牛津英语8B unit 6 Head to Head 教学设计

辽宁省沈阳红菱九年一贯制学校 朱守文

［教材分析］

教学内容为牛津英语八年级下册第六单元Head to head。学习内容主要体现在以下三点：

1.学习形容词和副词。

2.掌握语法点：the comparative and superlative degrees of adverbial.

［学生分析］

1.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。

2.学生以前已经学过形容词的比较级和最高级，加强巩固对单音节和多音节形容词的比较级和最高级的使用。再此基础上学习副词和比较级和最高级。通过对本课的学习可以巩固所学知识，掌握用正确的语言结构表达人物特点和人物比较。

［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、人物比较的表达及语法知识点“副词的比较级和最高级”。

2.学生根据班级的真实情况，采用“名人专访”、“公众投票”、“明日之星”的游戏，培养学生的想象力、自信心和合作精神。

3.通过学习本课，增强师生、生生间的相互了解和沟通。

4.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 Lead-in

T：I have a daughter.. 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：she is more beautiful than me..（Lead in the class subject.）

［ 1.平时师生间接触多，但学生与老师的家人接触甚少，利用学生的心理和想象空间，调动学生的学习兴趣，增进师生间的相互了解。2.了解学生对已学过的形容词比较级和最高级的掌握程度，为下一步巩固学习做好铺垫。］

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 pets and talk about them 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.复习已学内容，自然延伸到新课学习，起到承上启下的作用。2.开展竞赛活动，既可调动课堂气氛，又可提高求知欲望，一举两得。］

Step 3 Presentation

1、Learn some new words.faithfully happily carefully…

T：we can use adverbs to talk about how something happens or is done.

A d o g w i l l l o v e y o u faithfully and bring you lots of happiness for many years. Refer to adverb after the main verbs or the object.

2.Many adverbs are formed by adding Ly to adjectives：

Adjectives Changes Examples

Most adjectives + ly quick--quickly

Adjectives ending in y y+ ily

easy--easily

Adjectives ending in a consonant+ly e+y

simple---simply

Adjectives ending in -ll+y full--fully

3. Play games. Four groups of students take part in them. which group that score most points will win the prize.

4.The comparative and superlative of adverbs

We form the comparative and superlative of adverbs like this：

Adverbs comparatives superlatives

quickly more quickly most quickly

hard harder hardest

［1.充分利用课本资源和网络资源，进行词汇教学，词不离句，形散而神不散。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 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 runs fastest?

Who runs most slowly?

Who smiles the sweetest?

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.

T a s k 3： S u p e r s t a r(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.设计的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 5 Consolidation and Sumup

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.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。］

本班学生有一定的认识能力，对学习英语较热情，在课前两分钟

都会进行简单的日常交际会话训练和英语的简短演讲。

学生有预习的习惯，对本节课的知识有了解。