资源简介

课程名称 八上 Unit 3 I’m more outgoing than my sister. Section A (1a-2d)（第1课时）
主备教师 年级 八年级 学科 英语 课时 1
课型 R新授课 复习课 练习课 讲评课 实验课 其他_______________
一、课程标准
新课标要求八年级学生能听懂发音清晰‘语速较慢的简短口语表达，获取关键信息；能辨识和分析常见句式的结构特征；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调用词基本正确，表达比较连贯；能自尊自爱，正确认识自我，关爱他人，尊重他人；能多角度，辨证地看待事物和分析问题；能在学习过程中积极与他人合作，共同完成学习任务。
二、学习内容分析
本课时为本单元第一课时，是一节听说课。1a-1c呈现了主要话题词汇，并通过听说活动导入比较级这一结构。2a-2c在训练、发展学生听说能力的基础上，让学生体会形容词和副词比较级的运用，并建立对该结构初步的感性认识。2d是综合性的角色扮演活动，要求学生熟读并能表演两名学生关于昨天歌唱比赛的对话。
三、学情分析
八年级学生经过多年的英语学习，有较强的模仿能力，也初步具备一定的英语听说策略和能力；对于谈论人物听说特点的话题，学生熟悉且喜欢，且在七年级已经学过一些描述人、物的形容词和副词，有一定词汇量的积累，为本单元的比较级的变形做好准备和铺垫；但学生初次接触形容词和副词的比较级，学习相对来说有些困难，特别是比较级句型灵活，需要调动学生的积极性。
四、素养目标
能够在“人物PK”的情境中，正确使用形容词和副词的比较级和both, as...as, than等结构，谈论人的个性特征，简单比较人物特征。 通过谈论人的个性特征，简单比较人物特征，激发对英语学习的兴趣；能在学习活动中积极与他人合作，共同完成学习任务。 能够在听力活动中准确获取关于人物个性特征的信息，与同伴进行交流，比较人物之间的相同点和不同点，提高思维的逻辑性、批判性、和创新性。 能够运用所学结构描述朋友的异同，结识朋友，介绍朋友，团结集体，互相帮助；懂得“金无足赤。人无完人”的道理。
五、学习重、难点
学习重点： 形容词和副词比较级形式的构成；表示两者进行比较的结构句式。 学习难点: 形容词和副词比较级形式的正确运用；进行比较的句式结构的正确运用；原级比较和比较级比较的区分和转换。
六、教、学方法与策略选择
教法： 1. Listening, Speaking, Reading and Writing. 2. Communication Task-Based Teaching. 学法： 1. Preview, Review, Activities & Practice. 2. Pair work & Group work
七、教学资源准备
多媒体课件，图片
八、教学过程
教师教学流程 学生学习任务说明 评价重点
Step1:Warm-up: 1.Play a video to lead in the topic and lead students to feel the comparative level. Show some twins and ask students to talk about their looks. 3.Ask students to tell the twins apart from appearance, ability and personality. Watch the video and feel the comparative level. Observe the twins and describe their looks and distinguish them. 利用视频，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然地感知目标语言，激发学习兴趣。
Step2:Presentation 1a : Show several pairs of different twins, show the adjective original form of typical features, and shows the comparative sentence structure. Ask students to fill in the blanks with appropriate adjectives. Ask students to look at the picture and answer questions. Who are these people What are they doing on the stage (3)Can you tell which twins from their names 3.Ask Ss to finish the task in 1a Choose the right adjectives. Fill in the blanks with appropriate adjectives. Finish 1a 听前将新单词和句型进行操练，为听力训练降低难度。 书本任务有利于学生更好掌握词汇和句型的用法。
Step3:Listening 1b Ask students to finish the task in 1b-Listen and number the pairs of twins in the picture. Ask students to check the answers. Ask students to listen again and fill in the blanks. 4. Ask students to think:How to compare different people Listen to the tape. Finish 1b Fill in the blanks 是否让学生初步感知本单元目标语言，包括词汇和结构。
Step4: Pair-work :1c 1.Practice the conversation in the picture above. Then make conversations about the other twins. Students make conversations with their partners according to 1a. 能否根据课文内容编对话。
Step 5 Pre-listening T says: Tara and Tina are twins. They look similar but they are very different. Can you change the following words to comparative level and compare them And show the original level of the adjective and ask the students to change it to the comparative level. 3.Ask students to finish the task in 2a. Write down the adjective words in the pare these words. Finish 2a-Complete the chart 听力前先带领学生熟悉图片内容和听力方向，引导学生观察图片内的关键任务，猜测他们所进行的话题。
Step 6 Listening2a&2b Ask students to listen and fill in the blanks. Ask students to finish the task in 2b. Listen again. How are Tina and Tara different 3. Ask students to listen and repeat. Listen and fill in the blanks. Listen again and finish 2b. 听录音完成练习，跟读录音模仿并角色扮演，培养了学生的口语能力和应用能力。
Step7 Role play:2c Let Ss practice the conversation in 2c. Role play the conversations. 通过操练、表演对话使学生进一步加深理解本节课的目标句型。同时也为下面的2d对话打下句型基础。
Step 8 Work on 2d 1.Play the tape and let Ss finish 4 questions. 2.Let Ss role play the conversation in 2d. 3.Let Ss work in group to retell 2d. Listen to the tape and finish 4 questions. Role play the conversation in 2d. Work in group to retell 2d. 学生能否在小组合作活动中，向他人学习，掌握短语和目标语言，练习口语，提高语感。同时动态分组复述2d对话能否提高学生的文本概括能力，加深对2d对话的理解。
Step 8：Summary Use a simple mind-map to let Ss review what they have learned this class and check whether they can say the topic words or not. Remember what they have learned and say the key words by thinking over. 思维导图形式是否能让学生清晰回顾本堂课的课脉结构，培养学生学会总结归纳并形成判断的思维品质，培养学生规划自己假期活动的能力，进行目标语言运用和听力输出。
Step9:Exercises Let Ss do some exercises. Do some exercises. 当堂练习巩固学生所学内容和形成性检测师生双方学和教的效果。
Step 10 Homework Give the requirements for the homework According to the requirements to finish it. 巩固新知是否为第二课时的学习做好准备。
九、板书设计
Unit 3 I’m more outgoing than my sister Section A (1a-2d) -Is Tom smarter than Sam Outgoing both better -No, he isn’t. loudly quietly hard-working -That’s Tara, isn’t it Clearly though which -No,it isn’t
十、教学反思

展开更多......

收起↑