听说课教学设计2.docx

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1、听说课教学设计2 Unit 6 Im more outgoing than my sister. 听说课教学设计 Unit 6 Im more outgoing than my sister. 【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、学习人物比较的重要句型： （1）Pedr

2、o is funnier than Paul.（2）Tina is taller than Tara.（3） Tom is more athletic than Sam. 3、驾驭语法点：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，表现出极大爱好，在观赏和享受中学习，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，但驾驭的强度不够，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。通过对本课的学习可以巩固所学学问，驾驭用

3、正确的语言结构表达人物特点和人物比较。 【教学目标】 1、认知目标： （1）驾驭词汇tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect.（2）驾驭句式： （a）Pedro is funnier than Paul.（b）Tina is taller than Tara.（c） Tom is more athletic than Sam.（3）驾驭语法点：the comparative and superlative d

4、egrees of adjectives (形容词的比较级和最高级) 2、实力目标：学会谈论人们的特性特征，能运用比较级区分和比较人物。培育学生的口头表达实力和写作实力 3、情感目标:通过学习，培育学生良好的特性特征和高尚的情操。能与他人友好、和谐相处，主动地学习他人的优点，克服自身的弱点，不断地自我完善。通过学习本课，增加师生、生生间的相互了解和沟通。 【教学方法】： 1.Listening and speaking methods；Communicative approach ；Pairwork.【教学过程】 Step 1 Organization Step 2 Lead-in T：I h

5、ave a sister.Can you gue what she looks like and what she is like? S：She is tall./She is thin./ She has long hair./She is outgoing./(Students use their imagination and expre themselves freely.) T：Lets look at my sisters photos in my family.(Show them on the screen.) Please talk about us.S：She is sho

6、rter than you./She has shorter hair than you./She is thinner than you./ (Students get information from the photos.) T：Im more outgoing than my sister.（Lead in the cla subject.） 设计意图： 1、调动学生的学习爱好，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驾驭程度，为下一步巩固学习做好铺垫。 Step 3 Revision 1、Revise the adjectives describing p

7、eoples appearance and personalities: Divide the cla into four groups and have a competition.See which group of the students can get as much as poible.Write down on a piece of paper prepared before cla.(Students must collect them before cla.)设计意图： 1、复习已学内容，自然延长到新课学习，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

8、知欲望，一箭双雕。 Step 3 Presentation 1、Learn some new words about personal traits: calm/wild, athletic/weak， using the pictures 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 each word

9、 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.) 设计意图： 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学问点，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 pi

10、ctures 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.设计意图：听力训练既是对学问的巩固，也为下一步的任务输出供应了输入材料。 Step 5 Practice Task 1: Interview famous persons（Pair work） 1、Demonstrate the activity with one student.(Imagine he/she is a famous person.The

11、teacher acts as a reporter.) e.g.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 olde

12、st brother. (Show an example on the screen.) 2、Ss work in pairs.Then ask some pairs to act them out in cla.Task 2: Group work 1、Divide the cla into 4 groups and then work in groups.Fill in the chat.In cla Name Who is the tallest? Who is the shortest? Who is the heaviest? Who is the thinnest? Who is

13、the most outgoing? Who is the most athletic? 2、Each group choose one student to do a report.Show the results in cla.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 than now, of course. 1、Show an

14、 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.设计意图 1、设计的活动既突出互动合作，又体现特性化发展，有利于调动各个层面同学的学习主动性，最大限度地提高每位同学的参加意识。 2、活动的主题难易

15、顾及到学生的实际状况，操作具有可行性。 3、学生主演，充分发挥学生的主体作用和主动能动性。 Step 6 Consolidation and Sum-up 1、Give Ss a chance to sum up what have learned in this cla.(Ss can talk about it freely.) 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.设计意图 1、让学生来做课堂小

16、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；老师作综合陈述，如同给学生一颗定心丸，给学生增加了信念。 2、强化练习，重点训练听写实力，进一步巩固本课所学内容。 Step 8 Homework 1、Do Workbook Exx.1-3. 2、Preview Section B. 听说课教学设计2 听说课教学设计 听说课教学设计 听说课教学设计 听说课的教学设计 no drugs 听说课 教学设计 听说课教学 16. 听说课或听力课教学设计 听说课教学环节 初中英语听说课教学设计 本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第8页 共8页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页