24（八年级上册）Unit 3 Section A（1a-1c）（教案3）

skybamboo · 发表于昨天 02:26

Unit 3 I’m more outgoing than my sister.
Section A（1a-1c）

Teaching Aims

Language goals

Learn to use comparatives to compare people.

Key words and phrases

outgoing, both, better, loudly, quietly, both ... and ...

Key sentences

1. Sam has longer hair than Tom.

2. Both Sam and Tom can play the drums, but Sam plays them better

than Tom.

3. She also sings more loudly than Tara.

Teaching Difficulties

Let Ss use comparatives to compare people.

Teaching Aids

multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Warming up
Lead in Ask Ss some questions about friends. T can ask Ss to share the answers with their partners or ask them to answer the questions individually: Do you have good friends? What does he / she look like? What is he / she like? What does he / she like or dislike? What is he / she good at? Brainstorm In this part, T can help Ss to increase their accumulation about words which used to describe a person’s appearance, personality, preference and ability. T can divide Ss into four group, ask one group to write down words that can be used to describe appearance, one group to write down words that be used to describe personality, one group to write down words that can be used to describe preference, one group to write down words that can be used to describe ability. After all the groups have finished, T can ask one S from each group to write the answer of his/her group on the board. Finally, T can use PPT P6-8 to help Ss make a conclusion. Look and say Ask Ss to look at the picture of a volleyball player and answer the questions: What does he look like? What is she like? What does she like? What’s she good at? Let’s compare Show Ss pictures from PPT P10-12, ask them to make comparison between the two pictures on each page: Mary is taller than Jane. The elephant is heavier than the dog. Lily is thinner and healthier than before. (Tip: Actually, the answers can be varied. T can encourage to give as many different answers as possible.) Compare with your partner In this part, T can ask Ss to find out the similarities and differences between them and their partners or friends. T can walk around in the classroom to see if Ss need any help while doing this activity.
Step 2Presentation & Practice
Pre-listening 1a Try it without looking T may want to have Ss do activity 1a in the following way before opening their textbooks and looking at the words in the box: Write tall, thin, long hair, quietly on the board Elicit from Ss (as a class) one or more opposite words for each word on the board. Have Ss open their textbooks and do activity 1a. Answers: tall-short, thing-heavily, long hair-short hair, quietly-loudly While-listening 1b Ask Ss to listen and number the pairs of twins in the picture [1-3]. 1c T may want to give Ss the opportunity to use the language that they have been learning to talk about others in class. Have Ss work in pairs. The pairs of Ss should stand and look at the other Ss around the room. Ss should then talk about the other Ss. (Tip: T should inform Ss that it usually impolite to point. Instead of pointing, people may be identified by that they are wearing or what they are doing.) Let’s practice Show Ss picture on PPT P18 and P19, ask Ss to answer the question by themselves first, then show them the answers.
Step 3Language points learning
both用作形容词，置于被修饰的名词前。both用作代词，可单独使用，也可用于both of...结构。作主语时，谓语动词要用复数形式。both ... and ...通常用来连接两个并列的句子成分，若连接两个并列成分作主语，谓语动词用复数形式。反义疑问句：陈述句后添加一个附着的简略疑问结构，用以进行确认。 ⑴ 若陈述部分为肯定，便用否定形式进行提问； ⑵ 若陈述部分为否定，便用肯定形式进行提问。形容词和副词的比较级：大多数形容词和副词有三个等级：原级、比较级和最高级。表示“更......”，用于两者之间的比较，说明“前者比后者更......”。比较级构成的规则变化：单音节词和部分双音节词：一般在词尾加-er，以字母e结尾的词加-r ，重读闭音节词词尾只有一个辅音字母时，先双写该辅音字母，再加-er，以“辅音字母+y” 结尾的双音节词，变“y” 为 “i”，再加-er。多音节词和部分双音节词在其前面加more。
Step 4 Summary & Homework
Summary Ask Ss to do the exercises from PPT P27-28. Homework: Preview 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.

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