Unit3I’mmoreoutgoingthanmysister.教学设计及反思
2018-07-12 10:45阅读：
Unit 3 I’m more outgoing than my
sister.教学设计及反思
一、Language
goals：：
（1）Mater the important words
：outgoing, better, loudly, quietly, hard-working,
competition, fantastic, clearly, twin.
Master the important sentences：Tina is taller
than Tara. Sam has longer hair than
Tom.
She also sings more loudly than
Tara.
（2） Master the grammer： 形容词或副词比较级形式的构成。
表示两者进行比较的句式结构。
2.
情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。
二、教学重难点
1. 教学重点：
（1） 利用所学的目标语进行熟练交际。
（2） 根据所设置的情景进行英语会话
，根据提示口述作文。
2. 教学难点：
He has shorter hair than Sam.
Is Tom smarter than Tim?
She also sings more loudly than Tara.
三、教学过程
step1. Lead-in
1. Ask Ss to write down as many
adjectives. about people as possible. then write the
opposite words.
tall --- short; thin --- heavy, long hair ---
short hair, calm --- wild …
2.Give Ss an example by comparing TOM and SAM.
e. Tom is older than Sam .Sam is taller than Tom .Henry is
younger than Santa Claus. Santa Claus is younger than
Henry.
step2. Presentation
Ask Ss to see the picture about oranges and pears to see the
differences. Then compare some of their things with each
other.
e.g. The oranges are bigger than the pears.
The pears are more delicious than the oranges.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than +
B.
step3. Game (compare me and my classmate)
Ask Ss to compare with their classmates and find out the
differences.
e.g. She is heavier than me. I am more outgoing than she
.
She gets up earlier than me. I run faster than her.
step 4. Pair work
Act out he sample conversation 1c.
Say, now work with your partner. Make your own conversation
about the twins.
Ask several students to say one or more of their
conversations.
step 5. Listening
1. Work on 2a:
Read the headings: -er, -ier and more. Then point out
the words in the box. Read them again.
Say, now listen and write the –er and –ier words in the first
column and the words that use more in the second
column.
Play the recording and check the answers.
step6. Pair work
1. Point out the chart in activity 2c. Say, Make your own
conversations according to the Coversation . Ask pairs to continue
on their coversations.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
. Role-play
1. Read the conversation first and try to match the people
with the right things.
a.
sang better
b. with shorter
hair
c. practice more
and really wanted to win
d. sang more
clearly
e. danced
better
2. Let Ss read the conversations they made.
3. Let Ss practice the conversation.
4. let some students act out their conversations in front of
the class.
Homework:
Write at least ten sentences:
Write about the things that are the same and
different between you and your best friend.Then give a speaking in
class.
板书设计：
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|
Section A (1a-2d)
outgoing, better,
loudly, quietly, hard-working,
competition, fantastic, which, clearly, win
句型：
Tina is taller than Tara.
Sam has longer hair than Tom.
She also sings more loudly than Tara.
|
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教学反思
1、这节英语课从设计思想上体现了课改要求，又充分结合我校的教学实际，发挥了我的英语口语教学与训练的作用。在教学过程中采用适当的方式方法来激发学生学习兴趣和学习能动力可以使我们的教学起到事半功倍的效果。经过半年来课题的研究，在这一课的教授过程当中，充分利用本阶段所研究的教学法，例如句型转换法、问题引路法来让学生口述作文，充分利用激趣法，功能交际法，等多种教学方法来让学生全身心地参与到活动中来，充分调动学生学习的积极性并培养各种机能协调发展的能力。
2、口语表达课的积极变化
（1）、课堂导入口语不再那么繁琐，对学生的提问考虑到了学生的学习水平，也克服了枯燥无谓。总之，无论是从时间上还是内容上都改观不小。
（2）：本课设计的任务由书面形式转换成了提问，会话，及各种形式的朗读，通过各种手段提高了学生的口语表达能力。实现了运用口语表达来完成学习任务。落实了教学目标。
（3）：本课设计的情景，人物能够抓住学生的眼球，激发了学生的学习欲望和表达欲望。是一节较为成功以口语表达为主的英语课。
（4）：我在授课中尽量做到了学生能说的教师坚决不说，学生说不全面的教师给予补充，学生说不来的教师要做适宜的引导。真正地把课堂还给学生。
3、口语训练尚待改进的环节
设计课堂情景时，如果借助更多的多媒体资源加上语言的导入，效果会更好，能帮助学生理解有难度的句子，也可以激发学生的创造性。今后还需在花费更多是时间去设计教学内容。课堂上的用语如果更多地使用英语来表述，学生的输入也会随之增多，自然输出也会增多。这样来上课学生既习得了目标语，又练习了口语的表达。真正打破以传统教语法为主的课堂。是一节名副其实的英语课堂。
