Unit6I’mmoreoutgoingthanmysister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SectionA和SectionB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,good2)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,shortest2.字母e结尾加r变比较级，加st变最高级：nice—nicer—nicest3.一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—thinnest4.以辅字母+y结尾,改y为i,再加er/est如easy—easier—easiest5.多音节形容词，在词前加more变比较级,加most变最高级。如：popular—morepopular—mostpopular不规则：good/well—better—best;bad/ill—worse—worst;many/much—more—most;little—less—leastetc.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)Atape-recorder,multi-medium，3）教学课时为五课时第一课时(TheFirstPeriod)Look,speakandListenforSectionA一、TeachingprocessdesignStep1:WarmingupGreetingandreviewwhatwelearntlastweek.PracticethetargetlanguageinUnit5,dosomeoralworkwithstudentstocreateanEnglishspeakingenvironment.A:Canyougototheconcert?Hereisaticketforit.B:Sure,I’dloveto.Howaboutyou?A:I’msorryIcan’t.B:Whynot?A:IhavetohelpmyparentsB:Thanksforasking.Step2:Lead-inBringoutaticketfortonight’sconcertandshowittotheclass.Introducethetopic“Canyougototheconcertthisevening?”bypointingtostudents.Askstudentstoanswer:Sure,I’dloveto.Thenaskstudentswhyyou’dloveto.Guidestudentstoanswer:Becausethisisapopularconcert.Therearedifferentkindsoffamouspersonsintheschoolband.”Step3:Look,ListenandWrite1aprovidesguidedlookingandwritingpracticeusingthetargetlanguage.TheteacherasksstudentstolookatthepictureonP31,andasksstudentssomequestionsaboutthepicturelikethis:T:WhereareMike’sfamilygoingthisevening?S:Totheconcertoftheschoolband.T:Whatcantheyseeintheconcert?S:Somestudents.T:Whatarethestudentsdoing?S:Theyareplayinginaband.T:Whoarethey?S:TheyareTara,Tina,Tom,Sam,PedroandPaul.T:CanMike’smotherrecognizethembytheirappearances?PleaseworkwithyourpartnersandtalkaboutwhattheylooklikeinsteadofMikeandhismother.Theteachermovesaroundtheroomandgivessomehelpasneeded.Askpairsofstudentstoshowtheirworks.Praisethemfortheirperformance.Thenaskstudentstomatchthewordsinactivity1awiththeoppositetofinishthetask.tall—short,thin—heavy,calm—wild,longhair—shorthair,Thenteachthenewwordstwice.Thengetstudentstochangethesewordsintothecomparison.taller—shorter,thinner—heavier,calmer—wilderlongerhair—shorterhair,Checktheanswerswithstudents.1bprovidesstudentswithlisteningpracticeinunderstandingthetargetlanguage...
