Unit 3 I’m more outgoing than my sister. 单元表格式教案 （4课时）

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Unit 3　I’m more outgoing than my sister.
课　题 Unit 3　I’m more outgoing than my sister. 课时 第一课时Section A(1a-2d)

课型 New
教学目标 知识目标 1. 学习并掌握下列词汇:
outgoing, both, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win
2. 掌握以下句型:
①Sam is smarter than Tom.
②Tina is more outgoing than Tara.
③She works harder than me.
能力目标 能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标 通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点 1. Talk about personal traits.
2. Compare people by using comparative forms.
教学难点 1. Comparative form of adjectives and adverbs.
2. The use of comparative form.
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up
and work
on 1a 1. Play the video about TFboys.
2. Play the song:
Good, better, best. 1. Students watch the video.
Review words:
tall, short, thin,
heavy, long(hair), short(hair), quiet etc.
Then work on 1a:Match new words with its opposite.
2. Students enjoy the song. 利用学生感兴趣的人物视频, 复习学过的描述人物外貌特征的词汇, 为比较级的学习做铺垫; 并通过视频激发学生的学习兴趣。
Step 2 Listening (1b) 1. Show pictures of famous people and teach: tall—taller,
thin—thinner, short—shorter,
long—longer ect.
2. Let students look at the pictures about the three pairs of twins:Tina&Tara; Tom&Sam; Peter&Paul. Then play the tape of 1b. Students listen to the conversations in 1b and number the pairs of twins in the picture. 在语境中呈现和导入目标语言。
Step 3 Practice (1c) First let students read the conversation in 1c. Then ask them to make similar conversations about the other twins. Students first read the conversation in pairs, then make similar conversations about the other twins. 通过两人小组对话, 让学生从听对话到模仿对话, 练习比较级的运用。
Step 4 Listening
(2a&2b) 1. Let students read the words in the box in 2a first.
2. Play the tape of 2a.
3. Let students summarize the words
with-er/-ier; more
4. Play the tape of 2b. 1. Students read the words in the box in 2a loudly before listening to the tape.
2. Listen and complete the chart in 2a.
3. Students summarize the rules in group.
4. Listen to the tape in 2b and fill in the boxes. 通过听力练习和完成表格分类, 在语境中体会形容词、副词比较级的构成规则和运用。
Step 5 Oral Practice
(2c) 1. Let students read the dialogue in 2c in pairs:
—Is Tom smarter than Sam?
—No, he isn’t. Sam is smarter than Tom.
2. Let Student A look at the chart on page 18, Student B look at the chart on page 81. Ask and answer questions about Sam and Tom in pairs. 1. Students read the dialogue in 2c in pairs.
2. Students ask and answer questions in pairs. 通过利用“信息差”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。
Step 6 Role-Play
(2d) 1. Let students learn about the background of the conversation.
2. Let students read the conversation together.
3. Explain the difficulties.
4. Let students read in pairs.
5. Let several pairs of students role play the conversation in front of the class. 1. Students learn about the background of the conversation by going through it quickly and according to the picture beside it.
2. Students read the conversation together, then in pairs.
3. Role play it. 在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。
Step 7 Summarize 1. Guide the students to summarize the rules of the comparative form.
2. Guide the students to summarize the sentence structure with “than”. Summarize the comparative form and the sentence structure with “than”. 培养学生探究、归纳总结能力。
Step 8 Consolidation 教师设置巩固检测练习:
Ⅰ. 写出下列词的比较级:
smart　smarter
thin　thinner
funny　funnier
hard　harder
outgoing　more outgoing
important more important
Ⅱ. 句型转换
1. Jim is outgoing. Jack is more outgoing. (同义句)
Jack is more outgoing than Jim.
2. I am tall. My brother is taller. (合并为一句)
My brother is taller than me.
3. Helen studies hard. Mary studies hard, too. (同义句)
Helen studies as hard as Mary. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
教学环节 教师活动 学生活动 备课札记
Step 9 Homework 1. Recite new words and phrases.
2. Write a short passage about comparing yourself with one of your friends.
板书设计 Section A (1a-2d)
1. New words:outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win
2. Structures:
①Tina is taller than Tara.
②Sam has longer hair than Tom.
③She also sings more loudly than Tara.
教学反思 在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
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课　题 Unit 3　I’m more outgoing than my sister. 课时 第二课时Section A(Grammar Focus-3c)

课型 New
教学目标 知识目标 1. 复习巩固形容词的比较形式及对两者进行对比。
2. 进一步总结所学的对两者进行比较的句式结构。
3. 能运用所学的目标语言, 进行说与写的活动, 完成相关任务。
能力目标 能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标 通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点 1. 总结形容词及副词比较级的构成方式。
2. 进一步总结对两者进行比较的句式结构。
教学难点 1. 总结形容词及副词比较级的构成方式。
2. 能运用所学的目标语言, 进行说与写的活动, 完成相关任务。
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up
and revision 1. Ask some students compare he/she with his/her deskmates.
2. Show some pictures on the big screen. Let some students compare the things.
3. Show some adjectives or adverbs. Let students add -er, -r or -ier to them. 1. Students compare he/she with his/her deskmates.
2. Students compare the things.
3. Students add -er, -r or -ier to them. 利用学生感兴趣的内容, 复习学过的句型和比较级。
Step 2 Work on
Grammar
Focus 1. 要求学生阅读Grammar Focus中的句子, 然后做填空练习。
(1)汤姆比萨姆更聪明吗?
Is Tom __________Sam?
(2)不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ____ ____Tom.
(3)塔拉比蒂娜更外向吗?
Is Tara ___ _____ ____Tina?
2. 要求学生们完成填空试题后, 可以打开课本检查答案, 对错误的句子, 单独进行强化记忆。 1. Students read the sentences.
2. Finish the sentences.
3. Check the answers. 熟练阅读Grammar Focus中的句子, 并完成句子填空, 加深记忆。
Step 3 Summarize Ask students to summarize:
两者进行比较, 表示“一方比另一方更……”的句型:
1. A+be+形容词比较级+than+B
2. A+实义动词+副词比较级+than+B
两者进行比较, 表示“一方与另一方一样……”的句型:
1. A+be+as形容词原形+as+B
2. A+实义动词+as副词原形+as+B Students summarize and finish the blanks. 通过填空, 引导学生去总结比较级的用法。
Step 4 Work on
3a&3b Work on 3a:
1. Let students look at the conversations in 3a.
2. Ask students to finish 3a.
3. Check the answers.
Work on 3b:
1. Ask students to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T:S1, Are you taller now?
S1:Yes, I am. I’m taller than I was two years ago.
T:Pay attention to the tense.
―I was two years ago.
Check the answers with the class. 1. Finish 3a.
2. Students read the sentences in 3b and write the other four sentences. 通过3a和3b的练习, 进一步巩固比较级的用法。
Step 5 Group work
Work on 3c 1. Tell students to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
2. Ask one student the question:
T:Who is smarter, your mother or your father?
S1:I think my mother is smarter than my father.
3. Ask students to finish the exercise and make a report. 1. Students read the chart and check(√)in the chart.
2. Work in groups. Ask and answer the questions with their partners.
3. Give a report. 利用小组合作, 训练学生知识的同时锻炼学生的合作意识。
Step 6 Exercise Ask students to finish the blanks. 根据句意填入单词的正确形式
1. My brother is two years older(old) than me.
2. Tom is as fat(fat) as Jim.
3. —Is your sister younger(young) than you?—Yes, she is.
4. —Who is thinner(thin), you or Helen?—Helen is.
5. —Whose pencil-box is bigger(big), yours or hers?—Hers is.
6. Mary’s hair is as long(long) as Lucy’s.
7. Ben jumps(jump) higher(high) than some of the boys in his class.
8. —Does Nancy sing better(well) than Helen?—Yes, she does.
9. Fangfang is not as tall(tall) as the other girls.
10. My eyes are bigger(big) than hers(she).
11. Which is heavier(heavy), the elephant or the pig?
12. Who gets up earlier(early), Tim or Tom?
13. —Do the girls get up earlier(early) than the boys? —No, they don’t . Students finish the exercise. 通过练习, 进一步加深本节课的重点知识。
Step 7 Homework 1. Review the grammar focus after class.
2. Write down the similarities and differences between you and a friend.

板书设计 Unit 3　I’m more outgoing than my sister.
tall—taller　　heavy—heavier　　thin—thinner

教学反思 整节课的评价不够丰富, 情感教育没能很好地融入到课堂中。

课　题 Unit 3　I’m more outgoing than my sister. 课时 第三课时Section B(1a-1e)

课型 New
教学目标 知识目标 1. 能掌握以下单词:talented, truly, care, care about, laugh
2. 能掌握以下句型:
①I think a good friend makes me laugh.
②For me, a good friend likes to do the same things as me.
③And a good friend is talented in music.
能力目标 能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标 通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点 1. 掌握本课时出现的生词及表达方式。
2. 进行听力训练, 提高综合听说能力。
教学难点 完成1d的听力练习。
训练听说能力。
课前预习 Preview the new sentences.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up
and revision 1. Daily greeting.
2. Check the homework. Let some students report what his/her father and mother are like. 1. Daily greeting.
2. Students report what his/her father and mother are like. 复习前面学过的内容并引领新知。
Step 2 Work on 1a 1. Show a maxim to students:A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
2. Read each description in 1a to the class and ask the students to repeat.
3. Ask students to rank the things.
4. Check the answers. 1. Students answer the questions and have a free talk.
2. Students rank the things. 利用Free talk的形式引入本课的基本知识, 激发学生的兴趣。
Step 3 Work on 1b 1. Ask students to talk about what you think a good friend should be like in groups of four.
2. Ask students to write down their sentences. 1. Students talk about the questions.
2. Students write down their sentences.
3. Show to the class. 通过问答, 进一步巩固在1a中呈现的句型。
Step 4 Listening 1c 1. Ask students to listen to the tape and finish the chart in 1c.
2. Check the answers. 1. Students listen to the tape and fill in the chart.
2. Check the answers. 通过听力练习, 在语境中体会比较级的使用。
Step 5 Listening 1d 1. Ask students to listen to the tape again and finish the rest of the chart in 1c.
2. Check the answers. 1. Students listen and fill in the blanks.
2. Students check the answers. 通过听力练习, 在语境中体会比较级的使用。
教学环节 教师活动 学生活动 备课札记
Step 6 Pair work
1e 1. Ask students to work in groups. Make a conversation using information in the chart.
2. Teacher can walk around the classroom, and give some help to the students. 1. Students work in groups and make a conversation using information in the chart.
2. Show the dialogue to the class. 在听力练习和小对话口语练习的基础上, 进行对话表演, 开展有实际意义的交际运用活动。
Step 7 Summarize Guide the students to summarize the knowledge of this class. Summarize this class. 培养学生探究、归纳总结能力。
Step 8 Homework 课后作业设计:
1. Lucy is very short, but she is _____than her sister. (A)
A. shorter　　　　B. longer　　　　C. taller　　　　D. older
2. Frank is _____friendly than his brother. (A)
A. a little more B. a few more C. much D. a little
3. Sam is _____at Chinese than Jim. (C)
A. good B. well C. better D. gooder
4. This one is too large. Can you show me a _____ne?(D)
A. larger B. large C. small D. smaller
5. —Do you think March is _______than January? —Yes, it’s _______warmer. (A)
A. better; a little B. well; much
C. worse; very D. nicer; quite
板书设计 Section B (1a-1e)
A good friend
a. has cool clothes.
b. is talented in music.
c. likes to do the same things as me.
d. is good at sports.
e. truly cares about me.
f. makes me laugh.
g. is a good listener.
教学反思 兴趣是最好的老师。枯燥的练习和单词的训练将磨灭学生的阅读兴趣, 所以在教学设计时, 我时刻记得激发学生学习的兴趣。
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课　题 Unit 3　I’m more outgoing than my sister. 课时 第四课时Section B(2a-Self Check)

课型 New
教学目标 知识目标 1. 能掌握以下单词:serious, mirror, kid, necessary, grade, should, saying, reach, hand, tough, heart, fact, break, arm, share, loud, similar, primary, primary school, information
2. 能掌握重点句型。
能力目标 能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标 通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点 1. 掌握本课时出现的生词及表达方式。
2. 阅读短文, 获得相关信息, 提高学生们的综合阅读能力。
教学难点 阅读2b部分的短文并完成相关要求。
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up
and
work on 2a. 1. Show some pictures of the students of the class. Describe the students.
2. Let some students describe the student in the big screen.
3. Ask some students to compare themselves and their friends.
Work on 2a:
1. Ask students to write the comparative forms of the following adjectives.
2. Let some students read their sentences. 1. Describe the student in the big screen.
2. Compare themselves and their friends.
3. Students work in a group. Check each other’s answers. 通过和他人对比等方式复习上节课的基础知识。
Step 2 Reading 2b 1. Let some students read the passage quickly and underline the differences and circle the similarities. Then let another students read aloud these sentences.
2. Check the answers with the students. 1. Read the passage quickly and underline the differences and circle the similarities.
2. Check the answers. 通过阅读回答问题, 锻炼学生的阅读能力并掌握目标语言。
Step 3 Work on 2c 1. Let students read the sentences in 2c. Make sure they know the meaning.
2. Let students read the passage again and judge these sentences are True or False.
3. Check the answers. 1. Students read the questions.
2. Students read the passage again and judge these sentences are True or False.
3. Check the answers. 通过再读课本回答问题, 锻炼学生的阅读能力并掌握目标语言。
教学环节 教师活动 学生活动 备课札记
Step 4 Work on 2d 1. Ask students to write their sentences.
2. Let some students read aloud their sentences to the class. 1. Students write some new sentences.
2. Read the sentences to the class. 通过写句练习, 巩固比较级的用法。
Step 5 Work on 2e 1. Let some students translate the sentences into Chinese.
2. Give the students an example. students think about it and try to tell something.
3. Let some students talk about it. 1. Students translate the sentences into Chinese.
2. Students work in groups and talk about it. 通过制作学习一些谚语, 再次巩固比较级的用法。
Step 6 Work on 3a 1. T:Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.
2. Check the answers. 1. Students try to write these sentences.
2. Check the answers. 利用新的文章再次复习比较级的用法。
Step 7 Work on 3b 1. Ask students to think of their friends. Make notes about two of your friends.
2. Give some examples:popular, outgoing, serious, hard-working, etc.
3. Check the answers. 1. Make notes about two of your friends.
2. Check the answers. 在真实的语境中锻炼学生的语言学习能力。
Step 8 Consolidation 根据首字母填空
1. It’s necessary to read English every day.
2. He got good grades because of his hard work.
3. I want to get more information about the accident.
4. The boy is similar to his father. 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9 Homework 1. Review Section B.
2. Write about six sentences about their parents. Compare them.
3. Finish Self Check.
板书设计 Section B (2a-Self Check)
primary　primary school　information　be good with　call sb. at
I think. . . should get the job.
Who do you think should get the job, Jill or Jenny?
教学反思 在3a部分, 根据表格写文章时, 有些同学的内容还是不是很充实。