I’m more outgoing than my sister教案（精选2篇）
I’m more outgoing than my sister教案 第1篇
年 级
初二
课题
unit6 i’m more outgoing than my sister .1/4
课 型
新 授
教
学
目
标
知识 技能vocabulary : outgoing,calm,wild,athletic,twin ,serious, note, meanstructure: he has shorter hair than sam . is tom smarter than tim ?过程 方法listen and say.情感 态度the students are able to talk about the people around them and learn to care about them ,love them.教学重点words and structure.教学难点use the adjectives correctly.教学用具cai
教 学 过 程 设 计
教学内容及教师活动
学生活动
设 计 意 图
step 1 leading in ask a student to introduce herself/himself .step 2 pre-task sb page 31 , 1a .show some pictures to ss .say ,they are stars .ask ss to tell what they see .ask ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .then ask ss to repeat these sentences :yao ming is taller than ronaldo .step 3 while-tasksb page 31 , 1c , 1b .call attention to the picture .point out the sample conversation in activity 1c .say ,now work with a partner .make your own conversation about the twins .ask several pairs to say one or more of their conversations .then listen to the recording .ask ss to number the twins .check the answers .sb page 32 ,2a .say something about themselves. make sentences with the new words. make their own conversations. listen and number.温故知新 学以致用 合作学习。
教学内容及教师活动
学生活动
设 计 意 图
point out the two columns and read the headings :-er , -ier and more .then point out the words in the box .read .say ,now listen and write the –er and –ier words in the first column and the words that use more in the second column .play the recording and check the answers .sb page 32 , 2b .point out the picture and the two boxes with the headings tina is and tara is .say ,listen to the recording .write words in the boxes .the words are from the list in activity 2a .play the recording and check the answers .step 4 post-task sb page 32 , 2c .point out the chart in activity 2c and on page 89 . say , make your own conversations according to the information. ask pairs to continue on their own .correct the answers .step 5 通过对人物身高、体重、头发等方面的复习及性格方面的学习，使学生能够生动、形象地描述人物的特征。listen and write. listen and write. make conversations. 练习书写比较级 培养听力技能。 培养口头交际能力。
作业
设计how are you and your sister /brother different ?write a composition.
板书
设计outgoing, athletic ,serioushe has shorter hair than sam . is tom smarter than tim ?
教学
反思通过本单元的学习，使学生学会如何从外貌、性格等方面进行详细地描述，并能进行恰当的人物比较，掌握一些形容词的比较级。
I’m more outgoing than my sister教案 第2篇
go for it 初二（上）unit 6 i’m more outgoing than my sister
单元教案
i 教学内容、目标与要求
题目
i’m more outgoing than my sister.
题材内容
本单元以描述朋友外表和个性特征, 比较个人与朋友之间的异同为题材, 增进朋友之间的相互了解。
教 学 目 标
语言
知识
目标
功 能
表述个性特征, 对人物进行比较。
语 法
形容词的比较级, both的用法。
词 汇
more, than, taller, shorter, thinner, longer, heavier, calmer, wilder, quieter, funnier, smarter, more athletic, more popular, twin, both, be good at
语言
技能
目标
听
能听懂描述某人外表及个性特征, 人物之间外表及个性异同的句子和对话。
说
能口头描述某人的外表及个性特征, 能比较不同人物之间特征的异同。
读
能读懂对不同人物外表和个性描述的对话和简单文章。
写
能用s + be + adj.比较级+than+被比较对象 结构描述不同人物的区别, 能用as + adj.原级+as 描述不同人物的相同处, 学会用both描述不同人物的相同处。
演示与表达
能在同学之间进行真实的介绍自己的朋友和家庭成员的特征。
学习
策略
自学策略
培养分类表述, 听取特定信息的习惯。
合作学习
策略
掌握描述个人特征的表达方式, 结识朋友, 介绍朋友, 了解朋友, 形成一个学习集体, 互相帮助。
情感态度
介绍朋友时要尊重朋友, 实事求是地评价朋友和自己, 珍惜培养朋友之间真实而美好的友谊。
任务
能够运用所学结构和句式向别人介绍自己和朋友的异同。
ii 教学内容分析
本单元以描述某人的个性特征为中心而展开, 从外表和性格两方面比较人物之间的相同与不同点, 由此引出taller, shorter, thinner, longer, heavier, calmer, wilder, quieter, funnier, more athletic, more popular, more serious, more outgoing 等词汇, 以及“s + be + adj.比较级+than+被比较对象”这个重要的句子结构。section a部分重在要求听说读三个方面比较不同双胞胎之间外表和性格的区别, 附带着在3a也提出了as….as 结构the same as结构表达两人的相同之处。与section a部分比较, section b部分则深入到比较自己和朋友的相同与不同之处, 并提出了“选择朋友”这个话题, 引导学生正确评价朋友, 引导学生结识真正的好朋友。
iii 教学过程建议
围绕本单元“描述个性特征”这一话题，教师可以在课堂上展开系列的两人一组活动引出本单元的主要单词和句子结构“s + be + adj.比较级+than+被比较对象”。如任务一：你眼里的我？学生两人一组展开活动，分别在各自的卡片上写下一些形容词，描述对方的身体和性格特点。任务二：咱们相同吗？学生两人一组展开活动，通过比较各自的卡片，找出自己和对方相同的地方，简单地表述这些相同之处，然后进一步比较这些相同之处，说说它们在程度上的区别。也可以准备一些教师自己或学生不同时期的照片，先用所学过的形容词描述照片，然后把两类照片进行比较，从而引出本单元所要讲的形容词的比较级。
本单元的听力练习教师可以根据学生的实际情况适当的扩展增加或降低难度。
在“说”方面，教师应尽量选择学生感兴趣的话题，激发学生开口交流。如活动“猜猜他/她是谁”，可以pairwork, 也可以groupwork，一个学生描述班里一位同学或老师并和自己比较，其他同学猜所描述的人是谁。又如小组活动“交通工具的比较”，学生4-6人一组讨论到达某一景点可乘坐的各种交通工具，并选择最佳出行方式。
课本上阅读的练习教师也可以根据学生的实际情况适当的扩展。
课后书面作业，教师应尽量要求学生根据课堂上展开的活动进行复述，一方面检查学生课堂上是否按老师要求活动，一方面加强学生对本单元主要句型和词汇的笔头操练。
第一课时
课型： speaking writing & listening
方法： 多媒体教学
目标： 了解并初步运用形容词的比较级，能简单地描述人物外表和个性的差异。
核心内容：
key vocabulary--- taller, shorter, thinner, longer, calmer, wilder, heavier, funnier, smarter, quieter, more outgoing, more athletic, more serious, than
key structure----- s + be + adj.比较级+than+被比较对象
教具： 录音机 多媒体
教学建议
step 1 lead-in (导入)
目的: 本阶段的活动是为下面的听力做准备, 起导入话题和复习词汇的作用。
建议:
1教师可以从网上下载一些典型的双胞胎或名人的照片, 先用所学的形容词描述外貌和性格特征, 然后进行比较, 引出本单元的主要句子结构“s + be + adj.比较级+than+被比较对象”。注意先引出单音节形容词比较级, 再引出双音节和多音节形容词比较级。如: look at the pictures of the twins tom and tim. they look the same. but there are some differences between them too. can you find them? yes, tom is taller than tim. or tim is shorter than tom.
其它: x x is thinner /fatter/ heavier than x x..
x x has longer/ shorter hair than x x .
x x is calmer/ wilder than x x.
x x is funnier than x x.
x x is smarter than x x.
x x is more serious than x x..
x x is more athletic than x x.
x x is more popular than x x.
2 根据黑板上的例句, 教师引导学生归纳形容词的比较级的构成形式。
3 exercise.
1) 做section a --- 1a
2) 写出下列形容词的比较级。
funny thin small fast serious popular fat heavy outgoing athletic
step 2 listening ( activity 1b & 2b)
目的: 本部分听力目的在于训练学生从听力材料中获取有关描述比较人物不同的信息, 任务完成以学生能够掌握对话的主要信息为标准。
建议: 课本上的练习比较简单, 教师可以根据实际情况适当变动一下题目形式加大难度。
1 listening exercise for 1b. listen and fill in the blanks.
(1) sam has _________ than tom. tom has ________ than sam.
(2) tara is _________ than tina. tina is _________ than tara.
(3) pedro is __________ than paul. paul is __________ than pedro.
key: (1) longer, shorter (2) shorter, wilder (3) heavier, shorter
2 listening for 2a/2b. (按课本上的要求做练习。)
key: tina is funnier, more outgoing, more athletic. tara is more serious, quieter, smarter.
3 如果时间允许的话, 教师可以让学生听录音写录音稿, 这对提高学生的听力有好处。
step 3 pairwork ( 两人小组活动)
目的: 本部分是听力活动的继续, 目的是使学生掌握听力活动中所展示的词语句法, 更重要的是促使学生开口, 能初步掌握形容词比较级的用法。
建议: 1 看p31 的图, 两人一问一答。
model: a: is that tara?
b: no, it isn’t. it’s tina. tina is shorter than tara.
2 student a 看p32-2c的表格, student b 看p89的表格, 两人一问一答。
model: a: is tom smarter than sam?
b: no, sam is smarter than tom.
第二课时
课型: speaking, listening & writing
方法: formal and interactive practice
目标: 能将上一节课所学的描述和比较人物实际运用到真实的生活情景中去。
核心内容:
key vocabulary----as you can see, in some ways, look the same, look different, both, however, hers, as… as…, have some things in common, a little, the same as
key structures---- s + be + adj.比较级+than+被比较对象 as….as
教具: 多媒体, 学生自带一些小时侯和现在的照片
教学建议
step 1 revision (复习)
目的: 本活动可以起到衔接上一节课的作用, 通过pair work 和group work复习上一节课所学内容, 同时也为下面的阅读起个铺垫作用。
建议: task 1 pair work 我的过去与现在 (self-check2)
课前任务: 学生准备自己小时侯与现在的照片。
（1）教师可以向全班同学展示自己以前和现在的照片（最好是把照片扫描到电脑, 用幻灯片的方式放映。）, 请同学们描述几张照片的区别。如: you are older than before. / you are taller than before. / you have longer hair than before. / you are more beautiful than before. / you are more serious than before. 学生说出这些句子的时候, 教师适当地引入 a little, much ,等修饰形容词比较级的副词和 as…as, the same as, 等原级结构的短语。
（2）两人一组, 互相向对方展示自己带来的照片, 用所学的句子结构描述几张照片的相同和不同之处。
（3）请一些同学在全班展示自己和partner所带来的照片, 并叙述它们之间的相同和不同之处。
task 2 group work 猜猜她/他是谁?
(1) 首先教师作个示范, 描述某个科任 老师 与自己的相同和不同之处, 请同学们猜是哪个老师。now i’d like to describe a teacher. you all know him. he and i are both your teachers. we are both tall, but he’s a little taller than me. i have longer hair than him. we both like sports, although he is more athletic than me. i’m better at ping-pong, but he’s better at basketball. i’m more outgoing and he’s more serious. who is he? do you know?
(2) 4-6人一组。一个同学描述某个大家都认识的同学, 其他同学仔细听, 并猜出她/他是谁。
注: 以上两个活动的笔头复述可以作为家庭作业布置下去。
step 2 reading ( activity 3a)
目的: 本活动目的是训练学生阅读有关描述双胞胎之间差异的短文获取具体信息地能力, 以学生能够了解阅读内容并能简要复述为达标标准。
建议: 1 exercise 1. read the article. then read the statement about the article. write “t” ( for true ), “f” ( for false ) or “dk” (for don’t know).
key: 1 dk 2 t 3 f 4 t 5 dk
exercise 2. fill in the form.
the same
different
2 读完后, 教师可以适当地讲解一些重要的短语。如: as you can see, in some ways, look the same, look different, hers, however, both, enjoy doing sth., as…as, the same as, have some things in common, more than等。
step 3 practice ( activity 3b)
目的: 本活动主要是将前面的复习中的导入和阅读中的重要短语做进一步的巩固。
建议: 1 pair work 两人小组互相询问对方和朋友的相同点和不同点, 并完成表格。
my partner and his/her friend
the same
different
2 复述 (speaking) my friend and i , my partner and his/her friend
3 复述 (writing ) my friend and i , my partner and his/her friend （此项可作为家庭作业。）
第三课时
课型: listening and speaking
方法: interactive approach
目标: 能进一步利用所学句型描述朋友之间的相似点和不同点, 引导学生结交合适的朋友。
核心内容:
key words----popular, be good at, schoolwork, make sb. laugh
key structures---s + be + adj.比较级+than+被比较对象, as….as
教具: 录音机, 多媒体
说明: 本课以学生感兴趣的电影“harry porter”导入并展开讨论, 教学效果很好。
教学步骤:
step 1 lead-in (导入)
建议:
1 教师可以用提问的方式引入本课的话题( section b---1a): do you have a good friend? who is your friend? why do you choose him/her as your friend? 学生的回答会五花八门, 教师应该适时进行归纳出:
has cool clothes
a good friend
is popular in school.
likes to do the same things as me. ( has the same interests)
is good at sports ( athletic)
is good at schoolwork.
makes me laugh. ( funny)
2 展示harry porter 剧照, who is this? (harry porter) who are his friends? ( ron and hermoine).
step 2 compare “harry porter” with ron and hermoine.
1 教师提问: why are they friends? 学生回答, 教师适时归纳: they are the same age. they are all kind-hearted. they are all brave. they have the same interests. they have the same dream.
2 differences between harry porter , ron and hermoine.
(1) 观看有关ron的片段1 学生得出结论: ron is funnier than his friends.
(2) 观看有关ron的片段2 学生得出结论: ron is better at chess than his friends.
(3) t: how is ron different form his friends? 学生总结: ron is funnier and better at chess than his friends.
(4) 观看有关hermoine的片段 学生得出结论: hermoine is smarter and better at school work than her friends.
(5) t: how is hermoine different from her friends? 学生总结: hermoine is smarter and better at school work than her friends.
(6) 观看有关harry porter的片段1 学生得出结论: harry porter is braver than his friends.
(7) 观看有关harry porter的片段2 学生得 出结论: harry porter is more popular than his friends.
(8) 观看有关harry porter的片段3 学生得出结论: harry porter is more athletic than his friends.
(9) t: how is harry porter different from his friends? 学生总结: harry porter is braver, more popular, more athletic than his friends.
(10) 引导学生完成下面的表格:
the same as best friends
different from best friends
harry porter
step 3 listening ( activity 2a/2b)
建议: 本部分听力练习中, 语速较快, 语音有点含糊, 教师根据实际多放几遍录音, 并在重要的地方做提示以降低难度。任务完成以学生能简要复述课本中表格的内容为达标要求。
key:
likes about best friend
the same as friend
different as best friend
holly
likes to do the same things
popular, good at sports
pretty outgoing
pete’s funnier, & wilder
holly is quieter
maria
good listener
keeps secrets
look alike, both tall,
have long curly hair
vera is quieter & smarter
maria is more outgoing
step 4 discussion (group work)
目的: 本部分的讨论活动是对前面片段的总结, 主要目的是激发学生用所学的句子结构发表自己的意见, 正确的评价ron, hermoine和harry porter这三个人物。
1 who would you like to make friends with? (ron, hermoine, or harry porter) why?
2 introduce your new friend to us. (ron, hermoine, or harry porter)
(1) why is he/she your good friend?
(2) what do you like about him/her?
(3) do you have anything same as him/her?
(4) how are you different from each other?
第四课时
课型: reading, speaking &writing
方法: formal and interactive practice
目标: 通过阅读范文，能简要复述范文，能模仿范文口头和笔头两方面表达自己的观点。
核心内容：
key words--- opposite, view, interest, most of, though
key structures--- s + be + adj.比较级+than+被比较对象, as….as
教具：录音机
建议： step 1 revision (复习)
目的：本活动通过pair work 复习section b-2b听力内容。要求能比较流利地复述holly和 maria与他们朋友之间的异同。
操作: 两人一组互相谈论holly和maria, 然后请一些同学在班上复述, 尽量不看课本。
step 2 reading
目的：通过阅读能模仿范文口头和笔头上描述自己对选择朋友的观点，能描述自己和朋友相似和不同之处。
建议: 1 阅读并完成表格:
name
opinion
the same as his/her friend
different from his /her friend
james
green
huang
lei
mary smith
2 利用表格简要复述三人的观点。
3 pair work 两人一组互相表达自己的观点以及自己与朋友之间的异同。
4 write about the things that are the same and different between you and a friend.（时间不够的话，可以作为家庭作业。）
step 3 practice ( activity 4—pair work)
目的：通过阅读招聘广告，获取主要信息，然后利用本单元所学句子结构到实际交流中。
建议：1 学生阅读招聘广告，教师适时做理解方面的指导。
2 4人一组讨论，找出本班最合适人选，并陈述理由。
3 小组推荐候选人并陈述原因，教师将各组候选人的名字写在黑板上。
4 全班讨论，选出最佳人选。
iv 其他任务活动
1 交通工具的比较
此活动为小组活动。学生通过讨论找出到达某一城市可乘坐的各种交通工具，并选择最佳出行方式。
teacher: we’re going to shanghai. how many ways can we use to get there? yes, there are four ways: by bus, by plane, by train, by ship. please discuss how you are going to get there.
操作建议：
（1）学生以小组为单位展开活动，谈论本组所选择的交通工具。
（2）各组选代表向全班汇报，阐述本组所选择的交通工具的利和弊。
完成任务所需要的语言结构：
we can go there by ship. it’s more comfortable and cheaper than any other transportation.
we can go there by bus. it’s cheaper but it takes longer time.
2 哪个城市更合适？
此活动具有挑战性。假设中国要举行XX年世界杯足球赛，分别从历史，人文，天气等方面对各城市（北京，大连，上海，昆明）进行比较，选择最佳举办城市。
t: imagine china is holding the fifa world cup. which city do you think is the best for the world cup, beijing, dalian, shanghai or kunming? let’s work in groups. if you choose beijing, please join the team red. if you chose dalian, please join the team white. if you choose shanghai, please join the team blue. if you choose kunming, please join the team green. please show us its advantages. then let’s see which team will win.
操作建议：
（1）学生选择不同的城市，参加不同的代表队。
（2）各代表队陈述各自城市的优势并作记录。
（3）每队选代表向全班陈述本队的观点。
（4）辩论开始。
（5）根据列举优势的多少评出优胜队。
完成任务所需要的语言结构：
beijing has a long history. you can go there by train, by air and so on. beijing is very beautiful and comfortable in autumn. and it has a lot of big gyms.
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