八年级英语教学案例 (2)

《八年级英语教学案例 (2)》由会员分享，可在线阅读，更多相关《八年级英语教学案例 (2)（4页珍藏版）》请在装配图网上搜索。

1、八年级英语教学案例 作者：jiayongk资源来源：成长博客点击数： 17160更新时间：11/1/2010 八年级英语教学案例 Unit 6 Im more outgoing than my sister. (Section A) 设计理念： 以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导在做中学，在做中用的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。新目标英语是一套好教材，然而，橘生淮南则为橘，生于淮北则为枳。在黄金中学的英语课堂上，实施任务和开展活动具有很大的挑战性，需要

2、在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术，帮助解决教学难题。这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。 教材分析 教学内容为新目标英语八年级上册第六单元Section A 。学习内容主要体现在以下三点： 1、学习有关人物特点的单词：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect. 2、学习人物

3、比较的重要句型： （1） Pedro is funnier than Paul. （2） Tina is taller than Tara. （3） Tom is more athletic than Sam. 3、掌握语法点：the comparative and superlative degrees of adjectives (形容词的比较级和最高级) 学生分析 1、利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习，学习效果很明显。 2、学生以前已经学过形容词的比较级和最高级，但掌握的强度不够，对单音节和多音节形容词的比较级和最高级的表达上总是出现错误。通过

4、对本课的学习可以巩固所学知识，掌握用正确的语言结构表达人物特点和人物比较。 教学目标 1、谈论学生感兴趣的话题，指导学生学习有关人物特点的单词、人物比较的表达及语法知识点形容词的比较级和最高级。 2、学生根据班级的真实情况，采用名人专访、公众投票、明日之星的游戏，培养学生的想象力、自信心和合作精神。 3、通过学习本课，增强师生、生生间的相互了解和沟通。 4、培养学生的口头表达能力、阅读理解能力和写作能力。 教学过程 Step 1 Lead-in T：I have a sister. Can you guess what she looks like and what she is like?

5、(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 than you. /She has shorter hair than you. /She

6、 is thinner than you. / (Students get information from the photos.) T：Im more outgoing than my sister.（Lead in the class subject.） 1、平时师生间接触多，但学生与老师的家人接触甚少，利用学生的心理和想象空间，调动学生的学习兴趣，增进师生间的相互了解。2、了解学生对已学过的形容词比较级和最高级的掌握程度，为下一步巩固学习做好铺垫。 Step 2 Revision 1、Revise the adjectives describing peoples appearance

7、 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 famous persons and talk about their per

8、sonal traits, using deion 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、复习已学内容，自然延伸到新课学习，起到承上启下的作用。2、开展竞赛活动，既可调动课堂气氛，又可提高求知欲望，一举两得。 Step

9、3 Presentation 1、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 is weaker than Tom. 2、Do Section A-1a.Match

10、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、充分利用课本资源和网络资源，进行词汇教学，词不离句，形散而神不散。2、让学生归纳总结语法知识点，因势利导，有利于开启思维，体现以学生为中心的教学特点。 Step 4 Listening 1、Listen to the tape and number the

11、 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. 听力训练既是对知识的巩固，也为下一步的任务输出提供了输入材料。 Step 5 Practice Task 1: Interview famous persons（Pair work） 1、Demonstrate the activity with one student. (Imagine he/she is a famous person. Th

12、e 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 or you? S: Im taller than my sister. T: Who is the most athletic of you? S: My ol

13、dest 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 groups and then work in groups. Fill in the chat. In class Name Who is the tallest? Who is the shortest? Who is the heaviest? Wh

14、o is the thinnest? Who is the most outgoing? Who is the most athletic? 2、Each group choose one student 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

15、 than now, of course. 1、Show an example on the screen: I want to be a super star. Now Im tall. Later Im 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、设计的活动既突出互动合作，又体现个性化发展，有利于调动各个层面同学的学习

16、积极性，最大限度地提高每位同学的参与意识。2、活动的主题难易顾及到学生的实际情况，操作具有可行性。3、教师导演，学生主演，充分发挥学生的主体作用和积极能动性。4、名人专访、公众投票、明日之星这些活生生的生活场面，活现在课堂中，完全改变了以往直截了当向学生传授语言的传统教育模式，真正体现了以人为本的任务型语言教学模式。 Step 6 Reading and Writing 1、Teach look the same、look different、 be as good as、be not as good as、a little，using some pictures and comparing

17、some Ss in class. 2、Ss read the article. Then read the statements (1-5) about the article. Write T、F orDK. 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

18、your friends. 5、Choose two or three to share the replies with the whole class. 1、这一环节是基于听说训练之上，培养学生的读写能力，在课堂内强化目标语言。2、对教材进行重新整合，既有效地控制了难易梯度，又不失时机地为学生创造了互相学习的机会，充分调动了学生的创造性思维和发散性思维能力。 Step 7 Consolidation and Sum-up 1、Give Ss a chance to sum up what have learned in this class.(Ss can talk about it fr

19、eely.) Then T makes a brief sum-up. 2、Get the Ss to do some consolidation exercises. T goes around and gives some help to Ss. 1、让学生来做课堂小结，抓住了学生敢于开口说英语的心理，突出主动学习的重要性；教师作综合陈述，犹如给学生一颗定心丸，给学生增添了信心。2、强化练习，重点训练听写能力，进一步巩固本课所学内容。 Step 8 Homework 1、Do Workbook Exx.1-3. 2、Preview Section B. 案例反思 时代在变，世界在变，事物都在发展，教育理念的更新也是势在必行。由David Nunan倡导的任务型语言教学主张learning by doing,掀起了英语教学改革的浪潮。这给工作在第一战线的英语教师带来了希望，也使得英语课堂教学更具挑战性。如今，互联网无处不在，网上分布着无比丰富的英语教学资源，多媒体和网络技术的应用已经成为英语教学不可缺少的教学辅助手段，确实为英语课堂教学带来了生机与活力。英语教师也因此用一种新的眼光来看待英语教学。它（互联网）拥有如此令人惊讶的无限资源，它可以使我们每一位教师变得更富有创造性，更紧跟时代，更令人满意。