《Unit3 I'm more outgoing than my sister》教学设计教案25
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教学目标:Talk about personal traits.
Compare people.
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
He’s calmer than Sam.
教学重点：Talk about personal traits.
教学难点：Comparative with –er, -ier.
More and both.
教学方法:Revision, Learning, Practice and Reading.
授课时间：9.14——9.23
课时安排：8课时
教学过程：
Period 1
Teaching article
Unit 3 Section A
Teaching type
Speaking
Teaching aims
Knowledge object
Key vocabulary. Target language. Oral Practice.
Ability oblect
Learning skill. Speaking skill. Communicative competence
Moral object
Learn to play a musical instrument.
Teaching key points
and difficult points
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
And He’s calmer than Sam.
Is that Tina?
No, it isn’t. It’s Tina. Tara’s shorter than Tina.
Teaching aids
A tape recorder. A projector. Some objects.
Teaching methods
Listening and speaking methods. Communicative approach.
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II Make a simple drawing of a boy and a girl on the blackboard.
Judy is tall. Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’s Bobby’s ruler.(longer)
This is Judy’s ruler.(long)
Bobby’s ruler is longer than Judy’s.
Step III Show some new words on the blackboard.
Read the new words to students and ask them to repeat.
Step IV 1a
Ask students to do this activity individually. Then check and answers.
Tall—short long hair—short hair thin—heavy calm—wild
Step V 1b
First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.
Step VI 1c Pairwork
Ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step VII Pronunciation Note
Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.
Step VIII Summary and Homework
Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!
Homework
Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!
板书设计：
Blackboard design
Unit 3 I’m more outgoing than my sister
Draw two people on the blackboard. One is Judy. The other is Bobby.
Judy is taller than Bobby. Bobby is shorter than Judy.
Period 2
Teaching article
Unit 3 Section A 2a-2c
Teachingtype
Speaking and listening
Teaching aims
Knowledge object
Key vocabulary. Target language. Oral Practice. Grammar Focus.
Ability oblect
Learning skill. Writing skill. Communicative competence
Moral object
Handsome is that handsome does.
Teaching key points
and difficult points
Oral practice..
Grammar Focus
Teaching aids
A tape recorder. A projector.
Teaching methods
Listening and writing methods. Communicative approach. Pair work
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II 2a
Read the words in the box to students.
Funny 有趣的 serious 严肃的Outgoing （性格）外向的 quiet 安静的
Tell students smart and athletic are new words. Explain the new words and tell students what they mean.
Step III 2b
Ask students to look at the boxes with the headings. Tina is …, Tara is …
Listen to the recording again. This time write how Tina and Tara are different. Please write words in the boxes.
Step IV 2c Pair work
Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Student A: Is Tom more intellectual than Sam?
Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?
Step VI Grammar Focus
Review the grammar box. Ask a student to read the sentences to the class.
Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier.
Step VII Show some dialogue on the blackboard
Conversation 1:
A: Is that Mary?
B: No, it isn’t. It’s Peter. Peter is more carful than Mary.
A: Yes, Mary is more careless than Peter.
Conversation 2:
A: Is it Zoe?
B: No, it Wendy. Wendy is shorter than Zoe.
Conversation 3:
A: Is it Vera?
B: No, it’s not. It’s Mary. Mary is thinner than Vera.
Step VIII Summary and Homework
Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.
Homework
Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart.
板书设计：
Blackboard design
Unit 3 I’m more outgoing than my sister
Funny, funnier More athletic than
More intellectual than More serious than
Period 3
Teaching article
Unit 3 Section A 3a-4
Teaching type
Reading
Teaching aims
Knowledge object
Reading material. Target language. Listening, speaking and writing practice.
Ability oblect
Learning and speaking skills. Reading and writing skills. Communicative competence
Moral object
To be a brave and hardworking man
Teaching key points
and difficult points
Listening, speaking and writing practice.
My friend is the same as me. We are both quiet.
Do you look the same? No, I’m a little taller than her
Teaching aids
A projector. Some piece of paper. A paper bag
Teaching methods
Listening, speaking and writing practice.
Reading and writing methods.
Communicative approach.
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II 3a
There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard.
1. Liu Li has more than one sister.
2. There are some similarities between Liu Li and Liu Ying.
3. Liu Ying is not as good at sport as her sister.
4. Liu Ying talks more than Liu Li.
5. Both girls go to lots of parties.
Step III Grammar Note
We are both tall.
They are both boys. We both have short hair. They both go to this school.
Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are?
Step IV 3b Pair work
First ask two students to read the sample conversation in the speech bubble.
Then tell students to work with a partner. Talk about how you are different from a friend of family member.
Step VI The Same and Different
T: Do you find your partner?
T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner.
Step VII An Optional Activity
Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities.
Step VIII Summary and Homework
Today we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the same and difference between you and your partner.
homework:
(1) Read the letter again. (2) Finish off the exercises of workbook.
Homework
(1) Read the letter again. (2) Finish off the exercises of workbook.
板书设计：
Blackboard design
Unit 3 I’m more outgoing than my sister
We are both tall. They are both boys. We both have short hair.
They both go to the school.
Period 4
Teaching article
Unit3 Section B 1a-2c
Teaching type
Speaking and listening
Teaching aims
Knowledge object
Key vocabulary. Target language. Oral practice. Listening and writing practice.
Ability oblect
Learning skill. Writing skill. Communicative competence.
Moral object
A friend in need is a friend indeed. Wish you to find your real friends
Teaching key points
and difficult points
Oral practice.
Listening and writing practice.
Teaching aids
A projector. A tape recorder.
Teaching methods
Listening and writing methods. Communicative approach. Group work. Pair work.
Teaching procedures
Step I Greet the class as usual and check the homework.
Step II Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step III Section B 1a
T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends?
Sa: He is quieter than me.
Sb: We are both tall.
Sc: Her hair is longer than mine.
T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard.
Step IV 16 Group work
Statements about friends using the phrases 1a.
Step V An activity Who is it?
Ask students to work in small groups. Each and writes down as many sentences as they can to describe him or her.
Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe.
Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends.
Step VII 2b
Let students look at the rest of the chart. Read the heading at the top of each column.
The same as best friend. Different f
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