八年级上册 Module 2 My home town and my country Unit 3 Language in use 教案（表格式）

Module 2 My home town and my countryUnit 3 Language in use
Subject English Grade Eight
Preparation time Class module Revision and application
Teaching approach Interactive and communicative approach
Teaching aids Power point, video, audio, OHP
Teaching aims Knowledge: To summarize and consolidate the use of comparative adjectives(-er) To compare two places in your home town
Main points Learn and use the comparative forms and the summarize the changing forms.
Difficult points Learn and use the comparative forms and the summarize the changing forms.
Teaching progress and teaching design
Teaching steps Teacher's involvement Students’ activities
Step1 Lead-in Review the words and expressions.Finish the exercises of spoken English test. Review the words and expressions.Finish the exercises of spoken English test.
Step 2 Summarize the grammar rules Write the adjectives in the grammar box on the board: big, busy, new, wide, clean, tall. Remind the students about how to make comparatives. Elicit the comparatives of the words and write them under the adjectives on the board: bigger, busier, newer, wider, cleaner, taller. Ask the students if they can work out what the rules are for the spelling of comparatives. Elicit the rules with the class. Ask the students to read the sentences in the box aloud. Practise chorally and individually. Ask them to make up some comparative sentences of their own, using the adjectives in the box. For example: I'm taller than my mum. I will be busier on Saturday than on Sunday. Work out what the rules are for the spelling of comparatives. Elicit the grammar rules of comparative forms.Read the sentences in the box aloud. Practise chorally and individually.Make up some comparative sentences of their own, using the adjectives in the box.
Step 3 Exercises 1. Complete the sentences with the correct form of the words in the box. Review the rules for the spelling of comparatives with the students. Tell them to complete the sentences on their own. Ask them to check answers with their partners. Elicit answers in full sentences.2. Work in pairs. Talk about the pictures. Use the words in the box to help you. Go through the words in the box with the students and check if they know the meanings. Ask the students to look at the two pictures and elicit some descriptions around the class. For example:--- What can you see in Picture 1 --- It's a village. There're some houses. The village is quiet.--- What can you see in Picture 2 --- It's a new city. The buildings are very high. It's a busy city. The roads are very wide. Ask them to work in pairs and describe the pictures.Now make comparisons. Write sentences. Have the students compare the two pictures in pairs. Elicit and prompt an example with one of the words for them to use. Ask them to write some sentences according to their comparisons and then check the sentences. Elicit examples in full sentences from the class.Extension Test the words in the box by asking the students to work in pairs and write a list of the words and their opposites.3. Write sentences. Use the information in the table. Look at the information in the table with the class. Elicit comparisons. Read the example with the students and then tell them to write sentences individually and be careful of the spelling. Circulate and monitor as they work. Ask them to check their sentences with their partners. Elicit sentences from the class.4. Complete the word map with the words in the box. You need to use one word more than once. Tell the students that a word map is a way of learning vocabulary in groups and the words in a word map are all related to each other. This makes it a good way to remember the words. Ask the students to look at the word "place" in the centre, and point out the four aspects that the nouns in the word map describe, i.e. the weather in the place, the size of the place, the population of the place and the history of the place. Elicit that different nouns should be described by different adjectives. Do the first one with the whole class as an example: Ask "What does the word 'cold' describe The weather, the history, the size or the population " Then tell the students to write the word in one of the two circles for weather after the answer is elicited. Ask the students to work individually to do the rest. Ask them to check answers in pairs.Now work in pairs. Talk about your home town. Use the words in the word map to help you. Tell the students to look at the key words again: weather, size, population, history. Ask "What questions can you ask about these four things about your home town " Ask the students to work in pairs and talk about their home towns by asking and answering questions. Encourage them to use all the words and information they have learnt in the module, not just what is in the word map. Ask a few pairs to give a mini-presentation to the class.5. Complete the sentences with the expressions in the box. Check through the expressions in the box. Make sure that the students can pronounce them correctly and understand their meaning. Tell the students to read each sentence through and look at the words before and after the gap to help them decide the correct answer. Ask them to complete the sentences individually. Ask them to check answers in pairs.6. Complete the passage with the correct form of the words in brackets. Ask the students to read the passage and tell you which two places it is comparing. Elicit their answers and ask which cinema they like and why. Tell them to read again and complete the passage. Ask them to check their answers in pairs. Ask them to read out the passage line by line.7. Listen and complete the sentences. Ask the students to look at the pictures and ask them if they recognise the cities and know the names of the buildings shown. Ask them to work in pairs and think of one sentence to describe each city. For example: New York is very busy. Washington D.C. is old. Shanghai has a lot of tall buildings. Beijing has a large population. Tell the students to read through the sentences and predict what type of words they need to listen for, i.e. comparatives. Play the recording and have the students listen to the conversation and complete the sentences. Ask them to check their answers in pairs. Play the recording again for the students to check answers. Play the recording once more and pause after each turn of the conversation for the students to repeat, paying attention to their stress and intonation.Around the world: Washington DC Ask the students to look at the picture and say what it shows. Ask the students what they know about Washington DC. Ask (or write on the board) some pre-reading comprehension questions, for example: What is the capital of the US Where is Washington DC What is Washington DC famous for Why do tourists go to Washington DC Tell the students to read through the information and check the answers to the questions. Give them a few minutes to talk about the information and encourage them to search for more information about Washington DC after class.Module task: Making a report comparing two places in your home town. Finish the exercises in the book and check the answers.
Step 4 Pair work Compare two places in your home town. Pair the students to decide which places they want to research. Ask them to read through what they should find out. Tell them to list the information that they already know about the places. Tell them to decide what more information and how they are to research about the places. Then add the information to the list. Work in pairs and make dialogues.
Step 5Group work Make a report. Read through the example sentences with the whole class. Make sure the students are clear about the language they have to use. Ask them to write sentences with the information in the table and join them. Explain that they can write three paragraphs to make their reports.Paragraph 1: describe Place 1.Paragraph 2: describe Place 2.Paragraph 3: compare the two places. Ask the students to discuss how they can make their reports and what information they should include. Ask the students to make their reports. Remind them they can draw, add brochures and so on if they like.11. Read your report to the whole class. Tell the students to give their reports a title. Ask them to stand up and present their reports. Or ask the students to display their reports on the wall and let the class walk around and read what others have done. Have a discussion with the students about the reports. Tell them to decide which places they like the best and why. Group work.Discuss with members in class and make a report.
Homework design： Must do: Finish the exercises of《教与学》M2U3 Choose to do: Summarize the grammar rules of comparative forms.
Blackboard design：
Remind 第三单元总结了本模块所学的语法知识，通过练习题让学生巩固了单音节和部分双音节的
单词的比较级。此外，让学生在情境中对话，更加可以考察学生对比较级的运用能力。针对802
的同学，可以利用Around the world的部分让学生更好地拓展本模块的知识。
比较级的几种句型：
...the+比较级 of the two.
eg. Mary is the taller of the two girls.
形容词比较级+形容词比较级，译成“越来越......”
eg. The weather is getting warmer and warmer.
the+比较级，the+比较级，译成“越......，就越......”
eg. The harder you study, the better you will be.