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1、Unit 3 Im more outgoing than my sister.课题Unit 3 Im more outgoing than my sister.课时第一课时 Section A(la-2d)课型New教擘目标知识目 标1 .阜习并掌握以下词汇：outgoing, both, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win2 .掌握以下句型：Sam is smarter than Tom.Tina is more outgoing than Tara.She wo
2、rks harder than me.能力目 标能够运用所擘的句型谈论和比拟外貌特征及性格特征。情感目标通过对人物外表及个性比拟，使阜生在交流中互相了解,增 进友谊。教学重 卢1. Talk about personal traits.2. Compare people by using comparative forms.和攀难 点1. Comparative form of adjectives and adverbs.2. The use of comparative form.课前预习Preview the new words.教擘方法Situational approach; Lis
3、tening and speaking approach; Communicative approach孝攵擘过程孝攵阜环节率攵师活动擘生活动备课札记Step 1 Warm up and work1. Play the video about TFboys.1. Students watch the video. Review words:利用擘生感 兴趣的人物 视频,复习擘好好学习天天向上on la2. Play the song:Good, better, best.tall, short, thin, heavy, long(hair), short(hair), quiet etc.T
4、hen work onla:Match new words with itsopposite.2. Studentsenjoy the song.过的描述人物外貌特征的词汇，为比拟级的擘习做铺垫；并通过视频激发阜生的擘习兴趣。Step 2Listening(lb)1. Show pictures of famous people and teach: tall-taller, thin一thinner, short-shorter,long-longer ect.2. Let students look at the pictures about the three pairs of twin
5、s:Tina&Tara; Tom&Sam;Peter&PauL Then play the tape of lb.Step 3Practice (lc)Step 4Listening(2a&2b)First let students read the conversation in lc. Then ask them to make similar conversations about the other twins.1. Let students read the words in the box in 2a first.2. Play the tape of 2a.Students li
6、sten to the conversations in lb and number the pairs of twins in the picture.Students first read the conversation in pairs, then make similar conversations about the othertwins.1. Students read the words in the box in 2a loudly在语境中呈现和导入目通过两人小 组对话,让阜 生从听对话 到模仿对话, 练习比拟级 的运用。通过听力练习和完成表3. Let students s
7、ummarize the words with-er/-ier; more4. Play the tape of 2b.格分类,在语 境中体会形 容词、副词 比拟级的构 成规那么和运 用。before listening to the tape.2. Listen and complete the chart in 2a.3. Students summarize the rules in group.4. Listen to the tape in 2b and fill in the boxes.Step 5Oral Practice(2c)Step 6Role-Play(2d)1. St
8、udents read the dialogue in 2c in pairs.2. Students ask and answer questions in pairs.1. Students learn about the background of the conversation by going through it quickly and according to the picture beside it.通过利用“信 息差”进行口 语结对活动, 在交流信息 过程中，进行 真实的交际 问答活动。在听力练习 和小对话口 语练习的基 础上,进行角 色对话表演, 开展有实际 意义的交际
9、 运用活动。1. Let students read the dialogue in 2c in pairs:一Is Tom smarter than Sam?一No, he isnt. Sam is smarter than Tom.2. Let Student A look at the chart on page 18, Student B look at thechart on page 81. Ask and answer questions about Sam and Tom in pairs.1. Let students learn about thebackground of
10、 the conversation.2. Let students read the conversation together.3. Explain the difficulties.4. Let students read in pairs.5. Let several pairs of students role play the conversation in front of the class.好好学习天天向上42. Students read the conversation together, then in pairs.3. Role play it.Step 7Summar
11、ize1. Guide the students to summarize the rules of the comparative form.2. Guide the students to summarize the sentence structure with than”.Summarize the comparative form and the sentence structure with “than”.培养擘生探 究、归纳总 结能力。Step 8 Consolidation教师设置巩固检测练习：I .写出以下词的比拟级：smart smarterthin thinnerfunn
12、y funnier hard harder outgoing more outgoing important more important n.句型转换1. Jim is outgoing. Jack is more outgoing.（同义句）Jack is more outgoing than Jim.2.1 am tall. My brother is taller. （合并为一句）My brother is taller than me.3. Helen studies hard. Mary studies hard, too.（同 义句） Helen studies as hard
13、as Mary.独立完成检测 练习，进行自我 评价。通过检测练 习，便于阜生 了解自己对 本节课的词 汇、句型、 语法等的掌 握情况。季攵阜环节孝攵师活动阜生活动备课札记Step 9Homework板书设计1. Recite new words and phrases.2. Write a short passage about comparing yourself with one of your friends.Section A (la-2d)1. New words:outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win2. Structures:Tina is taller than Tara.Sam has longer hair than Tom.She also sings more loudly than Tara.在本节课的教擘活动设计,能够创设丰富的语境,设置循序渐进的 孝攵阜反思 擘习任务，充分发挥擘生的主体作用，引导擘生合作擘习、自主探究,重视“预习一展示一练习一反应”的擘习过程。