Uni2 SectionA(la-2d)教案 Unit2 I'm more outgoing than my sister 【课时】 Sectiona la2d(第1课时 【课型】 Listening and Speaking(听说课) 教本单元话题是“ Personal traits'”,功能是“ Talk about personal traits and compare people", Section A部 材|分从对人物个性特征对比的角度入手,向学生介绍形容词和副词的概念和用法,同时拓展学生相关的 分形容词和副词词汇,并训练学生比较级句型的运用及培养他们的语言结构意识。本课是一节“听说课 析型”呈现主要话题词汇,通过听说活动导入比较急这一语言结构,1a部分通过台下学生对台上的校 园乐队演唱会表演者的外貌等特征进行比较和讨论,引入形容词和副词的比较级基本结构,并在后面 的教学活动中,发展学生听说能力。 通过本课时的学习,在语言技能上,让学生体会形容词和副词比较级的运用,加入than几乎等同于汉 语“比”的概念,设法在学生脑海中建立起英语i)er和more相当于汉语“更”的概念,引导学生感 知语言特点,掌握语言结构。在策略上,采用听说课的主题教学活动的开展,在情感态度上,培养学 生正确开展对自己和他人的描述并给予简短评价,培养社交意识 语言知识目标 1.通过教师自身的情景式导入和与学生互动的问答形式,学习和巩固该话题下的词汇句型,激发调动 学生的求知欲,熟练使用以下词汇、短语和句型: outgoing, both, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win, though alented 教- Is that sam?
Unit2 SectionA（1a-2d）教案 Unit2 I’m more outgoing than my sister. [Q~Q%1805*98694@^] 【课时】SectionA 1a-2d （第 1 课时） 【课型】Listening and Speaking（听说课） [Q*@%&18059869^4] [Q%180&5~98#*694] 教 材 分 析 本单元话题是“Personal traits”, 功能是“Talk about personal traits and compare people”，Section A 部 分从对人物个性特征对比的角度入手，向学生介绍形容词和副词的概念和用法，同时拓展学生相关的 形容词和副词词汇，并训练学生比较级句型的运用及培养他们的语言结构意识。本课是一节“听说课 型”，呈现主要话题词汇，通过听说活动导入比较急这一语言结构，1a 部分通过台下学生对台上的校 园乐队演唱会表演者的外貌等特征进行比较和讨论，引入形容词和副词的比较级基本结构，并在后面 的教学活动中，发展学生听说能力。 通过本课时的学习，在语言技能上，让学生体会形容词和副词比较级的运用，加入 than 几乎等同于汉 语“比”的概念，设法在学生脑海中建立起英语-(i)er 和 more 相当于汉语“更”的概念，引导学生感 知语言特点，掌握语言结构。在策略上，采用听说课的主题教学活动的开展，在情感态度上，培养学 生正确开展对自己和他人的描述并给予简短评价，培养社交意识。 教 语言知识目标： 1. 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动 学生的求知欲，熟练使用以下词汇、短语和句型： outgoing, both, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win, though, talented -- Is that Sam?
No. that's Tom Sam has longer hair than Tom oth Sam and Tom can play the drums, but Sam plays them better than Tom. Nelly sang so well I think Lisa sang better than Nelly Which one was Lisa? The one with shorter hair. I think she sang more clearly than Nelly 学习策略: 2.通过听前的词汇分类与听中聚焦关键信息,学生能掌握该听力策略。 3.通过听后深度挖掘听力信息任务的设置和文本再构,学生能进一步去判断并思考表达观点,发展了 情感态度价值观目标 能够运用形容词和副词的比较级来正确客观评价身边的同学、朋友和家人。 教学教学重点 重难 l)掌握形容词及副词的比较级的规则和不规则表达形式。 点 2)能运用目标语言简单描述自己及亲友的性格特征。 3)通过听力训练提高综合听说能力。 教学难点:
学 目 标 -- No, that’s Tom. Sam has longer hair than Tom. -- Both Sam and Tom can play the drums, but Sam plays them better than Tom. -- Nelly sang so well. -- I think Lisa sang better than Nelly. -- Which one was Lisa? -- The one with shorter hair. I think she sang more clearly than Nelly. 学习策略： 2. 通过听前的词汇分类与听中聚焦关键信息，学生能掌握该听力策略。 3. 通过听后深度挖掘听力信息任务的设置和文本再构，学生能进一步去判断并思考表达观点，发展了 口语技能。 情感态度价值观目标： 能够运用形容词和副词的比较级来正确客观评价身边的同学、朋友和家人。 教学 重难 点 教学重点： 1) 掌握形容词及副词的比较级的规则和不规则表达形式。 2) 能运用目标语言简单描述自己及亲友的性格特征。 3）通过听力训练提高综合听说能力。 教学难点：
1)能准确掌握形容词和副词比较级的结构。 2)能准确运用目标语言来正确描述人物个性特征。 建议教情景交际法,任务型教学法,听说课的“3P”教学模式: 法 P一呈现(语言输入) P操练(L.机械操练2.听力训练) P一运用(语言输出) 设置情景意义操练 设计听后活动任务,先模仿再迁移 总结,听后设置任务提升学生语言运用能力 教学流(详见活动教学设计) 程 教学评1本课时的目标设计清晰可操作,活动的设计紧扣目标要求并与目标达成一致 2听中的活动设计遵循语言规律,由易到难逐层递进,充分体现语言输入到语言输出的完整过程。 3听后的活动设计体现对文本内容的深度挖掘和文本再构,体现了对学生思维品格的训练与培养
1)能准确掌握形容词和副词比较级的结构。 2）能准确运用目标语言来正确描述人物个性特征。 建议教 法 情景交际法，任务型教学法，听说课的“3P”教学模式 ： P--呈现（语言输入） P--操练（1.机械操练 2. 听力训练） P--运用（语言输出） 设置情景意义操练 设计听后活动任务，先模仿再迁移 总结，听后设置任务提升学生语言运用能力 教学流 程 （详见活动教学设计） 教 学 评 价 1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。 [Q*8059@86%94] [Q%&Q18^0598669#*4] [Q18~@*%0598694^] [Q~18#05@*98%694]
附:教学活动设计 步骤过程 措施(教师活动与学生活动) 「目的 持续性评价 Step 1 1.T: Check the answers that Ss have do 1利用课前预备单的练习题来帮助 I Greetin through the exercises before the class 学生预热本课时目标语言,初步掌握|.通过课前的预习, 预备| g and S: Ss prepares and reviews and finishes 形容词及副词比较级的基本结构。有培养学生的预习习 与激 Leading| somethi 效的激活学生与此话题相关的背景|惯。 活先 知识激活学生的前期知识,培养学生 期知|(3mins2 T: leads in the topic of this class by introducing the良好的预习习惯。 portraits of the well-known people 2学生利用老师提供 s. Ss learn some new words by answering the2真实情景式导入话题并呈现所需|的信息对老师进行提 questions 形容词汇,如: tall, short,ft,tin问 T: What's Yao ming like? outgoing等,激发学生的学习兴趣 S: He is tall T: How about Pan Changjiang? Is he tall?
附：教学活动设计 步骤 过程 措施（教师活动与学生活动） 目的 持续性评价 1 预备 与激 活先 期知 识 Step 1 Greetin g and Leading in ( 3mins ) 1.T:Check the answers that Ss have done through the exercises before the class. S: Ss prepares and reviews and finishes something. 2.T :leads in the topic of this class by introducing the portraits of the well-known people. S: Ss learn some new words by answering the questions . T: What’s Yao Ming like? S: He is tall. T: How about Pan Changjiang ? Is he tall ? 1.利用课前预备单的练习题来帮助 学生预热本课时目标语言，初步掌握 形容词及副词比较级的基本结构。有 效的激活学生与此话题相关的背景 知识激活学生的前期知识，培养学生 良好的预习习惯。 2.真实情景式导入话题并呈现所需 形容词汇，如：tall, short, fat, thin, outgoing 等，激发学生的学习兴趣 1.通过课前的预习， 培养学生的预习习 惯。 2.学生利用老师提供 的信息对老师进行提 问
S: No. he isnt. He is short T: Yes, Pan Changjiang is short, and he is shorter than Yao Ming New sentences leaming by pictures Liu yifei is thinner than Lin xinru The women are fatter than the man and the woman
[Q~18%#&05986^94] [Q#1805~9^866&9%4] [Q*&18059869%^@4] [Q@1805986~&^*694] [Q#1~8059&@86*94] S: No, he isn’t. He is short. T: Yes, Pan Changjiang is short, and he is shorter than Yao Ming. New sentences learning by pictures: Liu Yifei is thinner than Lin Xinru. The women are fatter than the man and the woman. …
let's match each word with its opposite 预习常用句型,如Ai… than B,学生能根据所给出的 both a and B.等,为后续听力活句型来熟悉比较级的 loudly 动中抓住关键信息做铺垫。 词汇信息。 (听前) 预习1a中的词汇, (5 mins) ong hair y|-hea.ngar- short hair;,|学生两人一组能利用 wietly-loudly 日标句型进行对话展 Step 3 (听中)| T: Then listen and number the pairs of twins 3.听1b中的录音,并在图中指出所通过听短对话,学生 the picture[1-3(1b) 描述的人物。 能抓住对话重点 mins) S: Listen and number the person 学生两人一组能利用 日标句型进行对话展 Practice the conversation in the picture above.|4lc练习通过观察图片信息,用上示 hen make conversations with the other twins一环节中的句型进行对话 A: Thats Tara, isn't it? B: No. it isn t It's Tina. Tina is taller han Tara. And she also loudly than ta the people in the picture? O Tom has shorter hair than Sam
Step2 Prelistening （听前） (5 mins) Step 3 Whilelistening （听中） (10 mins) T：let's match each word with its opposite. 1a tall loudly thin short hair ong hair heavy quietly short T: Then listen and number the pairs of twins in the picture [1-3] (1b) S: Listen and number the person T: Practice the conversation in the picture above. Then make conversations with the other twins. (1c) S: A: That’s Tara, isn’t it? B: No, it isn’t. It’s Tina. Tina is taller than Tara. And she also sings more loudly than Tara. T:Can you compare the people in the picture? S: ①Tom has shorter hair than Sam. ②Tina is more outgoing than Tara. 1. 预习常用句型，如 A is … than B， both A and B…等，为后续听力活 动中抓住关键信息做铺垫。 2. 预习 1a 中的词汇，tall – short; thin – heavy; long hair – short hair; quietly - loudly 3. 听 1b 中的录音，并在图中指出所 描述的人物。 4. 1c 练习 通过观察图片信息，用上 一环节中的句型进行对话。 学生能根据所给出的 句型来熟悉比较级的 词汇信息。 学生两人一组能利用 目标句型进行对话展 示 通过听短对话，学生 能抓住对话重点 学生两人一组能利用 目标句型进行对话展 示
T plays the mp3 or the first time and Point out the 5复习巩固目标句型,如:As.tan two columns and read the headings: -er, -ier and, both a and b are…,为后续听力做 more. Then point out the words in the box. Read准备和铺垫 2. Ss listen and write the -er and -ier words in the first column and the words that use more in the 识 3. Plays the recording and check the answers 部分学生应该能利用 培养学生听前预测和聚焦关键 此策略获取有效信 4 Point out the picture and the two boxes with the息和关注细节问题的听力策略息 ead ings tina is and tara is 5. Plays the recording and check the answers 6. Ss ask and answer in pairs A: Who is more outgoing, Tina or Tara? B: I think 能逐步掌握利用听中聚焦关键信息 A: How do you know that? 和关注细节的策略,容易地完成听力 任务
[Q180#*@5986%694~] 2 获 取 新 知 识 1. T plays the mp3 for the first time and Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them. 2. Ss listen and write the –er and –ier words in the first column and the words that use more in the second column. 3. T plays the recording and check the answers. 4. Point out the picture and the two boxes with the headings Tina is and Tara is. 5. T plays the recording and check the answers. 6. Ss ask and answer in pairs . A: Who is more outgoing, Tina or Tara? B: I think … A: How do you know that? B: Because..… 复习巩固目标句型，如： A is … than B, both A and B are …，为后续听力做 准备和铺垫 【 培养学生听前预测和聚焦关键 信息和关注细节问题的听力策略 能逐步掌握利用听中聚焦关键信息 和关注细节的策略，容易地完成听力 任务 部分学生应该能利用 此 策 略 获取 有 效 信 息
S=p4|1 Make your own conversations according to the进一步巩固听力内容,拓展学思维 information. Ask pairs to continue on their own 能在老师的引导下对 listening (with the following structure: 通过观察图片中的信息,用所学句型|2c中所出现的两个人 (听后)|S:Hn…, Do you know Sam and Tom? 进行造句。目的是让学生能够用语言物进行谈论。 (17mins) S2: Yes, they are my friends 表达所学知识。 SI: Is Sam the same as Tom? S2: No. Sam is taller than Tom 2 Read the conversation in 2d for the first time and通过阅读后设置题型,来让学生进 try to match the people with the right things 步熟悉书面考察的形式 Nelly b. with shorter hair 度 c. practice more and really wanted to win d. sang more clearly e. danced better 3. Read the conversation for the second time and finish the exercise
3 深 度 加 工 知 识 Step 4 Postlistening （听后） (17mins) 1. Make your own conversations according to the information. Ask pairs to continue on their own. (with the following structure:) S1: Hi, … Do you know Sam and Tom? S2: Yes, they are my friends. S1: Is Sam the same as Tom? S2: No, Sam is taller than Tom. S1: … 2. Read the conversation in 2d for the first time 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 3. Read the conversation for the second time and finish the exercise: 进一步巩固听力内容，拓展学生思维 通过观察图片中的信息，用所学句型 进行造句。目的是让学生能够用语言 表达所学知识。 通过阅读后设置题型，来让学生进一 步熟悉书面考察的形式 能在老师的引导下对 2c 中所出现的两个人 物进行谈论。 Nelly Lisa
A: Hello, did you like the singing competition? A 2 B I B: Yes, she did well But Mary did better than her. B: Because 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.C B: That girl in the red dress and with long hair. B: Yes, she is. and she is my cla assmate 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
[Q@&180%5^9869*4] [Q18#^0598&669@*4] A:Hello,did you like the singing competition? B:1. D A:2. B B:Yes,she did well.But Mary did better than her. A:3. A B: Because 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. C B:That girl in the red dress and with long hair. A:I see.5. E 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?
Step 5 1. Lead the Ss to find out the structure of this part summary 通过对话能让大多数 mary and the target languages to make your own 总结复习目标语言,使学生能进一步学生清晰回顾本堂课 iF Exercise conversations with the following structure 牢固地掌握目标句型,而且还能培养的课脉结构,并能引 A:Didyoulikethe..competitionlastweek?学生与学生之间的相互学习能力。导学生把所学比较级 价学生学 B: Oh, it's.... XXX played( sang/ danced/ 应用于生活中 really well A: Yes but I think xXX did better. i think she/he is more outgoing(active/ wonderful/ B: Yes but i think 2. let the Ss make their own conversations with the events happened recently 90%学生应该能比较 3. let the Ss show their works and the others can join 轻松容易的完成, the discussions 体现基础知识的当堂检测与及时反 4 Let's do some exercise 馈,并让学生能再次巩固本和运用堂 课的基础知识
4 评 价 学 生 学 习 Step 5 Sum mary and Exercise 1. Lead the Ss to find out the structure of this part: summary: use the target languages to make your own conversations with the following structure: A: Did you like the … competition last week? B: Oh, it’s …. XXX played ( sang/ danced/ …) really well. A: Yes, but I think XXX did better. I think she/he is more outgoing (active/ wonderful/ …) B: Yes, but I think … 2. let the Ss make their own conversations with the events happened recently. 3. let the Ss show their works and the others can join the discussions. 4.Let’s do some exercise. 总结复习目标语言，使学生能进一步 牢固地掌握目标句型，而且还能培养 学生与学生之间的相互学习能力。 体现基础知识的当堂检测与及时反 馈，并让学生能再次巩固本和运用堂 课的基础知识。 通过对话能让大多数 学生清晰回顾本堂课 的课脉结构，并能引 导学生把所学比较级 应用于生活中。 90%学生应该能比较 轻松容易的完成