[录像三个一]八年级下册UNIT6 翟宝剑
发布时间：2013-06-17 09:00:33 来源：
新目标英语八年级下册UNIT6课堂实录Section A
实验中学 翟宝剑
The teaching process
Step 1 Lead-in
T：I have a good friend .Can you guess what she looks like and what she is like?
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 to the class) Please talk about us.
S：She is shorter than you. /She has longer hair than you. /She is thinner than you. /… (Students get information from the photos.)
T：I’m more outgoing than my friend（Lead in the class subject.）
Step 2 Revision
1、Revise the adjectives describing people’s appearance 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 personal traits, using description 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 Bb
Step 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 each word with the opposite. Check the answers.
3、Get students to introduce the rules of the comparative degrees of adjectives.(Show them on the Bb)
Step 4 Consolidation
1、T：You will hear there conversations about the people in the picture. They are all twins. Sometimes they look exactly alike, but not always. Listen to the conversations in 1b and number the picture. Check the answers(2 , 1, 3 from left to right)
2、T：Look at the picture of Tina and Tara talking to the reporter .We are going to listen what they are talking about. Play the recording the first time(student only listen) Play the recording the second time. This time students write the words in the chart of 2a. 3Then listen the recording again and write words in the boxes of 2b. These words are from the list in activity 2a..The words tell about each girl.
3、Check the answers.
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 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: I’m taller than my sister.
T: Who is more athletic , your brother or you?
S: My brother is.
(Show an example on the Bb)
2、Get the Ss work in pairs. Then ask some pairs to act them out in class.
Task2:. Get Ss to design their future and have a free talk.
T: Suppose you are a super star in the future. What will you look like and what will you be like?
S: I’m better than now, of course./I’m more athletic /I’m more outgoing.
T:I think you can be better and better.
Ask some Ss to share with others.
Step 6Readingand Writing
1、Teach “look the same”、“look different”、“ be as good as”、“be not as good as”、“a little”，using some pictures and comparing some Ss in class.
2、Ss read the article. Then read the statements (1-5) about the article. Write “T”、“F” or“DK”.
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 your friends.
5、Choose two or three to share the letters with the whole class.
Step 7 Summary
1、Give Ss a chance to summarize what we have learned in this class.(Ss can talk about it freely.)
2、Give the Ss some complements and further explanations.
3、Go through the contents in Grammer Focus
Step 8 Homework
1 Learn the new words and the target language in this period by heart
2.Revise section A
3.Preview Section B.
教学设计
一、教学内容分析
本课时的内容是以慈善活动“滑冰马拉松”的新闻报道为主题，通过以读促说的教学目的展开话题。
二、教学目标
1、语言目标
词汇：skater raise several
句型：How long have you been doing something?
I have been doing something for/since….
When did you start doing something?
2、情感目标
通过阅读使学生树立和加强积极参加慈善活动的意识，了解马拉松作为慈善活动之一的文化内涵。
3、能力目标
以读促说，培养学生的读说能力。通过对以滑冰马拉松这一慈善题材的阅读，促进学生在一定的语境中运用现在完成进行时和一般过去时进行语言的输出和交流。阅读中渗透阅读策略，培养学生分析问题、解决问题的能力。
三、教学重、难点
1、在特定的语境中正确运用现在完成进行时和一般过去时进行语言交流。
2、对发生的事情进行现场报道。
四、教学方法
任务型教学法，情景教学法，交际法。
五、教学步骤
| 教学环节 | 学生活动 | 教师活动 | 设计理念 | |
| 一.导入 | 与教师交流，复习句型：How long have you been doing something? I have been doing something for/since…. When did you start doing something | 教师先进行自我介绍，并介绍自己学习英语的时间，接着问学生的情况。以此复习句型：How long have you been doing something? I have been doing something for/since….When did you start doing something | 激活已有的知识和生活体验，为后续的读说做铺垫。 | |
| 二.阅读 | 读前 | 1.了解有关马拉松的文化背景。 2.预测。通过看图对文本进行预测。 | 1.点拨马拉松的发展史，初步了解马拉松的文化内涵。 2.指导学生对文本进行预测。 | 文化背景的介绍和对文本的预测有利于学会更好的理解文本。 |
| 读中 | 1.快读。了解文本的整体框架结构（两部分）和文章体裁。找出文章的topic sentence，找关键词。 2.细读第二部分。标句子；找出该部分的主题句和其中的关键词；理顺句子之间的逻辑关系；根据上下文猜测词义（raise，several）；阅读填表格，用教学目标语进行校对；阅读回答问题。 3.再细读。带着问题慢读整篇文章。What do you think the reporter will say at the end of the news report? 4.通过阅读了解新闻报道的完整性（Beginning-Body-Ending） | 1.指导学生进行快速阅读，了解文本的整体框架结构，找出文章的topic sentence和关键词。 2.引导学生运用恰当的阅读策略进行细读，提出一些有层次的问题，引导学生逐步从对文本的表层理解过渡到深层的理解。 浅层性问题：(1)How long has the skating marathon going? (2)How many skaters are still skating? 深层性问题：(1)How much will Alison raise for charity?(2)Why didn’t they start at the same time?(3)Why are several skaters still skating? 3.指导学生慢读。提出深层性问题：What do you think the reporter will say at the end of the news report? 4.指导学生通过阅读了解新闻报道的完整性（Beginning-Body-Ending） | 运用不同的阅读策略，使学生整体感知文本，并能在细节处根据上下文理解词汇和句子间的逻辑关系；通过对文本的表层理解到深层理解，培养学生分析问题、解决问题的能力，形成一定的学习策略。 | |
| | 读后 | 1.运用目标语现场采访其中的一位skater.力求表演逼真。 2.通过联系生活实际和体验，在老师的指导下展开小组调查，并做报道。 | 1.指导学生运用目标语进行现场采访，通过自己与学生的示范表演，要求学生模仿。 2.联系生活实际展示自己参加慈善活动的经历，指导学生展开调查，并做报道。 | 通过对文本的阅读，联系生活实际进行合作调查和报道，以读促说。 |
| 三.作业 | 1.把调查的结果写成一篇报道； 2.查询有关马拉松的更多信息，与同学分享。 | 课后教师及时检查作业并进行反馈。 | 把调查的结果写成文章便于巩固对目标语的理解和运用，巩固如何进行现场报道；通过自主的对有关马拉松信息的搜索和交流，进一步凸显以读促说的阅读理念。 | |
课后反思
教学反思 注重给学生创造了一个语言环境，然后结合学生生活设计活动，形成学生自主学习、有效交际、英语思维和陈述理由的能力，在推理与判断中培养综合分析能力。在教学中利用表格能开拓学生思路，帮助学生记忆。通过课前查阅一些资料提供给学生。从学生的生活经验和兴趣出发，在课堂教学中设计任务型教学活动，使学生在完成任务中进行听、说、读、写训练。
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