新目標八年級教案1

新目標八年級（上）教案

教師姓名：_____________

廣漢中學(xué)實驗學(xué)校2015級英語備課組

Unit1Wheredidyougoonvocation?

(sectionA)

ITeachingAimsandDemands

1.KnowledgeObjects

Keyvocabulary

Targetlanguage

WheredidTinagoonvocation?

Shewenttothemountains.

2.AbilityObject

Trainstudents,listening,speaking,readingandwritingskills.

Trainstudents9communicativecompetence.

3.MoralObject

Ifyouhavesomedifficultiesintalkingaboutpastevents,don'tworry.

Practicemore,andyou'llmakegreatprogresssoonerorlater.

II.TeachingKeyPoints

Keywords

Thetargetlanguage

Learntousetheactivitiesinla.

Learntotalkaboutpasteventsusingthetargetlanguage.

III.TeachingDifficulties

Trainstudents9listening,andspeakingskills.

Leamtotalkaboutpasteventsusingthetargetlanguage.

IV.TeachingMethods

Sceneteachingmethod.

Listeningandoralpracticemethods.

V.TeachingAids

Ataperecorder

Acomputer

VI.TeachingProcedures

StepIGreeting

Greettheclassasusual.

Checkthehomework.

StepIIlalb

1.EachpictureshowssomethingapersondidIthepast.Thenaskstudentsto

nameeachactivity.

2.Playarecordingofthreeconversations.Thesepeoplearetalkingaboutwhat

theydidonvacation.Listenandwritethenumbersofthenamesinthe

boxesinthepicture.

StepIII1c

Workwithapartner,makeconversationstotalkaboutwhatthepeoplein

activitylawentonvacation.

StepIV2a2b

1.Playarecordingofthreeconversations.Thesepeoplearetalkingabout

wheretheywentonvacation.Youaretolistenandmatchthepersonwiththe

place.

2.Playthesamerecordingagain.Putacheckmarkundertheheadline"Yes,I

did/9or“No,Idon't."

StepV2cGrammerFocus

1.Placestudentsintogroupsofthree.SupposeoneofyouisNancy,oneis

KevinandoneisJulie.Nowpleaseaskeachotherquestionstotalkabout

whereyouwentonvacationasinthesampleconversation.

2.Askstudentstoreadthequestionsandanswersinpairs.

StepVI3a3b

Fillintheblankswiththeword"was"or"were".

Lookatthepicturescarefullyandtrytodescribeeachone.

StepVD4

Worksingroupsandtalkabouttheirphotos.

StepVDISummary

Summarythetargetlanguagewe'velearnedinthisclass.

StepIXHomework

Writeashortpassagetotalkaboutoneofyourvacations.

BlackboardDesign______________

Unit10Wheredidyougoonyour

vacation?

Howwasthebustrip?

Itwasreallyrelaxing.

Wheredidyougo?

Iwenttothebeach.

Howwasthebeach?

Itwasbeautiful.

(sectionB)

ITeachingAimsandDemands

1.KnowledgeObjects

Keywords.

Targetlanguage.

2.AbilityObject

Trainstudents9listening,speaking,readingandwritingskills.

Trainstudents5communicativecompetence.

Self-check.

3.MoralObject

II.TeachingKeyPoints

Thekeyvocabulary.

Thetargetlanguage.

III.TeachingDifficulties

Trainstudents9readingandwritingskills.

Writeatraveldiary.

Completeaquestionnaireandmakeasurvey.

IV.TeachingMethods

Listening,reading,writingandspeakingmethods.

Practicingmethods

Groupwork

V.TeachingAids

Acomputer

Theblackboard.

VI.TeachingProcedures

StepIGreeting

Greettheclassasusual.

Checkthehomework.

StepIIlalb

1.Pointoutthenumberedlistofwordsinthebox.Readthemandhavestudents

repeatseveraltimes.

2.Ask,whichwordsarehappywordsandwhichareunhappyones?Pleaseput

theminthecorrectblanks.

StepIII2a2b

1.Listentoaconversation.Veraistalkingabouthervacation.Pleaselistenand

answerthequestion.

2.Playthesamerecordingagain.Youaretolistenandwritedowntheanswers

tothesethings.

StepIV2c

StudentAisVera9sfriendandStudentBisVera.Getstudenttoroleplaythe

conversationinpairs.

StepV3a3b

1.Readthediariescarefullybyyourselves.Circlethegoodthingsaboutthe

vacationandunderlinethebadthings.

2.ImagineyouareanAmericanstudentonvacationinBeijing.Pleasewritea

traveldiary.

StepVI4

Placestudentsintogroupsoffive.Imagineyouareallforeignerson

vacationinChina.Taketurnstellingwhatyoudidonyourvacation.

StepVIISelf-check123

1.Askstudentstocheckallthewordstheyknow.

2.AskstudentstowritefivenewwordsintheirVbcab-builder.

3.Helpstudentstomakeupquestionsaboutthetopicsintheform.Writethe

questionsonapieceofpaper.

StepVIHSummary

Summarythetargetlanguagewe'velearnedinthisclass.

StepIXHomework

Choosethemostinterestingplaceyouhaveeverbeentoandwriteatravel

diary.

BlackboardDesign

Unit10Wheredidyougoonvacation?

Wheredid...?

Whatdid...?

Didyou...?

Howwas...?

Howwere...?

學(xué)案

單元基本知識

規(guī)則動詞和不規(guī)則動詞的過去式

語言結(jié)構(gòu)Was/were結(jié)構(gòu)

How引導(dǎo)的特殊疑問句

Stayed,visited,went,did,were,was,mountains,summer,camp,

重點詞匯museum,expensive,inexpensive,crowded,delicious,notbad,pretty,

god,terrible,great,fun,beautiful,unfriendly,interesting

Wheredidyougoonvacation?

WewenttoNewYork.

重點句型Didyougotocentralpark?

Yes,Idid.

Howwastheweather?

Itwashumid.

Wehadgreatfunplayinginthewater.

Ifoundalittleboycryinginthecornet.

Thatmademefeelsveryhappy.

知識點撥

本單元主要練習(xí)一般過去時的用法.現(xiàn)將該時態(tài)總結(jié)如下：

結(jié)構(gòu):肯定句:動詞用過去式

否定句:在be動詞和情態(tài)動詞后加not,或didn,t加實義動詞的原形.

疑問句:將be動詞和情態(tài)動詞提前，或在主語前加did,實義動詞用原形.

用法:表示在過去某一時間內(nèi)發(fā)生的動作或存在的狀態(tài)，常與過去時間狀語連用.

例如：

Hegothomeattenlastnight.

他昨天晚上十點到家.

表示過去經(jīng)?；蚍磸?fù)發(fā)生的動作.

例如：

Igotupveryearlyatthattime.

我那時總是起得很早.

相關(guān)資料

美國經(jīng)濟的高生產(chǎn)力使得人民獲得更多閑暇.為了協(xié)助人民享用閑暇，城鎮(zhèn)到處都

有娛樂場，公園及游泳池.

美國人將大部分的自由時間消磨在家里,美國人花許多休閑時間閱讀和看雜

志，在家招待朋友也是美國人生活的重要部分之一.休閑時間增加的另一結(jié)果是"

自己動手”.家長或家中其它人員利用部分休閑時間從事房屋的修補，裝修及其它

重建等工作.

第一單元測試題(100分)

一、詞匯

根據(jù)詞義及受字母填詞。(10分)

1.TomSmith(study)Chineseinchinalastyear.

2.1thinkthebusisvery(relax).

3.Howfantasticthe(beach)are!

4.Unfortunately,theboy(break)hisglasseslastnight.

5.Hisuncle(fly)tonewYorkcitylastweek.

二、單項選擇(20分)

()1.一didyougovacation?

—Wewenttothecountryside.

A.What...forB.When...on

C.Where...onD.Why...at

()2.—Whatistheliketoday?

—Oh,really?Whatdidhedo?

A.color...liveB.weather...stay

C.isgoing...afterD.when...before

()3.—Whendidhegotosummercamp?

-Hetosummercampfivedays.

A.and...atB.or...in

C.and...inD.or...at

()4.—Canyouplaybasketballvolleyball?

一Icanplaybasketball,butTmnotgoodvolleyball.

A.and...atB.or...in

C.and...inD.or...at

()5.一Didyouhavemuchfuninthelake?

—Yes,Idid.Itmademevery.

A.boat...happyB.boating...unhappy

C.toboat...unhappyD.boating...happy

()6.—Whatdoes“cool"meanwhenyousay"heiscool.,,7

—Ithinkitmeans.

A.badB.greatC.tallD.notwarm

()7._didyougotovacationlastweek?

一Tothebeaches.Iwenttheremyfamily.

A.Where...andB.When...and

C.Where...withD.Who...with

()8.—Whydidshegoawayaword?

一Becausewhathesaidmadeherunhappy.

A.with...feelsB.without...feel

C.after...feelingD.in...tofeel

()9.一Whatdidyoufindinthecomer?

—Ifoundboythere.

A.afew...cryingB.alittle...crying

C.few...tocryD.little...cries

()104—Look!itagainoutside?

—Oh.Whatbadweatheritis!

A.rains...aB.israining...the

C.rained...onD.israining.../

三、完成對話（20分）

A.Wherewereyou?

B.Youareright.

C.Andwesawalotofsnowyesterdaymorning.

D.Ourplanegottotheairport（機場）atnine.

E.Whatwastheweatherlikeyesterday?

A:Ididn'tseeyoulastweek.「⑴

B:IwasinStockholm（斯德哥爾摩）withmyparents.

A:Whendidyoucomeback?

B:Thismorning.⑵it'sverycoldtoday.

A:Soitis.Ifsgettingcolderthesedays.

B:（3）

A:Itblewstronglythedaybeforeyesterday.⑷

B:Butthere9smuchsnoweverywhere.

A:Ifindpeoplewearwarmclothes.⑸

B:Yes.Ifsmuchcoldertodaythanyesterday.

四、完型填空（20分）

Itiswell-knownthattheEnglishgooutwithanumbrella（雨傘）oraraincoat.Why?

]theweatherinBritainoftenchangesquickly.Itisnotveryusualforthesame

kindofweatherto2long.

Springcanberainyorwindy,3.Theweatherisgettingwarmerandyoucanhope

moresunnydays.Infactthere4asmuchsunshineinspringasinsummer.

Summeris5timeforvisitorstogototheseasideandotherplacesof

interisting（名月生）.Theweathercanbesunnyandnice.Peopleoftengoouttohavea

walkorswim.Autumnisabeautifulseason,6treesinthewoodsandparks

changingcolor.Duringautumnitisstillnicetobeoutside,too.Inwinter,itgets

colder.Itmightsnow,especially（尤其）onhighlandandinthenorth.Thereare7

veryhighwindsinthisseason.

JanuaryandFebruaryarethecoldest8oftheyear,whilethewarmest9

oftenJulyandaugust.Thedifference10temperaturebetweenwinterand

summerisnotsogreatinBritain.Theaverage（平均）temperatureforwinterisabout

4.5℃,andforsummerabout15.5℃.

（）1.A.ForB.AsC.BecauseD.Since

（）2.A.makeB.stayC.changeD.take

()3.A.butB.andC.ofD.for

()4.A.canB.canbeC.haveD.canhave

()5.A.theearliestB.thelatestC.theworstD.thebest

()6.A.withB.likeC.withoutD.from

()7.A.alsoB.tooC.eitherD.aswell

()8.A.seasonsB.weatherC.monthsD.monthes

()9.A.isB.areC.wasD.were

()10.forB.onC.byD.in

五、閱讀理解(15分)

Thebestwayoflearningalanguageisusingit.ThebestwayoflearningEnglishis

talkinginEnglishasmuchaspossible.Sometimesyou'llgetyourwordsmixedup

G昆合)andpeoplewillnotunderstandyou.Sometimespeoplewillsaythingstoo

quicklyandyoucan'tunderstandthem.Butifyoukeepyoursenseofhumor(幽默感),

youcanalwayshaveagoodlaughatthemistakesyoumake.Don'tbeunhappyif

peopleseemtobelaughingatyourmistakes.It'sbetterforpeopletolaughatyour

mistakesthantobeangrywithyou,becausetheydon'tunderstandwhatyouare

saying.ThemostimportantthingforlearningEnglishis:"don'tbeafraidofmaking

mistakesbecauseeveryonemakesmistakes.^^

()1.Thewriterthinksthatthebestwayforyoutolearnalanguageis.

A.writingB.usingitC.listeningD.learninggrammar

()2.WhatshouldyoudoinlearningEnglish?

A.Becarefulnottomakeanymistake.

B.Writeasquicklyasyoucan.

C.SpeakEnglishasmuchasyoucan.

D.Laughmoreoften.

()3.Whenpeoplelaughatyourmistakes,youshould.

A.notcareB.behappyC.feelworriedD.beunhappy

()4.Whenyoumakeamistake,youshould.

A.keepquietB.getangryC.bekindD.keepyoursenseofhumor

()5.Thestorytellsus:"

A.Onlyfoolish(愚蠢的)peoplemakemistakes

B.Fewpeoplemakemistakes

C.Peoplenevermakemistakes

D.Thereisnoonewhodoesn'tmakemistakes

六、書面表達（15分）

寫一篇日記，注意格式.

Sunday,July14th,morning,domyhomework,playcomputergames,

afternoon,boatplaytennis,evening,gotoaparty,sing,dance,

gohome,watchTV

Unit2Howoftendoyouexercise?

Teachinggoals:

1.Words&phrases:howoften,hardly,twice,once,difference,lookafter,

although,etc.

2.Learntotalkabouthowoftendoyoudothings.

3.一些表示頻率的副詞：always,usually,often,never,hardlyever,

sometimes.

4.句子結(jié)構(gòu)：Whatdoyouusuallydoonweekends?

Howoften…？及回答.

Importantanddifficultpoints:

Whatdoesshe/hedoonweekends?

Sheoftengoestothemovies.

Howoftendoyoushop?

Onceaweek/Twiceaweek

Teachingaids:cards,picturesandataperecorder.

Period1

Teachingprocedures:

Step1Leading-in

l.Greetings:Talkaboutsomethingthestudentsdidonsummervacation.

St叩2Pre-task

SBPage1,1a.

1.Lookatthepicture(學(xué)生識圖).

2.Nameeachactivity.

T:Whataretheydoing?

Theyareshopping/reading/exercising/watchingTV/skateboarding.(Helpthe

studentstoanswer)

3.Writetheactivitiesontheline.

4.ChecktheanswersontheBb.Correcttheirownactivities.

5.Practisereading.

SBPage1,1c.

1.Focusontheconversationinthebox.

2.Practisereading.

3.Pairwork:Whatdoyoudoonweedends?I….

4.Groupwork:Dividetheclassintogroupsoffourorfive.Make

conversations.FirstSItoS2:

Sl:Whatdoyoudoonweekends?

S2:I….

Sl:Whatdoesshe/hedoonweekends?

S2:She/He-?.

5.Actouttheirowndialogues.

Step3While-task

SBPage1,1b.

1.LookateachpictureinIc.Tellwhatthepersondoesonweekends.ChecktheSs

orally.

2.Makesurewhattheywillhearanddo.

3.Readtheseadverbsandexplain.

4.Playthetapetwice.Writethelettersontheline.

SBPage2,2a&2b.

1.readtheactivitiesandtheanswersof“howoften^^first.

2.Practisereading.

3.In2aweshouldknowtheactivitiesyouhear.In2bweshouldknowtheanswers

ofhowoftenhedoestheactivities.

4.Playthetapeforafirsttime.Ssonlylisten.

5.Playthetapeasecondtime.Ssdo2a.

6.Playthetapeathirdtime.Checktheanswers.

7.Playthetape.Ssdo2b.

8.Checktheanswers.

Inthispart,weshouldpayattentiontohowoften引起的特殊疑問句及回答.

Step4Post-task

SBPage2,2c.

1.Focusontheconversation.

2.Practicereading.

3.Readtheactivitiesintheleftbox.

4.Fillinthechart.

6.5.Pairwork:Makeconversations.

Period2

Teachingprocedures:

Step1Leading-in

1.Greetings

2.Drills:

T:Whatdoyouusuallydoonweekends?

SI:Iusuallyplaysoccer.

T:Howoftendoyouplaysoccer?

SI:Iplaysoccertwiceaweek.

T:Howoftendoesheplaysoccer?

TheotherSs:Heplayssoccertwiceaweek.

Repeatforthreetimes.

Step2Pre-task

SBPage2,GrammarFocus.

1.Reviewthegrammarbox.Sssaythequestionsandanswers.

2.Practisereading.

Step3While-task

7.SBPage3,Part3.

1.Callattentiontothesurvey.MakesuretheSsunderstandthechart.

T:Whatactivitydoninety-fivepercentofGreenHighstudentsdoeveryday?

Ssanswer.Ifnecessary,givethemhelp.

2.ReviewtheinformationinthegreenboxwithSs.

3.ReadthearticlefirstbytheSs.

4.Readittotheclass.

5.Lookatthesurveyandfillintheblanksinthearticle.

6.Finishtheactivityindividually.

7.Checktheanswers.

8.Practisereading.

Step4Post-task

SBPage3,Part4.

1.T:WhatcanyoudotoimproveyourEnglish?(e.g.readEnglishbooks,practice

readingandspeaking)Howoftendoyou????

2.ThinkofmorethingsyoucandotoimproveyourEnglishandwritethemhere.

3.AskseveralSseachquestion.

4.See:WhoisthebestEnglishstudentsintheclass

Homework:Revisethenewwords.

Period3

Teachingprocedures:

Step1Leadingin

1.Greetings&freetalk.

2.PractisereadingthearticleinPage3.

3.Checkthehomework.

St叩2Pre-task

SBPage4,la.

1.Pointoutthefivephrases.

2.Ssreadaftertheteacher.

3.MakesuretheSsunderstandwhatdotheymean.

4.Callattentiontothepictures.Saysomethingaboutthepictures.

5.Matchthewordswiththepictures.

6.Checktheanswers.

7.Practicereading.

Step3While-task

SBPage4,1b.

l.payattentiontotheconversationintheboxontheright.

2.Readittotheclass.

3.Explain:"begoodfor"means:有益于…，對…有好處.

4.Pairwork.Chooseanewpartner.UsethewordsinActivitylatomake

conversations.

5.Sharethestudents9conversations.

SBPage4,2a&2b.

1.T:Nowyouwillhearareporterinterviewtwopeople,Katrina&Bill.Readthe

twonamesfortheSs.In2a,we'llknowwhoishealthy,BillorKatrina?

2.Readthequestionsin2a.

3.Listentothetapecarefullytwice.Circle"yes","no"or"Idon'tknow^^inthe

chart.

4.Beforewechecktheanswersin2a,we'IIreadthroughthequestionsin2b.Pay

attentiontoKatrina'sandBill'sanswers.

5.Playthetapeagain.Thistime,ifwehaveheardonequestionsandwehavea

pause.MakesureKatrina'sandBilPsanswer.

6.Fromtheanswersin2b,wecantellwhoishealthyBillorKatrina?

Step4Post-task

Role-play.

Groupwork.DividetheSsintogroupsofthree.SIisinterview,S2isKatrina,S3is

Bill.

S1:Howoftendoyouexercise?

S2:1exerciseeveryday.

S3:

Withthehelpof2b.

Homework

請同學(xué)們用2b里面的問題調(diào)查你熟悉的兩位同學(xué)，寫出答案并做比較.

Unit3I'mmoreoutgoingthanmysister

I教學(xué)內(nèi)容、目標與要求

題目Pmmoreoutgoingthanmysister.

題材內(nèi)容本單元以描述朋友外表和個性特征，比較個人與朋友之間的

異同為題材，增進朋友之間的相互了解。

教學(xué)目標

語功能表述個性特征，對人物進行比較。

言

語法形容詞的比較級,both的用法。

知

詞匯more,than,taller,shorter,thinner,longer,heavier,calmer,

識

目wilder,quieter,funnier,smarter,moreathletic,morepopular,

標twin,both,begoodat

聽能聽懂描述某人外表及個性特征，人物之間外表及個性異同

的句子和對話。

語

說能口頭描述某人的外表及個性特征，能比較不同人物之間特

言

征的異同。

技

讀能讀懂對不同人物外表和個性描述的對話和簡單文章。

能

目能用S+be+adj.比較級+than+被比較對象結(jié)構(gòu)描述不同人

標寫物的區(qū)別，能用as+adj.原級+as描述不同人物的相同處，學(xué)

會用both描述不同人物的相同處。

演示與表達能在同學(xué)之間進行真實的介紹自己的朋友和家庭成員的特

征。

學(xué)自學(xué)策略培養(yǎng)分類表述，聽取特定信息的習(xí)慣。

習(xí)合作學(xué)習(xí)掌握描述個人特征的表達方式，結(jié)識朋友，介紹朋友，了解

策策略朋友，形成一個學(xué)習(xí)集體，互相幫助。

略

情

介紹朋友時要尊重朋友，實事求是地評價朋友和自己，珍惜

感

培養(yǎng)朋友之間真實而美好的友誼。

態(tài)

度

能夠運用所學(xué)結(jié)構(gòu)和句式向別人介紹自己和朋友的異同。

II教學(xué)內(nèi)容分析

本單元以描述某人的個性特征為中心而展開，從外表和性格兩方面比較人物之

間的相同與不同點，由此引出taller,shorter,thinner,longer,heavier,calmer,wilder,

quieter,funnier,moreathletic,morepopular,moreserious,moreoutgoing等詞匯，以

及“S+be+adj.比較級+than+被比較對象”這個重要的句子結(jié)構(gòu)。SectionA部分重在

要求聽說讀三個方面比較不同雙胞胎之間外表和性格的區(qū)別，附帶著在3a也提出

了asas結(jié)構(gòu)thesameas結(jié)構(gòu)表達兩人的相同之處。與SectionA部分比較，Section

B部分則深入到比較自己和朋友的相同與不同之處，并提出了“選擇朋友”這個話題,

引導(dǎo)學(xué)生正確評價朋友，引導(dǎo)學(xué)生結(jié)識真正的好朋友。

III教學(xué)過程建議

圍繞本單元，，描述個性特征”這一話題，教師可以在課堂上展開系列的兩人一組

活動引出本單元的主要單詞和句子結(jié)構(gòu)“S+be+adj.比較級+than+被比較對象”。如

任務(wù)一：你眼里的我？學(xué)生兩人一組展開活動，分別在各自的卡片上寫下一些形容

詞，描述對方的身體和性格特點。任務(wù)二：咱們相同嗎？學(xué)生兩人一組展開活動，

通過比較各自的卡片，找出自己和對方相同的地方，簡單地表述這些相同之處，然

后進一步比較這些相同之處，說說它們在程度上的區(qū)別。也可以準備一些教師自己

或?qū)W生不同時期的照片，先用所學(xué)過的形容詞描述照片，然后把兩類照片進行比較，

從而引出本單元所要講的形容詞的比較級。

本單元的聽力練習(xí)教師可以根據(jù)學(xué)生的實際情況適當?shù)臄U展增加或降低難度。

在“說”方面，教師應(yīng)盡量選擇學(xué)生感興趣的話題，激發(fā)學(xué)生開口交流。如活動“猜

猜他/她是誰"，可以Pairwork,也可以Groupwork,一個學(xué)生描述班里一位同學(xué)或

老師并和自己比較，其他同學(xué)猜所描述的人是誰。又如小組活動“交通工具的比較”，

學(xué)生4-6人一組討論到達某一景點可乘坐的各種交通工具，并選擇最佳出行方式。

課本上閱讀的練習(xí)教師也可以根據(jù)學(xué)生的實際情況適當?shù)臄U展。

課后書面作業(yè)，教師應(yīng)盡量要求學(xué)生根據(jù)課堂上展開的活動進行復(fù)述，一方面檢

查學(xué)生課堂上是否按老師要求活動，一方面加強學(xué)生對本單元主要句型和詞匯的筆

頭操練。

第一課時

課型：speakingwriting&listening

方法：多媒體教學(xué)

目標：了解并初步運用形容詞的比較級，能簡單地描述人物外表和個性的差異。

核心內(nèi)容：

Keyvocabularytaller,shorter,thinner,longer,calmer,wilder,heavier,funnier,

smarter,quieter,moreoutgoing,moreathletic,moreserious,than

KeystructureS+be+adj.比較級+than+被比較對象

教具：錄音機多媒體

教學(xué)建議

Step1Lead-in（導(dǎo)入）

目的：本階段的活動是為下面的聽力做準備，起導(dǎo)入話題和復(fù)習(xí)詞匯的作用。

建議:

1教師可以從網(wǎng)上下載一些典型的雙胞胎或名人的照片，先用所學(xué)的形容詞描述

外貌和性格特征，然后進行比較，引出本單元的主要句子結(jié)構(gòu)“S+be+adj.比

較級+than+被比較對象:注意先引出單音節(jié)形容詞比較級，再引出雙音節(jié)和多

音節(jié)形容詞比較級。如：LookatthepicturesofthetwinsTomandTim.They

lookthesame.Buttherearesomedifferencesbetweenthemtoo.Canyoufind

them?Yes,TomistallerthanTim.OrTimisshorterthanTom.

其它：XXisthinner/fatter/heavierthanXX..

XXhaslonger/shorterhairthanXX.

XXiscalmer/wilderthanXX.

XXisfunnierthanXX.

XXissmarterthanXX.

XXismoreseriousthanXX..

XXismoreathleticthanXX.

XXismorepopularthanXX.

2根據(jù)黑板上的例句，教師引導(dǎo)學(xué)生歸納形容詞的比較級的構(gòu)成形式。

3Exercise.

1)做SectionA―la

2)寫出下列形容詞的比較級。

funnythinsmallfastseriouspopularfatheavyoutgoing

athletic

Step2Listening(Activity1b&2b)

目的：本部分聽力目的在于訓(xùn)練學(xué)生從聽力材料中獲取有關(guān)描述比較人物不同

的信息、，任務(wù)完成以學(xué)生能夠掌握對話的主要信息為標準。

建議：課本上的練習(xí)比較簡單，教師可以根據(jù)實際情況適當變動一下題目形式加

大難度。

1Listeningexerciseforlb.Listenandfillintheblanks.

(1)SamhasthanTom.TomhasthanSam.

(2)TaraisthanTina.TinaisthanTara.

(3)PedroisthanPaul.PaulisthanPedro.

Key:(1)longer,shorter(2)shorter,wilder(3)heavier,shorter

2Listeningfor2a/2b.(按課本上的要求做練習(xí)。)

Key:Tinaisfunnier,moreoutgoing,moreathletic.Taraismoreserious,quieter,

smarter.

3如果時間允許的話，教師可以讓學(xué)生聽錄音寫錄音稿，這對提高學(xué)生的聽力有好

處。

Step3Pairwork(兩人小組活動)

目的：本部分是聽力活動的繼續(xù)，目的是使學(xué)生掌握聽力活動中所展示的詞語句

法，更重要的是促使學(xué)生開口，能初步掌握形容詞比較級的用法。

建議：1看P31的圖，兩人一問一答。

Model:A:IsthatTara?

B:No,itisn't.It'sTina.TinaisshorterthanTara.

2StudentA看P32-2C的表格,StudentB看P89的表格，兩人一問一答。

Model:A:IsTomsmarterthanSam?

B:No,SamissmarterthanTom.

第二課時

課型：Speaking,listening&writing

方法：Formalandinteractivepractice

目標：能將上一節(jié)課所學(xué)的描述和比較人物實際運用到真實的生活情景中去。

核心內(nèi)容：

Keyvocabulary——asyoucansee,insomeways,lookthesame,lookdifferent,

both,however,hers,as...as...,havesomethingsin

common,alittle,thesameas

Keystructures——S+be+adj.比較級+than+被比較對象asas

教具：多媒體，學(xué)生自帶一些小時侯和現(xiàn)在的照片

教學(xué)建議

Step1Revision(復(fù)習(xí))

目向：本活動可以起到銜接上一節(jié)課的作用，通過Pairwork和Groupwork復(fù)習(xí)

上一節(jié)課所學(xué)內(nèi)容，同時也為下面的閱讀起個鋪墊作用。

建議：Task1Pairwork我的過去與現(xiàn)在(Self-check2)

課前任務(wù)：學(xué)生準備自己小時侯與現(xiàn)在的照片。

(1)教師可以向全班同學(xué)展示自己以前和現(xiàn)在的照片(最好是把照片掃描到

電腦，用幻燈片的方式放映。)，請同學(xué)們描述幾張照片的區(qū)別。Youare

olderthanbefore./Youaretallerthanbefore./Youhavelongerhairthan

before./Youaremorebeautifulthanbefore./Youaremoreseriousthanbefore.

學(xué)生說出這些句子的時候，教師適當?shù)匾隺little,much，等修飾形容詞比

較級的副詞和as...as,thesameas,等原級結(jié)構(gòu)的短語。

(2)兩人一組，互相向?qū)Ψ秸故咀约簬淼恼掌?，用所學(xué)的句子結(jié)構(gòu)描述幾

張照片的相同和不同之處。

(3)請一些同學(xué)在全班展示自己和Partner所帶來的照片，并敘述它們之間的

相同和不同之處。

Task2Groupwork猜猜她/他是誰？

(1)首先教師作個示范，描述某個科任老師與自己的相同和不同之處，請同

學(xué)們猜是哪個老師。Nowrdliketodescribeateacher.Youallknowhim.Heand

Iarebothyourteachers.Wearebothtall,buthe'salittletallerthanme.Ihave

longerhairthanhim.Webothlikesports,althoughheismoreathleticthanme.

I'mbetteratPing-Pong,buthe'sbetteratbasketball.Tmmoreoutgoingandhe's

moreserious.Whoishe?Doyouknow?

(2)4-6人一組。一個同學(xué)描述某個大家都認識的同學(xué)，其他同學(xué)仔細聽，并

猜出她/他是誰。

注：以上兩個活動的筆頭復(fù)述可以作為家庭作業(yè)布置下去。

Step2Reading(Activity3a)

目的：本活動目的是訓(xùn)練學(xué)生閱讀有關(guān)描述雙胞胎之間差異的短文獲取具體信息

地能力，以學(xué)生能夠了解閱讀內(nèi)容并能簡要復(fù)述為達標標準。

建議：1Exercise1.Readthearticle.Thenreadthestatementaboutthearticle.Write

“T”(fortrue),"F”(forfalse)or“DK”(fbrdon'tknow).

Key:1DK2T3F4T5DK

Exercise2.Fillintheform.

ThesameDifferent

2讀完后，教師可以適當?shù)刂v解一些重要的短語。如：asyoucansee,in

someways,lookthesame,lookdifferent,hers,however,both,enjoy

doingsth.,as...as,thesameas,havesomethingsincommon,more

than等。

Step3Practice(Activity3b)

目的：本活動主要是將前面的復(fù)習(xí)中的導(dǎo)入和閱讀中的重要短語做進一步的鞏

固。

建議：1Pairwork兩人小組互相詢問對方和朋友的相同點和不同點，并完成表

格。

Mypartnerandhis/herfriend

ThesameDifferent

2復(fù)述(speaking)MyfriendandI,Mypartnerandhis/herfriend

3復(fù)述(writing)MyfriendandI,Mypartnerandhis/herfriend(止匕項可

作為家庭作業(yè)。)

第三課時

課型：Listeningandspeaking

方法：Interactiveapproach

目標：能進一步利用所學(xué)句型描述朋友之間的相似點和不同點，引導(dǎo)學(xué)生結(jié)交合

適的朋友。

核心內(nèi)容：

Keywords——popular,begoodat,schoolwork,makesb.laugh

Keystructures—S+be+adj.比較級+than+被比較對象，asas

教具：錄音機，多媒體

說明：本課以學(xué)生感興趣的電影“HarryPorte尸導(dǎo)入并展開討論，教學(xué)效果很好。

教學(xué)步驟：

Step1Lead-in(導(dǎo)入)

建議：

1教師可以用提問的方式引入本課的話題(SectionB―la):Doyouhaveagood

friend?Whoisyourfriend?Whydoyouchoosehim/herasyourfriend?學(xué)生的回答

會五花八門，教師應(yīng)該適時進行歸納出：

rhascoolclothes

I1ispopularinschool.

AgoodJHkestodothesamethingsasme.(hasthesameinterests)

|mend||isgoodatsports(athletic)

isgoodatschoolwork.

(makesmelaugh.(funny)

2展示HarryPorter劇照，Whoisthis?(HarryPorter)Whoarehisfriends?(Ron

andHermoine).

Step2Compare“HarryPorter^^withRonandHermoine.

1教師提問：Whyaretheyfriends?學(xué)生回答，教師適時歸納：Theyarethe

sameage.Theyareallkind-hearted.Theyareallbrave.Theyhavethesame

interests.Theyhavethesamedream.

2DifferencesbetweenHarryPorter,RonandHermoine.

(1)觀看有關(guān)Ron的片段1學(xué)生得出結(jié)論：Ronisfunnierthanhisfriends.

(2)觀看有關(guān)Ron的片段2學(xué)生得出結(jié)論：Ronisbetteratchessthanhisfriends.

(3)T:HowisRondifferentformhisfriends?學(xué)生總結(jié)：Ronisfunnierandbetter

atchessthanhisfriends.

(4)觀看有關(guān)Hermoine的片段學(xué)生得出結(jié)論：Hermoineissmarterandbetterat

schoolworkthanherfriends.

(5)T:HowisHermoinedifferentfromherfriends?學(xué)生總結(jié)：Hermoineis

smarterandbetteratschoolworkthanherfriends.

(6)觀看有關(guān)HarryPorter的片段1學(xué)生得出結(jié)論：HarryPorterisbraverthanhis

friends.

(7)觀看有關(guān)HarryPorter的片段2學(xué)生得出結(jié)論：HarryPorteris