Unit3I’mmoreoutgoingthanmysisterTopic:人民教育出版Unit3I’mmoreoutgoingthanmysisterAuthorandworkunit:LuZhengpingMalingNo.2middleschool單元整體說明單元教材分析通過近三周較嚴(yán)格的訓(xùn)練，學(xué)生積累了一定的英語知識和語言技能，比如能使用一些學(xué)過的詞匯進(jìn)行對話并能就某些淺近的主題進(jìn)行討論。大部分學(xué)生思維比較活躍，但也有一小部分學(xué)生學(xué)習(xí)比較被動，課堂不善于表現(xiàn)。單元知識結(jié)構(gòu)SectionA所呈現(xiàn)的是人物之間的特征比較，人物的個性比較。通過不同的比較，展現(xiàn)形容詞比較級的一般用法，重讀閉音節(jié)結(jié)尾的，輔音字母加y結(jié)尾的、多音節(jié)雙音節(jié)形容加more的用法。句型A+比較級+thanB。...as+形/副+as...。begoodat等等。借用日常交際用語，層層鋪墊，展開聽說讀寫，培養(yǎng)自主學(xué)習(xí)的能力。一切的活動設(shè)計都圍繞比較級展開。SectionB具體讓學(xué)生發(fā)表自己對朋友要求的觀點，比較朋友和自己的相同點，不同點。談?wù)搨€自的喜好，性格特征。通過比較的方法，達(dá)到對人生完美境界的自我追求。教材內(nèi)容從基本語言知識到語言綜合運用層層遞進(jìn)，聽說讀寫依次展開，以一種循序漸進(jìn)的學(xué)習(xí)程序，引導(dǎo)學(xué)生在做事中有目的地學(xué)習(xí)語言。單元總體目標(biāo)根據(jù)本單元教學(xué)內(nèi)容和學(xué)生知識結(jié)構(gòu)及認(rèn)知特點，本單元的教學(xué)目標(biāo)確定為：1、掌握詞匯及形容詞比較級的形式。2、掌握形容詞比較級的一般用法，特殊用法。3、能用比較級的句型表達(dá)不同的或相同的人物、事物的特征。單元教學(xué)重難點一覽根據(jù)學(xué)生的學(xué)情分析和客觀原因的種種限制，本單元確定的重難點如下：重點1、掌握所有詞匯。2、比較級形式的變化、句型及用法。Iammoreoutgoingthanmysister....as+形/副+as...liuYingisnotasgoodatsportsashersister....thesameas...Myfriendisthesameasme.Wearebothquiet.3、日常交際用語。難點1、重讀閉音節(jié)結(jié)尾的，輔音字母加y的形容詞的變形，多音節(jié)雙音節(jié)加more的用法。2、both的用法。單元學(xué)情分析調(diào)查學(xué)生的喜好，從喜歡的話題入手。根據(jù)不同的能力布置不同的課前準(zhǔn)備。讓每一個學(xué)生上課都有出色的表現(xiàn)。讓基礎(chǔ)較差的學(xué)生預(yù)習(xí)好單詞的讀法，去了解一下什么是比較級。中等基礎(chǔ)的學(xué)生羅列出形容人物特征的形容詞。基礎(chǔ)教好的去了解自己與他人的相似點，不同點。單元教學(xué)建議英語《新課程標(biāo)準(zhǔn)》提倡的英語課堂，應(yīng)該是靈活開放，色彩繽紛的舞臺，師生，生生的交流活動豐富多彩，書本應(yīng)成為提供學(xué)生自由交往和實踐活動的平臺，課堂應(yīng)給予學(xué)生個性發(fā)展的平臺與充分創(chuàng)造的空間，要擴大時間和空間的有效性。同時應(yīng)重視學(xué)生自主學(xué)習(xí)的能力培養(yǎng)，通過學(xué)生參與課堂的準(zhǔn)備，課內(nèi)的主動學(xué)習(xí)，自我與相互的評價與反思，從而真正提升學(xué)習(xí)的能力，達(dá)到優(yōu)化教學(xué)的目的。教學(xué)內(nèi)容Unit3I’mmoreoutgoingthanmysister.（人教新目標(biāo)八年級上冊）Teachingaims:1.Generalaims:Talkaboutpersonaltraits.Comparepeople2.Particularaims:A.LanguageFocus.Talkaboutpersonaltraits.Comparepeople.B.Languagegoals:learntotalkaboutpersonaltraits.C.Languagestructures:PedroisfunnierthanPaul.TinaistallerthanTaraTomismoreathleticthanSam.Comparativeswith-er,-ier,moreandbothD.Usefulwordsandphrases:Words:outgoing,serious,as,however,laugh,for,interest,thought,necessary,care,information,Phrases:morethan,begoodat,primaryschoolE.Grammarlanguage:comparativesF.Learningstrategies:a.practiceb.listeningc.discussingd.surveyactive,cooperation,UsingwhatyouknowG.Emotionandmanner:learntotalkaboutwhatpeoplearedoing.AndKnowsomethingaboutthepresentProgressive

tense.Teachingmainpoints:(1)IsthatSam?No,That’sTom.HehasshorterhairthanSam.(2)Talkaboutpersonaltraits.(3)Comparepeople.Teachingdifficultpoints:(1)IsthatSam?No,That’sTom.HehasshorterhairthanSam.(2)Talkaboutpersonaltraits.(3)Comparepeople.Teachingmethods;①TeachingEnglishinEnglish.②TeachingEnglishingames.③TeachingEnglishincircumstances.④TeachingEnglishincommunications.Teachingaids:radiotapes.pictures.cards.materialobjects.Teachingprocedures:Period1(SA1a—1c)Step1GreetingsGreetstudentsinusualwaysandletstudentspreparetohaveaEnglishclassand

check

the

homework.Step2WarmingupReviewthelanguagepointswelearnedinthesedays.Suchas：(1)Whatareyoudoing?(2)I’mwatchingTV.(3)What’shedoing?(4)He’sdoinghishomework.(5)What’sshedoing?(6)She’sreading.(7)IshewatchingTVshow?Yes,heis./no,Heisn’t.Heisreading.Etc.(8)ThepresentProgressivetense

(9)Talkaboutwhatpeoplearedoing.(10)Revisetheshortpassageonpage35Step3PresentationDesignatruesituationtopresentthenewpartwewilllearn.suchas:Writethequestion:Whatareyoudoing?Ontheboard.Readthequestionandasktheclasstorepeatit.Thenyoumightpretendtobereadingabook,playingsoccer,Whentheclassasks,Whatareyoudoing?Youanswer,I’mreadingabook,andsoforth.Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthewordsagain.Checktheanswers.Step4ExplanationsExplainthelanguagepointswemeetinthispart,1.n.+yadj.snowy/cloudy/windy/rainy/sunny/foggy.2.v.+ingadj./n.rain/snow.3.How’stheweatherin+places?It’s…Step5DrillsAskstudentstopracticetheconversationinthepicture.Andthenpracticetogetherwithstudentsindifferentways.PracticeTheconversationtogetherwithstudents.justlikegivethemamodel.Andthenpracticeitindifferentwayslikethese:Step6ListeningListentothetapeandwritethesecitynamesintheboxesabove.Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Playtherecordingthefirsttime.Studentsonlylisten.Say,Youwillhearfourdifferentconversations.Eachoneisabouttheweatherinadifferentcity.Pointtoeachcityinthepictureasitcomesuponthetape.Correcttheanswers.Step7PairworkFirstexplainthesentencesin1candletstudentsknowthemeaningofthispart,thenpracticeitfordifferentwaysjustasgivethemmodals.Askstudentsdothepairworkwiththeirpartner.PracticeTheconversationtogetherwithstudents.justlikegivethemamodel.Andthenpracticeitindifferentwayslikethese:Say,Nowworkwithapartner.Makeyourownconversationsabouttheweatherinthesefiveplaces.Step8ExplanationExplainthelanguagepointswelearnedinthispartandthemeaningofthispart.How’stheweatherinBeijing?=What’stheweatherlikeinBeijing?Step9SummarySummarizetheimportantpointswelearnedinthisclass.1.n.+yadj.snowy/c