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课　题 How are we different from each other 课时 第二课时Section A (2a-2e)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: congratulation, prize, attend, besides, spare, pleasure, appearance, personality, serious, strength 2.学习并掌握下列短语: as...as..., spare time, have sth. in common 3.掌握以下句型: Congratulation on doing..., I work as...as..., I’m a little+形容词比较级+than... 4.使学生学会谈论两者之间的差异比较,培养学生的观察和表达能力。
教学重点 使学生学会谈论暑假的基本句型: How was... vacation /It was..., Did...visit..., What did...do 等,培养学生的英语表达能力。
教学难点 1.How to help students to compare with each other. 2.Use sentences to describe the differences between people.
课前预习 Preview the new words (扫清障碍: 根据音标读出2a-2e的单词)
教学方法 采用Practicing, Listening for specific information和Role playing的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up 利用投影、插图或实物卡片让学生找出在预备篇中所学的单词, 然后教师引导学习谈论人或事物之间的不同之处的基本句型“It is more...than...” “I work as...as...” 学生与同伴谈论人或事物之间的不同之处: “It is more...than...” “I work as...as...” 利用学生感兴趣的投影、图片和实物卡, 复习学过的描述人或事物特征的词汇, 为学会谈论两者差异作铺垫;并通过图片和实物卡激发学生的学习兴趣。
Step 2 Work in pairs (2a) 1.Play the tape of 2a and let students fill in the blanks. 2.Let students practice the conversation. 1.Students first listen to the conversation and fill in the blanks. 2.Students practice the conversation. 通过听力练习, 在语境中体会练习如何询问或回答两者的不同。
Step 3 Work on (2b&2c ) 1.Let students read the conversation again and answer the questions. 2.Read the conversation again and role-play it. 1.Let students read the conversation again and answer the questions. 2.Read the conversation and role-play it. 通过两人小组对话, 让学生从听对话到模仿对话, 输出目标语言。 通过做题的方式来阅读对话,使学生注意力更集中,更容易掌握对话内容。
续表
教学环节 教师活动 学生活动 备课札记
Step 4 Work on (2d&2e) 1.Let students look at 2d and ask them to add words to each aspect. 2.Let students look at the words in 2d and make a comparison with a partner. 3.Then ask them to answer the questions below. 1.Students look at 2d and add words to each aspect. 2.Students look at the words in 2d and make a comparison with a partner. 3.Then answer the questions below. 通过利用2d提供信息描述自己与同伴的不同之处, 体会如何作比较。
Step 5 Role-Play Let four pairs of students role-play the conversation in front of the class. Role-play it. 在听力练习和小对话口语练习的基础上, 进行角色对话表演,开展有实际意义的交际运用活动。
Step 6 Summarize Guide the students to summarize the use of“...more...than..., ...as...as...” Guide the students to summarize the use of “...more...than..., ...as...as...” 培养学生探究、归纳总结能力。
Step 7 Consolidation 教师设置巩固检测练习: Ⅰ.写出下列单词和短语 1.祝贺;恭喜 congratulation 2.参加;出席 attend 3.奖;奖励 prize 4.空闲的;备用的 spare 5.乐事;愉快;荣幸 pleasure 6.严肃的;严重的 serious 7.性格;品质 personality 8.外表;露面 appearance 9.有共同之处 have sth. in common 10.像……一样…… as...as... Ⅱ.选择填空 (D)1.Be ______for a moment; this is important. A.shy　　　　　　B.outgoing C.rude　　 D.serious (B)2.—My team won the match yesterday. —______! A.Good luck B.Congratulations C.Never mind D.Have fun 独立完成检测练习, 进行自我评价。 通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
教学环节 教师活动 学生活动 备课札记
Step 7 Consolidation (C)3.Mr Green will______ the meeting next week. A.solve　　　B.pull 　　　C.attend 　　　D.lift (A)4.She won first ______in the competition. A.prize B.joy C.note D.plate (C)5.—What do you usually do in your______time —I usually read books. A.careful B.serious C.spare D.busy Ⅲ.用所给词的适当形式填空 1.His personality (person) is very good, so he has lots of friends. 2.Congratulations on passing (pass) the maths exam. 3.I think Mary is a little lazier (lazy) than her brother. 4.His friend is funnier (funny) than him. 5.Tom does his homework as carefully (careful) as Mike. Ⅳ.完成句子 1.玛丽跟我一样开朗。 Mary is as outgoing as me. 2.你和你弟弟有何共同之处 What do you and your brother have in common 3.杰克比他妹妹更勤奋。 Jack is more hard-working than his sister. 4.谢谢你告诉我实情。 Thanks for telling me the truth.
Step 8 Homework 1.Recite new words and phrases. 2.Make some conversations with “How are...different —I am ...than...”
板书设计 Section A (2a-2e) 1.New words: congratulation, prize, attend, besides, spare, pleasure, appearance, personality, serious, strength 2.Short phrases:as...as..., have sth. in common 3.Structures: ①How are you different ②I work as hard as her. ③I am a little shorter than you. ④Thanks for talking with me.
教学反思 在本节课的教学活动设计中, 能够利用学生感兴趣的话题以及创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。

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