中學英語教學案例分析

　　【設計理念】

以任務為中心的任務型語言教學是目前交際教學思想中的一種新的發展形態。它倡導“在做中學，在做中用”的教育理念，將語言應用的基本理念轉化為具有實踐意義的課堂教學方式。運用學習任務組織教學，強化了語言實踐的過程，充分體現了語言的交際本質。 “新目標英語”是一套好教材，然而，在我們的英語課堂上，實施任務和開展活動具有很大的挑戰性，需要在實際操作中對教材進行重新整合，並要根據學生的環境和接受能力來開展行之有效的任務和活動。同時利用多媒體和網絡技術，幫助解決教學難題。這樣，既能為學生創設真實可視的英語學習環境，也能激發學生積極參與的慾望，引起學生的.共鳴和興趣。

　　【教材分析】

教學內容為新目標英語八年級上冊第六單元Section A 。學習內容主要體現在以下三點：

1、學習有關人物特點的單詞：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart, athletic, ect.

2、學習人物比較的重要句型：

（1） Pedro is funnier than Paul.

（2） Tina is taller than Tara.

（3） Tom is more athletic than Sam.

3、掌握語法點：the comparative and superlative degrees of adjectives (形容詞的比較級和最高級)

　　【學生分析】

1、利用多媒體課件上英語課，學生視聽感受明顯，表現出極大興趣，在欣賞和享受中學習，學習效果很明顯。

2、學生以前已經學過形容詞的比較級和最高級，但掌握的強度不夠，對單音節和多音節形容詞的比較級和最高級的表達上總是出現錯誤。通過對本課的學習可以鞏固所學知識，掌握用正確的語言結構表達人物特點和人物比較。

　　【教學目標】

1、談論學生感興趣的話題，指導學生學習有關人物特點的單詞、人物比較的表達及語法知識點“形容詞的比較級和最高級”。

2、學生根據班級的真實情況，採用“名人專訪”、“公眾投票”、“明日之星”的遊戲，培養學生的想象力、自信心和合作精神。

3、通過學習本課，增強師生、生生間的相互瞭解和溝通。

4、培養學生的口頭表達能力、閲讀理解能力和寫作能力。

　　【教學過程】

　　Step 1 Lead-in

T：I have a sister. Can you guess what she looks like and what she is like? (Show them you are waiting.)

S：She is tall. /She is thin. / She has long hair./She is easygoing./…(Students use their imagination and express themselves freely.)

T：Let’s look at our photos. (Show them on the screen.) Please talk about us.

S：She is shorter than you. /She has shorter hair than you. /She is thinner than you. /… (Students get information from the photos.)

T：I’m more outgoing than my sister.（Lead in the class subject.）

【 1、平時師生間接觸多，但學生與老師的家人接觸甚少，利用學生的心理和想象空間，調動學生的學習興趣，增進師生間的相互瞭解。2、瞭解學生對已學過的形容詞比較級和最高級的掌握程度，為下一步鞏固學習做好鋪墊。】

　　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 screen.

【1、複習已學內容，自然延伸到新課學習，起到承上啟下的作用。2、開展競賽活動，既可調動課堂氣氛，又可提高求知慾望，一舉兩得。】

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 h 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.)

【1、充分利用課本資源和網絡資源，進行詞彙教學，詞不離句，形散而神不散。2、讓學生歸納總結語法知識點，因勢利導，有利於開啟思維，體現以學生為中心的教學特點。】

　　Step 4 Listening

1、Listen to the tape and number the pictures in 1b.

2、Listen to the tape and complete the chat in 2a. Listen again and fill in chat in 2b.

3、Check the answers.

【聽力訓練既是對知識的鞏固，也為下一步的任務輸出提供了輸入材料。】

　　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 the most athletic of you?

S: My oldest brother.

(Show an example on the screen.)

2、Ss work in pairs. Then ask some pairs to act them out in class.

Task 2: Public vote （Group work）

1、Divide the class into 4 groups and then work in groups. Fill in the chat.

In class Name

Who is the tallest?

Who is the shortest?

Who is the heaviest?

Who is the thinnest?

Who is the most outgoing?

Who is the most athletic?

…

2、Each group choose one student to do a report. Show the results in class.

Task 3: Super star (Individual performance)

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.

1、Show an example on the screen:

I want to be a super star. Now I’m tall. Later I’m taller. Now I’m a middle school student. Later I’m a college student.…

2、Get Ss to design their future and have a free talk.

3、Ask some Ss to share with others.

【1、設計的活動既突出互動合作，又體現個性化發展，有利於調動各個層面同學的學習積極性，最大限度地提高每位同學的參與意識。2、活動的主題難易顧及到學生的實際情況，操作具有可行性。3、教師導演，學生主演，充分發揮學生的主體作用和積極能動性。4、“名人專訪”、“公眾投票”、“明日之星”這些活生生的生活場面，活現在課堂中，完全改變了以往“直截了當向學生傳授語言”的傳統教育模式，真正體現了“以人為本”的任務型語言教學模式。】

　　Step 6 Reading and 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 replies with the whole class.

【1、這一環節是基於聽説訓練之上，培養學生的讀寫能力，在課堂內強化目標語言。2、對教材進行重新整合，既有效地控制了難易梯度，又不失時機地為學生創造了互相學習的機會，充分調動了學生的創造性思維和發散性思維能力。】

　　Step 7 Consolidation and Sum-up

1、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.

【1、讓學生來做課堂小結，抓住了學生“敢於開口説英語”的心理，突出主動學習的重要性；教師作綜合陳述，猶如給學生一顆定心丸，給學生增添了信心。2、強化練習，重點訓練聽寫能力，進一步鞏固本課所學內容。】

（作者地址：廣東省梅州市梅江區城北中學）