Unit,3,I’m,more,outgoing,than,my,sister教案

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Unit,3,I’m,more,outgoing,than,my,sister教案(一)
Unit_3_I'm_more_outgoing_than_my_sister.教案

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

学习目标

1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win

能掌握以下句型：

① Tina is taller than Tara.

② Sam has longer hair than Tom.

③ She also sings more loudly than Tara.

2) 能掌握以下语法：

① 形容词或副词比较级形式的构成。

② 表示两者进行比较的句式结构。

3) 情感态度价值观目标：

能对人物的外表进行描绘，个性进行比较。

教学重难点

1. 教学重点：

1) 形容词或副词比较级形式的构成。

2) 表示两者进行比较的句式结构。

2. 教学难点：

He has shorter hair than Sam.

Is Tom smarter than Tim?

She also sings more loudly than Tara.

三、教学过程

Ⅰ. Lead-in

1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]

tall --- short; thin --- heavy, long hair --- short hair, calm --- wild … Give Ss an example by comparing Old Henry and Santa Claus.

e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus. Henry is younger than Santa Claus. Santa Claus is younger than Henry. Ⅱ. Presentation

Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.

e.g. The apples are bigger than the pears.

The pears are more delicious than the apples.

Summarize the Comparatives. Group competition.

A + be(V) + 比较级 + than + B.

Ⅲ. Game (I and my desk mate)

Ask Ss to compare with their partners and find out the differences.

e.g. She is heavier than me. I am more outgoing than her.

She gets up earlier than me. I run faster than her.

Ⅳ. Listening

Then listen to the recording. Ask Ss to number the twins.

Check the answers.

Ⅴ. Pair work

Point out the sample conversation in activity 1c.

Say, now work with a partner. Make your own conversation about the twins. Ask several pairs to say one or more of their conversations.

Ⅵ. Listening

1. Work on 2a:

Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.

Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.

Play the recording and check the answers.

2. Work on 2b.

Point out the picture and the two boxes with the headings Tina is and Tara is.

Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.

Play the recording and check the answers.

Ⅶ. Pair work

1. Point out the chart in activity 2c. Say, Make your own conversations according to the

information. Ask pairs to continue on their own.

2. Ss practice their conversations.

3. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Read the conversation first and try to match the people with the right things.

a. sang better

b. with shorter hair c. practice more and really wanted to win

d. sang more clearly

e. danced better

2. Let Ss read the conversations after the teacher.

3. Let Ss practice the conversation.

4. Then let some pairs act out their conversations in front of the class.

Homework:

Write six sentences:

Write about the things that are the same and different between you and your best friend.

板书设计：

Section A 2 (Grammar focus-3c)

一、教学目标：

1. 语言知识目标：

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。

2. 情感态度价值观目标：

学会与朋友友好相处，培养乐观，积极向上的性格。

二、教学重难点

1. 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。

2. 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。

三、教学过程

Ⅰ. Warming- up and revision

1. Ask some Ss compare he/she with his/her desk mates.

I’m taller than my desk mate. But she runs faster than me.

…

2. Show some pictures on the big screen. Let some Ss compare the things.

3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.

Ⅱ. Grammar Focus

1. 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？

(4) 不是。蒂娜比塔拉更外向。

No, she isn’t. Tina is ______ ________ ___ Tara.

(5) 你和你姐姐一样友善吗？

_____ you _____ friendly _____ your sister?

(6) 不是。我更友善一些。

No, I’m not. I’m ___________.

(7) 塔拉与蒂娜工作一样努力吗?

Does Tara work _____ ______ _____ Tina?

(8) 谁在学校里更努力一些？

Who’s ______ _____________ at school?

(9) 蒂娜认为她学习比我更努力。

Tina thinks she ______ _______ than me.

3. 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。

Ⅲ. Try to Find

总结：

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

Ⅳ. Practice

Work on 3a:

1. 读下列句子，根据提示词完成一般疑问句，并做回答。

2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。 方法指导：应通读所给的提示词，掌握句子大意；然后，确定进行对比的双方及所给的形容词，根据上一环节中所总结的句式结构来组成正确的一般疑问句。最后，再根据回答，来确定答语中空格中单词的意思，并用正确的比较级形式。

3. 学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 Work on 3b:

1. Ask Ss to think of himself/herself two years ago. Write about how they are different

Unit,3,I’m,more,outgoing,than,my,sister教案(二)
Unit 3 I'm more outgoing than my sister 全单元教案

Unit 3 I’m more outgoing than my sister.

Period 1 (Section A 1a-1c)

Teaching Aims:

1. Words: outgoing; better: loudly; quietly; hard-working; competition. Language objectives: That’s Tara, isn’t it?

Sam has longer hair than Tom .

Both Sam and Tom can play the drums, but Sam plays them better than Tom. Tara works as hard as Tina. 2. Ability objectives:

to talk about personal traits and compare people; to improve Ss’ speaking, listening and writing skills.

to grasp the structure of comparatives, e.g. comparatives with –(i)er and more, both and as...as...; to grasp the structure: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原级（adj./adv.）+as+B; to recycle vocabulary about description 3. Emotional objectives: to find strengths of somebody else, to explore the beauty

of the world.

Important and difficult points:

1. To talk about personal traits特点 ; to grasp how to compare people.

2. To use target language: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原级（adj./adv.）+as+B, comparatives with –(i)er and more.

3. To improve Ss’ listening, speaking and writing skills; to develop their communicative competence. Teaching Procedures: Step 1 Leading-in.

To show some pictures to recycle adj. based on some types, and learn some new words.

Step 2 1a

1 Learn new words:outgoing,better loudly quietly which competition fantastic hard-working

clearly win funny friendly smart lazy

look at the picture in 1a and make a list of the adjectives.

Purpose: to make Ss recall some adjectives they have learnt before; Step 3 Presentation

1. . To ask Ss the usage of the adj. and show some example sentences about comparative degree.

2. To show some adjectives and adverbs with –(i) er, -r, more and some special words like

better, more, worse, etc.. Then ask Ss to discuss the common points of the

words.

Purpose: to lead in comparative degree; to make Ss summarize the change rules of

comparative degree of adj.and adv..

1. To make Ss compare two persons or two things with the above adjectives and【Unit,3,I’m,more,outgoing,than,my,sister教案】

adverbs; to summarize the pattern of comparative degree. ―A+谓语+比较级（adj./adv.）+than+B‖

2. To show the map of Liaoning Province to guide Ss to compare Chaoyang and

Dalian in size, climate, slight spots and so on; to show the pictures of Chaoyang fossil to let Ss know Chaoyang is a place where the first flower comes out.

Purpose: to practice comparatives; to show the structure of ―A+谓语+as+原级

（adj./adv.）+as+B‖ and complete emotional aims.

Step 4.1b listen and write the number of the pairs.

Listen again for the students to listen and fill in the chart. Check the answers with the class

Step 5 Practice. 1. Pair work:

Compare two persons.

Purpose: to make Ss practice the patterns of comparative degree. Step 6 To sum up.

1. To make the Ss summarize what they have learnt in this class. 2. Guessing game.; Step 7 Homework.

1. 2.

Preview 2d

Writing: The person I respect.

Blackboard design：Unit 3 I’m more outgoing than my sister.

Section A 1a-1c

1. Key words:

- -

(i) er, more both, as...as...

2. Patterns:

A+谓语+比较级（adj./adv.）+ than + B A+谓语+as+原级（adj./adv.）+ as + B

Period 3 (Section A 2a-2d)

Teaching Aims:

1）Key vocabularies: competition, fantastic, which, clearly, win, though （2）Key structure：

Is Tom smarter than Sam. No, he isn’t . He is smarter than Tom. Which one was Lisa? The one with shorter hair. Who is more hard-working at school?

Ability aims:

Students can use the Comparison of adjectives to compare different persons. Emotional aims:

Everyone may has own opinion, different people have different ideas. Teaching important points:

(1)To learn how to add –er/-ier/more … after adjectives/adverbs. (2)To learn : S + be + adj./adv.比较级+than+被比较对象 S + have/has +adj./adv.比较级+n.+ than+被比较对象 (3)To learn: Who+be+adj. 比较级+…? Teaching difficult points:

(1) To learn Which/who sentences.

Ss can understand and write a short passage between two persons.. Teaching procedures: Step 1 Enjoying a movie

1. Play a movie and fill in the blanks.

2. Review: A +谓语+ as +原级 (adj./adv.)+ as +B. 3. add –er/-ier/more … after adjectives/adverbs.

Step 2 Presentation.

Show the pictures, and add –er/-ier/more … after adjectives/adverbs. Then use“B is (not) +as +adj/adv原级 +as A.”

Step 3: 2a 2b Listening

1.Listen and change the adjectives into comparatives by -er/ier/or more. 2. Listen again and say:

3. How are Tina and tara different ?

3. Pay attention to: more outgoing,as...as... Step 4: 2c Pair work:

Fill in the chart first and then make conversations in pairs. Step 5: 2d Role-play the conversations

Let the students read the chart and find out the differences between Sam and Tom. Explain the comparatives of the adjectives

1) smart-smarter 2) funny-funnier 3) hardworking-more hardworking 3.Let the students have five minutes for the students to recite the statements. 4.Role-play the conversation in pairs.

Step 6 To sum up.

3. To make the Ss summarize what they have learnt in this class. 4. Guessing game.; Step 7 Homework.

Period 3 (Section A 3a-3c)

Is Tom smarter than Sam?

Is Tina more outgoing than Tina? Are you as friendly as your sister? Does Tina work as hard as Tara?

Who’s more hard-working at school?

Teaching Aims: Key structure：

Ability aims:

Students can use the Comparison of adjectives to compare different persons. Emotional aims:

Everyone may has own opinion, different people have different ideas. Teaching important points:

(1)To learn how to add –er/-ier/more … after adjectives/adverbs. (2)To learn : S + be + adj./adv.比较级+than+被比较对象 S + have/has +adj./adv.比较级+n.+ than+被比较对象 (4)To learn: Who+be+adj. 比较级+…? Teaching difficult points:

(2) To learn Which/who sentences.

Ss can understand and write a short passage between two persons. Teaching procedures: Step1 Revision 2，

写出下面形容词的比较级形式

white red green blue yellow big small short long

international

young west windy curly straight tall hot cold cool fantastic unfriendly delicious expensive

funny cloudy happy busy sorry scary warm strict cheap

colorfultired relaxed sunny

Step 2 Grammar Focus

Let the students read the sentences in the box and make sure they understand them. Pay attention to the use of the following sentences: Is Tom smarter than Sam?

Is Tina more outgoing than Tina? Are you as friendly as your sister?

Does Tina work as hard as Tara?

Who’s more hard-working at school? 要点总结

形容词在句中常作表语和定语，也可补充说明宾语；副词的句中主要作状语。

1,无需比较时，用原级。或两者比较表示双方在程度、性质、特征等某方面相等时，用原级as-----as : Xiao Wang is as tall as Xiao Liu.

This building looks not so（as）high as that one.

2,两者比较，一方比另一方更------，用比较级：比较级+than 3,要注意比较级的特殊变化和用more /less +原级表示比较的词 Step 3 3a

Let the students fill in the blanks in the box. Check the answers. Step 4 3b

Think of yourself two years ago. Write about how you are different now. Step 5 3c Practice Fill in the chart.

Step 6 To sum up.

5. To make the Ss summarize what they have learnt in this class. 6. Guessing game.; Step 7 Homework.

Unit,3,I’m,more,outgoing,than,my,sister教案(三)
Unit 3 I'm more outgoing than my sister教学设计

Unit 3 I’m more outgoing than my sister

SECTION A（1a-2c） 教学设计 公主岭市大榆树中学 张艳冰

一、教学目标

1、知识目标：在本节课结束时，学生将能够通过听，分辨出两个人的不同之处，初步了解比较级的用法。

2、能力目标：培养学生的口头表达能力、阅读理解能力和写作能力。

3、情感文化目标：①培养学生的自信心和合作精神，增强师生、生生间的相互了解和沟通。②教育学生虽然人与人是不同的，但天生我才必有用。

二、教学重难点

教学重点：

（1）通过听，能区别人与人的不同之处。

（2）理解比较级所表达的含义。

（3）掌握比较级的构成。

教学难点：

（1）通过听，记录他人之间的不同之处。

（2）通过模仿，应用比较级对话。

三、教学策略

词汇教学——采取情景描写或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；听力教学——采取听，填表的方式；口语教学——采取 pairwork 问答式的口语交际活动、学唱英语歌的形式进行操练；语法教学——总结规律、抓住特征、模仿操练。

过程与方法：

采用小组竞赛、Pairwork的学习方式，利用图片、听力材料等来展开课堂教学。词汇教学——采取情景描写或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；听力教学——采取听，填表的方式；口语教学——采取 pairwork 问答式的口语交际活动学唱英语歌的形式进行操练；语法教学——总结规律、抓住特征、模仿操练。

四、教学过程

Step 1： Free Talk : My friend in my eyes

复习有关人物描写的形容词。教师要求学生至少用4个词语描写自己的朋友，让学生尽可能多地说出有关描写人物的形容词。

【设计意图】

通过描写自己眼中的搭档，复习关于人物描写的形容词，引入新课，贴近生活，创设熟悉的生活环境。用简单的词汇描述方式，活跃课堂气氛，让尽可能多的学生动起来，迅速调整到上课的状态中来。在巩固所学生词的同时，也为下一步新单词的呈现做铺垫。

Setp2.New words

利用多媒体呈现生词，并要求学生写出1a中这些词的反义词。

【设计意图】

让学生在情境中理解生词含义，为下一步的听做铺垫。

Setp3. Compare famous people

利用多媒体展示名人图片，进一步练习生词及让学生初步了解并应用比较级的句子

【设计意图】

帮助学生感受目标语言，了解比较级的用法，进行语言输入环节

Step 4： Listening （1b）

首先让学生看图片，熟悉人物名称，回答问题，预测所听内容；再根据听的内容，判断所说人物特点属于谁，引领学生捕捉关键信息，聚焦目标语言。

【设计意图】

帮助学生感受目标语言，了解比较级的用法，对语言再次输入。

Step 4： Pair work

利用图片和前面听到的信息，两人一组谈论双胞胎的不同之处。

【设计意图】

旨在帮助学生练习目标语言，学习用比较级谈论人物的不同之处。

Step 6： Listening

播放听力材料，要求学生根据听到的内容完成表格，写出所给形容词的比较级形式。再次播放听力材料，要求学生听，并且填出表格所缺信息，即Tina 和Tara的不同之处。

【设计意图】

通过听力练习，帮助学生熟悉目标语言，学习is more outgoing than, works s hard as等用法。

Step 7：Super star

对教材中的2C进行改编，让学生用比较级来谈自已未来的变化，进一步对比较级进行应用。

【设计意图】

改编后更贴进学生的生活，树立学生的信心，增加学生的学习兴趣。

Step 8:Consolidation and Sum-up

1、让学生对已学知识进行总结，教师综合陈述。

2、让学生进行书面训练，巩固重点。.

设计目的:［1、让学生来做课堂小结，抓住了学生“敢于开口说英语”的心理，突出主动学习的重要性；教师作综合陈述，犹如给学生一颗定心丸，给学生增添了信心。2、强化练习，重点训练听写能力，进一步巩固本课所学内容。］

Step9 Homework

1、Do Workbook Exx.1-3.

2、Preview Section B.

Step10： Sing a song

利用多媒体播放英语儿歌The more we get together, the happier we’ll be.

【设计意图】

旨在帮助学生在学唱儿歌的同时。巩固目标语言，即比较级的用法。

Unit,3,I’m,more,outgoing,than,my,sister教案(四)
新目标英语八年级Unit3I’m more outgoing than my sister教案设计

《新目标英语》八年级上册第三单元教学案例设计

Unit 3 I’m more outgoing than my sister.

［设计理念］

以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。新目标英语是一套好教材，然而，“橘生淮南则为橘，生于淮北则为枳”。在农村乡镇初级中学校的英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。同时利用多媒体和网络技术，帮助解决教学难题。这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。

［教材分析］

本课教学内容为“Go for it ”新目标英语八年级上册第六单元Section A1a-1c。学习的主要内容如下：

1、 掌握有关人物特点的单词：tall, thin, short, heavy, calm, wild, long hair, short hair, outgoing, quiet, funny, serious, smart,

2、 学会运用人物比较的重要句型：

（1） Pedro is funnier than Paul.

（2） Tina is taller than Tara.

（3） Tom is more athletic than Sam.

3、 掌握语法点：the comparative and superlative degrees of adjectives (形容词的比较级和最高级)

［学生分析］

本单元话题内容贴近学生生活实际，同学们感兴趣，有话可说，有话愿说。在新目标英语七年级（下）第七单元What does he look like?中曾学习过一些描述人物外貌特征的词语，如：short, curly, straight hair, medium build, thin, heavy, blonde等，在学习本单元有关人物性格特征的单词时，可以温故而知新。学习语法知识点“形容词的比较级”以及人物比较的表达时，应紧密联系学生实际，就地取材，拿身边的人或物进行对比，由词汇变化到句子，再由句子扩展到语篇，使每位学生都能使用正确的语言结构描述人物特点和进行人物比较，能自由谈论自己的好朋友，以及他们之间的异同。

教法设计：

（1）比较级是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，以此为基点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（在做中学，在做中用）。反复操练和巩固应用是为了调动学生的积极性，使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。

（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任

务和同学进行合作，为完成任务进行探究性学习。由浅入深，由易到难，由已知到未知，循

序渐进地深化教学内容。

词汇教学——采用情景介绍或展示图片的方式进行教学，让学生在情境中操练，理解含义并

学会运用；口语教学——采用pair work、group work问答的交际活动互相操练；听力教学

——采取图文配对和对话选择的方式；写作教学——以造句、作文为主；语法教学——模仿

操练，抓住特征，总结规律。

［教学目标］

1、 根据学生班级的真实情况，鼓励他们用班上同学的实际情况进行比较,培养学生的

想象力、自信心和合作精神。由于学生基础差,在教案设计中采用先易后难的教学

模式,逐渐加深教学难度,让大多数学生都能跟上教学步奏.【Unit,3,I’m,more,outgoing,than,my,sister教案】

2、 谈论学生感兴趣的话题或身边真实的人物，指导学生学习有关人物特点的单词、人

物比较的表达并初步运用形容词的比较级，简单地描述人物外表和个性的差异。

3、 通过学习本课，增强师生、学生间的相互了解和沟通。

4、 培养学生的口头表达能力、阅读理解能力和写作能力。

［教学过程］

［案例反思］【Unit,3,I’m,more,outgoing,than,my,sister教案】

时代在变，世界在变，事物都在发展，教育理念的更新也是势在必行。教师们应将多媒体和网络技术作为英语教学不可缺少的教学辅助手段，让它们为英语课堂教学增添亮丽色彩.

1.从课堂反映可以看出学生们学习兴趣浓厚，对形容词比较级的运用较自如，完成了教学任

务。本课利用多媒体教学，使学生从视、听、说等方面得到了锻炼；通过两两活动、小组活

动等大量的口语练习使学生达到了能较熟练的谈论人物之间异同的效果；学生在轻松愉快的

氛围中温故而知新，提高了课堂教学效率；充分调动了学生自主学习的积极性。不过，在教

学过程中我发现学生有时不能很好的区分单音节词、双音节词和多音节词，这就要求我在今

后的教学中贯穿音标的教学。

2.“任务型”教学模式，把课堂知识与实际生活联系起来，为学生创设了真实的英语学习环

境，使学生所学的语言知识有了用武之地，层层递进，由易到难，构建由初级任务到高级任

务并由高级任务涵盖初级任务的循环， 使学生“在做中学，在做中用”， 激发了学生积极

参与的欲望，寓教于乐，引起了学生的共鸣，提高了学生的英语综合运用能力。

Unit,3,I’m,more,outgoing,than,my,sister教案(五)
unit3 i'm more outgoing than my sister复习课教案

Unit3 I’m more outgoing than my sister

I. Language Goals:

I Teaching materials

本课时为中招考试第一轮复习中的复习课，教学对象为九年级学生。本单元是Go for it 八年级上册unit3。本单元的主题为“compare two people”，旨在通过有限的课堂实践活动，使学生复习巩固，能够比较两者之间的优劣。 II Teaching goals

In this unit, students learn to describe people or things in a comparative way. Key words: tall, short, long, heavy, thin, smart, outgoing, serious

Key sentences: He has shorter hair than Sam. And he’s calmer than Sam. Pedro is funnier than Paul. Tom is more athletic than Sam. As you can see, in some ways we look the same.

It’s not necessary to be the same.

III Difficult and key points

Talk about the difference between two people.

How to compare two people.

IV Teaching method:

A) Task-based teaching method

V Teaching aids:

Multi-computer

VI Teaching steps:

Step1. Greeting: Greet Ss, tell them what they are going to review today: compare the differences. T: Hello! How are you?

Ss: I’m fine.

T: I’m very glad to hear that. Now let’s begin our class!

Step2. Lead in:

1. Show some pictures about people’s looks on the screen and ask some students: What does he/she look like? Try to help the students memorize the way to

describe people. When the students answer the question, try to correct the mistakes. And write the key words on the blackboard.

tall, short, heavy, fat, thin, long hair, short hair…

2. Show other pictures about people’s personality on the screen. Use the same method to help the students memorize the words and the sentences.

Step3. Presentation:

1. Show some pictures in a comparative way. And ask the students to compare two people.

Tom is taller than Lucy.

Lucy is more beautiful than Lily.

2. Then let the students know that today’s topic is comparative degree.

3. Give the students several other pictures to practice comparing two people.

4. Ask the students to recall the rules of comparative degree.

1）单音节和少数双音节单词:

一般在词尾加“er”或“est”。 ( clean)

2）以不发音字母“e”结尾的单词:

直接在词尾加 “r”或“st”。( nice)

3）以重读闭音节结尾的单词，且词尾只有一个辅音字母时:

应双写这一辅音字母，再加“er”或“est”( fat)

4）以辅音字母+y结尾的单词:

应先改“y”为“i”,再加“er”或“est”(happy)

5）其他双音节单词和多音节单词：

都在其前面加“more”或“most”。(beautiful)

6）其他不规则的形容词。

5. Let the students memorize the rules.

6. Show the important words and phrases on the screen. Then, do a game. Divide the students into 4 groups, and ask them to memorize as many words as they can in the five minutes. And then, play a game. Let the students write the words and phrases on the blackboard, the group who write most words is the winner. calm 镇静的，沉着的 outgoing 友好的，外向的

necessary 必要的，必须的 primary 初级的，小学的

through 虽然，即使，纵然

in some ways 在某些方面

look the same 看起来一样

more than 多于，超过 in common 共有，公有

be different from 与。。。不同

be good at 擅长

the differences between A and B A与B之间的区别

most of 大多数 stop talking 停止讲话

7. Present the important sentences on the screen, ask the students to read the sentences by themselves, and then read in groups. After that, tell the students the knowledge about passive voice, make sure they have mastered it.

Step4. Practice： 1. Give the students some questions about comparative degree, select some exercises from the HSEE paper, and let them do the exercise together.

1). -Let’s buy some cards for our teachers on Teachers’ Day.

-Why not make some by hand? It’s much___.

A. interesting B. more interesting C. the most interesting

2). -What a hot day!

-The weather report says it will be even ___ tomorrow.

A. cooler B. hot C. hotter

3).-Remember this, John. ___ careful you are, ____ mistakes you will take. -Thanks, Miss Rose.

A. The more; the less B. The more; the fewer C. The less; the fewer

4).This blue bike is too expensive. Could you show me a ____ one?

A. cheap B. cheaper C. better

5).It is ____ to teach a kid the way to solve a problem than tell him the solution directly(直接地).

A. helpful B. more helpful C. the most helpful

6).This reading is not ____ that one.

A. as easier as B. so easy than C. as easy as

7).Who is _____, Ann or Mary?

A. thinnest B. thin C. thinner

8).The girl is becoming ______.

A. more beautiful and more beautiful

B. much beautiful

C. more and more beautiful

9).Ann is _____ of the two.

A. taller B. tallest C. the taller

2. After doing the exercise, ask the students to talk about the knowledge in the question.

Step6. Writing:

Ask the students to write a short passage about comparing their two friends. Step7 Homework:

Finish the composition.

VII 课后反思： 本节课是一届复习课。针对本节课目标， 设计了各种活动来训练学生说，读，背，写等各个方面的能力，复习巩固了本节课的重难点知识。教学任务面对各个层次的学生，使学困生能够尽量追赶上来。并且能结合能将生活与课堂教学在一起，让学生能够更感兴趣。

以上就是中国招生考试网http://www.chinazhaokao.com/带给大家不一样的精彩成考报名。想要了解更多《Unit,3,I’m,more,outgoing,than,my,sister教案》的朋友可以持续关注中国招生考试网，我们将会为你奉上最全最新鲜的成考报名内容哦! 中国招生考试网，因你而精彩。

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