25（八年级上册）Unit 3 Section A（2a-2d）（教案3）

skybamboo

Unit 3 I’m more outgoing than my sister.
Section A（2a-2d）

Teaching Aims	Language goals   Continue to learn comparative degree. Key words and phrases hard-working, competition, fantastic, which, clearly, win, though, as ... as, something new, have fun, be different from Key sentences 1. But the most important thing is to learn something new and have     fun. 2. Tara works as hard as Tina. 3. I think she sang more clearly than Nelly.
Teaching Difficulties	Let Ss learn comparative degree.
Teaching Aids	multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Warming up
Free Talk Show Ss to picture of a girl and a boy, ask them the answer: What does she / he look like? Then, ask Ss to compare the difference between the girl and the boy.
Step 2 Presentation & Practice
Pre-listening Review the simple past tense of regular and irregular verbs. After reviewing, T can play the ball game with Ss: Show Ss the word in the yellow basketball on the left top corner. Ask Ss according to the rules, which basket should the basketball go into. While-listening 2a Play the recording and ask Ss to complete the chart. After Ss have listened to the recording and completed the chart, T may want to have pairs of Ss make flashcards. On one side of each card, Ss should be instructed to write one of the words in the box in the textbook. On the other side of the card, Ss should be instructed to write the -er/ier or more version of the word. After the flashcards of each pair have been completed, T may want to have Ss compete to be the first pair to go through the flashcards (i.e. one of the Ss in a pair holds up each of the flashcards, one at a time, and the other S responds with the -er/-ier or more version of each word. Ss then change roles and repeat the activity). The first pair of Ss to correctly finish is the winner. Answers: -er/-er: friendly, funny, smart, lazy, fast, high, hard, early more: outgoing, hard-working 2b Play the recording again, ask Ss to find out the difference between Tina and Tara. If T wants to make this activity easier, before having Ss do activity 2b, T may want to write the sentences below on the board, have Ss listen to the recording, and complete the sentences. e.g. I’m ____ than Tara. I’m ____ and ____ too.    ____ can ____ and ____ than me.    Who’s ____ at school?    Tina thinks she ____ than me, but I ____ as ____ as Tina. But she’s ____ than me. I think I’m ____ than Tara. She always ____ than me. Answers: Tina: is more outgoing than Tara. / is friendlier and funnier than Tara. / can run faster and jump higher than Tara. / is smarter than Tara. / is lazier than Tara. Tara: works as hard as Tina. / gets up earlier than Tina. Post-listening Show the listening material to Ss, ask them to read the conversation. 2c Ask Ss to work in pairs. Ask student A to look at the chart on the right, student B to look at the chart on page 81. Tell them that they need to ask and answer questions about Sam and Tom. T may also want to have Ss work in pairs to ask and answer questions about other Ss in class in the following way: Using the words in the chart, elicit the following questions and responses from Ss and write them on the board: Is A smarter than B? Is A taller than B? Can A run faster than B? Does A get up earlier than B? Is A thinner than B? Is A funnier than B? Have Ss work in pairs to ask and answer questions about the other Ss in class.
Step 3 Presentation & Reading
Ask Ss to role-play the conversation. T may want to draw on the board or show pictures of Nelly and Lisa singing and dancing, so that Ss can imagine the situation more easily. T should also take the time to describe Nelly and Lisa to Ss, using the words in the conversation. If T draws or chooses interesting pictures, Ss may enjoy the activity more. Ask Ss to answer the questions after reading the conversation. 1.Who has shorter hair? 2.Who danced better? 3.Who sang more clearly? 4.What does Anna think is the most important? Ask Ss to fill in the blanks according to the conversation and try to retell the text. Answers: fantastic, shorter, more clearly, better, better, most important
Step 4 Language points learning
as...as的意思是“与......一样......”，用来进行同级比较时中间要用形容词或副词的原级。as...as的否定结构是not as / so...as...，意为“不如......那样......”。 在You can tell that Lisa really wanted to win, though.这句话中，tell的意思是“知道；看出”，表现一种判断的能力，类似于汉语“看得出来；知道；了解”的意思。作此用法时，tell不用于进行时态。 win作及物动词意为“获胜；赢”，win也可作及物动词，意为“赢得”。其宾语通常为表示比赛项目、奖品或战争等的词。 win与beat的区别在于： win的过去式是won，意为＂赢，获胜＂，通常接game，war，match，prize等之类的名词作宾语，即win sth。beat的过去式是beat，意为＂打败；赢＂，后跟表示与之比赛、战斗的人或代表群体的名词，即beat sb.。 在You can tell that Lisa really wanted to win, though.这句话中though作副词，意为“不过；可是；然而”。常位于句末，表示补充说明。though还可作连词，意为“虽然；尽管；不过”，引导让步状语从句，相当于although，但比although更口语化。though引导的让步状语从句不能和but同时使用。
Step 5 Summary & Homework
Summary Ask Ss to do the exercises from PPT P22-24. Homework Read and recite the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection	In this unit, students will learn how to talk about personal traits and compare people. In the first period, the main task is to make students learn how to use comparative sentences to compare different people. First, let students talk about the differences by showing some twins’ pictures. Then, show the comparative sentences on the blackboard.According to the well－designed tasks, we can get students to learn the target language easily. After speaking practice, let them summarize what they have learned.