1、Unit 3 Im more outgoing than my sister.Section A (1a2d)Learning goals:1. 语言知识目标：1) 能掌握以下单词：outgoing , more , than , better , loudly, quietly , competition , fantastic , win, though,both.and.2) 能掌握以下句型： -Is Tara more outgoing than Tina?-No,she isnt. Tina is more outgoing than Tara. -Is Tom smarter th
2、an Sam ?-No,he isnt. Sam is smarter than Tom. 3) 能了解以下语法： 1). The target languages:-Is that Sam? -No, thats Tom. Sam has longer hair than Tom.主语（sb / sth）+ be +形容词比较级 + than +2).The difficult points: the comparatives with er/ier and more2.能力目标:能对人物的外表进行描绘，个性进行比较 .3.学习策略:1）利用老师所提供的图片做出简单的判断，学习相关描绘性形容
3、词的比较级。2）通过与同学交流，学会使用比较级，对人物特征做出简单描述比较的句型。4.情感态度价值观目标：通过运用简单的交际用语，了解中外青少年对待友谊的态度和看法。【设计意图】目标引领,表述了本节课的知识、能力和情感目标以及学习策略。Teaching and learning steps:Step I. Preview一、Look at P17，18, put the following into English orally, then write them down without looking at the text. 1.高 _ 2. 矮 _3.胖 _ 4. 瘦 _5.长头发 _
4、6. 短头发 _7.安静地 _ 8. 响亮的 _二Read the book and put the Chinese into English orally, then write them down without looking at your book 1. -那是 Sam 吗？_?-不是的，那是 Tom。Sam 留的头发比 Tom 的长。_.2.Sam 和 Tom 都会打鼓，但 Sam 打的比 Tom 打的好。_.3.Tina 比 Tara 高。而且她唱歌也比 Tara 响亮。_.【设计意图】这些短语和句型都来自课本，通过预习检测教师可以更有针对性地教，学生可以更有针对性地学。Step
5、 II. Warming up and leading in Show some picturesTell them who they are,T: Boys and girls, do you know them?Ss: Yes, we do.T: What do they look like?Ss: Yao Ming is tall and Wang Zhiwen is short.Yao Ming is taller than Wang Zhiwen.Then ask Ss to use the following words :tall , short , thin ,heavy, l
6、ong hair , short hair and so on . （Cultivate the students multiple intelligences 培养学生的多元智能。 ）【设计意图】给学生展示明星的照片，用所学过的形容词分别形容每张照片，然后进行比较，引出本节课所要学的内容-形容词的比较级Then come to 1a. Let students match each words with its opposite.short tall heavy/thinwith long hair with short hairStep III. Listening I While-lis
7、tening activities1.Listening for the general idea of the conversations.听取大意T: Boys and girls, we just have talked about the picture of 1a. Do you want to know what the boys and the girls in the picture look like? Please listen for the main idea of the conversations.The main idea of the conversations
8、 is about_.A. the party of some twins B.the looks of the twins C. personal traits of the twins【设计意图】第一遍听有两个目的即：听材料的大意，同时要求学生听说话者的语气，培养学生能够通过听语气猜测说话者的态度。2. Listening for the specific ideas 听取细节T: We know the conversations are about talking the looks. Listen and number the twins in 1a.Post-listening a
9、ctivities1. Listen to the tape and repeat. Practice the conversation as the following picture.T: Boys and girls, Look at the sample conversation in activity 1c. Then make your own conversation with your partner.Now look at the following picture and make your own conversation.【设计意图】听取环节属于知识的输入。在听的细节上
10、首先要注意学生对所听的内容有个大致的了解，第二次听或第三次听都是听取细节，因此要设计好听所需回答的问题。再次听是让学生听音跟读，旨在调动眼视听众感官深刻体会文章内容，更主要的是让学生通过跟读培养学生的语音语调，学着读出真正的地道的英语,并对学生掌握不准的词汇的读音进行学习或纠正,只有输入得好才有下一步的输出即听后的说。Step V. Listening IIWhile-listening activities1.T: We have learned about the descriptions of somebodys looks. Now lets complete 2a.Listen. A
11、re the words in the box used with -(i)er or more?2. Listening for the general idea of 2a.Listen carefully and find out the main idea of the conversation.The general idea of the conversation is _A. the difference between Tina and TaraB. the appearance of the twinsC. the habit of the twins3. Listening
12、 for the specific ideas of 2a.T: We have already got the answers, now listen the conversation in 2b first. Lets listen again to fill in the boxes. Listen carefully and write the er and ier words from the box on the left in the first column and the words that use more in the second column. Play the r
13、ecording twice. The first time Students only listen and write down the words in the blanks. Then play the recording again for the Students to check the answers. 【设计意图】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生填表格，是检查学生能否听懂并拼写所学单词的关键。Post-listening activities1. Listen and repeat.【设计意图】通过跟读模仿，纠正单词发音，也
14、为下面的说做好铺垫。2. Let Students fill in the blanks in the rewriting passage. Then they can discuss in groups. 【设计意图】本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。Tina and Tara are twins,they look the same,but they are very different.Tina is than Tara,and she is (friendly) and (funny) too. Tina thinks she works
15、 (hard) than Tara, but Tara thinks she works as (hard) as Tina. But Tina is smarter than Tara. 3. Role-play 2d1. Ask Students to read the conversation in 2d in silence with the following questions.1).Who thought the singing competition was fantastic?_2). Which girl is Lisa? _3). Who sang more clearl
16、y?_4). Who danced better?_2. Listen and repeat . 3. Ask Students to read it for 2 minutes and then ask some pairs to role-play the conversation.【设计意图】本部分的内容重在培养学生们口头表达的能力，同时通过回答问题、编对话、等多种训练方式，引导学生更好地内化语言知识。Step VI. Inquiry into knowledge by translation一、taller 是 tall 的 ，more loudly 是 loudly 的 。形容词或副
17、词的比较级表示“ ”，用于两者之间的比较。其构成多为“主语+ +形容词或副词的 + +比较对象” ，比较级前可用 a little,much,ever,a lot 等修饰。二、形容词、副词的比较级变化:1. 单音节和少数双音节形容词、副词比较级的规则变化： 1) 在词尾加-ertall smart short high fast 2) 以不发音的字母 e 结尾的，加-rnice large fine late 3) 重读闭音节以一个辅音字母结尾的，先双写辅音字母，再加-er。big fat thin red hot wet 4) 以辅音字母+y 结尾的双音节词，先改 y 为 i，再加-er。h
18、appy early funny easy 5) 多音节词和部分双音节词要在前面加 more。 important delicious expensive outgoing tired serious 6) slowly- more slowly2. 形容词、副词比较级的不规则变化：good/ well bad/badly/ill many / much - little - far - 【设计意图】 “翻译探究”的主要目的是让学生通过自学、小组合作、探究、发现、分析、解决问题并归纳知识点，实现“兵教兵” ， “兵强兵” ，加强了学生之间运用旧知识去交流获取新知识的自学能力和相互学习，取长补短
19、的技能。 ）Step 当堂检测1、写出下列形容词的比较级:1. funny_2. quiet_3.smart _4.outgoing_二、用所给单词的适当形式填空。1. Who is _(quiet), Tara or Jim?2. Dave is much _ (tall) than Tom.3. Miss Li is a little _ (outgoing) than her sister.4. My father is very _ (good) at telling stories.5.Jim is _ (short) than Lucy.Step Homework.You must
20、:1. Recite the dialogue in 2d of Section A.2.Preview Section A ( Grammar Focus 3c )If you can:Write a passage to compare your friends.答案：Step VII. Inquiry into knowledge by translation一、比较级，比较级，更、 、 、 ，谓语动词，比较级，than二、1. 1） tall taller smartsmarter short shorter high higher fast - faster2） nice nicer
21、 large larger fine finer late later3） big bigger fat fatter thin thinner red redder hot hotter wet wetter4) . happyhappier early earlierfunnyfunnier easy easier 5) .important more importantdelicious more deliciousexpensive more expensiveoutgoing more outgoingtired more tired serious more seriousslow
22、ly- more slowly2. good/ well better bad/badly/ill worsemany / much - more little - less far - farther / further Step 当堂检测一、1.funnier 2.quieter 3.smarter 4.more outgoing二、1.quieter 2.taller 3.more outgoing 4.better 5.shorter亮点：1. 本课的导入。利用学生喜爱的动物图片导入既能激发学生的兴趣又能顺利的进入新课。2. 本课时是听说课。每完成一个听力任务之前，老师都先呈现该听力的
23、语境及听的技巧，为接下来的听做好准备。所以注重了学生的听力和表演技能的培养，少部分的内容训练了他们的笔头能力。3.在听后活动中，通过让学生表演对话、改写对话、复述改写后的对话等活动来培养学生的口头表达能力，注重内化和输出相结合。在最后通过让学生看图画猜谚语，感受到动物的可爱、有趣，蕴藏着丰富的文化意识，我们应该对动物友好并保护它们，从而很自然得融入了情感教育。4. 家庭作业分层布置，让学习能力强的同学做更能体现他们高水平的作业。不足之处：.本节课容量大，个别环节学生用时不充足。如翻译探究环节，小组讨论不充分，教师点拨不够精细。使用建议：1.教师提前让学生做好充分的预习，包括对听力材料的预习和 2d 的背诵。教师课前要准备充分的图片，对本节课语言目标的教学起到很好的辅助作用。2.学生使用“翻译探究”时可以和答案同时使用，帮助自学、探究、发现和归纳，学生个人学不懂时可以以小组形式互助,若还不会,老师再讲解,这是先学后教,以学定教。 “翻译探究”的题目数量因学情而定。
