Unit2 ore exercise7 G! C/ Q6 z. e `0 V
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课型! v" n) [/ P2 W8 ^* T- y0 j& y
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本课题教时数：6 本教时为第1教时 备课日期：2月22日
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3 v# x4 N. k. o9 t目标：
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4 E1 ?9 S6 r1 O* l" v8 n8 ^( l p' `5 W一、知识与技能：! g8 i3 } t( n
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1、能听懂、会说、会读和会拼写单词low, slow及其比较级
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2、能听懂、会说、会读和会写句型：Do the boys jup higher than the girls? Does Ji swi slower than David?
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二、过程与方法：6 E& c% t" q& U, C
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( G# L& b a! h通过运用句型进行问答，熟练掌握副词及比较级。3 T% ~8 H' y' { q# x. C
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三、情感态度与价值观：
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" R4 E, d1 |3 N* Q6 R) G通过学习本单元内容，鼓励学生制定锻炼身体的计划，强健体魄。
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教学重点、难点：
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能正确理解、掌握四会单词和句型% ^( _# p3 p# a
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教学方法与手段：多媒体，单词及句型卡片，学生信息表，情景教学法、交际法
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教学过程： 教师活动
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) ~- t6 q- e+ B' d3 {; D8 o' o% b, [; R学生活动( t: W7 g T R2 N5 Q& O3 [3 ]
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设计意图! U) b6 M& Y1 l
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Step 1 Teaching Organization:
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# Y3 e" r0 T; j! dT: I’ glad to see you again.与随班生进行简单的交谈。
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+ L/ n) e% t6 H0 o3 b" n( xWhat day is it today?. _$ h+ A; \- R' _! k! R2 @
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What date is it today?
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! D* i ?" ^ AWhat tie is it now?
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Do you like…?+ h# h) c/ d' `
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3 \+ J1 b8 h' NDoes he/she have…?
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Does he/she swi/run/jup fast/high?
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Step 2 Revision:1 R& A9 `" ~0 k9 A6 Z+ P+ S
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9 Y# y; E: i: Z% q% G$ @+ K; M1. Have a dialogue with Ss. I a taller than ary. How about you? Are you taller than ary?
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( x5 O% u* Z& ^# h7 Y9 c- a6 M6 L% c3 |2. Ask soe students to coe to the front and ask Ss to ake sentences.0 U2 \& s a# `! O$ Q( v
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Step 3 Presentation:
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# r: B) q* R/ p7 }+ Z1. T: Yes, you should do ore exercise.
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$ l1 P' x, h5 M/ v3 }) WShow the title of the unit and read together8 H" y0 f. A o" f! ]5 B5 f- `- m
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5 p L$ w+ j. k8 z3 x6 E) bT: Do you like sports? What sports do you like best?" c1 s: |5 i# I6 C) B& H/ ~# ^
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T: Can you jup? Jup, please.# b$ c' E% c, l, I9 B- H* j1 f
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, k; j! W( q* z" K/ NLet two students jup together.' [* d6 u9 y8 U' n1 p
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) |+ R; T! k6 O$ \! S) V7 sJup in the front, and then ask Ss Can I jup high? Can you jup higher than e? Use this way to teach the word, high (higher), low (lower).
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Try to say: A jups higher than B. ---B jups lower than A.% v+ H# v3 d+ M% X$ P
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% ? {# ~! |/ o/ p7 h! h: Q$ ?* o2. T: Can you jup forward? Jup forward, please.
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0 v8 ^$ K9 w; i5 } U. L+ RA jups farther than B.
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- B" y- r# i. l* r0 iTeach: far farther指导随班生朗读这个单词。
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8 O! `* u# y5 D9 u' p$ \T: So we can say “B does well. But A does better than B.”
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( r9 \* g' o. }# F) ]4 P: I" N/ J( |Teach : well better
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3. T: You like playing football. So I think you run fast, right? The girls don't like sports. So I think the boys run faster than the grils.1 w% f$ g' O. S% ]
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Teach: fast, faster, slow, slower% k& K1 `/ F4 r) E/ W
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/ @5 U, C* \4 {1 jShow pictures and say WB runs fast. Does ike run faster than hi?, [. z2 C+ I& g( E9 ~/ P
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T: Look at the other boys, ake dialogue like this.
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4. T: What tie is it now? What tie do you get up every day?# l r0 H1 Z# W& ^
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How about you? What tie do you get up?8 o1 t! T0 _8 P0 Y# T& h
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Copare these two students.9 m* l: v0 k. Z7 ^
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A gets up earlier than B. ---B gets up later than A.0 _8 w; X V" S4 |/ c
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4 f N& Y9 G) S9 ?2 DTeach: early, earlier, late, later4 E. R6 @: q1 l
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9 M0 Z# Y' I; I4 r3 i6 BShow pictures, let the Ss ake a dialogue.! |& m* J' Z$ q% T/ n' w. W
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2 f( H( `% C$ {6 V0 f5. Ask Ss to give a suary to the fors of the coparative degrees.
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Step 4 Presentation:
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; u2 u, j7 h( @7 a1. Ask Ss to have a look at the pictures in Page 17, and then ake dialogues in pairs.
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' h* J2 b' t. k1 c( q$ GShow Picture 1:
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T：Look .The boys jup higher. The girls jup lower.
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T: Do the boys jup higher than the girls?+ u! d: z; u Q! [ q7 G
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Ask Ss to use the words in blue box to ake sentences and draw pictures or ake gestures to explain their dialogue.
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Step 5 Hoework:. Q! D0 n8 w) x* \# J5 P: I( x
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Ss ake sentences using the coparative degrees of adverbs. Part C
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Ss answer) v5 w& [# G, P w# _" D7 _' j3 C. z: a" f
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Ss ake dialogues$ S4 n% e) O% s- j
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4 ?0 L6 `; _$ T! x$ p8 PSs read the title
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S1: I like ...
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+ t: i3 P; K' ]$ r/ g/ D7 x8 WS2: I like ...
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S: Yes.(jup)
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Ss learn the words: f( X- D& u- s0 \+ l( I* [- Z
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# T" E f k* G1 [- t0 r5 MSs learn the words
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: L; v) `* V0 V3 |7 i7 d( Q: ~: fSs learn the words
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Ss learn the words0 c/ S/ `( j, j% V/ }6 \
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Ss ask and answer
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S1: It's ... I get up at ...: k! T1 m' I' H/ O4 j. w l
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S2: I get up at .../ g9 H+ l/ ^: ?6 V# ?) r+ z
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]& K2 e2 }% p) ^1 y: Y: CTry to say A gets up earlier than B. ---B gets up later than A.
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Ss ake dialogue
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1.直接+er
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/ ?6 a4 T& Q8 Z W3 J/ d3.变y为i+er
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+ k& |+ W* @: l3 T% i4 R4 |4.双写+er
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5.以+ly组成的副词前面+ore% n X! N0 y9 M
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5 A- T/ q! i3 v3 D6.不规则
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Ss: Yes, they do.
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Ss practice in pairs and then ask Ss to coe to the front and show their dialogues in the front.
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通过师生之间的相互对话拉近师生之间的关系，营造良好的课堂氛围，为整堂英语课的学习作铺垫。
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( u: K \$ w8 Q' ?% k0 O$ \: s3 g+ O通过师生的互动，复习上节课所学习的句型，从而引出本节课的主题。
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创设情景，让学生在一个完整的情景中学习新授内容，有助于学生更好地掌握，更好地理解所学内容。$ B( |, \5 U) { o; @2 r
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结合句型学习单词，词不离句，让学生更好地掌握语言知识，并初步能够运用。
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句型的教授由简到难，并以板书的形式呈现，给学生思考的时间，放手让学生自学。 T. u+ C. _0 z
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让学生观察单词，回忆上节课形容词变比较级的规律，总结副词变比较级的规律，鼓励学生发现学习。3 T9 i+ ]9 n$ B6 _) I* `: Y
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由陈述句转换到一般疑问句，通过书上的句型呈现，让学生更扎实地掌握新知识。4 s" V+ R- G5 \* V3 o# K: j
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板书设计： Unit 1 ore exercise?
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fast faster high higher
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" Y9 y' N( W% I( L& U- V3 P/ zI jup higher than To.
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4 ^6 V* c% _9 r$ B0 TBen runs faster than e.$ q! f0 x3 b: \& H
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授后小记：在新授完所有的副词比较级之后可以进行总结，复习一下变化规则。并让学生找出形容词比较级与副词比较级用法的不同之处。这一点在在句子中可以充分体现出，避免在操练时出错。另外，当主语为第三人称单数时的句子还需要进行强调，避免遗漏动词的第三人称单数形式。: A, v3 v8 }7 H/ X, O
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* j* k$ n6 Z& e授课日期： 3 月 3 日
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) T1 U8 K9 H; ~教学课题$ ]6 s- e* h$ c
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( {2 a! G$ K" ZUnit2 ore exercise! t) Q) [ S. T/ U% R
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课型
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新授课6 F1 w5 F4 w5 N6 ~
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本课题教时数：6 本教时为第2教时 备课日期：2月22日
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4 N" Z: W+ H2 \1 I1 T& s# }一、知识与技能：
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9 ]% Y7 G) T# O6 Z/ K1．能正确理解、掌握A部分会话，并能朗读、初步表演对话。
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2．能正确地运用对话中出现的日常交际用语交流。4 G, F9 ~* ~" R( ?. y, [
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# y0 g% k4 r% V) }) ]+ S3．正确掌握B部分出现的四会单词low lower, slow slower, late later, early, earlier, , well better,和Ben runs faster thanTo .Ji is not as strong as the other boys.句型8 ]. A# `( V! c
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. `- l# o* C8 A9 x& u" f4．掌握B部分中出现的三会单词 far farther6 Q+ ~* ], Z' i, Z
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1 y0 m" l' T: A! U: t二、过程与方法：; `# {4 B5 V9 B8 Z: m( ]( S3 a! p
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" e$ Z; {2 m6 ?+ [5 v4 U6 E通过运用句型进行问答，熟练掌握副词及比较级。
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三、情感态度与价值观：
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通过学习本单元内容，鼓励学生制定锻炼身体的计划，强健体魄。$ E* |* A# i! P/ m Q
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教学重点、难点：9 W; ?9 f ~2 d5 Y, O S$ [
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4 f V$ h) J9 Y! E9 q4 H* R1.能正确理解、掌握B部分单词。0 f$ Q! l$ c: x' \! k7 T
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2.能熟练运用句型操练单词。
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教学方法与手段：多媒体，单词及句型卡片，学生信息表，情景教学法、交际法! {! w* f4 E/ s
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教学过程： 教师活动
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学生活动
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Step 1 Sing a song.
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3 z" u" u, x) S1 T7 T# jStep 2 Free talk. 与随班生进行简单的交谈。 _) [4 B. [+ R s1 n
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T: What date is it today?8 l9 N: p( ]7 J( ], N
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( C8 N1 i! g. Y% f3 _T: What day is it today?
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T: Are you as tall as xxx?？
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T: Who is taller ,you ｏｒ?To??
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T: Who is younger ,you ｏｒ?Su Yang ??8 a9 F8 `% W& C1 W6 N% p4 j3 S
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T：Do you run fast?' U( R l# @; q* H! g9 J- }
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Do you jup high?
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Do you swi fast?
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Step 3 Presentation and drill4 d0 C9 B3 k8 H1 N+ b: U& ?
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T有和学生的对话引出B部分单词的教学。T: Do you swi fast?引出同类单词的教学。2 c/ D5 l, ?' s- l t
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1. 教师板书low lower, slow slower, late later, early, earlier, , well better,8 t/ N& H7 z# ?' q% Y( n6 I4 G
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* r) N3 X1 K# |6 a2 ]far farther，让学生静听，后模仿、跟读。
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" ~' X* d0 c2 ]! U6 J% Q' H$ p' F9 E2 .教师继续创设情景用句型引出单词并引导学生说句子。
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T：xxx flies the kite lower.
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3 .运用刚才所学句子操练。让2个学生做动作大家一起说
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. ?9 q! Y2 Q6 Q2 K! d$ ZStep 4 Practice and consolidation" B5 a9 R+ k: k3 w
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1.让学生听录音，模仿跟读单词。 鼓励随班生跟着录音一起读。
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1抄写形容词和他的比较级。" g* w2 R! ]) e0 n( ]
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2 看图写句子（C部分图片）。3 D! P G( |4 e* C# l, M
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! |* e0 L# T2 W/ ^/ s2 G1.《I wish I was taller 》3 ^. _- {& {3 t; X% l9 R7 A
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2.Between the teacher and the students.
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8 L# E. d! g. `7 ISs: Good orning.
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Ss: It’s the …
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6 W% O; J( W; I- b0 sLearn the neords.
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7 l6 u# U2 K6 iRead the neords.
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教师板书句子.让学生静听模仿跟读。然后集体升降调朗。6 i* {6 ?- e( B& l# z1 S
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Ss: xxx swis slower than xxx.
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5 {3 s, H. Y2 \' GXxx jup farther than xxx.
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4.运用刚才所学句型和单词小组内学生进行交流。3 A6 h1 v; A7 \! X. a
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5.小组内学生汇报刚才所说的句型，分组进行，看哪组学生说的又流利、又正确。
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6.Talk in pairs then ask and answer.9 Q; w) Q. ?; ^# H1 j
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- |2 g7 N5 y; H, C* i, f2.游戏：% L9 m5 t7 t3 K0 ^# h
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A：一学生说形容词他的同桌说出比较级。
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B：分集团接龙说单词。
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3.再次让学生听录音，模仿跟读单词。在学生跟读中，纠正学生朗读中出现的错误。) F2 `9 P; F/ Y" n+ f* B* o
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- N: z0 b2 G# a& X4.在学生能正确朗读的基础上让升学自己总结部分形容词比较级的变化规则。7 E( z6 s$ J: |
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5 p- O5 K, }' ]7 N* G' f在教师与学生轻松愉快的英语日常交际中，学生们自然的进入英语学习的状态。0 V S# m* n# I; n# m2 Y0 d
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5 {, n: u0 |3 b在游戏中学生体验到了学习的快乐，能将所学知识融入实际生活之中。增强了知识的实用性。" }, L, \& v/ T9 J5 ]. r* h( @
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7 [$ g8 I3 @) v9 V; z* z通过学生自己的观察与发现，再归纳总结形容词比较级的变化规则。
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- j; Y) i/ r# g5 B2 a板书设计： Unit 1 ore exercise?
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( b' V( a3 g- g单词
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xxx swis slower than xxx.
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6 T" N9 v. m) M7 R1 _Xxx jup farther than xxx.
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) Y& N/ ?: J) e7 h9 [; c$ T授后小记：新知识的导入自然，学生容易接受，并及时地巩固，有助于学生更好的掌握并能举一反三。从学生自身情况导入课主角Ji的情况，学生容易从心理上接受，并深入学习。在新知识的学习中从词到句，并让学生进行朗读，对于新长句型的掌握有好处 |
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