8a unit3教案Word格式.docx

1、Enable students to compare the twins using the target language.Teaching important and difficult points The use of comparatives. Teaching procedures and waysStep I Lead-in Ask two tall students and two heavy students to come to the front or draw some sketches, or show the following on the screen.Yao

2、Ming is very tall. / Mr. Liu is very tall.Xiao Min is very heavy. / Albert is very heavy.T: （Make a gesture） Mr. Liu is tall. Yao Ming is taller than Mr. Liu. （on the Bb） Xiao Min is very heavy. Albert is heavier than Xiao Min. （on the Bb）Show some objects and help students learn nicer and bigger.Fo

3、r example: This watch is nicer than that one. （on the Bb） This book is bigger than that one. （on the Bb）Step II Vocabulary （1a）Underline the following sentences on the Bb.1. Yao Ming is taller than Mr. Liu. 2. This watch is nicer than that one.3. Albert is heavier than Xiao Min. 4. This book is bigg

4、er than that one. Look at these sentences. Today well learn how to compare people or things. First tell me some words or expressions we can use to describe people. Ask students to write the words or expressions on the Bb. This will help them to recycle the words they have learned before.Deal with ac

5、tivity 1a. Ask one student to read the new words in activity 1a, and other students listen and correct the wrong pronunciation. Then do the match work. Please read the instruction, what is the meaning of “opposite”?Ss: 反义词。 Right. “tall” is matched with “short”, “tall” is the opposite of “short”. Ca

6、n you match the other words with the opposites?After they have finished the activity, check the answers. Then ask:Who is tall in our class?Who has long hair and who has short hair?Who is heavy and who is thin?Step III Listening and Speaking （1b, 1c）In this step, students will do some listening and o

7、ral practice with the target language.First, let them focus on the picture. Look at the picture. We can see six kids, right? They are three pairs of twins. Do you know twins? In fact, the twins were born at the same time to the same parents. Sometimes they look exactly the same, but not always.Note:

8、 Tina is a twin, Tara is Tinas twin sister, and theyre twins. You will listen to three conversations, please number the twins （1-3） in the picture.Play the tape. Students listen and number the twins. Play the tape again. And let students repeat the sentences that compare the twins in each conversati

9、on. They are:Sam has longer hair than Tom.Tina is taller than Tara.Pedro is heavier than Paul. Next, look at the conversation in activity 1c. Who would like to read the sample conversation? Hands up!S1: Is that Tara?S2: No, it isnt. Its Tina. Taras shorter than Tina. Whod like to talk about Tom and

10、Sam in the same way?S3: Is that Sam?S4: No, thats Tom. Tom has shorter hair than Sam, and hes calmer than Sam. Hmm. The conversation is in the picture. Use your own words, please. Is that Tom? No, it isnt, its Sam. He has longer hair than Tom. Pretty good. Now, work with a partner; make your own con

11、versations about Pedro and Paul. Then ask some pairs to present their conversations to the class. this/that用来询问不很熟悉的人，this距离较近，that较远，答时常用it代替。Step IV Listening （2a, 2b）This activity provides listening practice about how to change the adjectives into their comparative degrees. Look at the adjectives

12、 in activity 2a. Before listen to the recording, do you know which words are used with “-er / -ier”? . And which words are used with “more”?Play the recording. Let students listen and complete the chart. Check the answers.Play the recording again, and deal with activity 2b. Listen again. How are Tin

13、a and Tara different? First listen and write down the key words about Tina. Funnier, more outgoing and more athletic. This time, listen and write down the key words about Tara. More serious, smarter, and quieter.Step V Pair work （2c, 2d）This activity provides guided oral practice using the target la

14、nguage.Show the chart in activity 2c on the screen. Ask students to focus on the chart. Look at the note. Three flowers means Sam is taller than Tom. And what does one flower mean?S: Tom is shorter than Sam. Clever! （Point to the word quiet） Is Sam quieter than Tom? No. Tom is quieter than Sam. I li

15、ke questions. （Point to the word funny） Can you ask a question? Is Sam funnier than Tom? Yes, he is. Is Tom funnier than Sam? No, he isnt. Sam is funnier.Ask Ss to work in pairs. SA look at the chart on page 18. SB look at the chart on page 81. Ask and answer questions about Sam and Tom. Now lets re

16、ad the conversation in 2d. Can you role-play the conversation? Yes, we can. Ok, lets read it!HomeworkPreview the conversation in 2d on page 18. Period 2 Grammar Focussmarter, more serious, more athletic, note, mean, as, way, both, hers, physics, however, common, more than, in common, be good at 2. K

17、ey sentencesIm more outgoing than my sister.Are you more serious than Tina?My friend is the same as me. We are both quiet.I am a little taller than her.Enable students to talk about personal traits with the comparatives of adjectives.Teaching important and difficult pointsComparative with -er, -ier

18、and more. Step I Revision Check the homework. Step II Grammar focusAsk a student to read the sentences in the chart. When we compare Pedro and Paul, Tina and Tara, Tom and Sam, we use the comparative degrees of adjectives like funnier, taller and more athletic. Step III Practice （3a-3b） Now lets do

19、the exercises. Can you complete these sentences in 3a? Yes, we can. Teacher checks the answers. Ok, now we can think of ourselves two years ago. Can you tell me? Im taller now than I was two years ago. Im funnier now than I was two years ago. Yes, lets write them and answer the questions in 3b.Then

20、review the phrase: Have you found something new or something difficult for you? Pick them out and lets talk about them. We can use these sentences:1. as you can see 正如你所看到的as, conj. 以方式，像那样e.g. As you can see, the British like football very much.2. in some ways 在某些方面e.g. He is better than me in some

21、 ways. 3. both pron. 两者都We both have black eyes = Both of us have black eyes.conj. 常与and 连用 e.g. He can speak both English and Spanish.4. We both enjoy going to parties.enjoy + doing 喜欢做e.g. My sister enjoys going shopping very much. 5. She is a little more outgoing than me. I am a little taller tha

22、n her. 形容词比较级前可以加修饰语表示程度或差别大小。a little （a bit） 表示更一点much, even, far, still, any, a lot表示更的多若句中“of the two”时，形容词比较级前必须“the”。e.g. She is the quieter one of the two.Step IV Pair work （3c） Lets compare our parents. Check （） who is smarter, funnier, etc. in the chart in 3c. Ok! Can you tell me your answe

23、rs? Sure, of course. I think my mother is smarter than my father. I think my father is funnier than my mother. OK, you are great! Now your duty is ask your partner about his/ her parents. There is a saying “Like father like son”. In Chinese, it means “有其父必有其子”. Write about you and your father, telli

24、ng the things that are the same and different between you. Period 3 Section B （1a-2e）schoolwork, make, laugh, for, keep secrets For me / In my opinion / I think.Thats not very important for me.Enable students to express their own opinions on a good friend.Teaching important points Expressions used t

25、o describe a good friend. Teaching procedures and ways Step I Lead-in Who is your best friend, would you like to tell me? Yes, Judy. Does she like to do the same things as you? Yes. We always do the same things. （Ask another student） Who is your best friend? Is your friend popular in school? He is T

26、om. Everyone likes him. Is your friend good at sports? Yes. He is good at basketball. Is your friend good at schoolwork? Yes, he is. Today we will talk about good friend. What should a good friend be like?Step II Vocabulary and Speaking （1a, 1b）This activity helps Ss recycle vocabulary and introduce

27、s some new words. Ask students to read the descriptions of a good friend, then rank the things （1-7）. Herere some descriptions of a good friend. Which one do you think is the most important to you? Mark 1 before it. Mark 2 before the second most important thing. Mark 3 before the third most importan

28、t thing . till 7.Students read and rank the descriptions. In your opinion, which one is the most important? Now, work in groups of four and talk about what are important in a friend. Before students make their own conversations ask four students to read the sample conversation in activity 1b. Then point out the key words and expressions:1. be good at 2. be good at schoolwork = do well in schoolwork 3. make sb laugh （make sb do sth）;make sb happy/sad （make sb + adj.） Then ask two groups to come to the front and present their opinions. Step III Listening （1c, 1d & 1e