教学设计展示十二

【概要描述】

分类：教科研信息室
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发布时间：2021-01-05 08:25
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学校	锦州市第三初级中学	姓名	韩雪
课题	Unit 3 I’m more outgoing than my sister. Section A(1a-2d)	课型	新授课
教材分析	本节课是本单元的第一课时，属于听说起始课，在单元中起着重要的铺垫作用。这一课时通过大量的口语及听力练习，帮助孩子们从感知到理解，最后掌握比较级的简单用法，能够在一定的语境下进行情景交际。经过本节课的学习，学生能在头脑中构建比较结构，知道真正的美好并不是外表的比较，有良好的个人品质才是最重要的。本节课为后面的写作及阅读打下良好的基础。
学情分析	学生已有的相关经验：通过七年级下学期Unit9 What does he look like?的学习，学生能够描述一个人的外貌，并初步理解其语境和用法。学生的需求和兴趣：本班学生英语表达欲望强烈，有较强的英语学习能力，渴望在真实的情境中获取鲜活的语言素材，并能够从中获得更有意义的信息。学生可能遇到的困难：本节课听力难度较大，学生可能抓不住关键词汇，无法获取重要信息。
教学目标	一．语言能力目标： 1. 语言知识目标掌握形容词和副词比较级形式的构成；掌握两者进行比较的句式结构。用as...as...谈论你和同伴的相同点；用比较级句式讨论你们的不同点。 I work as hard as Peter. I am more outgoing than Peter. 2. 语言技能目标 (1) 练习读的技能。恰当地收集信息,处理信息,输出信息。 (2) 练习说的技能。能借助图文介绍人物外貌及性格的差异，能根据教师的引领丰富语言输出，能结合自身实际，运用目标语言表达相同话题的信息。 (3) 练习听的能力。 (4) 练习写的能力。能够运用比较句式进行简单的写作。二．文化意识目标能对人物的外表进行描绘，个性进行比较，明白一个人的外表并不重要，拥有良好的个人品质才是最重要的。并学会正确评价自己及他人。三．思维品质目标在丰富语言知识的前提下，拥有独立思考的自我创新意识。在文化的冲突和包容中锻炼思维的广度和深度。四．学习能力目标 (1)训练学生通过听和观察来搜集信息，通过回答问题来熟练语言结构。 (2)听力训练提供语言输入，大量的口语练习机会提高语言输出的能力。 (3)运用任务型教学法，以任务环贯穿教学主线，培养学生用语言做事的能力。 (4)提倡自主学习，合作学习与探究式学习。
教学重点	运用as..as..的句式进行同级的比较；运用含有”than”的比较级的句式进行人物外貌及性格不同点的比较。
教学难点	熟练运用目标语言，运用目标语言进行交际
教学方法	Scaffolding theory; Task-based approach; Collaborative learning
教学手段	幻灯片，电脑，教学彩图，其他教具等
教学过程
教学程序	教学内容	教师活动	学生活动	设计意图
I. Greeting and leading in Ⅱ.New lesson 1. Revision and lead in 2.Listening Role-play the conversation Ⅲ. Summary	1.Talk about today’s study aims. Do some Pair-work about Yao Ming and Pan Changjiang. 3.Compare the appearances of Yao Ming and Pan Changjiang with”than”. 4.Group-work 1)Watch some examples and find out the rules. 2)play a game Put the words into the right column. 4.listening Pre-listening Work on 1a 1)Show a short video of a pair of twins.In the video,they are comparing themselves. 2)Pair- work Compare your friend with you using the target language work on 1a Find the opposite words While-listening work on 1b Listen and number the pairs of twins in the picture. After-listening Work on 1c Practice the conversation Work on 2a Find out the words in the box used with -i(er) or more. Work on 2b Listen again.Find out the differences between Tina and Tara. After-listening Pair-work Student A,look at the chart on the right on page 18. Student B, look at the chart on page 81. Ask and answer questions about Sam and Tom. Work on 2d 1)Warming up and lead in Show some pictures to lead the new words. Read the conversation and match the people with the right things. Read the conversation aloud with the tape. 8.Make a summary.	1.Show a picture of study aims. Ask “What does he look like?”and review some words about one’s appearance. Let students know something about “than”. give some words with-(i)er 5.Help students analyze the game. 6.play the game together with students. 7.Play the video. To help the students make the conversations with “than”. To tell the students don’t look down on yourself, you are always better than others in some ways. Let the students know how to compare people with “than” To teach the students some listening skills. To give the students a lot of chances to role-play the conversations. To attract the interests of the students. To teach the students how to use the target language in the conversation. 15.To asks students to summarize what they have learned in this class and helps to sum up if necessary.	Greet each other and know more about today’s topic. Show their opinions by brainstorming. Find out the sentence pattern. Finish the task alone first, then in groups to discuss the answers. Look at the picture and predict about the conversation. Finish 1a on page 17. Listen and finish 1b.Make conversations with the desk mate. Finish 2a on page 18. Listen carefully and think deeply. Watch, listen and work in pairs to make up a conversation, then show their conversations. Look at the picture and predict about the Conversation. Read the conversation aloud to practice. Summarize what they have learned in this class.	通过“知识树”让学生感知本节课的学习重难点。创设情境-激活已知-提高动机。通过情景句子感知比较级的基本用法通过小组讨论、游戏设置让同学们在任务中掌握比较级的用法。通过前期感知，深入掌握描述外貌的形容词布置真实学习任务，通过引入对三对twins的听力介绍，创设主题语境，激发学生的想象，提高听力技巧。通过听力对比Tina和Tara的相同点与不同点，深入观察单词-(i)er or more的用法。激发学生关于“人物对比”的已有知识，通过pair work训练学生使用目标语言进行情景交际，使学生明确学习比较级的价值，即在真实场景中的运用。通过图片让学生预测对话内容-整体感知-细节理解，等多重维度。训练学生的认知策略，关注学生课堂生成，纠正学生的思维漏洞，给予口头评价，提高学生的学习动机。再次通过“知识树”，让同学们自己总结本节课所学。老师帮助进行提取、分析和总结。体现学生为主体的教学原则。

布置作业	T shows two levels of homework.
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