1、- 1 -Unit 6 Im more outgoing than my sisterTeaching PlanI 教学内容、目标与要求题目 Im more outgoing than my sister.题材内容 本单元以描述朋友外表和个性特征, 比较个人与朋友之间的异同为题材, 增进朋友之间的相互了解。教 学 目 标功 能 表述个性特征, 对人物进行比较。语 法 形容词的比较级, both 的用法。语言知识目标 词 汇 more, than, taller, shorter, thinner, longer, heavier, calmer, wilder, quieter, funnie
2、r, smarter, more athletic, more popular, twin, both, be good at听 能听懂描述某人外表及个性特征, 人物之间外表及个性异同的句子和对话。说 能口头描述某人的外表及个性特征, 能比较不同人物之间特征的异同。读 能读懂对不同人物外表和个性描述的对话和简单文章。写能用 S + be + adj.比较级+than+被比较对象 结构描述不同人物的区别, 能用 as + adj.原级+as 描述不同人物的相同处, 学会用 both 描述不同人物的相同处。语言技能目标演示与表达 能在同学之间进行真实的介绍自己的朋友和家庭成员的特征。自学策略 培养
3、分类表述, 听取特定信息的习惯。学习策略 合作学习策略掌握描述个人特征的表达方式, 结识朋友, 介绍朋友, 了解朋友, 形成一个学习集体, 互相帮助。情感态度介绍朋友时要尊重朋友, 实事求是地评价朋友和自己, 珍惜培养朋友之间真实而美好的友谊。任务 能够运用所学结构和句式向别人介绍自己和朋友的异同。II 教学内容分析本单元以描述某人的个性特征为中心而展开, 从外表和性格两方面比较人物之间的相同与不同点, 由此引出 taller, shorter, thinner, longer, heavier, calmer, wilder, quieter, funnier, more athletic,
4、 more popular, more serious, more outgoing 等词汇, 以及“S + be + adj.比较级+than+ 被比较对象”这个重要的句子结构。Section A 部分重在要求听说读三个方面比较不同双胞胎之间外表和性格的区别, 附带着在 3a 也提出了 as.as 结构 the same as 结构表达两人的相同之处。与 Section A 部分比较, Section B 部分则深入到比较自己和朋友的相同与不同之处, 并提出了“选择朋友”这个话题, 引导学生正确评价朋友, 引导学生结识真正的好朋友。III 教学过程建议围绕本单元“描述个性特征”这一话题，教师
5、可以在课堂上展开系列的两人一组活动引出本单元2的主要单词和句子结构“S + be + adj.比较级+than+被比较对象” 。如任务一：你眼里的我？学生两人一组展开活动，分别在各自的卡片上写下一些形容词，描述对方的身体和性格特点。任务二：咱们相同吗？学生两人一组展开活动，通过比较各自的卡片，找出自己和对方相同的地方，简单地表述这些相同之处，然后进一步比较这些相同之处，说说它们在程度上的区别。也可以准备一些教师自己或学生不同时期的照片，先用所学过的形容词描述照片，然后把两类照片进行比较，从而引出本单元所要讲的形容词的比较级。本单元的听力练习教师可以根据学生的实际情况适当的扩展增加或降低难度。在
6、“说”方面，教师应尽量选择学生感兴趣的话题，激发学生开口交流。如活动“猜猜他/她是谁” ，可以 Pairwork, 也可以 Groupwork，一个学生描述班里一位同学或老师并和自己比较，其他同学猜所描述的人是谁。又如小组活动“交通工具的比较” ，学生 4-6 人一组讨论到达某一景点可乘坐的各种交通工具，并选择最佳出行方式。课本上阅读的练习教师也可以根据学生的实际情况适当的扩展。课后书面作业，教师应尽量要求学生根据课堂上展开的活动进行复述，一方面检查学生课堂上是否按老师要求活动，一方面加强学生对本单元主要句型和词汇的笔头操练。第一,二课时课型： speaking writing & liste
7、ning方法： 多媒体教学教学内容：Section A目标： 了解并初步运用形容词的比较级，能简单地描述人物外表和个性的差异。核心内容：Key vocabulary- taller, shorter, thinner, longer, calmer, wilder, heavier, funnier, smarter, quieter, more outgoing, more athletic, more serious, thanKey structure- S + be + adj.比较级+than+被比较对象课前准备： 录音机 多媒体教师设计Step 1 Lead-in (导入)目的:
8、本阶段的活动是为下面的听力做准备 , 起导入话题和复习词汇的作用。建议: 1 可以从网上下载一些典型的双胞胎或名人的照片, 先用所学的形容词描述外貌和性格特征, 然后进行比较, 引出本单元的主要句子结构“S + be + adj.比较级 +than+被比较对象” 。注意先引出单音节形容词比较级, 再引出双音节和多音节形容词比较级。如: Look at the pictures of the twins Tom and Tim. They look the same. But there are some differences between them too. Can you find th
9、em? Yes, Tom is taller than Tim. Or Tim is shorter than Tom.其它: X X is thinner /fatter/ heavier than X X. X X has longer/ shorter hair than X X . X X is calmer/ wilder than X X. X X is funnier than X X.X X is smarter than X X. X X is more serious than X X. X X is more athletic than X X.X X is more p
10、opular than X X.2 根据黑板上的例句, 教师引导学生归纳形容词的比较级的构成形式。3 Exercise. 1) 做 Section A - 1a32) 写出下列形容词的比较级。funny thin small fast serious popular fat heavy outgoing athleticStep 2 Listening ( Activity 1b & 2b)目的: 本部分听力目的在于训练学生从听力材料中获取有关描述比较人物不同的信息, 任务完成以学生能够掌握对话的主要信息为标准。建议: 课本上的练习比较简单 , 教师可以根据实际情况适当变动一下题目形式加大难度
11、。1 Listening exercise for 1b. Listen and fill in the blanks.(1) Sam has _ than Tom. Tom has _ than Sam.(2) Tara is _ than Tina. Tina is _ than Tara.(3) Pedro is _ than Paul. Paul is _ than Pedro.Key: (1) longer, shorter (2) shorter, wilder (3) heavier, shorter2 Listening for 2a/2b. (按课本上的要求做练习。 )Key
12、: Tina is funnier, more outgoing, more athletic. Tara is more serious, quieter, smarter.3 如果时间允许的话, 教师可以让学生听录音写录音稿, 这对提高学生的听力有好处。Step 3 Pairwork ( 两人小组活动)目的: 本部分是听力活动的继续, 目的是使学生掌握听力活动中所展示的词语句法, 更重要的是促使学生开口, 能初步掌握形容词比较级的用法。建议: 1 看 P31 的图, 两人一问一答。Model: A: Is that Tara? B: No, it isnt. Its Tina. Tina
13、is shorter than Tara.2 Student A 看 P32-2C 的表格, Student B 看 P89 的表格 , 两人一问一答。Model: A: Is Tom smarter than Sam? B: No, Sam is smarter than Tom.第三课时课型: Speaking, listening & writing方法: Formal and interactive practice目标: 能将上一节课所学的描述和比较人物实际运用到真实的生活情景中去。核心内容: Key vocabulary-as you can see, in some ways,
14、look the same, look different, both, however, hers, as as, have some things in common, a little, the same asKey structures- S + be + adj.比较级+than+被比较对象 as.as课前准备: 多媒体, 学生自带一些小时侯和现在的照片教师设计Step 1 Revision (复习)目的: 本活动可以起到衔接上一节课的作用, 通过 Pair work 和 Group work 复习上一节课所学内容, 同时也为下面的阅读起个铺垫作用。建议: Task 1 Pair w
15、ork 我的过去与现在 (Self-check2)课前任务: 学生准备自己小时侯与现在的照片。（1）教师可以向全班同学展示自己以前和现在的照片（最好是把照片扫描到电脑, 用幻灯片的方式放映。 ）, 请同学们描述几张照片的区别。如 : You are older than before. / You are taller than before. / You have longer hair than before. / You are more beautiful than before. / You are more serious than before. 学生说出这些句子的时候, 教师适
16、当地引入 a little, much ,等修饰形容词比较级的副词和 asas, the same as, 等原级结构的短语。（2）两人一组, 互相向对方展示自己带来的照片, 用所学的句子结构描述几张照片的相同和4不同之处。（3）请一些同学在全班展示自己和 Partner 所带来的照片 , 并叙述它们之间的相同和不同之处。Task 2 Group work 猜猜她/他是谁?(1) 首先教师作个示范, 描述某个科任 老师 与自己的相同和不同之处 , 请同学们猜是哪个老师。Now Id like to describe a teacher. You all know him. He and I a
17、re both your teachers. We are both tall, but hes a little taller than me. I have longer hair than him. We both like sports, although he is more athletic than me. Im better at Ping-Pong, but hes better at basketball. Im more outgoing and hes more serious. Who is he? Do you know?(2) 4-6 人一组。一个同学描述某个大家
18、都认识的同学, 其他同学仔细听, 并猜出她/ 他是谁。注: 以上两个活动的笔头复述可以作为家庭作业布置下去。Step 2 Reading ( Activity 3a)目的: 本活动目的是训练学生阅读有关描述双胞胎之间差异的短文获取具体信息地能力, 以学生能够了解阅读内容并能简要复述为达标标准。建议: 1 Exercise 1. Read the article. Then read the statement about the article. Write “T” ( for true ), “F” ( for false ) or “DK” (for dont know).Key: 1 D
19、K 2 T 3 F 4 T 5 DKExercise 2. Fill in the form.The same Different2 读完后 , 教师可以适当地讲解一些重要的短语。如: as you can see, in some ways, look the same, look different, hers, however, both, enjoy doing sth., asas, the same as, have some things in common, more than 等。Step 3 Practice ( Activity 3b)目的: 本活动主要是将前面的复习中的
20、导入和阅读中的重要短语做进一步的巩固。建议: 1 Pair work 两人小组互相询问对方和朋友的相同点和不同点, 并完成表格。My partner and his/her friendThe same Different2 复述 (speaking) My friend and I , My partner and his/her friend3 复述 (writing ) My friend and I , My partner and his/her friend （此项可作为家庭作业。 ）第四课时课型: Listening and speaking方法: Interactive app
21、roach目标: 能进一步利用所学句型描述朋友之间的相似点和不同点, 引导学生结交合适的朋友。核心内容: Key words-popular, be good at, schoolwork, make sb. laughKey structures-S + be + adj.比较级+than+ 被比较对象, as.as5课前准备: 录音机, 多媒体说明: 本课以学生感兴趣的电影人物，比如 “Harry Porter”等导入并展开讨论, 教学效果更好。教师设计:Step 1 Lead-in (导入)建议: 1 教师可以用提问的方式引入本课的话题( Section B-1a): Do you ha
22、ve a good friend? Who is your friend? Why do you choose him/her as your friend? 学生的回答会五花八门, 教师应该适时进行归纳出:has cool clothesis popular in school.likes to do the same things as me. ( has the same interests)is good at sports ( athletic)is good at schoolwork.makes me laugh. ( funny)2 展示 Harry Porter 剧照, Wh
23、o is this? (Harry Porter) Who are his friends? ( Ron and Hermoine).Step 2 Compare “Harry Porter” with Ron and Hermoine.1 教师提问: Why are they friends? 学生回答, 教师适时归纳: They are the same age. They are all kind-hearted. They are all brave. They have the same interests. They have the same dream.2 Difference
24、s between Harry Porter , Ron and Hermoine.(1) 观看有关 Ron 的片段 1 学生得出结论: Ron is funnier than his friends.(2) 观看有关 Ron 的片段 2 学生得出结论: Ron is better at chess than his friends.(3) T: How is Ron different form his friends? 学生总结 : Ron is funnier and better at chess than his friends.(4) 观看有关 Hermoine 的片段 学生得出结
25、论: Hermoine is smarter and better at school work than her friends.(5) T: How is Hermoine different from her friends? 学生总结: Hermoine is smarter and better at school work than her friends.(6) 观看有关 Harry Porter 的片段 1 学生得出结论: Harry Porter is braver than his friends.(7) 观看有关 Harry Porter 的片段 2 学生得 出结论: H
26、arry Porter is more popular than his friends.(8) 观看有关 Harry Porter 的片段 3 学生得出结论: Harry Porter is more athletic than his friends.(9) T: How is Harry Porter different from his friends? 学生总结: Harry Porter is braver, more popular, more athletic than his friends.(10) 引导学生完成下面的表格:The same as best friends
27、Different from best friendsHarry PorterStep 3 Listening ( Activity 2a/2b)建议: 本部分听力练习中, 语速较快, 语音有点含糊, 教师根据实际多放几遍录音 , 并在重要的地方做提示以降低难度。任务完成以学生能简要复述课本中表格的内容为达标要求。Key: Likes about best friend The same as friend Different as best friendHolly likes to do the same thingspopular, good at sportspretty outgoin
28、g Petes funnier, & wilderHolly is quieterA good friend6Maria good listenerkeeps secretslook alike, both tall,have long curly hairVera is quieter & smarterMaria is more outgoingStep 4 Discussion (Group work)目的: 本部分的讨论活动是对前面片段的总结, 主要目的是激发学生用所学的句子结构发表自己的意见, 正确的评价 Ron, Hermoine 和 Harry Porter 这三个人物。1 Wh
29、o would you like to make friends with? (Ron, Hermoine, or Harry Porter) Why?2 Introduce your new friend to us. (Ron, Hermoine, or Harry Porter)(1) Why is he/she your good friend?(2) What do you like about him/her?(3) Do you have anything same as him/her?(4) How are you different from each other?第五课时
30、课型: Reading, speaking &writing方法: formal and interactive practice目标: 通过阅读范文，能简要复述范文，能模仿范文口头和笔头两方面表达自己的观点。核心内容：Key words- opposite, view, interest, most of, thoughKey structures- S + be + adj.比较级+than+被比较对象, as.as课前准备：录音机教师设计： Step 1 Revision (复习)目的：本活动通过 Pair work 复习 Section B-2b 听力内容。要求能比较流利地复述 Hol
31、ly 和 Maria 与他们朋友之间的异同。操作: 两人一组互相谈论 Holly 和 Maria, 然后请一些同学在班上复述, 尽量不看课本。Step 2 Reading目的：通过阅读能模仿范文口头和笔头上描述自己对选择朋友的观点，能描述自己和朋友相似和不同之处。建议: 1 阅读并完成表格:Name Opinion The same as his/her friend Different from his /her friendJamesGreenHuangLeiMary Smith2 利用表格简要复述三人的观点。3 Pair work 两人一组互相表达自己的观点以及自己与朋友之间的异同。4
32、Write about the things that are the same and different between you and a friend.（时间不够的话，可以作为家庭作业。 ）Step 3 Practice ( Activity 4Pair work)目的：通过阅读招聘广告，获取主要信息，然后利用本单元所学句子结构到实际交流中。建议：1 学生阅读招聘广告，教师适时做理解方面的指导。2 4 人一组讨论，找出本班最合适人选，并陈述理由。3 小组推荐候选人并陈述原因，教师将各组候选人的名字写在黑板上。74 全班讨论，选出最佳人选。IV 其他任务活动1 交通工具的比较此活动为小组
33、活动。学生通过讨论找出到达某一城市可乘坐的各种交通工具，并选择最佳出行方式。Teacher: Were going to Shanghai. How many ways can we use to get there? Yes, there are four ways: by bus, by plane, by train, by ship. Please discuss how you are going to get there.操作建议：（1）学生以小组为单位展开活动，谈论本组所选择的交通工具。（2）各组选代表向全班汇报，阐述本组所选择的交通工具的利和弊。完成任务所需要的语言结构：We
34、can go there by ship. Its more comfortable and cheaper than any other transportation.We can go there by bus. Its cheaper but it takes longer time.2 哪个城市更合适？此活动具有挑战性。假设中国要举行 2014 年世界杯足球赛，分别从历史，人文，天气等方面对各城市（北京，大连，上海，昆明）进行比较，选择最佳举办城市。T: Imagine China is holding the 2014 FIFA World Cup. Which city do yo
35、u think is the best for the World Cup, Beijing, Dalian, Shanghai or Kunming? Lets work in groups. If you choose Beijing, please join the Team Red. If you chose Dalian, please join the Team White. If you choose Shanghai, please join the Team Blue. If you choose Kunming, please join the Team Green. Pl
36、ease show us its advantages. Then lets see which team will win.操作建议：（1）学生选择不同的城市，参加不同的代表队。（2）各代表队陈述各自城市的优势并作记录。（3）每队选代表向全班陈述本队的观点。（4）辩论开始。（5）根据列举优势的多少评出优胜队。完成任务所需要的语言结构：Beijing has a long history. You can go there by train, by air and so on. Beijing is very beautiful and comfortable in autumn. And it has a lot of big gyms.
