immoreoutgoingthanmysister.doc

Unit 3 Im more outgoing than my sister . Period 1 Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c . Teaching goals : 1. vocabulary : outgoing , more , than , wild ,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 Ask a student to introduce herself/himself . Step 2 Pre-task SB Page15, 1a . Show some pictures to Ss . Say ,They are stars .Ask Ss to tell what they see . Ask Ss to use the words :tall , thin , long hair , short hair , heavy , short and so on Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo . Step 3 While-task SB Page 15 , 1c , 1d . 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 16.,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 16, 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 . Step 4 Post-task SB Page 16 , 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 5 Homework How are you and your sister /brother different ?Write down Period 2 Teaching contents: Grammar focus , 3a , 3b ,4 . Teaching procedures: Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer . Step 2 Pre-task Grammar 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 the 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 . Step 3 While-task SB Page 17 , 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 “dont know” if you dont know the answer . Check the answers . SB Page 17 , 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 . Step 4 Post-task Read 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 5 Homework Write down the same and different between you and a friend . Period 3 Teaching contents : Section B 1a , 1b , 2a , 2b , 2c . Teaching procedures : Step 1 Leading in 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 Pre-task SB Page 18 , 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 . Step 3 While-task SB Page 318, 1b . Say , Now make your own statements about friends using the 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 18 , 2a . Play the recording and check the answers . SB Page 18 , 2b . Play the recording and check the answers . Step 4 Post-task SB Page 18 , 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 5 Homework 连词成句: 1. Tom , Sam , intellectual , more , than , is . 2. her sister , as as . not, sports , at , good, 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 . Period 4 Teaching procedures : Step 1 Leading in Greeting . Step 2 Pre-task SB Page 19 , 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 . Step 3 While-task SB Page 19, 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 . 教学过程 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:Lets 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:Im more outgoing than my sister.(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 peoples 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、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 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.) 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 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. 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。 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: Im 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? 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: Im better than now, of course. 1、 Show an example on the screen: I want to be a super star. Now Im tall. Later Im taller. Now Im a middle school student. Later Im 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 6 Reading and Writing