英语课堂教学观察报告Unit 6 I’m more outgoing than my sister
Unit 6 I’m more outgoing than my sisiter. Section B说课稿 八年级英语
Unit 6 I’m more outgoing than my sisiter. Section B说课稿各位评委老师：大家好，我是（）中学的英语老师（）。
今天我要说课的内容是八年级英语上册第6单元的Section B。
第六单元的标题是“I'm more outing than my sister”。
Section B的主要内容是“Talk about personal traits and how to compare people”这一话题。
一、教材分析：１、教材的地位及作用：本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，学会用形容词的比较级来对两个人的外貌及个性进行比较。
本节课是堂阅读课，它通过前几节课学习的比较级，进一步加深对比较级的语法现象的理解和运用。
同时通过对与朋友间的相同及不同之处的描述，进一步提高学生听、说、读、写的综合素质能力。
具有非常重要的地位。
２、教学目标：（知识目标、能力目标、情感目标、学习策略目标）根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习英语打好初步的基础。
此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四个方面。
基于以上的分析，本节的教学要达到以下几个目标：①知识目标：(１)学习单词：opposite, view, interest, most of, though, opinion, really etc.(２)掌握句子：Should friends be different or same?I like to have friends who are like me.I like to have friends who are different from me.②能力目标：(１)让学生学会用英语与他人谈论人的个性特征和形容词的比较。
初中英语优质课教案与教学反思Unit 6 I am more outgoing than my sister
初中英语优质课教案与教学反思Unit 6 I am more outgoing than my sister一、教材分析这是第六单元的第一课时的内容，中心话题围绕Talk about personal traits and compare people这个题材开展多种教学活动，本节课是本单元的重点，通过听、说、读、写来培养学生综合运用知识的能力，通过有限的课堂实践活动，能准确地用英语在交际中运用本单元的话题对自己与他人进行描述，作出比较并进行判断。
并让学生能在做中学。
通过听、说、读、写来学习比较等级，加深对比较等级的语法现象的理解和运用，培养学生综合运用知识的能力,能初步运用这一语言结构进交谈，为后面 Section B 的学习打下基础，在本单元中起着承上启下的用。
通过本课时的学习，能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
在此之前，学生已掌握部分形容词的用法。
所以，这些对学生来说并不难，学生很容易掌握.二、教学目标分析：（1）知识目标：目标词汇：outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .目标语言:Is that Sam? No, that’s Tom. He has shorter hair than Sam.Is Tom smarter than Tim ? He’s calmer than Sam.（2）语言技能:能对人物的外表进行描绘，个性进行比较，能在日常生活中恰当理解和运用本单元的话题对自己与他人进行描述，作出比较并进行判断（3）情感目标：体会英语学习的乐趣，做到在“用中学，在学中用”（4）能力目标：培养学生自学能力，阅读能力，提高听的能力，锻炼学生交际能力与他人合作的能力提高学生听、说、读、写及知识自学的综合能力。
人教版英语八年级上册Unit6.I’mmore outgoing than my sister. 1a-2c优秀教案和教学反思
人教版英语八年级上册Unit6.I’mmore outgoing than my sister. 1a-2c优秀教案和教学反思课题人教版英语八年级上册Unit6.I’mmore outgoing than my sister.1a-2c作者及工作单位张尚平安徽省南谯区乌衣初中教材分析The topic of this unit is to talk about personal traits and compare people. It helps students to know something about personal traits. In this period, students will learn different personal traits. brief introduction of this unit and also the preparation of Section B. After learning this lesson, students can describe the students in our class.学情分析Studentshave learned different words about appearance,And they also know the form of the comparative.such as more than,funnier,quieter,more serious,more outgoing… to describe how to compare sth and someone. But they don’t know how to use the formof adjectives and adverbs that expresses a greater degree , such as Sam is taller than tom…After learning this lesson, students will make it clear.教学目标1. Knowledge aims: To learn and master the phrases and the target language.e.g. taller,shorter,thinner,longer, calmer,wilder,quieter,funnier,heavier,more, intellectual,athletic,popular,same,different,be good at,like to;dills:-Is that Sam?-No,that’s tom. He has shorter hair than Sam.and he’s camler than Sam.2. Ability aim: To have the ability to talk about personal traits.To us the form of the comparativee to tell the differences ofThe people.3. Moral aim: To understand which one must get on well with others.learn from others’advantages and overcome shortcomings.教学重点和难点1. Teaching key points: the phrases and the target language.2.teaching Grammar focus.-e.g:-Is that Sam?-No,that’s Tom.he has shorter hair than Sam.and he’s calmer than Sam.Is that Tara?No ,it isn’t. it’s Tina.Tara is shorter than Tina.。
【教案】Unit 6 I am more outgoing than my sister
【教案】Unit 6 I am more outgoing than my sister一、教材分析这是第六单元的第一课时的内容，中心话题围绕Talk about personal traits and compare people这个题材展开多种教学活动，本节课是本单元的重点，通过听、说、读、写来培养学生综合使用知识的水平，通过有限的课堂实践活动，能准确地用英语在交际中使用本单元的话题对自己与他人实行描述，作出比较并实行判断。
并让学生能在做中学。
通过听、说、读、写来学习比较等级，加深对比较等级的语法现象的理解和使用，培养学生综合使用知识的水平,能初步使用这个语言结构进交谈，为后面Section B 的学习打下基础，在本单元中起着承上启下的用。
通过本课时的学习，能培养同学间的友好相处，规范自己的行为，同时能提升他们的观察水平和判断水平，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
在此之前，学生已掌握部分形容词的用法。
所以，这些对学生来说并不难，学生很容易掌握.二、教学目标分析：（1）知识目标：目标词汇：outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .目标语言：Is that Sam? No, that’s Tom. He has shorter hair than Sam.Is Tom smarter than Tim ? He’s calmer than Sam.（2）语言技能：能对人物的外表实行描绘，个性实行比较，能在日常生活中恰当理解和使用本单元的话题对自己与他人实行描述，作出比较并实行判断（3）情感目标：体会英语学习的乐趣，做到在“用中学，在学中用”（4）水平目标：培养学生自学水平，阅读水平，提升听的水平，锻炼学生交际水平与他人合作的水平提升学生听、说、读、写及知识自学的综合水平。
unit6.I’m more outgoing than my sister.第1课时附教学反思
课题：I’m more outgoing than my sister.
课型
新课
主备
审核
王学忱
班级
8.1
姓名
时间
10月
小组
外语组
编号1学习目 Nhomakorabea标
知识与技能
Words : outgoing, twin, calm, wild.
Phrases: more… than, as…as.
姚明和易建联两个都正在NBA打球。__________________________________________________.
学
习
过程或学习内容
一、阅读3a中的内容及3b中的对话后，完成下列各题。
1.翻译下列词组。
为…而感谢某人_________________;双胞胎妹妹______________;双胞胎哥哥____________;正如你所看到的那样______________;在一些方面_____________;看起来一样_____________;看起来不同____________;超过、多于____________;一些共有的东西______________________;和…一样擅长…____________________________;更外向一点___________________________________;与…一样_______________;我们两个都_____________;她最喜爱的科目________________。
2. Liu Li isn’t as good at sports as Liu Ying.
Liu Ying is ________ ____________ than Liu Li.
Unit 6 I'm more outgoing than my sister
Unit 6 I'm more outgoing than my sister云梦县实验外国语学校祝显珍一．教材内容分析：本单元语言目标为talk about personal traits and compare people.主要分为Section A 和Section B和Self check三部分。
Section A所呈现的是人物之间的特征比较，人物的个性比较。
通过不同的比较，展现形容词比较级的一般用法，重读闭音节结尾的，辅音字母加y结尾的、多音节双音节形容加more的用法。
句型A+比较级+than B。
…as+形/副+as…。
be good at 等等。
借用日常交际用语，层层铺垫，展开听说读写，培养自主学习的能力，一切的活动设计都围绕比较级展开。
Section B具体让学生发表自己对朋友要求的观点，比较朋友和自己的相同点，不同点。
谈论各自的喜好，性格特征。
教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的学习程序，引导学生在真实的语境中有目的地学习并熟练运用所学语言。
而Self check是一个自我检测部分，主要以练习方式来检测学生对本单元的重点词汇，句型的掌握情况，对学生所学知识进行评价。
二．教学目标：1、掌握词汇及形容词比较级的形式。
2、掌握形容词比较级的一般用法，特殊用法。
3、能用比较级的句型表达不同的或相同的人物、事物的特征。
三．教学重点和难点：1、掌握所有词汇。
2、比较级形式的变化、句型及用法。
3、日常交际用语。
四．课时结构为了能教好实现制定的教学目标，结合本单元教学内容和学生的学习规律，我将本单元授课课时定为五课时。
具体安排如下：Period 1 （Section A 1a~1c）Period 2 （Section A 2a~grammar focus ）Period 3 （Section A 3a~4）Period 4 （Section B 1a~2c ）Period 5 （Section B 3a~self check）Period 1 (section A 1a-1c)Teaching aims and demands:1. Learn to use comparative degrees to compare two people.2. Learn to use the adjective words to describe people and talk about personal traits.3. Train the students’ ability of listening and speaking.Teaching key points and difficult points:1. Use the adjectives to talk about personal traits.2. A is taller /thinner/calmer/shorter than B.A has longer/shorter hair than B.Teaching Aids : multimediaⅤTeaching Procedures:Step 1. Greetings and free talk.Step 2. Lead -inAsk two students to stand up, ask students: What does Tom look like?Ask students to answer: he is tall.Then ask:What does Bob look like? Ask students to answer: he is tall.Tom is tall. Bob is taller than Tom .Write Bob is taller than Tom .on the blackboard and ask students to repeat.Then ask another two students to come to the blackboard. Help them to compare the students using the same way:Mary is thinner than Cindy.Linda has longer hair than Alice.Step 3. PresentationShow some pictures on the big screen. Ask students to compare people.A is taller than B.A is thin than B.A has shorter hair than B. etc.Step 4. New wordsShow two pictures on the big screen. Say: this is a picture of Jim and Tom. They look the same. They are twin brothers. This is a picture of Lucy and Lily. They are twin sisters. Help students to guess the meaning of twin, twin sisters and twin brothers. Write the word twin on the blackboard, ask student to repeat.Then compare the twin brothers, say: Jim is wild, but Tom is calm. Lily is outgoing but Lucy is quiet. Write the words wild, calm outgoing and quiet on the blackboard. Help them to guess the meaning of them. Read and ask students to repeat. Then ask students to describe the students using the four words.Step 5. 1aAsk students to match each word with its opposite. Then check the answers.Step 6. ListeningFirst ask students to talk about the pictures, using the words we learnt just now.Sam has longer hair than tomTina is taller than Tara.Pedro is heavier than Paul. etcThen play the tape for students to listen and number the pairs of twins [1-3] in the picture.Check the answers.Step 7. Pairwork.First ask two students to read the sample conversation to the class.Then ask students to look at the picture, asks a student to make a conversation with the teacher.Next ask students to make conversations with their partners. The teacher walk around the classroom, give them help if necessary.Finally ask two pairs to act out their own conversations.Step 8. Summary and homeworkIn this class we’ve learnt how to compare people, so after class, compare your classmates, and your school things.Blackboard Design:Unit 6 I'm more outgoing than my sisterTarget language: Bob is taller than tomMary is thinner than Cindy.Linda has longer hair than Alice.New words: twinoutgoing ----quietwild----calmPeriod 2 (2a-2c)Teaching aims and demands:1. Learn the rules of changing adjectives into comparative degrees.2. Listen and understand the materials that contain the comparative degrees of adjectives.Teaching key points and difficult points:1. The use of –er /-ier / more + adj2. How to compare people using the comparative degrees.Teaching Aids: multimediaTeaching Procedures:Step 1. Greetings and free talk.Step 2. RevisionCheck their homework by asking some students to compare their classmates and school things like this: I am taller than Li .Ying. Li Ying is shorter than me.Li Han is thinner than Zhou Li .Zhou Li is heavier than Li Han.My ruler is longer than Li Lei’s. Li Lei’s ruler is shorter than mine.My notebook is bigger than Lin Tao’s. Lin Tao’s notebook is smaller than mine.Step 3. Listening1.Teach the new words smart and athletic .read and ask students to repeat.2.Ask students to point the two columns and read the headings: -er / -ier and more.3.Play the tape for students to listen and complete the chart in 2a.4.Check the answers.Step 4 . Listening1.Look at the picture. Ask students to tell the differences between Tina and Tara.2.Listen again. How are Tina and Tara different? Fill in the chart.3.Check the answers.Step 5. PairworkStudent A, look at the chart below. Student B, look at the chart on page 83，ask and answer questions about Sam and tom.A: Is Tom smarter than Sam?B: No, Sam is smarter than Tom.Ask some pairs to present their conversations in front of the class.Step 6. Grammar focus1.Review the grammar box. Ask a student to read the sentences to the class.2.Ask students to discuss the rules of changing adjectives into comparative degrees3.Summarize the rules.Step 7. Exercises.1. Change the following words into comparative degrees.tall short thin heavy calmwild funny quiet serious smartoutgoing athletic big small2. Check the answers.Step 8. Summary and homeworkToday we’ve learnt some words and learnt how to compare people. We’ve also learnt the rules of ch anging adjectives into comparative degrees.Blackboard design:Unit 6 I'm more outgoing than my sistertall—taller short—shorter calm—calmer wild—wilderthin—thinner big—biggerfunny—funnier heavy—heavierserious—more serious outgoing —more outgoing athletic —more athleticPeriod 3 (3a-4)Teaching aims and demands:1. New words, phrases and sentences.2. Know more ways to compare two different people or two different things.2. Reading, and speaking practice using the target language.Teaching key points and difficult points:1. as, both , however , be good at , not as …as2. Talk about the differences between the student and his /her partner using the target language .Teaching Aids: multimediaTeaching Procedures:Step 1 .Greetings and free talkStep 2. Presentation.Show two rulers, one is long and the other is short. Ask students to compare the two rulers using the comparative degrees like this: The red ruler is longer than the white one. The white ruler is shorter than the red.Then show another two rulers, they are of the same length. Compare them by saying: the red ruler is as long as the blue one. Write as …as…on the blackboard and then make more sentences by comparing their school things: My notebook is as big as Li Lei’s…Ask students to compare their classmates like this: I’m as old as Li Tao. Jim is as tall as Tom.Write not as / so …as …on the blackboard on the blackboard, making sentences in the same way.Show pictures of Yi Jianlian and Lin Shuhao on the big screen. Ask one student to talk about them. Then the teacher says: they are both basket players. They both like playing basketball. And they are both good at playing basket. Make sure they can understand and use both, be good at correctly.Step 3. Reading1.Look at the pictures in 3a. Ask students to talk about the similarities anddifferences between the twin sisters Liu Li and Liu Ying.2.Have students listen to the letter without looking at the book, answer the question:Who is more outgoing, Liu Li or Liu Ying?3.Read the statements about the article. Then ask students to read the article andwrite “T”“F” or”“DK”4.Check the answers.Step 4. GroupworkHave a competition with groups; get them to fill in the blanks.Step 4. Pairwork1.Ask two students to read the sample conversation.2.Tell another two students to talk about how they are the same and different fromtheir friends.3.Ask students to work in pairs.4.Ask some pairs to present their conversations.Step 5.Guessing game. (Who is my friend?)We’re both girls/boys.We both like….She/He is …than I.But I’m…than she/he.…Do you know who is my friend?Step 6.Summary and homeworkToday we’ve read the article and known the things that are the same and different between the twin sisters. We’ve also learnt to say the similarities and differences between you and your partner. After class, tell your partner how you are the same and different from one of your family members.Blackboard design:Unit 6 I'm more outgoing than my sisteras…as…This ruler is as long as that onenot as/so …as…I’m not as/so tall as my sister.be good at …Yao Ming is good at playing basketball.bothWe are both tall. We both have short hair.Period 4 (Section B 1a-2c)Teaching aims and demands:1.Learn and understand the importance of friendship.2.Learn to talk about our own friends.Teaching key points and difficult points:1.make sb do sth2.Talk about our own friends using the comparative degrees freely.Teaching Aids: multimediaTeaching Procedures:Step 1 .Greetings and free talkStep 2. Check the homework by asking them to tell their similarities and difference between them and their friends or family members.Step 3.1a1. Do you have a good friend? What is important in a friend? Ask different students to answer the questions.1.Read each sentence in 1a and ask them to repeat.2.What kinds of things are important in a friend? Rank the things below[1-6]3.Do a quick check to see which things are most important to students.Step 4. Groupwork1.Ask students to read the sample conversations by themselves.2.Make statements about friends using the phrases in 1a.3.Ask students to tell the class what they look for in a friend.Step 5. ListeningAsk students to look at the names and the first columns of the chart.What do holly and Maria like about their best friends? Play the tape for students to listen and fill in the first column of the chart.Check the answers.Let students look at the rest of the chart. How are holly and Maria the same as and different from their best friends? Play the tape again for students to listen and fill in the chart.Check the answers.Step 6. Pairwork1.Ask students to read the sample conversation by themselves.2.Ask student to talk about Holly and Maria and their best friends; tell them they canuse the information in the chart.3.Ask some pairs to present their conversations.Steps 7. Make a survey.Make a survey on your friends, talk about what is important in a friend? Then give a report like this:Kay thinks a good friend makes her laugh, but Lisa thinks a good friend is more outgoing than her. Bob thinks…Step 8.Summary and homeworkToday we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.After class write down five statements about what is important in a best friend. Blackboard designmake sb do sthI think a good friend makes me laugh.A: H olly’s best friend is funnier than she is.B: Maria and her best friend are both tall.Period 5 (3a-Self check)Teaching aims and demands:1.Learn how to get information by reading.2.Train students’ ability of listening, speaking, reading and writing.Teaching key points and difficult points:1.beat sb in sth , be good with , enjoy telling jokes, I don’t think …2.Write about the things that are the same and different between you and a friend. Teaching Aids: multimediaTeaching Procedures:Step 1 .Greetings and free talkStep 2 3a1.Play the tape one by one, ask students to tell about how James Green, Huang Leiand Mary smith are the same and different from their friends?2.Ask students to read the article by themselves. Underline the words that describewhat people are like? Check the answers.3.Ask students to read the article more carefully, circle the words , phrases orsentences that they don’t know.4.Explain some language points..Step 3. WritingLook at the chart in 2a on page34. Ask students to say how holly and Maria the same as and different from their best friends? Then write Holly, Maria and their best friends like this:Holly’s best friend likes to do the same things as she does. Maria’s best friend is quieter than she is.Step 4 WritingShow the following questions on the big screen;1、Do you have any friends? Who are they?2、Are your friends the same as you or different? Can you tell us something about your friends especially the differences between you two？Fill in the chart.Tom is my friend. We are both tall and we both have short straight hair. But we are different in some ways. Tom is more athletic than me, he likes playing basketball, and I am quieter than T om…Step 5 job interview1.Show the job ad on the big screen, read the job ad and ask students to choose twostudents who they think can do the job, then compare them, decide which is better for the job.2.Ask two classmates to act the dialogue out.Step 6 Self Check1.Fill in each blank with the correct word given. Change the form of each word ifnecessary. Then make your own sentences with each word. Check the answers.2.Find out two photos of your own in the past and the present, compare them andwrite about the similarities and the differences. Ask students to tell how I amdifferent now.Two years ago, I am short and thin, but now I am taller and heavier.3. Ask a composition about how students are different from two years ago.Step 7 summary and homeworkToday we’ve reviewed the key vocabulary in this unit by reading practice. And we’ve also learnt to write about their best friends. After class, write about how you are different from two years ago in your exercise books.Blackboard design:beat sb in sthbe good withenjoy telling jokesI don’t think …单元教学反思：本单元通过运用形容词的比较级来描述人物质的个性特性，共分为主要分为Section A 和Section B和Self check三部分。
unit6.I’m more outgoing than my sister.第2课时附教学反思
二、选择正确答案。
1.I work as _ห้องสมุดไป่ตู้____as my sister, so we both get good grades.
A. harder B. hardest C. hard D. hardly
2.I have the same hairstyle ______ his, but my hobby is different ______ his.
A. as, from B. from, as C. for , from. D. with, from
3.Their book is ________ than mine.
难点
识记并运用描述好朋友标准的词句；将听力中使用的对比方法移为己用。
学法指导
一、写出下列词的比较级。
outgoing____________; athletic______________; wild___________; serious______________________;
beautiful________________; quiet_________; calm__________; popular_______________________; good___________; well___________; cool___________; important______________; heavy_____________;
A. at B. for C. with D. to
2.Liu Li always makes us _______happy. So we all like to spend time with her.
说课稿I am more outgoing than my sister.
Unit 6 I am more outgoing than my sister.说课稿一、教材分析这是人教版八年级上第六单元的第一课时的内容，其中心话题围绕Talk about personal traits and compare people这个题材开展多种教学活动，本节课是本单元的重点，通过听、说、读、写来培养学生综合运用知识的能力，通过有限的课堂实践活动，能准确地用英语在交际中运用本单元的话题对自己与他人进行描述，作出比较并进行判断。
并让学生能在“做中学”通过听、说、读、写来学习比较等级，加深对比较等级的语法现象的理解和运用，培养学生综合运用知识的能力能初步运用这一语言结构进交谈，为后面Section B 的学习打下基础，在本单元中起着承上启下的用。
通过本课时的学习，能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
二、学生学情分析我们教学的对象是初二学生（以中等生为主），他们学习英语有较强的记忆力和模仿能力，有待培养知识的扩展运用能力。
，有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。
因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，缺少丰富的语言基础，对某些任务的完成有一定的难度，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。
同时在阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。
新教材重视以人为本，学生的发展是英语课程的出发点和归宿。
根据学生实际情况，对知识的增、减、删做细心研究，尊重学生现有的知识水平和认识差异，着眼学生的个性发展，把握整体目标走向，因此，本课中我挑选了sectionA:1a,1b,1c,2a,2b等内容。
三、教学目标分析：1. 知识目标：（1）语言知识：掌握本课时的目标词汇：outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .（2）目标语言：Is that Sam?No, that’s Tom. He has shorter hair than Sam.Is Tom smarter than Tim ?He’s calmer than Sam.2.语言技能:能对人物的外表进行描绘，个性进行比较，能在日常生活中恰当理解和运用本单元的话题对自己与他人进行描述，作出比较并进行判断。
说课稿 unit6 I'm more outgoing than my sister.
说课稿unit6 I'm more outgoing than my sister.一、Analysis of the Teaching Material.（教材分析）1. Status and Function(教材的地位和作用)The topic of Unit6 is about personal traits. This kind of topic is closely related to students' daily life , so all the activities in this unit are helpful to raise learning interest of students. This can make students learning English happily.（这个单元主要学习形容词的比较级，谈论相关个人的话题，个人的特征。
这种话题与学生的日常生活有着密切的联系，所以所有的话题对于提升学生学习英语的兴趣有很大的协助，这样就能使学生在轻松愉快中学习英语，享受英语。
2.Teaching Aims and Demands(.教学目标.)依据新课标"在重视英语知识教育的同时，更为重视英语水平培养和情感态度、价值观教育，同时要发展学生探究性学习的水平"这个理论，我制定如下教学目标：1）Knowledge Objects(知识目标)：Key vocabulary(本单元重要词汇)the rules of the comparative degree of adjectives (形容词比较级的变化规则)2）Ability Objects(水平目标)Make the students talk about their own topic in English and try to use the comparative degree of adjectives. It will help them improve listening skill and communicative competence.(指导学生在自主探究和任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提升听力水平和英语语言表达水平).3）"情感、态度、价值观"目标：（1）通过和别人作比较了解他人的长处和自己的短处，教育学生"行为漂亮才是漂亮"Handsome is that handsome does.（2）教育学生注重自己和身边的人。
Unit6 I'm more outgoing than my sister.说课稿
Unit6 I’m more outgoing than my sisterSection A(3a-4)说课稿各位评委，大家好:今天我说课的内容是人教版新目标英语八年级上册的第六单元I’m more outgoing than my sister.的第二课时内容，也就是教材P33页（3A-4）。
一，教材分析（一）本堂课在教材中的地位。
1，本节课在第一课时的基础上继续学习形容词的比较级在实际中的运用，第一节课已初步了解形容词比较级的构成，这节课主要是通过运用形容词比较级来谈论和比较人物的特征，加深对比较级的掌握，培养学生综合运用知识的能力。
并为Section的学习打下进一步基础。
同时也为后面学习形容词最高级做好准备。
具有承上启下的作用。
2，本节课也在于培养学生的听力，阅读及写作方面的能力。
基于以上分析，针对这节课，本节课教学要达到如下目标：（二）教学目标：谈论人物个性特征以及比较人物的相同点和不同点。
1.知识目标：•（1）掌握本节课的目标词汇：as ，both(all)…and，morethan ……in common as……as…..not as (so)…as,twin brothers, twin sisters,is good at ,look + adj,enjoydoing = have fun doing,•（2）much, a lot, a little, a bit, even , far用于比较级前2. 能力目标:指导学生在自主探究和任务型教学模式中，让学生学会用英语谈论人物的个性特征,用形容词的比较级来比较人物相同点和不同点，以及进一步提高学生的阅读理解能力，培养学生的自学能力以及组织语言的能力。
进一步提高学生的听，说，读，写的综合能力。
3.情感目标：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。
I’m more outgoing than my sister教案
Unit 6 I’m more outgoing than my sister.学校：柳州市第二十四中学教师：江怀霞年级：八年级七班教材：初中英语《新目标》八年级上册（人民教育出版社出版）教学内容：Unit 6 I’m more outgoing than my sister.一、学情分析本班是八年级里基础比较好的班级，共有学生49人，班级人数较多。
通过平时较严格的训练，学生积累了一定的英语知识和语言技能，比如能使用一些学过的词汇进行对话并能就某些浅近的主题进行讨论。
大部分学生思维比较活跃，但也有一小部分学生学习比较被动，课堂不善于表现。
二、教学目标语言知识：1．单词：both common although2．句子：We both have black eyes and black hair.My hair is shorter than hers.Liu Ying talks more than Liu Li.Liu Ying is not as good at sports as her sister.能力目标：1．能就人与人之间相貌、性格上的差异进行比较，学会使用形容词比较级。
2．提高听说读写综合能力。
3．提高分析问题、解决问题的能力。
学习策略：1．分类表述2．阅读策略情感态度：1．观察与发现，比较与运用。
2．不因长相上的差异嘲笑别人，懂得尊重他人。
三、教学过程步骤一：Revision（复习）师：Please look at the blackboard. How many people can you see? Who are they? Are they twins? Do they look the same? Can you tell me the same ways and different ways between them?生：…(展示两张画有一对双胞胎姐妹的彩色图片，让学生观察比较，运用前两节课所学过的知识找出两者之间的相同之处与不同之处)通过图片展示，学生在直观的方式下能较准确的进行理解及语言的使用，使得课堂生动活泼，同时通过老师的问以及全班学生认真观察后积极的举手回答，整个课堂气氛活跃，学生从一开始就处于积极的学习状态中。
英语教师面试说课稿范本之《Unit 6 I'm more outgoing than my sister》
英语教师面试说课稿范本之《Unit 6 I'm more(Section A)Good morning/ afternoon, dear judges! I'm very glad to be here to present my class today. I'm number X candidate applying for the English teacher of the secondary school. And my topic today is Unit 6 I'm more outgoing than my sister. To get a better understanding of my instructional designing, I'm going to divide it into 6 sections, that is, the analysis of teaching materials, analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.Part One: Analysis of the Teaching MaterialThe first and foremost is the analysis of the teaching materials. Today's lesson is the Unit 6, Section A of Go For It, 8A, published by People's Education Press. Its main theme is talking about people's physical appearance, which is a common topic among students. Actually they all have had such experience to use language to describe others, so this lesson will be quite useful to students' daily life.Based on the New Curriculum Standard，today's teaching objectives are as follows:1. Knowledge objectivesKnowledge objective is to master the usage of new words: outgoing, more, than , calm, wild.2. Ability objectivesAbility objective is to grasp how to use the comparative form of the adjective to describe two persons.3. Emotional objectivesEmotional objective is to enhance students interests in learning English.Given the teaching materials and the students' characteristics, I suppose the teaching key and difficult points are the comparative form of adjectives and how to use it in real situations.Part Two: Analysis of the studentsOK, let's turn to the analysis of students. Students of Grade 8 have studied English for at least 5 years and grasped a certain amount of English knowledge. They are eager to show, eager to learn. They can cooperate with their classmates to finish a task. On the other hand, students' ability of using English is limited; their abstract thinking is not fullydeveloped and they can be easily distracted. Therefore, all of these shall be taken into consideration into today's teaching.Part Three: The Teaching MethodsAccording to the analysis of teaching materials and students, I'm going to arrange my lesson by mainly using the Task-based Method.Part Four: The Learning MethodsThe learning Methods of this lesson will be focused on cooperative and researched methods. Students will finish a series of activities to learn the language points today.Teaching AidsDuring the teaching process, recorder, CAI, picture and computer will be needed.Part Five: Teaching ProceduresOK, so much for the teaching and learning methods. And the next one is the most important part of today, the teaching procedures, which will be demonstrated in the following steps: Step 1.Leading-inIn order to make the class more lively and interesting, firstly I'm going to ask several students to introduce themselves. Students will be told to focus on their looking andcharacters. By doing so, students will get a general idea of today's lesson and their interest will be raised as well.Step 2. Pre-task1. Vocabulary Focus:In this step, I'll introduce the new words firstly. I will show some pictures to the students and ask them to tell what they see. Pictures with different persons with different features will give a direct image to students and I'll teach them how to read these words"outgoing, more, than , calm, wild" .Then, I'm going to write the new words on the blackboard and ask the students to try to make up sentences using the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on. Here is an example: Yao Ming is taller than Li Hua.2. DiscussionAfter the Vocabulary Focus, I'm going to write a table on the blackboard. Then I'd like the students to work in groups to discuss and match the word and its opposites. Students will fill in the table below.Step 3. While-taskIn this step, I'm going to provide a series of tasks for students to finish and practice today's grammar.(1) I'll Call students attention to the picture in page 31, and point out the sample conversation in activity 1c. Then I'd like students to work with their partners to make their own conversation about the twins .(2) Role-play and listen: I will invite several pairs to present their conversations and write them on the blackboard. Then I'd like the students to listen to the recording and number the twins. After that, I will put the answer on the screen and check with the students .(3)Grammar Focus: I'll point out the two columns and read the headings :-er , -ier and more in 2a. Then I'll point out the words in the box and lead the students to read. Later, I'll ask students to listen and write the –er and –ier words in the first column and the words that use more in the second column.I will play the recording again and check the answers .(4)Box Filling: I'm going to play the recording 2b and point out the picture and the two boxes with the headings Tina is and Tara is. Then I'd like the students to fill in the boxes. The words are from the list in activity 2a. After that I'll play the recording and check the answers.Step 4.Post-taskPair Work: Post-task will be focused on the comparative form of the adjective continually. So, I'll point out the chart in activity 2c and ask students to make their own conversations according to the information.Step 5.HomeworkHomework is important for the further development of students' language ability. So, I'd students to describe how the students and their sisters or brothers are different and write the difference down .Part Six: Design of the blackboardLast but not the least is the blackboard design. As you can see, I have mainly used the table to activate the language points so that students will grasp them better and use them in the actual life.Unit 6 I'm more outgoing than my sister.Section A The First Period1. New vocabulary:outgoing, more, than , calm, wild2. Target language: Yao Ming is taller than Li Hua.OK, so much for my presentation, thanks for your listening.。
教案Unit 6 I’m more outgoing than my sister .
Unit 6 I’m more outgoing than my sister .Period 1Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c .Teaching goals :1.vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .2.Pattern: He has shorter hair than Sam .Is Tom smarter than Tim ?3.能力目标:能对人物的外表进行描绘，个性进行比较.Teaching procedures:Step 1 Leading in 前提测评Ask a student to introduce herself/himself .Step 2 展示目标Step 3 导学达标1.Pre-taskSB Page 31 , 1a .Show some pictures to Ss .Say ,They are stars .Ask Ss to tell what they see .Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo .2. While-taskSB Page 31 , 1c , 1b .Call attention to the picture .Point out the sample conversation in activity 1c .Say ,Now work with a partner .Make your own conversation about the twins .Ask several pairs to say one or more of their conversations .Then listen to the recording .Ask Ss to number the twins .Check the answers .SB Page 32 ,2a .Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read .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 .SB Page 32 , 2b .Point out the picture and the two boxes with the headings Tina is and Tara is .Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a .Play the recording and check the answers .3. Post-taskSB Page 32 , 2c .Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own .Correct the answers .Step 4 达标测评Step 5 Homework作业布置How are you and your sister /brother different ?Write down .Period 2Teaching contents: Grammar focus , 3a , 3b ,4 .Teaching procedures:Step 1 Leading in前提测评Ask ,How are you and your mother/father different ?Ask some Ss to answer .Step 2 展示目标Step 3 导学达标1.Pre-taskGrammar focus . Review the grammar box .Ask Ss to read the sentences to the class .Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add –er .Write t he phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more .Practice : happy , outgoing , short , thin , good .2. While-taskSB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions .Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer . Check the answers .SB Page 33 , 3b .Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example .Ask two Ss to read the sample conversation in the box .Have Ss work and ask some pairs to say their dialogues .3. Post-taskRead the instruction to the class .Ask pairs of Ss how many same and different examples they found .Work in pairs and ask some pairs to read their lists .Step 4 达标测评Step 5 Homework作业布置Write down the same and different between you and a friend .Blackboard design:Period 3Teaching contents : Section B 1a , 1b , 2a , 2b , 2c .Teaching procedures :Step 1 Leading in 前提测评Show a maxim to Ss : A friend indeed is a friend in need .Ask ,What kind of things are important in a friend ?Step 2 展示目标Step 3 导学达标1.Pre-taskSB Page 34 , 1a .Read each description to the class and ask the Ss to repeat.What kind of things are important in a friend .Rank the things below 1-6 (1 is most important )Ask different Ss to copy the six phrases on the Bb .Then read the phrases together .2.While-taskSB Page 34 , 1b .Say , Now make your own statements about friends usingthe phrases in activity 1a .Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ?SB Page 34 , 2a .Play the recording and check the answers .SB Page 34 , 2b .Play the recording and check the answers .3. Post-taskSB Page 34 , 2c .Say , Now work with your partner .Make a conversation using information in the chart . Ask several pairs to say their conversations to the class .Step 4 达标测评连词成句:1.Tom , Sam , intellectual , more , than , is .2.her sister , as … as . not, sports , at , go od, is ,Liu Ying.3.me , same , as , the , friend , my , is .4.makes , laugh , a , me , good , I , think , friend .5.outgoing , are , both , we .Step 5 HomeworkPeriod 4Teaching procedures :Step 1 Leading in 前提测评Greeting .Step 2 展示目标Step 3 导学达标1.Pre-taskSB Page 35 , 3b .Read the instruction to the class .Ask Ss to look at the chart on Page 34 .Ask a student to read the example to the class .Say ,now write your own sentences .Ask students who finish first to write sentences on the Bb.Ask some Ss to read the sentences ,each student read one sentence one by one .2. While-taskSB Page 35 , 3a .Read the instruction .Point out the sample answer .Say , Now read the article .Explain the words and sentences in your own words .Listen to the recording .Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers .SB Page 35 ,3c .Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own .Ask some Ss to read their sentences to the class .3. Post-taskSB Page 35 ,Part 4 .Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ?Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why . Selfcheck .Ask Ss to work on their own .Check the answers .Step 4 ExerciseStep 5 Homework 作业布置Blackboard design:。
unit6 I am more outgoing than my sister B(说课+实录+评说
Unit 6 I’m more outgoing than my sister .Section BFriendship单位：文翁实验学校授课教师：吴亚玲单元教材分析：本单元主要内容是让学生学会对人物外表进行描绘，个性进行比较。
通过对同学的观察和比较，让学生学会使用语法——比较级，从而在描述物体外表方面得到拓展。
其中主要涉及语法——比较级的学习和运用。
而本课是前面是升华，以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。
Teaching goals :1. Ability aims:①Students learn to know how to find out the same things and differences between they and their friends.②Students learn to talk about these same things and differences.③Students learn to write an article about his friends, including character, favorites and so on.2.Sentence pattern:He is taller than Sam.He is more outgoing than Sam (is).He has shorter hair than Sam .Is Tom smarter than Tim ?Does Tom have bigger eyes than Tim (have)?3.V ocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall ,short , thin , both (of)……Teaching contents : Section BTeaching procedures :Step 1 Leading inListen to a piece of music.a.Topic: friendshipb.Teacher’s friend: describtion.Students’ friends : one by one.c. Let the students to guess teacher’s good friend in her school.Step 2 Phrasesbe good at, make me laugh, study hard, have cool clothes…Step 3 Talk about “my good friend”pairwork and presentationStep 4 Talk about the famous peopleShow six pictures of famous people on the screen.a.Ask students to choose one of them to talk in their groups .b.Have a groupwork.Ask students to work in groups and tell us the reasons why they choose that one.Step 5 Talk about the “same” and “different”①Show another two pictures of famous people.②Ask students to find out the same things and differences betweenthe two pictures.③Phrases: the same asBe different fromLet the students be able to use these phrasesc.Then free talk.Sentence pattern: like to do the same thingsd.Practice①Pairwork②Presentatione.GameStep 5 Listening Practicea.First listen1.Listen to the tape.What’s their ideas about friends?(What kind of friends do they like?) James Green A.I like to have friends who are different from me.Huang Lei B. I like to have friends who are like me.b.Chart Ic.Chart II2.Listen to the tape again.Write down the key words.①What is James green like ?②What is Y uan li like?③What are the same things between them ?④What are the different things between them ?①What is Huang lei like ?②What is Larry like?③What are the same things between them ?④What are the different things between them ?Step 6Writing3.Write an article about you and your friend.I like to have friends who are ….Step 7 Moral parta. Show some pictures of the earthquake.b. Let students think about what kind of friends are good friends.c. Play a short film about the daily life at school of the students and their friends, which is to help them recall their cherish friendship.二、学案Learning PlanUnit6 I’m more outgoing than my sister1.Listen to the tape.What’s their ideas about friends?(What kind of friends do they like?) James Green A.I like to have friends who are different from me.Huang Lei B. I like to have friends who are like me.2.Listen to the tape again.Write down the key words.①What is James green like ?②What is Y uan li like?③What are the same things between them ?What are the different things between them ?④①What is Huang lei like ?②What is Larry like?③What are the same things between them ?④What are the different things between them ?3.Write an article about you and your friend.I like to have friends who are ….___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________。
Unit 6 I am more outgoing than my sister英语说课稿
初中英语说课稿Unit 6 I am more outgoing than my sister大家好，我今天说课的内容是新目标英语八年级上第六单元I am more outgoing than my sister.我将从四个方面来介绍我对这节课的构思和设计：教学背景,教法学法，教学过程和设计理念。
一：教学背景分析教材，本课的教学内容是形容词的比较级的构成和使用，在此之前，我们的知识储备是已经掌握了部分形容词的用法，为本课奠定了良好的基础，在第12单元我们将学习形容词的最高级的构成和使用。
所以本课内容具有承上启下的作用。
基于对教材的分析，我把本课的教学目标确立为知识目标，情感目标，能力目标和德育目标。
目标词汇：outgoing,more.than,calm.wild.athletic,twin,tall.short,thin.语言知识知识目标目标语言：He has shorter hair than Sam. Is Tom smarter than Tim?语言技能：能对人物的外表进行描述，个性进行比较，能在日常生活中恰当理解和运用话题对自己与他人进行描述,做出比较并进行判断。
情感目标：体会英语学习的乐趣，做到“在用中学，在学中用。
”能力目标：培养学生自学能力，阅读能力，提高听的能力，锻炼学生交际能力和与他人合作能力。
德育目标：教育学生关注自己和身边的人。
基于上述对教材的分析,我确定本单元的教学重点为形容词比较级的用法.教学难点为比较级的构成.二：教法学法:比较级是学生刚刚接触的一种新的语法项目,而本单元的话题源自生活,立足这一点,我充分利用学生已有的知识和生活经验,创设生活化的真实换环境(或半真实情景)引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性运用语言即:(为用而学,在学中用,学了就用),另外开展多种类型的任务型活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学合作,为完成任务进行探究性学习,由浅入深,由易到难,由已知到未知,循序渐进地深化教学内容.展开以教师为主导,学生为主体的师生双边活动.基于以上分析,我把教法设计为:,情景教学法,任务型教学法.教法固然重要,但学法也是必不可少的,学生的学习过程并不是孤立于课堂教学中,应遵循学生的身心发展规律和学习规律,教师在学习的过程中要倡导学生体验,实践,参与,合作与交流的学习方式.根据学生的自身情况和教材的内容,学习方法确定为:归纳总结法,合作学习法.使用归纳总结法,归纳总结形容词比较级的变化规则;使用合作学习法让学生在小组活动中用心去体验集体的力量,去感悟合作的魅力,在活动中体验合作成功的快乐.三：教学过程:1激趣导入:课前首先设计了一个动手游戏,这部分的设计采用的是兴趣型的教学策略,旨在吸引同学们的注意力,唤起他们的学习兴趣,使学生保持一种积极的学习状态,并在游戏中描述人物形象为本节课的成功打下良好基础.2新词展示:利用多媒体一一展示一幅幅形象生动,学生非常熟悉的体育和文艺明星,教学新单词,同时复习已学的形容词,以反义词的成组形式出现,学生能够清晰掌握,便于记忆.为了及时巩固这些生词,我设计了第一个任务型活动，利用这些词去描述你的同桌或者你的老师,以达到学了就用的目的.3呈现新知:利用2008年的两件大事:地震和奥运会中两个学生非常熟悉的人物:姚明和林浩的对比照片,引出本课的教学重点:形容词的比较级.紧接着用我自己的过去和现在的两幅对比照片,进一步讲解.并总结出比较级的基本句型结构。
英语课堂教学观察报告Unit 6 I’m more outgoing than my sister
英语课堂教学观察报告Unit 6 I’m more outgoing thanmy sister英语课堂教学观察报告Unit 6 I’m more outgoing than my sister.(Section A教学内容:《新目标》英语八年级上册Unit 6 I’m more outgoing than my sister.Section A 。
主要目标教学语言:1、有关描写人物特点的形容词:tall, thin, short, heavy, calm, wild, long , short , outgoing, quiet, funny, serious, smart, athletic, ect.2、学习人物之间比较的重要句型(形容词的比较级):,1,Jim is funnier than Paul.,2, Tina is taller than Tara.,3, Tom is more athletic than Sam.3,语法要点:the comparative and superlative degrees of adjectives (形容词的比较级和最高级),学情分析,利用多媒体课件上英语课～学生视听感受明显～表现出极大兴趣～在欣赏和享受中学习～学习效果很明显。
,教学目标,1、谈论学生感兴趣的话题～指导学生学习有关人物特点的单词、人物比较的表达法及语法知识点“形容词的比较级和最高级”。
2、通过学习本课～增强师生、生生间的相互了解和沟通。
3、培养学生的口头表达能力、阅读理解能力和写作能力。
,教学过程,Step 1 Warming-upT:I have a sister. 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 outgoing.T:Let’s look at our photos. (Show them on the screen.) Please talk about them.S:She is shorter than you. /She has shorter hair than you. /She is thinner than you.T:I’m more outgoing than my sister.,Lead in the class subject.,I.m taller than my sister,I have longer hair than my sister....... ,观察体会:通过复习自然引入新的话题,Step 2 RevisionRevise 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.) ,观察体会:这一部分主要是复习已学内容～而且自然延伸到新课内容的学习～可以起到承上启下的作用。
初中英语_I am more outgoing than my sister教学设计学情分析教材分析课后反思
Unit 6 I'm more outgoing than my sister. (Section A 1a-2c)I. Teaching aims:1.Knowledge Objects:1) V ocabulary: outgoing twin calm wild serious smart athletic than2) Sentences: 1) A is shorter Than B. 2) A is more outgoing than B.3) Grammar: comparatives with –er, -ier and more.2.Ability Objects:To train the students ability of listening, speaking, reading and writing. To train the students ability of communicative competence.3.Moral Objects: To have students understand people have quite different traits, but they should overcome the bad habits and keep good healthy habits. To encourage students to be brave, honest, kind people.II. Important and difficult points: comparatives with –er, -ier and more.III. Teaching procedures:Step 1 Lead inShow them a video about twin sisters -- Sandy and Mandy. Then ask them: what do you think of the twin sisters? They are beautiful. Can you say something more about them? They have long hair. They are thin/outgoing.... lead in the new words and the topic.Step 2 Guessing word and group workShow them more pictures of some people to guess the new words in this class. Then make sentences by using the comparatives with –er or more. For example: Yao Ming is taller than Liu Xiang. Ask some of them to act. At the same time, help them to practice the new words: calm, wild, serious, smart, athletic, calmer, wilder, more serious, smarter, more athleticStep 3 conclusionLet them look at the words and sentences, then conclude the main rules of the adjective words.tall----taller outgoing----- more outgoingfunny--funnier athletic---- more athleticcalm—calmer serious---- more seriousA is heavier than B.B is more beautiful than A.Conclusion:Step 4 ListeningListen to the tape and fill in blanks:Conversation 1:A: Is that Sam?B: No, that’s Tom. Sam has ________ hair than Tom.C: yes, and Tom’s _________ than Sam.Conversation 2:A: That’s Tara, isn’t it:B: No, it isn’t. It’s Tina. Tina is ________ than Tara. And she’s also ____________. Conversation 3A: Is that Paul?B: No, that’s Pedro. Pedro’s _________ than Paul. And Paul’s __________ than Pedro.Listen to the tape and choose the correct words.funny B. serious C. outgoing D. quiet E. smart F.Each group to choose one number and see which is the lucky number.Step 6 Discuss and writingShow them some pictures of the city, compare the city in the past and present. Discuss the changes. Then write a passage, the beginning is given: Huantai has changed a lot .It becomes ____ than before. The sky is ___. The air is___ . The building is ____. The street is ____…….Step7 Show timeAsk some of them to read the passages to the class, check and correct with all the students.Step 8 HomeworkShare their writings with their partners after classFor some students, they can complete the passage with the beginning here: If i have a twin sister/ brother, i hope she/he .....I am more outgoing than my sister学情分析1、本堂课教学对象是八年级学生。
Unit 6 I am more outgoing than my sister说课稿
教研课说课稿xxxx本节教研课是Unit 6 I am more outgoing than my sister ?的单元展示课，为一型课中的复习课课型。
主要是复习形容词的比较级及比较级的用法。
具体教学流程如下：一、激情说唱本环节的目的在于通过各种不同的方式和形式展示学生的复习情况，使学生有机会巩固所学知识。
本环节的活动包括：1．唱英语歌：用Unit 6的重点单词，3A的一段和整个单元的重点短语，编成了《I lay my love on you》，《卖报歌》《宁静的夏天》等几首歌曲，让学生在歌声中复习巩固本单元的单词，并以此激发学生学习英语的兴趣。
2．快速问答：两人一个小组用Unit 6的形容词和比较级，用比较级造句两种形式来进行快速问答，根据每个小组所说的词的个数以及清晰程度来加分。
由于每节课都有练习，所以孩子们应该说得比较流利。
3．手偶表演：让一名同学根据比较级的用法，做一个人三个角色的手偶表演。
这部分稍有难度，但是，通过表演的形式可以巩固和深化比较级的用法。
4．每日一语。
上周开始，孙校长和赵主任建议我们把课堂上的谚语改成日常英语，我们都觉得非常合适，学一些简单但实用的句子，能增加学生们的英语知识，也多了说好英语的工具。
今天的每日一语是DON’T SHOLDIER,别偷懒。
希望能激励他们每天都要好好学习，多学知识，不要偷懒。
二、多彩交流本环节的目的在于通过各种不同的方式和形式展示学生的各部分的复习情况，使学生有机会巩固所学知识。
本环节的活动包括：1．检查学案，加强小组合作。
组内组长带领完成，有疑问的地方可以组间解决。
然后选一人核对整个学案，有问题大家讨论解决。
2. 真人秀：选两名对比明显的同学到前面，让大家说形容词，然后用形容词造句。
因为用身边的人物，孩子们一定会感兴趣说，这也刺激他们大胆的说出来。
用真人做例子，非常形象，给同学们的印象也深刻。
3．短语复习。
一小组竞赛的方式，给时间准备，每人说一个本单元学过的短语，不许重复，看30秒之内能说多少个，最后一个数定胜负，当然，如果有错的，就减一分。
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英语课堂教学观察报告Unit 6 I’m more outgoing thanmy sister英语课堂教学观察报告Unit 6 I’m more outgoing than my sister.(Section A教学内容:《新目标》英语八年级上册Unit 6 I’m more outgoing than my sister.Section A 。
主要目标教学语言:1、有关描写人物特点的形容词:tall, thin, short, heavy, calm, wild, long , short , outgoing, quiet, funny, serious, smart, athletic, ect.2、学习人物之间比较的重要句型(形容词的比较级):,1,Jim is funnier than Paul.,2, Tina is taller than Tara.,3, Tom is more athletic than Sam.3,语法要点:the comparative and superlative degrees of adjectives (形容词的比较级和最高级),学情分析,利用多媒体课件上英语课～学生视听感受明显～表现出极大兴趣～在欣赏和享受中学习～学习效果很明显。
,教学目标,1、谈论学生感兴趣的话题～指导学生学习有关人物特点的单词、人物比较的表达法及语法知识点“形容词的比较级和最高级”。
2、通过学习本课～增强师生、生生间的相互了解和沟通。
3、培养学生的口头表达能力、阅读理解能力和写作能力。
,教学过程,Step 1 Warming-upT:I have a sister. 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 outgoing.T:Let’s look at our photos. (Show them on the screen.) Please talk about them.S:She is shorter than you. /She has shorter hair than you. /She is thinner than you.T:I’m more outgoing than my sister.,Lead in the class subject.,I.m taller than my sister,I have longer hair than my sister....... ,观察体会:通过复习自然引入新的话题,Step 2 RevisionRevise 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.) ,观察体会:这一部分主要是复习已学内容～而且自然延伸到新课内容的学习～可以起到承上启下的作用。
开展竞赛活动～既可调动课堂气氛～又可提高学生的求知欲望～一举两得。
做的很好,Step 3 Presentation1、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 and superlative degrees of adjectives.(Show them on the screen.) ,观察体会:在教学中能充分利用课本资源和网络资源～进行词汇教学。
2、让学生归纳总结语法知识点～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 Listening1、Listen to the tape and number the pictures in 1b.2、Listen to the tape and complete the chat in 2a. Listen again and fillin chat in 2b.3、Check the answers.,观察体会:听力训练既是对知识的巩固～也为下一步的任务输出提供了输入材料。
做到听～说～读～写相结合,Step 5 PracticeInterview famous persons,Pair work,1、Demonstrate the activity with one student. (Imagine he/she is a famousperson. 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 the most athletic of you?S: My oldest brother.(Show an example on the screen.)2、Each group choose one student to do a report. Show the results in class.,观察体会:1、设计的任务性活动既突出互动合作～又体现个性化发展～有利、于调动各个层面同学的学习积极性～最大限度地提高每位同学的参与意识。
2活动的主题难易顾及到学生的实际情况～操作具有可行性。
3、教师导演～学生主演～充分发挥学生的主体作用和积极能动性。
4、“名人专访”、“公众投票”、“明日之星”这些活生生的生活场面～活现在课堂中～完全改变了以往“直截了当向学生传授语言”的传统教育模式～真正体现了“以人为本”的任务型语言教学模式。
,Step 6 Reading and Writing1、Teach “look the same”、“look different”、“ be as good as”、“benot 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 replies with the whole class.、这一环节在听说训练基础上～培养学生的读写能力～在课堂内,观察体会:1 强化本课时目标语言。
2、对教材进行重新整合～既有效地控制了难易梯度～又不失时机地为学生创造了互相学习的机会～充分调动了学生的创造性思维和发散性思维能力。
,Step 7 Consolidation and Sum-up1、Give Ss a chance to sum up what have learned in this class.(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.,观察体会:1、让学生来做课堂小结～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,教师作综合陈述～犹如给学生一颗定心丸～给学生增添了信心。
2、强化练习～重点训练听写能力～进一步巩固本课所学内容。
, Step 8 Homework1、Do Workbook Ex.1-3.2、Preview Section B.。