2016年最新人教版初中英語(yǔ)八年級(jí)上冊(cè)說課稿全集.doc

2016年最新人教版初中英語(yǔ)八年級(jí)上冊(cè)名師精品說課稿UNIT1Wheredidyougoonvacation?說課稿（模板一）一說教材1. 本單元所談?wù)摰脑掝}是where did you go on vacation? 這個(gè)單元我們所涉及到的時(shí)態(tài)是一般過去時(shí)態(tài)，可以說是以上一單元的擴(kuò)展，本單元出現(xiàn)了更多樣的句型，例如：where did ? what did? Did you? How was/were?盡管這些句型掌握起來有些難度，但將其置于同學(xué)們所熟悉所喜歡的談?wù)摷偃丈畹脑掝}中，便可激發(fā)學(xué)生表達(dá)的欲望，從而使學(xué)生感興趣進(jìn)而掌握。2. 本單元共分56課時(shí)，本課時(shí)是第3課時(shí)，section B 是整個(gè)單元的重心。是對(duì)sectionA所講知識(shí)的歸納拓展，例如形容詞的拓展。同時(shí)還涉及到了對(duì)學(xué)生聽說讀寫四項(xiàng)基本語(yǔ)言技能的培養(yǎng)，使其語(yǔ)言運(yùn)用綜合化，使零散的語(yǔ)言整體化。寫的技能雖在本課時(shí)中未做體現(xiàn)，但本課所學(xué)句型結(jié)構(gòu)、詞匯都是為這個(gè)主題服務(wù)，做鋪墊的。二說目標(biāo)本課時(shí)的重點(diǎn)就是通過聽力材料所引出的句型“where did?what did? Did you? How was/were?”以及3a中日記的復(fù)述。日記的寫作及關(guān)鍵句型將在下一課時(shí)中詳細(xì)講解?？傮w來說，學(xué)生對(duì)句型均已熟練掌握，基本上達(dá)到了預(yù)期目標(biāo)。三說教法在我的每堂課的教學(xué)中基本上都體現(xiàn)了“鞏固前面所學(xué)知識(shí)拓展新知識(shí)點(diǎn)為重點(diǎn)難點(diǎn)教學(xué)打基礎(chǔ)”這三步曲，在每進(jìn)行一步基本都與學(xué)生互動(dòng)、調(diào)動(dòng)學(xué)生積極性的活動(dòng)，如引課出的“brainstorm”，講解單詞中的讓學(xué)生當(dāng)堂記憶，聽力材料中的編制小對(duì)話以及日記部分的給出關(guān)鍵復(fù)述課文。使學(xué)生成為課堂教學(xué)每個(gè)環(huán)節(jié)的主體。四. 說教學(xué)過程1 教具學(xué)具本身就是教師為提高課堂教學(xué)效果而選取的輔助工具。而由于本課時(shí)容量較大，本身課本安排較新穎，具有很強(qiáng)的實(shí)用性，插圖配置也很合時(shí)合時(shí)，因此本課時(shí)除了聽力的導(dǎo)入展現(xiàn)了幾幅圖外沒有新增圖片。2 在導(dǎo)入新課前，我先給學(xué)生展示了笑臉 及有趣的句子，使學(xué)生與老師的陌生感逐漸消除，從而更積極參與課堂教學(xué)。接下來很快用頭腦風(fēng)暴的方式復(fù)習(xí)本單元重點(diǎn)詞組引出形容詞及其分類，過渡自然，順理成章。在2a聽力材料前我出示了幾張圖片可以對(duì)學(xué)生想象、思維進(jìn)行引導(dǎo)，使其馬上轉(zhuǎn)到下一版塊的學(xué)習(xí)。之后安排了幾組對(duì)話可充分鞏固重點(diǎn)，達(dá)到強(qiáng)化訓(xùn)練的目的，又承接了下一版塊的travel diary。關(guān)于日記，本課時(shí)只是進(jìn)行了一個(gè)引入，教給學(xué)生閱讀的方法復(fù)述法。在教學(xué)過程中學(xué)生完成的較理想。五.說不足及心得本課時(shí)自認(rèn)為有以下需改進(jìn)之處：?jiǎn)卧~講授有拖贅之感聽力部分外理不夠細(xì)致，沒有注重細(xì)節(jié)對(duì)話的編制也有些過于刻板，沒有完全展開，可將教案中安排的my unforgetful vacation 進(jìn)行了日記的講授注重了內(nèi)容的完整性復(fù)述，卻沒有明確指出重點(diǎn)?？傊?，這是第一次講授新教材的公開課，我知道自己對(duì)教材的安排整合還做得不夠到位，希望自己能盡快地熟悉教材適應(yīng)及勝任。實(shí)踐是檢驗(yàn)真理的唯一標(biāo)準(zhǔn)，通過這次實(shí)踐性的學(xué)習(xí)我受益匪淺。希望各位老師能提出更多寶貴的建議供我學(xué)習(xí)提高。也希望類似的教研活動(dòng)多多開展。Unit1Wheredidyougoonvacation?說課稿（模板二）邱廟中學(xué)馬方圓Goodafternoon,ladiesandgentlemen.MynameisMaFangyuan.Imverygladtohavethepleasureofinterpretingmylessonheretoday.ThelessonplanIamgoingtopresentisfromGoforitGrade8Unit1Wheredidyougoonvacation?Iwillpresentmyteachingplanfromthefollowingfouraspects:theanalysisofteachingmaterial,theteachingmethodsandstudyingways,teachingproceduresandblackboarddesign.Teachingphilosophy:AccordingtotheNewEnglishCurriculumCriterion,teachershouldplayasaguiderandletthestudentsplayamoreimportantroleinclass.SoIdesignthisclasswiththepurposetoletthestudentsbethecenteroftheclass.Asthestudentsarejuniorstudents,sothislessonwillbemorefocusedonthestudentsabilityofcommunicationsuchasspeakingandlistening.AnalysisoftheTeachingMaterials.Thetopicofthisunitisaboutthepastevents.ByusingtheSimplePastTense,whichisessentialinjuniorEnglish,studentswilltalkabouttheirpast.Thistopicisabouttheirexperiencesandplacestheyhavevisitedontheirvacations.Soithelpsbringbacktheirmemoriesandlearningmotivations.AnalysisoftheStudentscharacteristicThestudents,whohavebeenlearningEnglishforalmostayear,arehavingsomebasicknowledge.AsforlivinginChinaandthesurroundingenvironment,studentsarelearningimpassivelyandirregularly.ButtheJunior1hasshowedthemselvesverycreative,capableandofplasticityastheyredoingsowellinwhattheyreinterestedinsuchasgamesandCAI.TeachingAimsandDemands1.Knowledgeobjectivesa.Toenablethestudentstoread,tospell,tounderstandthevocabularycorrectly.b.Tohelpthestudentsaskandanswerthenewsentencepattern:Wheredidyougoonvacation?2.Abilityobjectives.a.Toimprovethestudentsskillsoflistening,speaking,readingandwriting.b.Toencouragethestudentstocommunicatewithothersusingthenewsentencepattern.3.Emotionobjectives.a.Totrainthestudentstocooperatewellingroupsandinpairs.b.TobeinterestedincommunicatinginEnglish.TeachingKeypointsanddifficulties1.Keypointsa.Keyvocabulary:NewYorkCity,summercamp,museumb.Keystructures:Wheredidyougoonvacation?Iwentto2.DifficultiesUsethenewsentencepatterntotalkaboutsomeactivities.TeachingMethods1. Task-basedEnglishteachingmethodThatstosayIllletthestudentsfinish1blisteningtaskandmakeshortdialoguesalongwiththeactionstohelpthestudentsgetabetterunderstandingofthekeystructures.2.CommunicationEnglishteachingmethodIllsetupadreamandaskthemtopresentthemselvesasreporters.Thisway,thestudentscansayfreelyandneednttoworryaboutmakingmistakes.TeachingprocedureIllmainlytalkaboutthispart.Itconsistsof5steps.Step1Warming-upandreview1.Makeafreetalkbetweenteacherandstudents.Howwasyourvacation?Whatdidyoudo?Andwheredidyougo?2.WritedownthepasttensesoftheverbsthatIshowinCAI.Purpose:Thisstepisinordertoreviewwhatthestudentshavelearntinlastterm.Thatway,Icanleadthemintothenewlessonsmoothly.Ithingitsusualbutpractical.Step2Presentation1.Learnthenewwordsandexpressions.a.Lead-in:askstudentssomequestions:Didyougosomeplaceonvacation?Whatdidyoudo?Wheredidyougoonvacation?b.CAIshowsmanypicturesofmyactivities,whicharealsotheactivitiesin1a.c.Askstudentstoreadandspellthephrases.d.Do1a.Matchtheactivitieswiththesepictures(a-g).e.Playaguessinggame:Showsomepicturesandhavethestudentstoguess,Iwillpraisethestudentswhoanswermorequickly.Purpose:IputthevocabularylearningintopicturesinordertopromptthemtofinditveryinterestingtolearnEnglish.ByCAI,studentscanmatchthevocabularywiththerealthingsdirectlyandmasterthemeasily.Step3Listeningpracticea.Tellthestudentstolistentothetapeandnumberthepeople(1-5)inthepicture.b.Playtherecorderforthefirsttime,andthenchecktheanswersc.Playtherecorderagain,studentsimitatetheconversation.Payattentiontotheirpronunciationandintonation.Purpose:Thisisabasicandnecessarystep,whichcandevelopthestudentsskillsoflistening,reading.Step4Pairworka.Teacher-student:-wheredidTinagoonvacation?-Shewenttothemountains.b.Askthestudentstopracticeinpairs.Thentheychooseonepicturetomaketheirownconversationandactitout.Purpose:“Task-based”teachingmethodisusedheretodevelopthestudentsabilityofcommunicationandtheirabilityofco-operation.Thisoralpracticeofusingthetargetlanguagecanconsolidatethekeystructureanddevelopstudentsskillofspeakingandsenseoflanguage.Step5Makeasurvey.Havestudentspretendtobereporterstointerviewanyonetheywanttoaskabouttheirvacation.Purpose:Afterlearning1a-1c,itstimetoextendwhattheylearntjustnowandgivethestudentsafreespacetoshowtheirabilities.Withtherealsituations,studentswillfeeleasyandsuccessfulduringthispart.Bywayofcommunication,thestudentswillunderstandhowtousethekeystructurebetterandconsolidatetheknowledgefirmly.Step6HomeworkRecitethekeywords,phrasesandtargetlanguagesinthispart.Purpose:IthinkhomeworkissoimportantthatthestudentscanspeakEnglishasmuchastheycaninclassorafterclass.Isetthisstepinordertopracticestudentsskillsofspelling,speakingandwriting.BlackboardDesignOk,thisismyblackboarddesign.Onthetopisthetitleofthislesson.AndIwillwritesomekeywordsontheleftandthestructuresoftheexpressionontheright.Itisclearforstudentstoknowtheimportancethattheyshouldremember.Thatsallformypresentation.Thanksforyourattention.Unit2Howoftendoyouexercise？說課稿（模板一）.Analyisofteachingmaterial1.Thetopicofthisunitisaboutfreetimeactmties。Suchtopicisrelatedtostudentsdailylife.Soitishelpfultoraiselearninginterestofstudents.Ifstudentscanlearnthisunitwell，itwillbehelpfultomakestudentslearnthetherestofthisbook.2.TeachingAimsandDemands(1)KnowledgeObjectInthisunitstudentslearntotalkabouthowoftentheydothings.(2)AbilityObjectsToimprovestudentsabilityoflistening，speaking，readingandwriting.(3)MoralObjectsTohelpstudentsformagoodeatinghabit.Todoexerciseeverydayandkeepfit.3.TeachingKeyPointTomasterthekeyvocabularyandthetargetlanguagepresentedinthisunit.4.TeachingDifficultPointTotrainstudentshowtousethekeyvocabularyandthetargetlanguagebyreadingandwriting.5.StudyingWaysTeachstudentshowtousecontext.Teachstudentshowtodoasurvey.LanguageFunctionTalkabouthowoftenyoudothings.TargetLanguageWhatdoyouusuallydoonweekends?Isometimesgotothebeach.Howoftendoyoueatvegetables?Everyday.Mostofthestudentsdohomeworkeveryday.StructureWh-questionsWhatdo?Howoften?AdverbsoffrequencyAll/most/some/noneV.Vocabularyalways，usually，often，sometimeshardly，ever，never,exercising，shopping，skateboardingonce，twice，threetimesaweek，month,everyday,milk，junk，food,drink.Recyclingreading，watchingTV，gotothemovies,fruit，vegetables.LearningstrategiesUsingcontext.Transforminginformation.TeachingtimesSixperiodsPeriodOneTeachingAims:1.Learntotalkabouthowoftendoyoudothings2.Tolearnthewordsoftheadverbsoffrequency.TeachingDifficulties:1.words:exercise,skateboard,hardly,ever,shop,once,twice,time,surf,internet,program.2.phrases:howoften,onweekends,gotothemovies,exercise,goskateboarding,always,usually,often,never,hardlyever,sometimes.3.Sentencepatterns:Whatdoesshe/hedoonweekends?Sheoftengoestothemovies.Howoftendoyoushop?Onceaweek/Twiceaweek.TeachingAids:Taperecorder;Multi-Media.TeachingProcedures:Step1：Greeting.1.Teacher:Summervacationisover.Ithinkyouhadawonderfulvacation,amIright?Didyouenjoyyoursummervacation?Couldyoupleasetelluswhatyoudidinyoursummervacation?2.Encouragestudentstosharetheirholidayswiththewholeclass.Step2：LeadinginTeacher:Oh,youhadahappyandcolorfulvacation.Todaywewilltalkaboutmoreactivitiesonweekends.First,letsthinkaboutwhatwecandoonweekends.(Asksomequestionsandletstudentsthinkitover).Teacher:Ioftensingonweekends,whatdoyouusuallydoonweekends?S1:Ioftentakepianolessons.Teacher:Whatdoessheusuallydoonweekends?(Askanotherstudent)S2:Sheoftentakespianolessons.Teacher:Whataboutyou?(AskS2)S2:IoftenplaybasketballTeacher:Whatdoesheusuallydoonweekends?(Askanotherstudent)S3:Heoftenplaysbasketball.(Askmorestudentsinthesameway)Step3：1aLookatthescreen.Makealistofthedifferentweekendactivities.Firstletstudentslistdifferentactivities,thenTeacher:Nowworkinpairs,askandanswer-Whatdoeshe/shedoonweekends?-Shegoesshopping./Shereadsbooks./Heexercises./HewatchesTV./Shegoesskateboarding.Step4：1bListenandwritethelettersfromthepictureaboveonthelinesUnit2Howoftendoyouexercise？說課稿（模板二）一、 教學(xué)背景分析（一）教學(xué)內(nèi)容分析本單元的中心話題是exercise. 主要語(yǔ)言功能項(xiàng)目是Talk about how often people dothings.以活動(dòng)為主線，圍繞著談?wù)摶顒?dòng)頻率等語(yǔ)言功能項(xiàng)目展開了一系列任務(wù)活動(dòng)。教材內(nèi)容從基本語(yǔ)言知識(shí)到語(yǔ)言綜合運(yùn)用層層遞進(jìn)，聽說讀寫依次展開，以一種循序漸進(jìn)的生活化的學(xué)習(xí)程序，引導(dǎo)學(xué)生在做事中有目的地學(xué)習(xí)語(yǔ)言。（二）教學(xué)目標(biāo)新課程標(biāo)準(zhǔn)之基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力，而這種綜合語(yǔ)言運(yùn)用能力的形成是建立在語(yǔ)言知識(shí)、語(yǔ)言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)的整體發(fā)展基礎(chǔ)上的，根據(jù)本課教學(xué)內(nèi)容和學(xué)生知識(shí)結(jié)構(gòu)及認(rèn)知特點(diǎn)，本單元的教學(xué)目標(biāo)確定為：1、語(yǔ)言知識(shí)目標(biāo)：掌握談?wù)撨\(yùn)動(dòng)以及表述做某件事情的詞匯和語(yǔ)言結(jié)構(gòu)。2、語(yǔ)言技能目標(biāo)：通過學(xué)習(xí)本課，學(xué)生能夠用英語(yǔ)互相討論課余時(shí)間的活動(dòng)安排。3、情感態(tài)度目標(biāo)：（1）通過情景的設(shè)置和活動(dòng)的開展，引導(dǎo)學(xué)生在體驗(yàn)、實(shí)踐、參與、合作和交流中，積極主動(dòng)地學(xué)習(xí)語(yǔ)言，體會(huì)在做事中學(xué)習(xí)英語(yǔ)的喜悅。（2），培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的強(qiáng)烈興趣，樂于參加各種活動(dòng)的積極情感，提倡健康生活方式。4、學(xué)習(xí)策略目標(biāo)：（1）Disscussion. 通過小組討論、開展調(diào)查等研究，明確在用中學(xué)、交流中學(xué)習(xí)的想法。（2）Classifying. 通過分類法，可簡(jiǎn)化學(xué)習(xí)過程，利于記憶。（3）Guessing. 通過猜測(cè)，并大膽發(fā)言，以學(xué)習(xí)新知。5、文化意識(shí)目標(biāo)：了解不同的生活方式以及表示頻率的一些常用表達(dá)法（三）教學(xué)重點(diǎn)和難點(diǎn)教學(xué)重點(diǎn)：使學(xué)生熟練掌握運(yùn)用Hoe often.? 問句詢問他人的活動(dòng)并能對(duì)他人的詢問做出準(zhǔn)確回答，使學(xué)生學(xué)會(huì)運(yùn)用 I often.句型談?wù)撟约旱幕顒?dòng)，而且能進(jìn)行實(shí)際交際。為了突出重點(diǎn)，每一個(gè)環(huán)節(jié)都要以教學(xué)重點(diǎn)為依托，圍繞著談?wù)撜n余生活展開豐富的訓(xùn)練，并采用實(shí)物和多媒體等教學(xué)手段，運(yùn)用大量的動(dòng)畫設(shè)計(jì)，使學(xué)生在一種生動(dòng)活潑逼真的氛圍中獲得信息掌握知識(shí)。教學(xué)難點(diǎn)：1、交際用語(yǔ)How often do you exercise？ I/She/He often.2、學(xué)會(huì)使用usually,once a month,twice a week等的運(yùn)用二、教學(xué)方法和學(xué)習(xí)策1、教法（1）本單元話題源自生活，立足這一點(diǎn)，充分利用學(xué)生已有的知識(shí)和經(jīng)驗(yàn)，創(chuàng)設(shè)生活化的真實(shí)（或半真實(shí)情景）引導(dǎo)學(xué)生在運(yùn)用語(yǔ)言中學(xué)習(xí)語(yǔ)言，然后在學(xué)習(xí)新的語(yǔ)言知識(shí)后創(chuàng)造性地運(yùn)用語(yǔ)言（為用而學(xué)，在用中學(xué)，學(xué)了用）。（2）開展多種類型任務(wù)活動(dòng)，提供給學(xué)生合作交流的空間和時(shí)間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究學(xué)習(xí)。2、學(xué)習(xí)策略：（1）通過Disscussing, Classifying and Guessing等形式多樣的活動(dòng)，促使學(xué)生運(yùn)用認(rèn)知策略進(jìn)行有效地學(xué)習(xí)。（2）在與同學(xué)合作完成任務(wù)的活動(dòng)中主動(dòng)探究和學(xué)習(xí)語(yǔ)言；并運(yùn)用知識(shí)內(nèi)在規(guī)律幫助記憶、鞏固知識(shí)。Unit3Immoreoutgoingthanmysister.說課稿SectionA1a1c（第1課時(shí)）學(xué)習(xí)目標(biāo)1) 能掌握以下單詞：outgoing,better,loudly,quietly,hard-working,competition,fantastic,which,clearly,win能掌握以下句型： TinaistallerthanTara.SamhaslongerhairthanTom.ShealsosingsmoreloudlythanTara.2)能掌握以下語(yǔ)法：形容詞或副詞比較級(jí)形式的構(gòu)成。表示兩者進(jìn)行比較的句式結(jié)構(gòu)。3)情感態(tài)度價(jià)值觀目標(biāo)：能對(duì)人物的外表進(jìn)行描繪，個(gè)性進(jìn)行比較。教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)：1)形容詞或副詞比較級(jí)形式的構(gòu)成。2)表示兩者進(jìn)行比較的句式結(jié)構(gòu)。2.教學(xué)難點(diǎn)：HehasshorterhairthanSam.IsTomsmarterthanTim?ShealsosingsmoreloudlythanTara.三、教學(xué)過程.Lead-in1.AskSstowritedownasmanyadj.aboutpeopleaspossible.Checktheadj.Sswriteandwecangroupthemintosomepairs,like:SectionA1atall-short;thin-heavy,longhair-shorthair,calm-wildGiveSsanexamplebycomparingOldHenryandSantaClaus.e.g.SantaClausisolderthanHenry.HenryistallerthanSantaClaus.HenryisyoungerthanSantaClaus.SantaClausisyoungerthanHenry.Presentation2AskSstoseethepixaboutapplesandpearstoseethedifferences.Thencomparesomeoftheirthingswitheachother.e.g.Theapplesarebiggerthanthepears.Thepearsaremoredeliciousthantheapples.SummarizetheComparatives.Groupcompetition.A+be(V)+比較級(jí)+than+B.Game(Iandmydeskmate)AskSstocomparewiththeirpartnersandfindoutthedifferences.e.g.Sheisheavierthanme.Iammoreoutgoingthanher.Shegetsupearlierthanme.Irunfasterthanher.ListeningThenlistentotherecording.AskSstonumberthetwins.Checktheanswers.PairworkPointoutthesampleconversationinactivity1c.Say,nowworkwithapartner.Makeyourownconversationaboutthetwins.Askseveralpairstosayoneormoreoftheirconversations.Listening1.Workon2a:Pointoutthetwocolumnsandreadtheheadings:-er,-ierandmore.Thenpointoutthewordsinthebox.Readthem.Say,nowlistenandwritetheerandierwordsinthefirstcolumnandthewordsthatusemoreinthesecondcolumn.Playtherecordingandchecktheanswers.2.Workon2b.PointoutthepictureandthetwoboxeswiththeheadingsTinaisandTarais.Say,listentotherecording.Writewordintheboxes.Thewordsarefromthelistinactivity2a.Playtherecordingandchecktheanswers.Pairwork1. Pointoutthechartinactivity2c.Say,Makeyourownconversationsaccordingtothe3information.Askpairstocontinueontheirown.2.Sspracticetheirconversations.3.Asksomepairstoactouttheirconversations.Role-play1.Readtheconversationfirstandtrytomatchthepeoplewiththerightthings.a.sangbetterb.withshorterhairc.practicemoreandreallywantedtowind.sangmoreclearlye.dancedbetter2.LetSsreadtheconversationsaftertheteacher.3.LetSspracticetheconversation.4.Thenletsomepairsactouttheirconversationsinfrontoftheclass.Homework:Writesixsentences:Writeaboutthethingsthatarethesameanddifferentbetweenyouandyourbestfriend.板書設(shè)計(jì)：SectionA2(Grammarfocus-3c)一、教學(xué)目標(biāo)：1.語(yǔ)言知識(shí)目標(biāo)：1)復(fù)習(xí)鞏固形容詞的比較形式及對(duì)兩者進(jìn)行對(duì)比。2)進(jìn)一步總結(jié)所學(xué)的對(duì)兩者進(jìn)行比較的句式結(jié)構(gòu)。3)能運(yùn)用所學(xué)的目標(biāo)語(yǔ)言，進(jìn)行說與寫的活動(dòng)，完成相關(guān)任務(wù)。2.情感態(tài)度價(jià)值觀目標(biāo)：學(xué)會(huì)與朋友友好相處，培養(yǎng)樂觀，積極向上的性格。二、教學(xué)重難點(diǎn)1.教學(xué)重點(diǎn)：1)總結(jié)形容詞及副詞比較級(jí)的構(gòu)成方式。2)進(jìn)一步總結(jié)對(duì)兩者進(jìn)行比較的句式結(jié)構(gòu)。2.教學(xué)難點(diǎn)：1)總結(jié)形容詞及副詞比較級(jí)的構(gòu)成方式。2)能運(yùn)用所學(xué)的目標(biāo)語(yǔ)言，進(jìn)行說與寫的活動(dòng)，完成相關(guān)任務(wù)。三、教學(xué)過程.Warming-upandrevision1.AsksomeSscomparehe/shewithhis/herdeskmates.Imtallerthanmydeskmate.Butsherunsfasterthanme.2.Showsomepicturesonthebigscreen.LetsomeSscomparethethings.3.Showsomeadjectivesoradverbs.LetSsadd-er,-ror-iertothem.GrammarFocus1.學(xué)生閱讀GrammarFocus中的句子，然后做填空練習(xí)。(1)湯姆比薩姆更聰明嗎？IsTom_Sam?(2)不是。薩姆比湯姆更聰明。No,heisnt.Samis_Tom.(3)塔拉比蒂娜更外向嗎？IsTara_Tina？(4)不是。蒂娜比塔拉更外向。No,sheisnt.Tinais_Tara.(5)你和你姐姐一樣友善嗎？5_you_friendly_yoursister?(6)不是。我更友善一些。No,Imnot.Im_.(7)塔拉與蒂娜工作一樣努力嗎?DoesTarawork_Tina?(8)誰(shuí)在學(xué)校里更努力一些？Whos_atschool?(9)蒂娜認(rèn)為她學(xué)習(xí)比我更努力。Tinathinksshe_thanme.3.學(xué)生們完成填空試題后，可以打開課本檢查答案，對(duì)錯(cuò)誤的句子，單獨(dú)進(jìn)行強(qiáng)化記憶。.TrytoFind總結(jié)：兩者進(jìn)行比較,表示“一方比另一方更”的句型：1.A+be+形容詞比較級(jí)+than+B2.A+實(shí)義動(dòng)詞+副詞比較級(jí)+than+B兩者進(jìn)行比較,表示“一方與另一方一樣”的句型：1.A+be+as形容詞原形+as+B2.A+實(shí)義動(dòng)詞+as副詞原形+as+B.PracticeWorkon3a:1.讀下列句子，根據(jù)提示詞完成一般疑問句，并做回答。2.看所給的第一例句，讓一名學(xué)生讀例句，確定所有的學(xué)生都明白本題的做法。方法指導(dǎo)：應(yīng)通讀所給的提示詞，掌握句子大意；然后，確定進(jìn)行對(duì)比的雙方及所給的形容詞，根據(jù)上一環(huán)節(jié)中所總結(jié)的句式結(jié)構(gòu)來組成正確的一般疑問句。最后，再根據(jù)回答，來確定答語(yǔ)中空格中單詞的意思，并用正確的比較級(jí)形式。3.學(xué)生們按老師指導(dǎo)的方法進(jìn)行閱讀，并逐句推敲每空應(yīng)填什么詞，在實(shí)際的運(yùn)用提高自己的閱讀能力、分析能力及綜合運(yùn)用能力。4.最后，教師與同學(xué)們一起校對(duì)答案，并對(duì)學(xué)生們有疑問的地方進(jìn)行解釋。Workon3b:1.AskSstothinkofhimself/herselftwoyearsago.Writeabouthowtheyaredifferennow.2.Giveanexample:T:S1,Areyoutallernow?S1:Yes,Iam.ImtallerthanIwastwoyearsago.T:Payattentiontothetense.“Iwastwoyearsago.”3.Ssworkbythemselves.Readthesentencesin3bandwritetheotherfoursentences.4.Checktheanswerswiththeclass.Groupwork1.TellSstoreadthechartfirstin3c.Makesuretheyknowthemeaningofthewordsinthechart.2.Askonestudentthequestion:T:Whoissmarter,yourmotheroryourfather？S1:Ithinkmymotherissmarterthanmyfather.3.Ssreadthechartandcheckinthechart.4.Workingroups.Askandanswerthequestionswiththeirpartners.5.Trytomakeareport.(最后，可以經(jīng)學(xué)生們?cè)u(píng)議來推舉最有能力的小組）.ExercisesIftimeisenough,dosomemoreexercisesonbigscreen.用所給單元的正確形式填空。1.Myhairis_(long)thanmysisters.2.Iam_(tal