教學(xué)目標(biāo):Talk abut persnal traits.
Cmpare peple.
Is that Sam?
N, that’s Tm. He has shrter hair than Sam.
He’s calmer than Sam.
教學(xué)重點(diǎn)：Talk abut persnal traits.
教學(xué)難點(diǎn)：Cmparative with –er, -ier.
Mre and bth.
教學(xué)方法:Revisin, Learning, Practice and Reading.
授課時(shí)間：9.14——9.23
課時(shí)安排：8課時(shí)
教學(xué)過(guò)程：
Perid 1
板書(shū)設(shè)計(jì)：
Perid 2
板書(shū)設(shè)計(jì)：
Perid 3
板書(shū)設(shè)計(jì)：
Perid 4
板書(shū)設(shè)計(jì)：
Perid 5
板書(shū)設(shè)計(jì)：
Teaching article
Unit 3 Sectin A
Teaching type
Speaking
Teaching aims
Knwledge bject
Key vcabulary. Target language. Oral Practice.
Ability blect
Learning skill. Speaking skill. Cmmunicative cmpetence
Mral bject
Learn t play a musical instrument.
Teaching key pints
and difficult pints
Is that Sam?
N, that’s Tm. He has shrter hair than Sam.
And He’s calmer than Sam.
Is that Tina?
N, it isn’t. It’s Tina. Tara’s shrter than Tina.
Teaching aids
A tape recrder. A prjectr. Sme bjects.
Teaching methds
Listening and speaking methds. Cmmunicative apprach.
Teaching prcedures
Step I Greet the class as usual and check the hmewrk.
Step II Make a simple drawing f a by and a girl n the blackbard.
Judy is tall. Judy is taller than Bbby.
Then bring ut tw rules f different length. Say:
This is ruler. It’s Bbby’s ruler.(lnger)
This is Judy’s ruler.(lng)
Bbby’s ruler is lnger than Judy’s.
Step III Shw sme new wrds n the blackbard.
Read the new wrds t students and ask them t repeat.
Step IV 1a
Ask students t d this activity individually. Then check and answers.
Tall—shrt lng hair—shrt hair thin—heavy calm—wild
Step V 1b
First tell students what the twins are. Twins are children brn at the same time t the same parents, but nt always.
Step VI 1c Pairwrk
Ask tw students t read the sample cnversatin t the class.
A: Is that Tara?
B: N, it isn’t. It’s Tina. Tara’s shrter than Tina..
Then have students wrk with a partner.
Make cnversatin wrk with a partner.
Step VII Prnunciatin Nte
Write ne f the example sentences frm the picture n the bard circle the wrd than say. When we say the wrd than, we say it quickly. Yu dn’t hear very much f the sund.
Step VIII Summary and Hmewrk
Tday we’ve leant the twins are having a cncert. We’ve leant hw t cmpare peple. After class, give mre practice, cmparing yur schl things. Next class I’ll ask sme f yu t say yur cnversatins OK? Nw, class is ver? See yu!
Hmewrk
Tday we’ve leant the twins are having a cncert. We’ve leant hw t cmpare peple. After class, give mre practice, cmparing yur schl things. Next class I’ll ask sme f yu t say yur cnversatins OK? Nw, class is ver? See yu!
Blackbard design
Unit 3 I’m mre utging than my sister
Draw tw peple n the blackbard. One is Judy. The ther is Bbby.
Judy is taller than Bbby. Bbby is shrter than Judy.
Teaching article
Unit 3 Sectin A 2a-2c
Teachingtype
Speaking and listening
Teaching aims
Knwledge bject
Key vcabulary. Target language. Oral Practice. Grammar Fcus.
Ability blect
Learning skill. Writing skill. Cmmunicative cmpetence
Mral bject
Handsme is that handsme des.
Teaching key pints
and difficult pints
Oral practice..
Grammar Fcus
Teaching aids
A tape recrder. A prjectr.
Teaching methds
Listening and writing methds. Cmmunicative apprach. Pair wrk
Teaching prcedures
Step I Greet the class as usual and check the hmewrk.
Step II 2a
Read the wrds in the bx t students.
Funny 有趣的 serius 嚴(yán)肅的Outging （性格）外向的 quiet 安靜的
Tell students smart and athletic are new wrds. Explain the new wrds and tell students what they mean.
Step III 2b
Ask students t lk at the bxes with the headings. Tina is …, Tara is …
Listen t the recrding again. This time write hw Tina and Tara are different. Please write wrds in the bxes.
Step IV 2c Pair wrk
Let students lk at the chart in Activity 2c. Ask tw students t read it. Tell students ***means Sam is taller than Tm.
Have students knw they will talk abut Sam and Tm in this activity.
Student A: Is Tm mre intellectual than Sam?
Student B: (Lk at the answer chart n page 97) N, Sam is smarter than Tm?
Step VI Grammar Fcus
Review the grammar bx. Ask a student t read the sentences t the class.
Write the wrd funny n the bard. Circle the letter y and say, when a wrd ends y, the y changes t an I when yu add –er. Fr example, funny – funnier.
Step VII Shw sme dialgue n the blackbard
Cnversatin 1:
A: Is that Mary?
B: N, it isn’t. It’s Peter. Peter is mre carful than Mary.
A: Yes, Mary is mre careless than Peter.
Cnversatin 2:
A: Is it Ze?
B: N, it Wendy. Wendy is shrter than Ze.
Cnversatin 3:
A: Is it Vera?
B: N, it’s nt. It’s Mary. Mary is thinner than Vera.
Step VIII Summary and Hmewrk
Tday we’ve leant sme wrds and learnt hw t cmpare peple. I hpe yu can study harder than ever. Yu can learn mre knwledge and make mre prgress. After class, read the key vcabulary and learn them by heart.
Hmewrk
Tday we’ve leant sme wrds and learnt hw t cmpare peple. I hpe yu can study harder than ever. Yu can learn mre knwledge and make mre prgress. After class, read the key vcabulary and learn them by heart.
Blackbard design
Unit 3 I’m mre utging than my sister
Funny, funnier Mre athletic than
Mre intellectual than Mre serius than
Teaching article
Unit 3 Sectin A 3a-4
Teaching type
Reading
Teaching aims
Knwledge bject
Reading material. Target language. Listening, speaking and writing practice.
Ability blect
Learning and speaking skills. Reading and writing skills. Cmmunicative cmpetence
Mral bject
T be a brave and hardwrking man
Teaching key pints
and difficult pints
Listening, speaking and writing practice.
My friend is the same as me. We are bth quiet.
D yu lk the same? N, I’m a little taller than her
Teaching aids
A prjectr. Sme piece f paper. A paper bag
Teaching methds
Listening, speaking and writing practice.
Reading and writing methds.
Cmmunicative apprach.
Teaching prcedures
Step I Greet the class as usual and check the hmewrk.
Step II 3a
There’s a letter in this activity. Read this letter t students. Answer any questins students nay ask. Then shw the five sentences n the blackbard.
1. Liu Li has mre than ne sister.
2. There are sme similarities between Liu Li and Liu Ying.
3. Liu Ying is nt as gd at sprt as her sister.
4. Liu Ying talks mre than Liu Li.
5. Bth girls g t lts f parties.
Step III Grammar Nte
We are bth tall.
They are bth bys. We bth have shrt hair. They bth g t this schl.
Circle the wrd bth in the fur sentences. Ask students: Des the wrd bth cme befre r after the wrd are?
Step IV 3b Pair wrk
First ask tw students t read the sample cnversatin in the speech bubble.
Then tell students t wrk with a partner. Talk abut hw yu are different frm a friend f family member.
Step VI The Same and Different
T: D yu find yur partner?
T: OK. Nw I’ll tell yu hw t d the game. Yu can ask and answer the same questins as in Activity 3b. Please remember yu have three minutes t write dwn the things that are the different and same between yur partner.
Step VII An Optinal Activity
Students can d a similar activity using infrmatin abut family members. They can list the ways they are the same as and different frm varius members f their families. Then they can tell the class abut these differences and similarities.
Step VIII Summary and Hmewrk
Tday we’ve read and article and knwn the same and difference between the twins—Liu Ying and Liu Li. And we’ve dne a game. We’ve learnt t say the same and difference between yu and yur partner.
hmewrk:
(1) Read the letter again. (2) Finish ff the exercises f wrkbk.
Hmewrk
(1) Read the letter again. (2) Finish ff the exercises f wrkbk.
Blackbard design
Unit 3 I’m mre utging than my sister
We are bth tall. They are bth bys. We bth have shrt hair.
They bth g t the schl.
Teaching article
Unit3 Sectin B 1a-2c
Teaching type
Speaking and listening
Teaching aims
Knwledge bject
Key vcabulary. Target language. Oral practice. Listening and writing practice.
Ability blect
Learning skill. Writing skill. Cmmunicative cmpetence.
Mral bject
A friend in need is a friend indeed. Wish yu t find yur real friends
Teaching key pints
and difficult pints
Oral practice.
Listening and writing practice.
Teaching aids
A prjectr. A tape recrder.
Teaching methds
Listening and writing methds. Cmmunicative apprach. Grup wrk. Pair wrk.
Teaching prcedures
Step I Greet the class as usual and check the hmewrk.
Step II Shw the new wrds n the blackbard.
Read the new wrds t students and ask them t repeat.
Step III Sectin B 1a
T: All f yu have gd friends, right? Well, can yu tell me the same and difference between yu and yur friends?
Sa: He is quieter than me.
Sb: We are bth tall.
Sc: Her hair is lnger than mine.
T: Great! And what d yu think the mst imprtant things are t be yur friend? Nw, please lk at the blackbard. I’ll shw descriptins n the blackbard.
Step IV 16 Grup wrk
Statements abut friends using the phrases 1a.
Step V An activity Wh is it?
Ask students t wrk in small grups. Each and writes dwn as many sentences as they can t describe him r her.
Step VI 2aIn this activity first ask students t lk at the names and the first clumn f the talbe.
Tell students they will hear an interviewer talking t Hlly and Maria. They are talking abut what they like abut their best friends.
Step VII 2b
Let students lk at the rest f the chart. Read the heading at the tp f each clumn.
The same as best friend. Different frm best friend.
Tell students we’ll listen again. Ask students t fill in the chart. Hw are Hlly and Maria the same as and different frm their best friends?
Step VIII Hmewrk and Summary
Tday we’ve recycled sme key vcabulary and learnt sme new wrds. And we’ve learnt t talk abut ur best friends.
After class write dwn five statements abut what is imprtant in a best friend. Please remember yu can write a false statement amng the five statements. Next class we’ll d a game.
Hmewrk
After class write dwn five statements abut what is imprtant in a best friend. Please remember yu can write a false statement amng the five statements. Next class we’ll d a game.
Blackbard design
Unit 3 I’m mre utging than my sister
A gd friend … Has cl clthes Is ppular in schl
Likes t d the same things as me Is gd at sprt
Is gd at schl wrk Makes me laugh
Teaching article
Unit 3 Sectin B 3a-4
Teaching type
Reading and writing
Teaching aims
Knwledge bject
Key vcabulary. Reading passage. Oral practice. Reading and writing practice.
Ability blect
Reading skill. Writing skill. Cmmunicative cmpetence
Mral bject
Take an activity part in all kinds f scial activities.
Get a chance t train yur integrating skills.
Teaching key pints
and difficult pints
Oral practice.
Writing and speaking practice
Teaching aids
A prjectr. Pieces f paper n which students write the five statements
Teaching methds
Listening and writing methds.
Reading and writing methds
Cmmunicative apprach.
Pair wrk.
Teaching prcedures
Step I Greet the class as usual and check the hmewrk.
Step II Shw the new wrds n the blackbard.
Read the new wrds t students and ask them t repeat.
Step III 3a
In this activity first read the article t students. Then answer any questins students any ask. Fr example,
S: What’s view?
T: It’s what yu think abut smething. It’s hw yu feel abut smething.
Step IV 3b
First let students lk at the chart in Activity 2a n page 38. Then ask students t write their wn sentences abut Hlly’s friend and sme sentences abut Maria’s friend.
Step V 3c
In this activity first ask students t say sme f the wrds and phrases frm this unit they can use. Fr example,
Tall, shrt, thin, heavy Athletic, intellectual, shy Outging, serius
Step VI 2a
In this activity first ask students t lk at the names and the first clumn f the table. Tell students they will hear an interviewer talking t Hlly and Maria. They are talking abut what they like abut their best friends.
Step VII Pair wrk
Find Smene fr the Jb!
Fcus students n the jb ad. Ask students if they knw the wrd—abacus. If they dn’t knw, explain it t them. Abacus—a frame with balls that was used t d arithmetic, lng befre calculatrs.
Step VIII Hmewrk and Summary
Tday we’ve reviewed the key vcabulary in this unit by reading practice.. And we’ve learnt t write abut ur best friends. Nw hmewrk, write dwn the wrds yu underlined in Activity 3a in yur exercise bk.
Hmewrk
Tday we’ve reviewed the key vcabulary in this unit by reading practice.. And we’ve learnt t write abut ur best friends. Nw hmewrk, write dwn the wrds yu underlined in Activity 3a in yur exercise bk.
Blackbard design
Unit 3 I’m mre utging than my sister
Sentences students write: The name f a student wh shuld get the jb

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