— short —
high — fast —
以不发音的字母e 结尾的，加-r
nice — large — fine — late —
重读闭音节以一个辅音字母结尾的，先双写辅音字母，再加-er。
big — fat — thin —
red — hot — wet—
以辅音字母+y结尾的双音节词，先改y为i，再加-er。
happy— early— funny— easy —
多音节词和部分双音节词要在前面加more。
important— delicious — expensive —
outgoing — tired — serious —
slowly--- more slowly
2. 形容词、副词比较级的不规则变化：
good/ well – bad/badly/ill –
many / much --- little --- far -
StepVI当堂检测
写出下列形容词的比较级:
funny____________ 2. quiet____________
3.smart ____________4.outgoing________
二、用所给单词的适当形式填空。
1. Who is _______(quiet), Tara or Jim
2. Dave is much _____ (tall) than Tom.
3. Miss Li is a little ____________ (outgoing) than her sister.
4. My father is very _____ (good) at telling stories.
5.Jim is _____ (short) than Lucy.
StepⅧ Homework.
You must:
1. Recite the dialogue in 2d of Section A.
2. Preview Section A ( Grammar Focus –3c )
If you can:
Write a passage to compare your friends.
答案：Step VII. Inquiry into knowledge by translation
一、比较级，比较级，更、、、，谓语动词，比较级，than
二、1. 1） tall — taller smart—smarter short — shorter
high — higher fast --- faster
2） nice — nicer large — larger fine — finer late — later
3） big — bigger fat — fatter thin — thinner
red — redder hot — hotter wet— wetter
4) . happy—happier early— earlier
funny—funnier easy — easier
5) .important— more important delicious — more delicious
expensive — more expensive outgoing — more outgoing
tired — more tired serious — more serious
slowly--- more slowly
2. good/ well – better bad/badly/ill – worse
many / much - more little - less
far - farther / further
StepⅧ 当堂检测
一、1.funnier 2.quieter 3.smarter 4.more outgoing
二、1.quieter 2.taller 3.more outgoing
4.better 5.shorter
亮点：
本课的导入。利用学生喜爱的动物图片导入既能激发学生的兴趣又能顺利的进入新课。
2. 本课时是听说课。每完成一个听力任务之前，老师都先呈现该听力的语境及听的技巧，为接下来的听做好准备。所以注重了学生的听力和表演技能的培养，少部分的内容训练了他们的笔头能力。
3.在听后活动中，通过让学生表演对话、改写对话、复述改写后的对话等活动来培养学生的口头表达能力，注重内化和输出相结合。4. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。
不足之处：
本节课容量大，个别环节学生用时不充足。如翻译探究环节，小组讨论不充分，教师点拨不够精细。
使用建议：
1.教师提前让学生做好充分的预习，包括对听力材料的预习和2d的背诵。教师课前要准备充分的图片，对本节课语言目标的教学起到很好的辅助作用。
2.学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，学生个人学不懂时可以以小组形式互助,若还不会,老师再讲解,这是先学后教,以学定教。“翻译探究”的题目数量因学情而定。

展开更多......

收起↑