《Go for it》說(shuō)課稿
一、教材解讀：
本單元的中心話(huà)題是談?wù)撨^(guò)去發(fā)生的事情(talk about events in the past).這個(gè)話(huà)題非常貼近學(xué)生的生活實(shí)際。在這節課中，同學(xué)們學(xué)習并運用動(dòng)詞的過(guò)去式進(jìn)行聽(tīng)、說(shuō)、讀、寫(xiě)、演等各項練習。教材中的對話(huà)包括一般過(guò)去時(shí)(the Simple Past Tense)的各種句式，對相關(guān)活動(dòng)的設計及聽(tīng)力語(yǔ)言材料的選編都是為了讓學(xué)生在真實(shí)有趣的情景中得到充分的練習。
二、教學(xué)設計依據：
熱身部分(Warming-up activities)主要是激發(fā)學(xué)生的興趣及熱情。課前一首英文歌曲營(yíng)造了學(xué)習英語(yǔ)的氛圍�！盁嵘怼辈糠值闹攸c(diǎn)是自由對話(huà)(Free talk)。根據學(xué)生對老師的情況很好奇的心理特點(diǎn)，設計了師生之間互問(wèn)問(wèn)題從而達到增進(jìn)了解的目的，做到師生平等，形成和諧的課堂氣氛，讓學(xué)生在接下來(lái)談?wù)撨^(guò)去的活動(dòng)中敢說(shuō)、愿說(shuō)。
操練部分(Drill)為呈現activity 1a而準備了一幅色彩鮮艷、內容豐富的沙灘圖，創(chuàng )設了學(xué)校旅行(school trip)的情景，圖中的活動(dòng)都是學(xué)生熟知的、容易表達的活動(dòng)。這種有情景的操練進(jìn)一步鞏固學(xué)生對動(dòng)詞過(guò)去式的掌握程度。
口語(yǔ)部分(Oral practice)分為三個(gè)環(huán)節。第一，引導學(xué)生表達自己這次學(xué)校旅行的感受。雖然這只是一個(gè)情景，但足以給學(xué)生留下美好的回憶。第二，運用沙灘圖中的活動(dòng)，引出本課的重點(diǎn)句型“Did you ……”，然后指導學(xué)生談?wù)撍麄円呀?jīng)做過(guò)的事情，在反復練習中掌握這個(gè)句型。第三，借助實(shí)物(oranges) 導入本課的另外一個(gè)句型“Where there any ……”。在學(xué)生得到充分練習之后，創(chuàng )新使用他們的學(xué)習用品進(jìn)行交流。對于表現優(yōu)秀的學(xué)生，應給予肯定，并將實(shí)物(oranges)作為獎品獎給他們以資鼓勵。這三個(gè)環(huán)節的練習由簡(jiǎn)到繁，由易到難，采取不同方式，運用實(shí)物，聯(lián)系實(shí)際，培養了學(xué)生的英語(yǔ)口語(yǔ)能力。
呈現部分(Presentation)是為下面的聽(tīng)力部分作準備。運用實(shí)物、圖片及英語(yǔ)解釋等多種方法呈現新單詞及詞組，而且口語(yǔ)部分已為要呈現的對話(huà)打下了堅實(shí)的基礎。
聽(tīng)力部分(Listening Practice)做到循序漸進(jìn)。首先帶著(zhù)問(wèn)題聽(tīng)，然后邊聽(tīng)邊找出需要的.信息，最后通過(guò)跟讀、分角色朗讀形成語(yǔ)感。此部分不再是聽(tīng)簡(jiǎn)單的單詞發(fā)音，更重要的是聽(tīng)有意義的對話(huà)。
結對練習(Pairwork)設計了一個(gè)合作任務(wù)，主要是將所學(xué)知識系統地進(jìn)行練習并加以總結創(chuàng )新。此時(shí)提供一幅書(shū)中的圖畫(huà)，利于全體學(xué)生觀(guān)看。在說(shuō)之前，讓學(xué)生對圖中的人名及活動(dòng)有大致的了解；然后老師與幾個(gè)學(xué)生示范對話(huà)，讓學(xué)生明確任務(wù)；再給予他們足夠的時(shí)間準備，以達到良好的教學(xué)效果。同時(shí)，在與同桌準備到表演的過(guò)程中，學(xué)生也學(xué)會(huì )了相互合作，并獲得成就感與集體榮譽(yù)感。
整個(gè)教學(xué)過(guò)程力求做到環(huán)環(huán)相扣，過(guò)渡自然，對學(xué)生的各方面英語(yǔ)能力進(jìn)行綜合訓練，培養學(xué)生運用英語(yǔ)表達思想、進(jìn)行交際的能力。
Unit 6 I’m more outgoing than my sister
Section A
The First Period
Chen Dongfang Xinkai No.1 Middle School
Contents of teaching :
The comparison of two people
Teaching aims :
1. About the vocabulary:
Ss can understand and use the comparative degree of adjectives in this lesson.
2. About the communication skills:
Ss should be able to talk about personal traits and compare people.
3. About the English ability:
Make the Ss practice their listening, speaking, reading and writing comprehensive abilities.
Teaching focus and difficulties :
How to compare people.
Teaching aids :
Tape recorder, cassette, pictures, color Chalk, simple drawing
Teaching procedures :
�、�. Warming-up activities :
1. Greetings and free talk.
2. A game Introduce myself.
�、�. Presentation :
1. Draw a boy and a girl on the Bb. Get Ss to describe them and present the words in Activityla.
2. Tell Ss to write down the words on a piece of paper and match each word with the opposite. Check the answers and read the words.
3. Compare some Ss to present the comparative degree of adjectives.
�、�. Oral practice :
1. Show the picture of Tom and Sam. Present “the twins” and the conversation. Then practice the conversation.
2. Show another two pictures. Help Ss to descn’be and compare the twins.
�、�. Listening practice :
1. Listen and number the pictures [1-3]. Check the answers.
2. Listen and find out the two girls’ names. Put them on the picture.
3. Listen and repeat, then role play the conversations.
�、�. Pairwork :
1. Two Ss read the model conversation.
2. The teacher makes one or two conversations with Ss.
3. Ss work in pairs. The teacher moves around the classroom and helps them if Ss need.
4. Some pairs of Ss act out in front of the Bb.
�、�. Conclusion :
1. Divide the class in groups of four. Ss look at the picture on P31 and discuss the three pairs of twins. Write something about them.
2. Share the answers.
Writing on the blackboard :
Unit 6 I’m more outgoing than my sister
taller
longer
Tal wild bigger
thin short hair thinner
long hair heavy heavier
calm short funnier
simple
drawing
Tom has shorter hair than Sam.
=Sam has longer hair than Tom.
Tom is calmer than Sam.
=Sam is wilder than Tom.
Picture 1
Picture 2
Picture 3
Exercises
Exercises
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