Section B 3a —4 Self check教学设计实例

Unit3

I’m more outgoing than my sister.(section 1a--1c) 1. 整体设计思路、指导依据说明

整体设计思路：由易到难，由浅入深，以以前学过的内容what does he\she look like?为入口引出一系列的描述人的形容词，过渡到新词汇的学习，再由1a三对双胞胎的对比引出形容词的比较级，然后通过听说读写的设计，进入到对形容词比较级的运用，最后以一个学生为主的活动的设计结束本课的主要内容。

指导依据说明：以学生为中心，以任务型教学方式为主体，根据语言学习的规律和义务教育阶段学生的发展需求，从语言技能、语言知识、情感态度、学习策略和文化意识等方面，综合提高学生的听、说、读、写英语的能力和用英语交际的能力。

2. 教学背景分析

教学内容分析：

本单元的主要内容是谈论人的特征和比较人的特征，与七年级下册的what does he look like?有着一定的关联，同时又为本册的What’s the best movie theater?的最高级的学习做好铺垫，所以可以说本单元是一个承上启下的单元。另外还涉及到比较级的构成，both和as...as结构的用法。

学生情况分析：当今社会纷繁复杂，家庭背景不同，生活水平不同等使学生认知水平参差不齐。初中生正处于人生观和价值观的初步形成期，他们对世界很好奇。如何正确地教他们客观地去评价不同的人的不同特征和比较不同的人很有必要。

3.教学目标分析

知识目标：

1 能拼读和掌握本单元的新词汇

2 能写出一些形容词和副词的比较级

能力目标：

1 在实际生活中能运用一些形容词描述人物

2 能对不同的人进行比较

情感目标：

让学生理解不同的人有不同的个性。

4.教学重点、难点分析

教学重点：1.词汇:outgoing、

better、

loudly、

quietly、

both

2. 形容词或副词比较级形式的构成:

taller/shorter/heavier/thinner/more outgoing/better 3.表示两者进行比较的句式结构。

A is taller/shorter/heavier/thinner than B.

A has longer/shorter hair than B.

A is more outgoing than B.

A plays basketball better than B.

教学难点

: 表示两者进行比较的句式结构。

5.教学过程设计

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步骤1：leading-in 1.Greet the students. 2.让学生看屏幕，引出句型what’s he\she like?用图片引导学生复习句型。

教师趁机引出新单词，outgoing\better\loudly\quietly然后要求学生跟读,同时写在黑板上。

设计意图：

引导学生复习学过的形容词和what’s she\he like?,有利于激活学生脑海中的相关知识，又有利于为新课的展开做铺垫。

步骤2：1a

展示1a图片给学生看

1.T：Look at the picture, who are these people? What are they doing on the stage?....Tara is not very tall but her hair is long. Tina sings loudly...（教师在介绍时尽量多地涉及到1a中的形容词）

2.Get the Ss to read the title and finish 1a. 3.Check their answers.(教师适时引导学生观察loudly和quietly两词作为副词的共性特征。）

设计意图：使学生在看图片的同时能听教师介绍，从而提前预知本课的主要内容。

步骤3

1. Look at the pictures and compare the people using …than…

A is taller/shorter/heavier/thinner than B.

A has longer/shorter hair than B.

A is more outgoing than B.

A plays basketball better than B. 两者进行比较,表示“一方A比另一方B更……”

A + be + 形容词比较级

+ than + B A + 实义动词

+ 副词比较级

+ than + B 2.“What are the differences between you and your partner?”Have the students compare themselves with their partners. 3. Play a guessing game. Describe your best friend and have the other students guess who your best friend is. 设计意图：通过大量的语言输入，让学生学会使用形容词和副词比较级的句式。

步骤4：1b 1.(教师将主题图中六个人物的名字打乱写在黑板上让学生观察名字的特征而判断出三对双胞胎。）

T：There are three pairs of twin brothers and sisters in the picture. But who’s whose twin brother and who’s whose twin sister? Look at their names carefully and tell me the answers. S:Tara and Tina, Tom and Sam, Paul and Peter. T: Why you think so? S:Because both Tara and Tina have T and “a”. Because Tom and Sam both have three letters in their names and they both have an “m”.

And Paul and Peter both have “P” in

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their names. 2.Play the tape for the whole class. Ask Ss to finish 1b, then check their answers. 3.在1a的图片边显示听力内容的部分，让学生再听一遍，填空。

Listen again and fill in the blanks. 1.Sam has

hair than Tom.

Sam plays drums

than Tom. 2.Tina is

than Tara.

Tina sings

than Tara.

3.Peter is

than Paul.

Paul is

than Peter.

4.Check their answers. 步骤5：1c 1.T: I’ll give you 3 minutes to make a conversation with your partner according to 1a.

And then act out your conversation .(学生练习时教师在教室周围巡视，给学生必要的帮助）（请一些同学来表演）

设计意图：由之前的视听练习过渡到说的练习，这完全符合由易到难的学习规律。

步骤6: 总结一下比较级的一般用法和形容词、副词比较级的变化规则。

设计意图：总结本节课的主要内容，使学生进一步明确本课的重难点。

步骤7：Exercises 一、

写出下列形容词的比较级

1.high

2. fat

3. easy 4. beautiful

5. thin

6. large

7. happy

8. busy

9. young

10. old

11. hot

12. big

13.

nice

14.healthy

15.friendly 16. interesting

二、Fill in the blanks 1. My hair is ______ (long) than my sister’s.

2. I am _____ (tall) than you. 3. She is _____ ________ (outgoing) than me. 4. Lily is _______ (heavy) than Lucy.

And Lucy is _______ (thin) than Lily. 5. I have _______ (short) hair than Tina.

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6. Tom speaks English _____ _________ (loudly) than Tim. 7.I think swimming is _____ _________ (interesting) than running. 8.He is as

(smart) as his brother. 设计意图：帮助学生巩固所学语言知识。

步骤8：Homework 1.Recite the words. 2.Recite the conversations on P17. 3.Write about the things that are the same and different between you and your best friend(At least five sentences).

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