Unit 3 Im more outgoing than my sister【學(xué)習(xí)目標(biāo)】outgoing better loudly quietlyThats Tara, isnt it?Sam has longer hair than Tom . Both Sam and Tom can play the drums, but Sam plays them better than Tom學(xué)習(xí)運(yùn)用比較級描述人物編寫對話【學(xué)習(xí)重難點(diǎn)】Sam has longer hair than Tom . Both Sam and Tom can play the drums, but Sam plays them better than Tom各種比較級句式運(yùn)用【課前準(zhǔn)備】教師準(zhǔn)備主情景圖的教學(xué)掛圖。教師為制作多媒體課件，在網(wǎng)上搜索相關(guān)資料。教師準(zhǔn)備磁帶和錄音機(jī)。【學(xué)習(xí)過程】§溫故互查學(xué)生自學(xué)新單詞（教材P17-18的單詞），看誰記得又快又準(zhǔn)。（2 分鐘）1. 友好的；外向的6. 比賽；競賽3. 喧鬧的；大聲的8.哪一個(gè)；哪一些4. 輕聲地；安靜地9.清楚地；清晰地5. 工作努力地10獲勝；贏得【新詞自查】根據(jù)句意及首字母或漢語提示填詞。1.Which one is _(更好)，the white one or the black one?2. Did you take part in the English spoken _(比賽)3. Can you say it again? I didnt hear _(清晰地)4. Dont talk _(大聲地) in the library.5. Tom is more _(外向的) than Tim.§設(shè)問導(dǎo)讀Step 1 情景導(dǎo)入Teacher: How old are you? Student A: I am 15 years old. Student B: I am 14 years oldTeacher: You are younger than me. Student A is older than Student B.環(huán)節(jié)說明：通過課前的一個(gè)師生問答互動(dòng)環(huán)節(jié)引入新課話題。Step 2 完成教材1a-1c的任務(wù)【操作案例】1翻開課本P17，完成1a的任務(wù)（1 分鐘）2. 檢查答案。Teacher: Can you compare the people in the pictureStudents: _. Tom has shorter hair than Sam. Tina is more outgoing than Tara. Paul is shorter than Tom.3. 聽第一遍錄音，并完成課本上1b的聽力任務(wù)。（1 分鐘）4. 讓學(xué)生說出自己的答案，然后聽第二遍錄音，逐句進(jìn)行跟讀，并核查答案。（3 分鐘）5. 根據(jù)課本1c的對話形式，利用1a,1b的材料，分角色進(jìn)行對話，并請2-3對名學(xué)生向全班匯報(bào)，。（3 分鐘） §自我檢測 用括號內(nèi)單詞的正確形式填空1. My pen is _(good) than yours. 2. Dave looks a little _(tall) than before.3. This piece of paper feels much _(thin) than that piece.4. These pants are _(new)than those. 5. Lucy seems _(outgoing) than Lily. 環(huán)節(jié)說明：通過學(xué)習(xí)1a，讓學(xué)生熟悉并掌握新的形容詞；通過1b，鍛煉學(xué)生的聽力及抓取關(guān)鍵信息的能力；通過1c的訓(xùn)練鍛煉學(xué)生的口頭表達(dá)能力，同時(shí)鞏固所學(xué)的語言知識。Step 3 完成教材2a-2c的任務(wù)【操作案例】1翻開課本p.18，認(rèn)真聽錄音，完成2a的聽力任務(wù)。 （3 分鐘）2再聽一遍錄音，完成2b的聽力任務(wù)。（2 分鐘）3聽力內(nèi)容鞏固訓(xùn)練，大聲朗讀聽力材料4. 模仿聽力聽力內(nèi)容，然后分角色進(jìn)行對話練習(xí)，然后邀請2-3對學(xué)生表演。 （4 分鐘） 環(huán)節(jié)說明：通過對所學(xué)習(xí)的目標(biāo)語言進(jìn)行聽、說、讀、寫訓(xùn)練，不僅鍛煉了學(xué)生的語言綜合運(yùn)用能力，還鞏固了學(xué)生對目標(biāo)語言的學(xué)習(xí)、識記和運(yùn)用。Step 4 完成教材2d的任務(wù)1. 播放2d錄音， 學(xué)生跟讀， 然后模仿錄音并在小組內(nèi)練習(xí).完成2d任務(wù)，2. 讓學(xué)生兩人模仿錄音并在小組內(nèi)練習(xí)，在小組內(nèi)編新對話，進(jìn)行口語訓(xùn)練，并上臺表演（4 分鐘）§鞏固訓(xùn)練 補(bǔ)全對話：A: Hello, did you like the singing competition B: 1 A: 2 B: Yes, she did well. But Mary did better than her.A: 3 B: I think Mary sang more loudly and clearly.A: Yes, But Lucy dances better than Mary. She practices every day. And she won the last dancing competition last week. 4 B: That girl in the red dress and with long hair. A: I see. 5 .B: Yes, she is. And she is my classmate. A. Why do you think so？ B. Did Lucy do well ?C. Which is Mary? D. Yes, I did. It was fantastic?E. Is she in Class One?§拓展研究(詳見學(xué)生訓(xùn)練部分P.15).§課堂小結(jié)§作業(yè)§課后反思我國經(jīng)濟(jì)發(fā)展進(jìn)入新常態(tài)，需要轉(zhuǎn)變經(jīng)濟(jì)發(fā)展方式，改變粗放式增長模式，不斷優(yōu)化經(jīng)濟(jì)結(jié)構(gòu)，實(shí)現(xiàn)經(jīng)濟(jì)健康可持續(xù)發(fā)展進(jìn)區(qū)域協(xié)調(diào)發(fā)展，推進(jìn)新型城鎮(zhèn)化，推動(dòng)城鄉(xiāng)發(fā)展一體化因：我國經(jīng)濟(jì)發(fā)展還面臨區(qū)域發(fā)展不平衡、城鎮(zhèn)化水平不高、城鄉(xiāng)發(fā)展不平衡不協(xié)調(diào)等現(xiàn)實(shí)挑戰(zhàn)。