Unit,3,Im,more,outgoing,than,my,sister.教案
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Unit,3,Im,more,outgoing,than,my,sister.教案(一)
Unit 3 I'm more outgoing than my sister 全单元教案
Unit 3 I’m more outgoing than my sister.
Period 1 (Section A 1a-1c)
Teaching Aims:
1. Words: outgoing; better: loudly; quietly; hard-working; competition. Language objectives: That’s Tara, isn’t it?
Sam has longer hair than Tom .
Both Sam and Tom can play the drums, but Sam plays them better than Tom. Tara works as hard as Tina. 2. Ability objectives:
to talk about personal traits and compare people; to improve Ss’ speaking, listening and writing skills.
to grasp the structure of comparatives, e.g. comparatives with –(i)er and more, both and as...as...; to grasp the structure: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原级（adj./adv.）+as+B; to recycle vocabulary about description 3. Emotional objectives: to find strengths of somebody else, to explore the beauty
of the world.
Important and difficult points:
1. To talk about personal traits特点 ; to grasp how to compare people.
2. To use target language: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原级（adj./adv.）+as+B, comparatives with –(i)er and more.
3. To improve Ss’ listening, speaking and writing skills; to develop their communicative competence. Teaching Procedures: Step 1 Leading-in.
To show some pictures to recycle adj. based on some types, and learn some new words.
Step 2 1a
1 Learn new words:outgoing,better loudly quietly which competition fantastic hard-working
clearly win funny friendly smart lazy
look at the picture in 1a and make a list of the adjectives.
Purpose: to make Ss recall some adjectives they have learnt before; Step 3 Presentation
1. . To ask Ss the usage of the adj. and show some example sentences about comparative degree.
2. To show some adjectives and adverbs with –(i) er, -r, more and some special words like
better, more, worse, etc.. Then ask Ss to discuss the common points of the
words.
Purpose: to lead in comparative degree; to make Ss summarize the change rules of
comparative degree of adj.and adv..
1. To make Ss compare two persons or two things with the above adjectives and
adverbs; to summarize the pattern of comparative degree. ―A+谓语+比较级（adj./adv.）+than+B‖
2. To show the map of Liaoning Province to guide Ss to compare Chaoyang and
Dalian in size, climate, slight spots and so on; to show the pictures of Chaoyang fossil to let Ss know Chaoyang is a place where the first flower comes out.
Purpose: to practice comparatives; to show the structure of ―A+谓语+as+原级
（adj./adv.）+as+B‖ and complete emotional aims.
Step 4.1b listen and write the number of the pairs.
Listen again for the students to listen and fill in the chart. Check the answers with the class
Step 5 Practice. 1. Pair work:
Compare two persons.
Purpose: to make Ss practice the patterns of comparative degree. Step 6 To sum up.
1. To make the Ss summarize what they have learnt in this class. 2. Guessing game.; Step 7 Homework.
1. 2.
Preview 2d
Writing: The person I respect.
Blackboard design：Unit 3 I’m more outgoing than my sister.
Section A 1a-1c
1. Key words:
- -
(i) er, more both, as...as...
2. Patterns:
A+谓语+比较级（adj./adv.）+ than + B A+谓语+as+原级（adj./adv.）+ as + B
Period 3 (Section A 2a-2d)
Teaching Aims:
1）Key vocabularies: competition, fantastic, which, clearly, win, though （2）Key structure：
Is Tom smarter than Sam. No, he isn’t . He is smarter than Tom. Which one was Lisa? The one with shorter hair. Who is more hard-working at school?
Ability aims:
Students can use the Comparison of adjectives to compare different persons. Emotional aims:
Everyone may has own opinion, different people have different ideas. Teaching important points:
(1)To learn how to add –er/-ier/more … after adjectives/adverbs. (2)To learn : S + be + adj./adv.比较级+than+被比较对象 S + have/has +adj./adv.比较级+n.+ than+被比较对象 (3)To learn: Who+be+adj. 比较级+…? Teaching difficult points:
(1) To learn Which/who sentences.
Ss can understand and write a short passage between two persons.. Teaching procedures: Step 1 Enjoying a movie
1. Play a movie and fill in the blanks.
2. Review: A +谓语+ as +原级 (adj./adv.)+ as +B. 3. add –er/-ier/more … after adjectives/adverbs.
Step 2 Presentation.
Show the pictures, and add –er/-ier/more … after adjectives/adverbs. Then use“B is (not) +as +adj/adv原级 +as A.”
Step 3: 2a 2b Listening
1.Listen and change the adjectives into comparatives by -er/ier/or more. 2. Listen again and say:
3. How are Tina and tara different ?
3. Pay attention to: more outgoing,as...as... Step 4: 2c Pair work:
Fill in the chart first and then make conversations in pairs. Step 5: 2d Role-play the conversations
Let the students read the chart and find out the differences between Sam and Tom. Explain the comparatives of the adjectives
1) smart-smarter 2) funny-funnier 3) hardworking-more hardworking 3.Let the students have five minutes for the students to recite the statements. 4.Role-play the conversation in pairs.
Step 6 To sum up.
3. To make the Ss summarize what they have learnt in this class. 4. Guessing game.; Step 7 Homework.
Period 3 (Section A 3a-3c)
Is Tom smarter than Sam?
Is Tina more outgoing than Tina? Are you as friendly as your sister? Does Tina work as hard as Tara?
Who’s more hard-working at school?
Teaching Aims: Key structure：
Ability aims:【Unit,3,Im,more,outgoing,than,my,sister.教案】
Students can use the Comparison of adjectives to compare different persons. Emotional aims:
Everyone may has own opinion, different people have different ideas. Teaching important points:
(1)To learn how to add –er/-ier/more … after adjectives/adverbs. (2)To learn : S + be + adj./adv.比较级+than+被比较对象 S + have/has +adj./adv.比较级+n.+ than+被比较对象 (4)To learn: Who+be+adj. 比较级+…? Teaching difficult points:
(2) To learn Which/who sentences.
Ss can understand and write a short passage between two persons. Teaching procedures: Step1 Revision 2，
写出下面形容词的比较级形式
white red green blue yellow big small short long
international
young west windy curly straight tall hot cold cool fantastic unfriendly delicious expensive
funny cloudy happy busy sorry scary warm strict cheap
colorfultired relaxed sunny
Step 2 Grammar Focus
Let the students read the sentences in the box and make sure they understand them. Pay attention to the use of the following sentences: Is Tom smarter than Sam?
Is Tina more outgoing than Tina? Are you as friendly as your sister?
Does Tina work as hard as Tara?
Who’s more hard-working at school? 要点总结
形容词在句中常作表语和定语，也可补充说明宾语；副词的句中主要作状语。
1,无需比较时，用原级。或两者比较表示双方在程度、性质、特征等某方面相等时，用原级as-----as : Xiao Wang is as tall as Xiao Liu.
This building looks not so（as）high as that one.
2,两者比较，一方比另一方更------，用比较级：比较级+than 3,要注意比较级的特殊变化和用more /less +原级表示比较的词 Step 3 3a
Let the students fill in the blanks in the box. Check the answers. Step 4 3b
Think of yourself two years ago. Write about how you are different now. Step 5 3c Practice Fill in the chart.
Step 6 To sum up.
5. To make the Ss summarize what they have learnt in this class. 6. Guessing game.; Step 7 Homework.
Unit,3,Im,more,outgoing,than,my,sister.教案(二)
unit3 I'm more outgoing than my sister.教案
Unit3 I’m more outgoing than my sister.
Period 1 (Section A 1a-1c)
Teaching aims
1.Master the words：outgoing, better, loudly, quietly, hard-working,
2.Use the sentences freely:
Tina is taller than Tara.
Sam has longer hair than Tom.
She also sings more loudly than Tara.
Difficult point:
How to compare people
Important point:
,Learn to talk about personal traits
Teaching Steps:
Step 1 Greetings
Greet the class as usual and check the homework.
Step 2 lead in
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 3 Presentation
1. Show some new words on the blackboard.
2. Read the new words to students and ask them to repeat.
3. Ask students to do this activity individually. Then check and answers.
Tall—short long hair—short hair thin—heavy calm—wild
4. First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.
Step4 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 5Pronunciation 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 6Summary 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!
Period 2（Section A 2a-2d )
Teaching aims
1.Master the words and sentences.
2.Improve the students’ listening ability.
Difficult point:
How to compare people
Important point:
Learn to talk about personal traits
Teaching steps:
Step 1 Greet the class as usual and check the homework.
Step 2 Revision
Review the dialogue 1c
Step 3 Listening
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them. Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.
Play the recording and check the answers.
2. Work on 2b.
Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a. Play the recording and check the answers.
Step4. Pair work
1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.
2. Ss practice their conversations.【Unit,3,Im,more,outgoing,than,my,sister.教案】
3. Ask some pairs to act out their conversations.
Step5.Role-play
1. Read the conversation first and try to match the people with the right things.
a. sang better
b. with shorter hair
c. practice more and really wanted to win
d. sang more clearly
e. danced better
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Step6.Homework:
Write six sentences:
Write about the things that are the same and different between you and your best friend.
Period 3(grammar focus-3c)
Teaching aims
Learn the usage of comparative degree
Improve the students’ integrating skills.
Difficult point:
Master the usage of comparative degree.
Important point:
Learn to talk about personal traits
Master some important sentences.
Teaching Steps:
Step1. Warming- up and revision
1. Ask some Ss compare he/she with his/her desk mates.
I’m taller than my desk mate. But she runs faster than me.
…
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
Step2. Grammar Focus
1. ask the students to read the grammar focus, then fill in the blanks.
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
(4) 不是。蒂娜比塔拉更外向。
No, she isn’t. Tina is ______ ________ ___ Tara.
(5) 你和你姐姐一样友善吗？
_____ you _____ friendly _____ your sister?
(6) 不是。我更友善一些。
No, I’m not. I’m ___________.
(7) 塔拉与蒂娜工作一样努力吗?
Does Tara work _____ ______ _____ Tina?
(8) 谁在学校里更努力一些？
Who’s ______ _____________ at school?
(9) 蒂娜认为她学习比我更努力。
Tina thinks she ______ _______ than me.
2. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。 Step3. Try to Find
两者进行比较, 表示“一方比另一方更„„”的句型：
1. A + be + 形容词比较级 + than + B
2. A + 实义动词 + 副词比较级 + than + B
两者进行比较, 表示“一方与另一方一样„„”的句型：
1. A + be + as 形容词原形 + as + B
2. A + 实义动词 + as 副词原形 + as + B
Step4. Practice
Work on 3a:
Ask the students to do the exercises, then check the answers.
Work on 3b:
1. Ask Ss to think of himself/herself two years ago. Write about how they are different now.
2. Give an example:
T: S1, Are you taller now?
S1: Yes, I am. I’m taller than I was two years ago.
T: Pay attention to the tense. ―I was two years ago.‖
3. Ss work by themselves. Read the sentences in 3b and write the other four sentences.
4. Check the answers with the class.
Step5. Group work
1. Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
2. Ask one student the question:
T: Who is smarter, your mother or your father？
S1: I think my mother is smarter than my father.
3. Ss read the chart and check √ in the chart.
4. Work in groups. Ask and answer the questions with their partners.
5. Try to make a report.
Step6. Exercises
If time is enough, do some more exercises on big screen.
用所给单元的正确形式填空。
1. My hair is _____ (long) than my sister’s.
2. I am ______(tall) than you.
3. She is _____ ______(outgoing) than me.
4. Lily is _____ (heavy) than Lucy. And Lucy is _____ (thin) than Lily.
5. I have _____ (short) hair than Tina.
6. Tom is ______ ___________ (hard-working) than Tim.
Step7 Homework
1. Review the grammar focus after class.
2. Write down the same and different between you and a friend.
Period 4(Section B 1a-2e)
Teaching aims
1. mater the words: talented, truly, care, care about, serious, mirror, kid, as long as, necessary, be different from, both, though, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact
2. use the sentences freely:
① I think a good friend makes me laugh.
② For me, a good friend likes to do the same things as me.
③ And a good friend is talented in music.
④ You don’t need a lot of them as they are good.
⑤ Larry is quite different from me.
Difficult point:
Improve the students’ integrating skills
Important point:
Improve the students’ listening ability
Teaching Steps:
Step1. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her father and mother are like.
Step2. Presentation
1. Show a maxim to Ss: A friend indeed is a friend in need.
Ask, what kind of things are important in a friend?
Step3. Reading and writing
Work on 1a:
1. Read each description to the class and ask the Ss to repeat.
What kind of things is important in a friend? Rank the things below 1-6 (1 is most important) Ask different Ss to copy the six phrases on the Bb. Then read the phrases together.
2. Read each description loudly. In your opinion, which one is the most important? Please rank the things (1-6). You put a 1 after the thing that is most important to you, and put a 2 after the second most important thing and so forth. Now let’s check which things are most important to you.
Work on 1b:
1. Well, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four. First read the example dialogue, and then make your dialogue about friends using the phrases in activity 1a.
2. Ss try to write their own sentences.
Step4. Listening
1. Next you will hear an interviewer talking to Molly and Mary. What are they talking about? When I play the recording for the first time, you just listen carefully and give me the answer. Have you got it? Yes, they are talking about their best friends. Now look at the chart, and write the things that Molly and Mary like about their best friends. You can write only words and phrases. Let’s check your answers.
2. T: Now let's work on 1c. Let’s listen to the tape again and fill in the rest of the chart in 1c.
Unit,3,Im,more,outgoing,than,my,sister.教案(三)
Unit_3_I'm_more_outgoing_than_my_sister.教案
Unit 3 I’m more outgoing than my sister. Section A 1a—1c（第1课时）
学习目标
1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win
能掌握以下句型：
① Tina is taller than Tara.
② Sam has longer hair than Tom.【Unit,3,Im,more,outgoing,than,my,sister.教案】
③ She also sings more loudly than Tara.
2) 能掌握以下语法：
① 形容词或副词比较级形式的构成。
② 表示两者进行比较的句式结构。
3) 情感态度价值观目标：
能对人物的外表进行描绘，个性进行比较。
教学重难点
1. 教学重点：
1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点：
He has shorter hair than Sam.
Is Tom smarter than Tim?
She also sings more loudly than Tara.
三、教学过程
Ⅰ. Lead-in
1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]
tall --- short; thin --- heavy, long hair --- short hair, calm --- wild … Give Ss an example by comparing Old Henry and Santa Claus.
e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus. Henry is younger than Santa Claus. Santa Claus is younger than Henry. Ⅱ. Presentation
Ask Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.
e.g. The apples are bigger than the pears.
The pears are more delicious than the apples.
Summarize the Comparatives. Group competition.
A + be(V) + 比较级 + than + B.
Ⅲ. Game (I and my desk mate)
Ask Ss to compare with their partners and find out the differences.
e.g. She is heavier than me. I am more outgoing than her.
She gets up earlier than me. I run faster than her.
Ⅳ. Listening
Then listen to the recording. Ask Ss to number the twins.
Check the answers.
Ⅴ. Pair work
Point out the sample conversation in activity 1c.
Say, now work with a partner. Make your own conversation about the twins. Ask several pairs to say one or more of their conversations.
Ⅵ. Listening
1. Work on 2a:
Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.
Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.
Play the recording and check the answers.
2. Work on 2b.
Point out the picture and the two boxes with the headings Tina is and Tara is.
Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.
Play the recording and check the answers.
Ⅶ. Pair work
1. Point out the chart in activity 2c. Say, Make your own conversations according to the
information. Ask pairs to continue on their own.
2. Ss practice their conversations.
3. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversation first and try to match the people with the right things.
a. sang better
b. with shorter hair c. practice more and really wanted to win
d. sang more clearly
e. danced better
2. Let Ss read the conversations after the teacher.
3. Let Ss practice the conversation.
4. Then let some pairs act out their conversations in front of the class.
Homework:
Write six sentences:
Write about the things that are the same and different between you and your best friend.
板书设计：
Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 复习巩固形容词的比较形式及对两者进行对比。
2) 进一步总结所学的对两者进行比较的句式结构。
3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
2. 情感态度价值观目标：
学会与朋友友好相处，培养乐观，积极向上的性格。
二、教学重难点
1. 教学重点：
1) 总结形容词及副词比较级的构成方式。
2) 进一步总结对两者进行比较的句式结构。
2. 教学难点：
1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
三、教学过程
Ⅰ. Warming- up and revision
1. Ask some Ss compare he/she with his/her desk mates.
I’m taller than my desk mate. But she runs faster than me.
…
2. Show some pictures on the big screen. Let some Ss compare the things.
3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them.
Ⅱ. Grammar Focus
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
(1) 汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
(2) 不是。萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ Tom.
(3) 塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
(4) 不是。蒂娜比塔拉更外向。
No, she isn’t. Tina is ______ ________ ___ Tara.
(5) 你和你姐姐一样友善吗？
_____ you _____ friendly _____ your sister?
(6) 不是。我更友善一些。
No, I’m not. I’m ___________.
(7) 塔拉与蒂娜工作一样努力吗?
Does Tara work _____ ______ _____ Tina?
(8) 谁在学校里更努力一些？
Who’s ______ _____________ at school?
(9) 蒂娜认为她学习比我更努力。
Tina thinks she ______ _______ than me.
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find
总结：
两者进行比较, 表示“一方比另一方更„„”的句型：
1. A + be + 形容词比较级 + than + B
2. A + 实义动词 + 副词比较级 + than + B
两者进行比较, 表示“一方与另一方一样„„”的句型：
1. A + be + as 形容词原形 + as + B
2. A + 实义动词 + as 副词原形 + as + B
Ⅳ. Practice
Work on 3a:
1. 读下列句子，根据提示词完成一般疑问句，并做回答。
2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。 方法指导：应通读所给的提示词，掌握句子大意；然后，确定进行对比的双方及所给的形容词，根据上一环节中所总结的句式结构来组成正确的一般疑问句。最后，再根据回答，来确定答语中空格中单词的意思，并用正确的比较级形式。
3. 学生们按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
4. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。 Work on 3b:
1. Ask Ss to think of himself/herself two years ago. Write about how they are different
Unit,3,Im,more,outgoing,than,my,sister.教案(四)
Unit 3 I'm more outgoing than my sister教学设计
Unit 3 I’m more outgoing than my sister
SECTION A（1a-2c） 教学设计 公主岭市大榆树中学 张艳冰
一、教学目标
1、知识目标：在本节课结束时，学生将能够通过听，分辨出两个人的不同之处，初步了解比较级的用法。
2、能力目标：培养学生的口头表达能力、阅读理解能力和写作能力。
3、情感文化目标：①培养学生的自信心和合作精神，增强师生、生生间的相互了解和沟通。②教育学生虽然人与人是不同的，但天生我才必有用。
二、教学重难点
教学重点：
（1）通过听，能区别人与人的不同之处。
（2）理解比较级所表达的含义。
（3）掌握比较级的构成。
教学难点：
（1）通过听，记录他人之间的不同之处。
（2）通过模仿，应用比较级对话。
三、教学策略
词汇教学——采取情景描写或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；听力教学——采取听，填表的方式；口语教学——采取 pairwork 问答式的口语交际活动、学唱英语歌的形式进行操练；语法教学——总结规律、抓住特征、模仿操练。
过程与方法：
采用小组竞赛、Pairwork的学习方式，利用图片、听力材料等来展开课堂教学。词汇教学——采取情景描写或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；听力教学——采取听，填表的方式；口语教学——采取 pairwork 问答式的口语交际活动学唱英语歌的形式进行操练；语法教学——总结规律、抓住特征、模仿操练。
四、教学过程
Step 1： Free Talk : My friend in my eyes
复习有关人物描写的形容词。教师要求学生至少用4个词语描写自己的朋友，让学生尽可能多地说出有关描写人物的形容词。
【设计意图】
通过描写自己眼中的搭档，复习关于人物描写的形容词，引入新课，贴近生活，创设熟悉的生活环境。用简单的词汇描述方式，活跃课堂气氛，让尽可能多的学生动起来，迅速调整到上课的状态中来。在巩固所学生词的同时，也为下一步新单词的呈现做铺垫。
Setp2.New words
利用多媒体呈现生词，并要求学生写出1a中这些词的反义词。
【设计意图】
让学生在情境中理解生词含义，为下一步的听做铺垫。
Setp3. Compare famous people
利用多媒体展示名人图片，进一步练习生词及让学生初步了解并应用比较级的句子
【设计意图】
帮助学生感受目标语言，了解比较级的用法，进行语言输入环节
Step 4： Listening （1b）
首先让学生看图片，熟悉人物名称，回答问题，预测所听内容；再根据听的内容，判断所说人物特点属于谁，引领学生捕捉关键信息，聚焦目标语言。
【设计意图】
帮助学生感受目标语言，了解比较级的用法，对语言再次输入。
Step 4： Pair work
利用图片和前面听到的信息，两人一组谈论双胞胎的不同之处。
【设计意图】
旨在帮助学生练习目标语言，学习用比较级谈论人物的不同之处。
Step 6： Listening
播放听力材料，要求学生根据听到的内容完成表格，写出所给形容词的比较级形式。再次播放听力材料，要求学生听，并且填出表格所缺信息，即Tina 和Tara的不同之处。
【设计意图】
通过听力练习，帮助学生熟悉目标语言，学习is more outgoing than, works s hard as等用法。
Step 7：Super star
对教材中的2C进行改编，让学生用比较级来谈自已未来的变化，进一步对比较级进行应用。
【设计意图】
改编后更贴进学生的生活，树立学生的信心，增加学生的学习兴趣。
Step 8:Consolidation and Sum-up
1、让学生对已学知识进行总结，教师综合陈述。
2、让学生进行书面训练，巩固重点。.
设计目的:［1、让学生来做课堂小结，抓住了学生“敢于开口说英语”的心理，突出主动学习的重要性；教师作综合陈述，犹如给学生一颗定心丸，给学生增添了信心。2、强化练习，重点训练听写能力，进一步巩固本课所学内容。］
Step9 Homework
1、Do Workbook Exx.1-3.
2、Preview Section B.
Step10： Sing a song
利用多媒体播放英语儿歌The more we get together, the happier we’ll be.
【设计意图】
旨在帮助学生在学唱儿歌的同时。巩固目标语言，即比较级的用法。
Unit,3,Im,more,outgoing,than,my,sister.教案(五)
Unit 3 I’m more outgoing than my sister. 教学设计 教案
教学准备
1. 教学目标
1．能够谈论人的个性特点，如：Sam has longer hair than Tom.
2．能够简单比较人物特征，如：Is Tom smarter than Sam? No, he isn’t. Sam is smarter than Tom.
3．能听懂并指认所学人名，如：Tara, Tina, Tom, Sam, Peter, Paul等。 4．能初步用-(i)er和more对形容词和副词进行比较并学习了解形容词副词比较级的构成规则，如：smart / smarter; friendly / friendlier; outgoing / more outgoing等。 5．能在教师指导下了解形容词副词比较级的特殊变形，如：good / better; well / better等。
6．能认读并能工整书写所学单词：outgoing, better, loudly, quietly, hard-working等。 7．能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)。如：That’s Tara, isn’t it? No, it isn’t. It’s Tina. Tina is taller than Tara. 2. 教学重点/难点
1.能在教师指导下了解形容词副词比较级的特殊变形，如：good / better; well / better等。 2.认读并能工整书写所学单词：outgoing, better, loudly, quietly, hard-working等。 3. 教学用具
多媒体、板书
4. 标签
教学过程
复习时间
1.复习已学目标语和导入谈论人物个性特点的话题
(指向一名学生)Look at him and answer my questions.
What does he look like?
（He is tall and thin. He has short hair.）
2.仿照上述对话，组织Pair work复习活动
OK. Now let’s see two pictures. Let’s do pair work: Describe the people in the pictures about their height, build and hair.
学生双人活动，教师抽查几对学生
Well, let’s read the words together.
学生齐读单词(强化)
3.导入新课话题
Well, we’re going to learnUnit 3 I’m more outgoing than my sister.
4.引入单元标题
教师板书或课件显示：
Unit 3 I’m moreoutgoing than my sister. Period 1
教师询问几个学生：
Are you outgoing?
1a时间
读图，了解主题图—场景和人物
First, look at the picture. Please watch and read.
Then, answer:
Who are the pupils?
What are they doing on the stage?
(They’re some twins. They’re performing.)
You may answer either in English or in Chinese.
OK. Answer my questions.
(点击中间女孩)Who is the girl? What does she look like? (Tara. She is not very tall but her hair is long.)She is singing loudly. (随机教授单词loudly.)
(点击左上女孩)Who is the girl? (随机教授名字Tara) What does she look like? She is playing the electronic organ quietly. (随机教授单词quietly)
(点击右上男孩)Who is the boy?(随机教授名字Sam) What does he look like?
运用课件，激活学生曾学过的谈论人物特点的词汇
Now, Let’s describe the pupils in the picture.
学生描述途中人物的特点。教师给予评价(肯定或“纠正”，即让他们初步接触未学的描述人物个性特点的单词)
理解辨认有关描述人的个性特点的单词
Please open your books and turn to page 17. Look at 1a. Match each word with its opposite. (教师点击，示范tall的反义词short)
学生个人活动，复习已知的单词，接触未知的生词Now, let’s check.
核对1a任务的答案，学生进行自我评价。
学习并复习副词的形式
Let’s learn these words. Listen and repeat, please.
让学生观察loudly和quietly的共同特征，教师随即小结：大部分的副词都是以 -ly结尾。
1b时间
听前活动，了解对话谈论的人物。
There are three pairs of the twin brothers and sisters in the picture. Let’s observe the names.(学生齐读名字猜测孪生兄弟或姐妹，教师纠正发音。)
Why do you say Tom and Sam are twins? Why are Tina and Tara twin sisters? (学生能说出名词的特点)
Both Tara and Tina have “T” and “a”;
Tom and Sam both have three letters in the name and they both have “m”.(让学生初步接触单词both)
通过听力导入比较人物特征的功能项(目标语)
Let’s do listening practice. Don’t look at your books. Listen carefully. Then answer: How many pairs of twins do you hear?
听辨对话，感受目标语
Now open your books and look at 1b.
Listen again and number the pairs of twins in the picture.
核对答案。
视听会话的动画，并模仿跟读会话
Look, listen, watch and repeat.
初步了解形容词、副词的比较级形式
Now please read the comparatives of the words in 1a.