八年级英语Unit 6 I’m more outgoing than my sister新人教版.doc

Unit 6 I’m more outgoing than my sister
一、知识目标
1）教学生掌握描述个人特征的词汇
2) 教学生掌握形容词的比较级以及表达比较的句型
3）教学生掌握目标语言运用
二、能力目标
1）听：能听懂描述个人特征的对话材料。
2）说：能比较两个人的相同点和不同点。
3）读：能读懂介绍他人特征的文章。
4）写：能写出Section A和Section B中的重点单词和重点句型，并能够写出自己和要好朋友间的异同点。
三、策略目标
1) 教学生学会通过看、听、说和讨论来获取信息。(看图作问答)
2）通过小组活动学习，学生能自由谈论自己的好朋友之间特征的异同点，
学会进行比较，并就某项具体工作找出较合适的人选。（个体与群体思维）
3）通过本单元学习，把握形容词比较级的用法，学会使用比较级来描述各自己的异同点，更好认识自已，扬长避短。(个性化学习与信息交换）
四、德育目标
1）通过本单元的学习，学会比较，认识事物与事物之间的异同，互学互爱。
2）通过对比好友的不同个性特征，学会相互尊重，扬长避短，取得进步。
五、重点与难点
1）重点：a.掌握形容词的比较级。
b.掌握形容词的三个等级：1）原级（即原形）tall, good 2)比较级 taller(较高), better(更好) 3）最高级 tallest(最高), best(最好) .
c.掌握形容词比较级和最高级的构成：规则和不规则变化。
规则：1.在词尾直接加er变比较级,加est变最高级如 shorter, shortest
2.字母e结尾加r变比较级，加st变最高级：nice—nicer—nicest
3.一个辅字母结尾的重读闭音节双写辅音字母，再加er或est
如：big—bigger –biggest, thin—thinner—thinnest
4.以辅字母+y结尾,改y为i,再加er/est 如easy—easier—easiest
5.多音节形容词，在词前加more变比较级,加most变最高级。
如：popular—more popular—most popular
不规则：good/well—better—best ; bad/ill—worse—worst;
many/much—more—most ; little—less—least etc.
2）难点：形容词比较级的用法。
六、教学准备
1）整理以前学过的形容词。
2)A tape-recorder, multi-medium，
3）教学课时为五课时
第一课时(The First Period) Look, speak and Listen for Section A
一、Teaching process design
Step 1: Warming up
Greeting and review what we learnt last week.
Practice the target language in Unit 5, do some oral work with students to create an English speaking environment.
A: Can you go to the concert? Here is a ticket for it.
B: Sure, I’d love to. How about you?
A: I’m sorry I can’t.
B: Why not?
A: I have to help my parents
B: Thanks for asking.
Step 2: Lead-in
Bring out a ticket for tonight’s concert and show it to the class. Introduce the topic “Can you go to the concert this evening?” by pointing to students. Ask students to answer: Sure, I’d love to. Then ask students why you’d love to. Guide students to answer: Because this is a popular concert. There are different kinds of famous persons in the school band.”
Step 3: Look, Listen and Write
1a provides guided looking and writing practice using the target language. The teacher asks students to look at the picture on P31, and asks students some questions about the picture like this:
T: Where are Mike’s family going this evening?
S: To the concert of the school band .
T: What can they see in the concert?
S: Some students.
T What are the students doing?
S: They are playing in a band.
T: Who are they?
S: They are Tara, Tina, Tom, Sam, Pedro and Paul.
T: Can Mike’s mother recognize them by their appearances? Please work with your partners and talk about what they look like instead of Mike and his mother.
The teacher moves around the room and gives some help as needed. Ask pairs of students to show their works. Praise them for their performance.
Then ask students to match the words in activity 1a with the opposite to finish the task. tall—short, thin—heavy, calm—wild, long hair—short hair,
Then teach the new words twice. Then get students to change these words into the comparison. taller—shorter, thinner—heavier, calmer—wilder
longer hair—shorter hair, Check the answers with students.
1b provides students with listening practice in understanding the target language in spoken conversation, and recognizing the target words by pronunciation.
Ask students, “Who is Tina?” Then help students to answer, “The girl beside Tara.” The teacher ask, “Is it hard to tell them from each other?” Students answer, “Yes.” And then ask, “Do you think they are twins?” Students answer, “Yes.” At last ask them to listen to the tape carefully and number the pairs of twins (1-3) in the picture.
Play the recorder and then check the answers to finish 1b.
Step 4: Practice with pair work
Ask students if they have any twin friends. And ask them how to tell the twin friends from each other. Then students start oral practice using the target language from 1c with the following sample like this:
A: Is that Tara?
B: No, it isn’t. It’s Tina. Tara is shorter than Tina.
A: (Pointing to Tom) Is that Sam?
B: No, it isn’t. It’s Tom. Sam is wilder than Tom.
Then ask students to work in pairs and practice the conversation in the picture above. Then make conversations about the other twins. While students are working, the teacher is moving around the room giving some help as needed. Ask pairs of students to show their works. Praise them for their good works.(finish 1c)
Step 5: Listen and talk about vacation activities
The teacher explains that 2a provides guided listening practice using the target language. Let students learn to gain information from listening.
Tell students that comparisons of adjectives ended with –er/ ier which sounds[].Students listen carefully to the recorder and tell which words in the box used with “-er/ier” or “more” And fill in the chart on the left. Check the answers with students in 2a:
“-er /-ier”: funny , quiet, smart; “more”: serious, outgoing, athletic.
Tell students that 2b shows us how Tina and Tara are different. Ask students to focus on the differences between the twin sisters and fill in the chart. Look at the picture and listen to the recording once more. And then check the answers with the whole class like this: “Tina is funnier than Tara.” (finish 2b)
Step 6: Group work
2c provides guided oral practice making a comparison.
The teacher asks students to work in pairs. One student looks at the chart in 2c and the other looks at the chart on Page 89. Ask and answer questions about Sam and Tom. Note:*** means Sam is taller than Tom.
A: Is Tom smarter than Sam?
B: No, he isn’t. (Write down: Tom * and Sam ***)
(Ask back) Is Sam taller than Tom?
A: Yes, he is. (Write down: Tom * and Sam ***)
(Ask back) Is Tom more athletic than Sam?
B: Yes, he is. (Write down: Tom *** and Sam*)
Then ask students to work in pairs and make “ask and answer” . And then write down the information in the chart. The teacher moves around the room and gives support as needed. Then ask pairs of students to act out their dialogue in front of the class by checking the answers.
Don’t forget to praise them for their excellent performance.
Step 7: Homework
1) Sum up the comparative Degrees of Adjectives.
2) Preview 3a ,3b & 4 on Page 33.
二、Word Explanation
1. more adj.(many/ much的比较级)更多的,More than one student comes.
some more tea; once more; two more people=another two people
2. than conj. He is taller than his brother/ I / me.
3. calm adj. Be calm=be quiet; vi. Calm down！ 冷静一点!
4. athletic adj. 体格健壮的, 活跃的
5.wild adj. 杂乱的， 轻率的；任性的，狂妄的
三、Exercise for the first period
1) 同义转换。
1. A: Is that Sam? No, that’s Tom. B: Is ____ Sam? No, ____ Tom.
2.A: Sam has longer hair than Tom. B: Tom has ______ hair______ Sam.
3. A: Sam is wilder than Tom. B: Tom is ______ ______ Sam .
4. A: Paul is thinner than Pedro. B: Pedro is __________ _____ Paul.
5. A: Tara is shorter than Tina. B: Tina is ______ _______ Tara.
2) 写出下列单词的比较级。
1.funny_________ 2. athletic___________ 3.heavy__________
4.thin__________ 5.serious____________ 6. outgoing _____________
7.wild_______ 8. smart _______ 9.short ________ 10. tall __
Answers：1) 1.it, it’s 2.shorter, than 3.calmer than 4.heavier than 5.longer than
2) 1. funnier 2.more athletic 3.heavier 4.thinner 5.more serious 6.more outgoing
7.wilder 8.smarter 9. short 10. taller
四、Rethinking for the first period
1)Successful Ways:
2) Failed Lessons:
第二课时(The Second Period) Grammar Focus for Section A
一、Teaching process design
Step 1: Review and warm up
Greeting.
Lead in. Ask students freely to compare different people and things that they learn about in daily life by saying “*** is … than **”. Give an example:
I am taller you. You are shorter than me. He is funnier than she/ her. etc.
Step 2: Grammar notes
Remind students they should be careful about the English adjectives and adverbs have three degrees: the original degree, the comparative degree and the superlative degree. Introduce the three forms of each adjective. Explain how to use it. Pay more attention to the target language structure:
1.Pedro is funnier than Paul. (funny [change y to i, add er] funnier)
2.Tina is taller than Tara. (tall [add er] taller )
3.Tom is more athletic than Sam. (athletic [use more ] more athletic)
Step 3: Read and Write
3a provides reading and writing practice using the target language. First ask students to talk about the photos of the twin sisters showed in 3a. And ask students to guess what the article is about. Then ask students to read the article and write “T” for true, “F” for false or “Dk” for don’t know according the statements about the article. The teacher moves around the room and gives support as needed. Check the answers with students: 1.Dk 2.T 3.F 4.T 5.T
Let students read the article again and list Liu Li and Liu Ying’s characters: 1.Similarities:
2.Differences:
The teacher ask students to sum up the language points. They should be explained by the teacher.
Step 4: Pair work
3b provides students the oral practice using the target language. The teacher asks students to practice the conversation according to3b. Make a conversation with their partners by bringing some photos with them and showing them to each other. Tell your partner about things that are the same and different between you and a member of your family and a friend by saying, “I have a friend. In some ways he is the same as me, but in some ways he is different from me. He is a little shorter than I. He has longer hair than me. He is as quiet as I(=We are both quiet). He is not as athletic as me. We don’t look the same. And so on.”. Then The teacher moves around the room and gives support as needed.
Then ask pairs of students to show their works. Remember to praise them for their brave performance.
Step 5: Group work: Invite a friend
This activity provides students an opportunity to speak English with target language leant in this unit. Each student write your name on a piece of paper and put it in a bag. Every student takes a paper from the bag to find a partner. They have three minutes to make a list of things that are the same and different between you and your partner. The pair with the most items(项目) wins.
The same
Different
We’re both girls.
I’m taller than she is.
We’re both quiet
She has longer hair than I have.
…
…
Don’t forget to congratulations to the winner on the competition.
Step 6: Homework
1) Describe the similarities and differences between you and your friend.
2) Preview Section B
二、Word Explanation
1.as代词, “正如，这一点”
2. in some ways 在某些方面. By the way顺便问一下，in this way用这种方式，on one’s way (home ,to school)在某人…路上
3.be good at(sth / doing sth)=do well in.
4. enjoy doing sth
5.be both , both like, both A and B=not only A but also B, both of them
三、Exercise for the second period
根据课文填空。
Here are _______(1)of me and my twin sister Liu Ying. ______(2)you can see, in some ways we look the______(3), and in some ways we look ______(4). We ______(5)have black eyes and black hair, although my hair is shorter than ______ (6). We both like______(7), although Liu Ying is ______(8)athletic than me. She’s more outgoing, and I’m._____(9).However, we both enjoy ____ (10) to parties.
Answers: 1. photos 2.As 3.same 4.different 5.both 6.hers 7.sports 8.more 9.quieter 10.going
四、Rethinking for the second period
1)Successful Ways:
2) Failed Lessons:
第三课时(The Third Period) Look, Listen and write for Section B
一、Teaching process design
Step 1: Lead in
Greeting
Using the target language “A is more…/…-er/…-ier than B”. Ask students to talk about their friends and themselves comparing each other.
Step 2: Look and speak
Review the vocabulary and sentence structure which we have learnt in Section A. Ask students to discuss what kinds of things are important in a good friend. Make a list from 1a on Page 34 on the blackboard. Then teach them.
A good friend…
___ a. has cool clothes ____b. is popular in school
___ c. likes to do the same thing as me ____d. is good at sports
___e. is good at schoolwork _____f. makes me laugh
___g. is honest _____h. is kind
It’s up to 1b. Ask students to work in groups of four to talk about what they think a good friend should be like. Students learn to express themselves using the target language like this:
A:I think a good friend makes me laugh.
B: For me, a good friend likes do the same thing as me.
C: Yes, and a good friend is popular, too.
D: That’s not very important for me. A good friend is kind and honest.
The teacher moves around the room and gives support as needed. After the discussion ask students to tell their opinions. At last, the teacher comments on their presentation and sum up all their opinions: Friends are teachers Friendship helps us understand who we are and why we need each other and what we can do for each other. Then draw a conclusion: A good friend in need is a good friend indeed. .
Praise them for their good works.
Step 3: Listen and Tick
2a and 2b provide students with listening practice using the target language. Before students listen to the recorder, let students be familiar with the content of the chart—Holly and Maria are talking about their best friends. Ask students to predict what they like about their best friends. Guide the students carefully to listen to the conversation between Holly and Maria and write down what they like about their best friends. Play the recorder. Check the answer with students to finish the first column of the chart in 2a.
2b requires students to look at the second and third columns of the chart above and listen to the recorder again. Play attention to Holly and Maria are the same as and different from their best friends. Check the answers with students in the chart. (Finish 2b)
As for 2c, ask students to work in pairs to talk about Holly and Maria and their best friends. Give a sample dialogue:
A: Holly’s best friend is funnier than she is.
B: Well, Maria and her best friend are both tall.
C: I think Holly and Maria both get along well with their best friends.
The teacher moves around the room and help them to overcome their conversation obstacles. Ask students to show their works. Praise them for their performance.(Finish 2c)
Step 4: Read and write
Pre-read “the article” in3a.
Some friends have opposite views and interests, and some like the same things. What is your opinion? Should friends be different or the same? We asked some people what they think and this is what they said in the article. Please read the article and underline the words that describe what people are like. This helps students learn how to seize the key words to describe people. Check the answers: quiet, smart, athletic, tall, outgoing
It’s up to 3b. This activity provides students with writing practice using the target language.
Ask student