新目标英语八年级上册unit6说课稿
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新目标八年级英语上册Unit6第一课时说课稿
双河民族中学 刘凤琼
一．说教材
1．教材的地位与作用：这单元通过复习和学习一些关于职业的词汇，用be going to谈论
长大以后打算做什么以及打算怎样实现目标，与七年级（下）Unit 4 I want to be an actor. 学
习关于职业的词汇以及用want to be\do谈论将来，和八年级(上)Unit 3 What are you doing
for vacation? 用be doing谈论将来的打算有着密切的联系。本课是这单元的第一课和重点
课，学好本课将为进一步学习一般将来时打下良好的基础。
2．教学目标：
(1).知识目标:掌握本课重点词汇computer programmer, computer science, engineer, pilot,
professional ….本课主要句型：What are you going to be when you grow up? I’m going to be
an engineer. How are you going to do that? I’m going to study math hard.
语法：用be going to表示一般将来时。
(2).能力目标：培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。
(3).情感目标：通过谈论将来打算做什么以及准备怎样实现目标，让学生考虑自己的将
来，及早为将来做好准备。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情
感，善于合作，培养学生团结协作精神。
(4).教学重、难点：重点是掌握本课 computer programmer, computer science, engineer, pilot,
professional等重点词汇，What are you going to be when you grow up? I’m going to be an
engineer. How are you going to do that? I’m going to study math hard.等重点句型和语法：用
be going to表示一般将来时。
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难点是一般将来时be going to 中be 的具体形式和后面接动词原形的用法, 而学生根据
自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力
训练点。
确立教学目标的依据：根据英语课程标准规定，通过听、说、读、写的训练，使学生
获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习
打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质
教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培
养等四方面。
二. 说教法
1．“Teach English in English”: 即新课标倡导的“用英语教英语”，尽量用英语教学，
创造英语课堂良好的听的环境，让学生充分感知，积极体验，大胆实践，把握用英语交
际的机会，鼓励学生大胆开口说英语。
2．突出重点，突破难点：通过听力训练、做调查、小组竞赛等多种形式反复操练重点
句型，巩固所学知识，提高灵活运用能力，通过操练中人称的变化和幻灯片展示帮助学
生更好地领会语法。
3．任务型教学法：倡导体验参与，培养自主学习能力。课前布置任务，要求学生复习
七年级（下）Unit 4中关于职业的词汇，预先读本课新词，让学生带着任务有目的地上
课，并在课堂学习中不断获得完成此任务所必须的知识、能力、技能等，为最终完成任
务作全面的准备。
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4. 游戏教学法：新课标倡导的“玩中学，学中玩”的理念很受学生欢迎。设计猜谜游戏
复习七年级（下）Unit 4中学到的关于职业的词汇，既达到以旧带新的目的，又有效地
激发了学生的学习兴趣，活跃了课堂气氛。
5.竞赛教学法：根据初中生争强好胜的性格特征，在课堂内引进小组竞争机制，提高团
体活动效率，加强团体凝聚力，激发学生的求知欲和参与意识。
6．借助多媒体辅助教学，形象、生动，使课堂容量相对增加，给学生提供更多的语言
实践机会，有利于综合语言运用能力的提高。
7．教具：电脑多媒体、谜语卡片、录音机等。
三．说教学过程：根据英语五步教学法“组织课堂——复习——导入新课——讲授新知
识——操练巩固”来开展教学，通过小组竞猜复习学过的关于职业的词汇，多媒体展示
图片学习关于职业的新单词，通过联系实际介绍自己的个人成长计划，导入新用法What
are you going to be when you grow up? 进一步谈论How are you going to do that? 引导学生用
be going to 谈论将来的计划，并通过听力训练、做调查、小组竞赛等形式进行操练，使
学生更快更好地识记，巩固所学知识，提高灵活运用能力。
教学过程：
Step1 Organization and duty report
Step2 Revision
1.Revise the words about jobs by playing a guessing game.
2.Ask students to say jobs we’ve learned.
通过猜谜的形式复习旧单词, 调动学生的学习积极性。
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Step3 Presentation
1. Teach new words and expressions by showing the pictures.
利用多媒体展示图片引入新词汇，直观、形象，印象深刻。
2. Present What are you going to be when you grow up? How are you going to do that?
3. Ask What’s he\she going to be when he\she grows up? How’s he\she going to do that?
结合实际谈论自己的个人成长计划，引导学生谈论自己的将来计划。
Step4 Listening
Listen and match the items in 1b,then listen and repeat.
通过听、说、读，进一步巩固所学知识。
Step5 Practice
Ask the students to make an investigation about their future plans in groups of four.
通过小组调查活动操练本课重点句型。
Step6 Sum up
In this class we learn to use “be going to” to describe future plans.
通过小结，回顾本课主要内容
Step7 Homework
Read the four conversations in 1b, recite one of them.
Make their own conversation in pairs, write it on the exercise books.
布置两人合作做对话，促使学生加强合作，互相帮助。
＜＜新目标英语＞＞八年级上册第六单元教案
《新目标英语》八年级上册第六单元教案Unit 6 I’m more outgoing than my sister.(Section A)［设计理念］以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。
它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。
运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。
新目标英语是一套好教材，然而，“橘生淮南则为橘，生于淮北则为枳”。
在镇区中学的英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。
同时利用多媒体和网络技术，帮助解决教学难题。
这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。
［教材分析］教学内容为“Go for it ”新目标英语八年级上册第六单元Section A。
学习内容主要体现在以下3点：1、学习有关人物特点的单词：tall, thin, short, heavy, calm, wild, long hair,short hair, outgoing, quiet, funny, serious, smart, athletic, ect.2、学习人物比较的重要句型：（1）Pedro is funnier than Paul.（2）Tina is taller than Tara.（3）Tom is more athletic than Sam.3、掌握语法点：the comparative and superlative degrees of adjectives(形容词的比较级和最高级)［学生分析］1、利用多媒体课件上英语课，学生视听感受明显，表现出极大兴趣，在欣赏和享受中学习，学习效果很明显。
2、学生以前已经学过形容词的比较级和最高级，但掌握的强度不够，对单音节和多音节形容词的比较级和最高级的表达上总是出现错误。
新目标版八年级英语上册教案：Unit6 SectionA 教学设计
Unit6 I'm going to study computer science Section A(Period 2)教学设计Learning AimsⅠ. After this class, students can use the following new words and phrases flexibly and completely. college, education, medicine, university, London, article, send, be sure about, make sure.II. By learning about dream and how to achieve it, just be confident to struggle for your dream.Key points and DifficultyThe key point of this unit is future intention. Especially the structure “be going to do” is difficult for students. Except the new words and phrases, students also should use the following key sentences flexibly. “What do/does…want to be?” “How is/are…going to do that?”“Where is/are going to…?”“When is/are going to…?”.Teaching MethodsI’ll adopt Communicative Language Teaching Method, Task-based Method, Autonomous Learning Method and Cooperative Learning Method.Teaching ToolsI’ll use multi-media computer software, powerpoint, blackboard and chalks.Teaching ProcedureⅠ. Lead-in1.Talent ShowLet one student have an English talent show that is related to the topic of this class - dream. (Design intention: attract the students’ interest; have a free talk with students just like friends to lead in the topic naturally.)2. ReviewGuess the dreams jobs that learned last class together.(Design intention: on the one hand, students can think of the old words to prepare the vocabularies we’ll use this class; on the other hand, lead in the topic of this class further.)Ⅱ. Learning AimsAsk the students read the learning aims together.(Design intention: make the students’ learn about the aims of this class clearly. )Ⅲ. Challenge the new wordsStudents read and spell the new words as fast as they can. The other students can stand up to challenge him/her.(Design intention: arouse the students’ interest; make them recite the words more actively. ) Ⅳ.Pair work1.By talking about dreams of the children in the program named “Where are we going, dad?”,practice the following conversation, “A: What does he/she want to be? B: He / She wants to be…A: How is he/she going to do that? B: He / She is going to…”(Design intention: use a famous program to arouse the students’ interest;practice the conversation between the students by using the target words. )2.By guessing the picture of me, students practice the conversation, “A: I want to be… B: Whereare you going to…?A: I’m going to…B: When are you going to…?A: I’m going to…”.Then I’ll ask other students some questions according to the conversation. Eg. “T: Where is sb.going to…? Ss: He/ She is going to…”“T: When is sb. going to… Ss: He/ she is going to…”(Design intention: lead in the new conversation to practice the third person. )Ⅴ. ListeningListen a conversation adopted by activity 2d and 3a, and then answer some questions. At lastrole-play the conversation with the partner.(Design intention: consider the real learning situation of students to integrate the teaching material; practice the students’ listening skills; role-play the conversation to use the listening material fully.)Ⅵ. Group Work1. Make a survey.Do a survey about the students’ dream. Then fill in the chart.2. Let the group show us the interview and report the results of the survey.3.The teacher and the other students give comments.(Design intention: make students know more about the dream of group members; cultivate the cooperation ability of students; expand the students’language skill; practice the target language of future intention flexibly.)Ⅶ.SummaryLet students summarize the key words, phrases and sentences and then the teacher adds up. (Design intention: students think about what they have learned this class to know about the knowledge clearly and completely.)Ⅷ. Exercise1.Translate some sentences.2.Show students how to know more about the knowledge of this unit. For example, just surf theinternet to watch a micro class.(Design intention: check the students if they can use the target language flexibly; teach students to learn how to use the internet resources to study, such as the micro class.)IV. Homework.Write an article about your dream job.(Design intention: let students can use the target language flexibly; enhance their writing skill.) Ⅴ. Teacher’s WordsWatch a clip of the movie “The Pursuit of Happiness”. Then lead the students to read the following lines, “You got a dream, you gotta protect it. If you want something, go get it.” Finally, I summarize and make a wish to the students, “Hold fast to your dreams. They will come true one day!”(Design intention: arouse the students’ interest; sublimate the emotion to educate the students to hold fast to their dream. )。
人教版八年级英语上册Unit6SectionA1a1c说课稿
1.针对学生掌握不足的知识点，进行有针对性的复习和强化；
2.根据学生的反馈，调整教学方法和策略，提高教学效果；
3.注重课堂互动的均衡性，关注全体学生的学习需求。
2.在课堂上适时更新板书，避免一次性呈现过多信息；
3.使用不同颜色和符号强调重点，帮助学生快速理解和记忆。
（二）教学反思
在教学过程中，我预见到以下可能出现的问题或挑战：
1.学生在疑问句结构的使用上可能存在困难；
2.部分学生对频率副词的用法区别不够明确；
3.课堂互动中可能存在学生参与ቤተ መጻሕፍቲ ባይዱ不均的问题。
为应对这些问题，我将：
3.预习下一节课的内容，提前了解相关知识。
作业的目的是巩固所学知识，提高学生的实际应用能力，培养学生自主学习的好习惯。同时，通过作业，教师可以了解学生的学习情况，为下一步教学提供参考。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用以下布局和风格：
1.布局：板书分为左、中、右三个部分。左侧列出主要动词短语和词汇；中部呈现一般现在时态的肯定句、否定句和疑问句结构；右侧展示频率副词的用法区别。
3.激励评价：对学生的每一次进步给予及时、积极的评价，增强学生的自信心，激发学习动力。
4.互动游戏：设计富有创意的互动游戏，让学生在轻松愉快的氛围中学习，提高学习效率。
5.课后实践：鼓励学生将所学知识运用到日常生活中，进行课后实践，增强学习的实际意义。
三、教学方法与手段
（一）教学策略
我将采用任务型教学法、情境教学法和合作学习法作为主要教学方法。选择这些方法的理论依据如下：
本节课的主要知识点包括：1.一般现在时态的肯定句、否定句和疑问句结构；2.日常生活中常见的动词短语，如brush teeth, wash face, do homework等；3.词汇：morning, evening, after school等时间状语，以及always, usually, often等频率副词。
新目标英语八年级上Unit6课件
• Unit Introduction • Vocabulary learning • Grammar learning • Text learning • Listening training • reading comprehension • Writing training • Summarization and Review
Carry out lifeboat drill
Purpose
Procedures
The purpose of carrying out a lifeboat drill is to ensure that all passengers on board are familiar with the procedures for evacuating the ship in an emergency.
Communicati on skills
Students will enhance their ability to express their opinions and engage in meaningful discussions about sports-related topics.
Critical thinking
This tense is used to show an action that started in the past and continues to the present, such as "I have lived in this city for three years."
This tense is used to talk about actions that will happen in the future, such as "I will visit my grandparents next week."
新目标版八年级英语上册教案：Unit6 SectionA 教学设计
Unit6 I'm going to study computer science Section A(Period 2)教学设计Learning AimsⅠ. After this class, students can use the following new words and phrases flexibly and completely. college, education, medicine, university, London, article, send, be sure about, make sure.II. By learning about dream and how to achieve it, just be confident to struggle for your dream.Key points and DifficultyThe key point of this unit is future intention. Especially the structure “be going to do” is difficult for students. Except the new words and phrases, students also should use the following key sentences flexibly. “What do/does…want to be?” “How is/are…going to do that?”“Where is/are going to…?”“When is/are going to…?”.Teaching MethodsI’ll adopt Communicative Language Teaching Method, Task-based Method, Autonomous Learning Method and Cooperative Learning Method.Teaching ToolsI’ll use multi-media computer software, powerpoint, blackboard and chalks.Teaching ProcedureⅠ. Lead-in1.Talent ShowLet one student have an English talent show that is related to the topic of this class - dream. (Design intention: attract the students’ interest; have a free talk with students just like friends to lead in the topic naturally.)2. ReviewGuess the dreams jobs that learned last class together.(Design intention: on the one hand, students can think of the old words to prepare the vocabularies we’ll use this class; on the other hand, lead in the topic of this class further.)Ⅱ. Learning AimsAsk the students read the learning aims together.(Design intention: make the students’ learn about the aims of this class clearly. )Ⅲ. Challenge the new wordsStudents read and spell the new words as fast as they can. The other students can stand up to challenge him/her.(Design intention: arouse the students’ interest; make them recite the words more actively. ) Ⅳ.Pair work1.By talking about dreams of the children in the program named “Where are we going, dad?”,practice the following conversation, “A: What does he/she want to be? B: He / She wants to be…A: How is he/she going to do that? B: He / She is going to…”(Design intention: use a famous program to arouse the students’ interest;practice the conversation between the students by using the target words. )2.By guessing the picture of me, students practice the conversation, “A: I want to be… B: Whereare you going to…?A: I’m going to…B: When are you going to…?A: I’m going to…”.Then I’ll ask other students some questions according to the conversation. Eg. “T: Where is sb.going to…? Ss: He/ She is going to…”“T: When is sb. going to… Ss: He/ she is going to…”(Design intention: lead in the new conversation to practice the third person. )Ⅴ. ListeningListen a conversation adopted by activity 2d and 3a, and then answer some questions. At lastrole-play the conversation with the partner.(Design intention: consider the real learning situation of students to integrate the teaching material; practice the students’ listening skills; role-play the conversation to use the listening material fully.)Ⅵ. Group Work1. Make a survey.Do a survey about the students’ dream. Then fill in the chart.2. Let the group show us the interview and report the results of the survey.3.The teacher and the other students give comments.(Design intention: make students know more about the dream of group members; cultivate the cooperation ability of students; expand the students’language skill; practice the target language of future intention flexibly.)Ⅶ.SummaryLet students summarize the key words, phrases and sentences and then the teacher adds up. (Design intention: students think about what they have learned this class to know about the knowledge clearly and completely.)Ⅷ. Exercise1.Translate some sentences.2.Show students how to know more about the knowledge of this unit. For example, just surf theinternet to watch a micro class.(Design intention: check the students if they can use the target language flexibly; teach students to learn how to use the internet resources to study, such as the micro class.)IV. Homework.Write an article about your dream job.(Design intention: let students can use the target language flexibly; enhance their writing skill.) Ⅴ. Teacher’s WordsWatch a clip of the movie “The Pursuit of Happiness”. Then lead the students to read the following lines, “You got a dream, you gotta protect it. If you want something, go get it.” Finally, I summarize and make a wish to the students, “Hold fast to your dreams. They will come true one day!”(Design intention: arouse the students’ interest; sublimate the emotion to educate the students to hold fast to their dream. )。
新目标八年级上Unit 6教案
初2011级八年级英语上教案之Unit 6单元教学计划I. Teaching article(课题): Unit 6II. Teaching aims and demands(教学目的和要求):Talk about personal traits.Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.He’s calmer than Sam.III. Teaching importance and difficulty(教学重难点):Comparative with –er, -ier.More and both.IV. Teaching ways(教学方法):Revision, Learning, Practice and Reading.V. Teaching tools(教学工具):Tape-recorder and Lantern.V. Teaching time(教学时间):Six periodsUnit 6 I’m more outgoing than my sister. Period 1授课班级授课时间第______周第______课时课题Unit 6 Section A 课型Speaking教学目标知识目标Key vocabulary. Target language. Oral Practice.能力目标Learning skill. Speaking skill. Communicative competence 情感目标Learn to play a musical instrument.教学重难点Is that Sam?No, that’s Tom. He has shorter hair than Sam. And He’s calmer than Sam.Is that Tina?No, it isn’t. It’s Tina. Tara’s shorter than Tina.学情分析教具学具 A tape recorder. A projector. Some objects.教学法指导Listening and speaking methods. Communicative approach.教学过程Step I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard. Judy is tall. Judy is taller than Bobby.Then bring out two rules of different length. Say:This is ruler. It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1aAsk students to do this activity individually. Then check and answers.Tall—short long hair—short hair thin—heavy calm—wildStep V 1bFirst tell students what the twins are. Twins are children born at the same time to the same parents, but not always.Step VI 1c PairworkAsk two students to read the sample conversation to the class.A: Is that Tara?B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..Then have students work with a partner.Make conversation work with a partner.Step VII Pronunciation NoteWrite one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.Step VIII Summary and HomeworkToday we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!板书设计Unit 6 I’m more outgoing than my sisterDraw two people on the blackboard. One is Judy. The other is Bobby. Judy is taller than Bobby. Bobby is shorter than Judy.作业布置Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more prac tice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!教后反思运用直观教具为了进一步激发学生学习兴趣。
新目标八年级上unit6教案
Unit 6 I’m more outgoing than my sister.济渎路学校张艳霞I 教学内容、目标与要求课型: 读写课目标: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 asKey structures---- S + be + adj.比较级+than+被比较对象as….as教具: 多媒体教学步骤Step 1 Leading in1．Sing a song: The more we get together 活跃气氛，引出比较级。
2. 通过姚明和潘长江的对比，复习比较级，衔接上一节课的作用, 同时也为本节课新知识的学习和写作起个铺垫作用。
Step 2 Presentation1.read 3a quickly,answer two questions,通过快读了解文章大意。
12.Read the statements about the article together,solve the difficult points.解决as....as...,both,be good at等难点。
3. Read 3a slowly and fill in the chart.通过细读解决细节问题，进一步了解大意.5.Retell 3a according to the chart.Step 3 Writing1.Talk about the differences and the same things between you and your friends according to 3b.2.Write a short passage:My Best Friend and I通过以上活动的输入进行实践使用，进行输出练习。
人教新目标八年级英语上册Unit6SectionB2a-2e教案
Section B 2a-2e Part1: Analysis of the teaching materials: 2a-2e 以“New Year’s resolutions ”为主线，以贴近现实生活的resolutions 为话题展开阅读活动，阅读语篇介绍了resolutions 的定义、种类、特性等，读后设计了匹配段落大意、将句子放回原文、根据短文内容回答问题、用文中出现的重点词组造句等任务链活动，旨在帮助学生在掌握语篇信息的同时，发展相应的阅读技能，提升阅读策略。
旨在帮助学生在掌握语篇信息的同时，发展相应的阅读技能，提升阅读策略。
Part2: Intelligence analysis: 孩子们已经有一定的英语储备了，对所学的句型已经有了一定的了解，需要做的就是培养孩子良好的学习习惯，从而使学生的阅读理解能力得到培养和提高，结合前面所学知识，为孩子提供更多的机会和平台让学生练习所学的句型，在具体的语境中掌握更多的词汇，理解重难点词汇，使孩子们的听说读写能力得到全面提高。
一、Teaching aims ：1. Language goals ：1) Master the following words ：question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork 2) Master the following drills ：① ─What are you going to do next year? ─I’m going to take guitar lessons. ② Many resolutions have to do with self-improvement. ③ They’re going to take up a hobby like painting. ④ Sometimes the resolutions may be too difficult to keep. 2. Motion objects ：每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。
八年级英语上册 unit6The sixth period教案 人教新目标版
The sixth periodI.Teaching aims1.Knowledge objectReviewing the key vocabulary in this unit.Reading and writing practice2.Ability objectsSelf check skill3.Moral ObjectStudy hard and make great progressII.Teaching key points1.Reviewing the key vocabularyView interest though necessary care friendship2.Target languageIt’s not necessary to be the same.Be different from….He always beats me in tennis..I don’t really care.III.Teaching difficultyWriting praticeIV.Teaching methodsparative methodWriting methodV.Teaching procedures1.Greet the class as usual and check the homwork2.students read the passages for three times and underline some phrases.3.Students remerber the phrases and write them down1 / 24.Explain some importances and difficulties to students.a)b)the same as the same n. as …. 和…..一样eg: My best friend is the same as me .He has the same bag as me .c)be different from …与…不同eg: Tom is different from med)Yun Li is as quiet as me but she is not so/as smart as me .e)Both 在句中的位置:实v前，其它（情，助，系）v后5.Do the excercises in the workbook6.Check the answersVI.Homeworka)Finish the tasks in Sunshineb)Write a similar article to introduce your likes about your friends. VII.Blackboard design。
教案：新目标英语八年级(上)Unit6SectionA第一课时
教案：新目标英语八年级（上）Unit 6 Section A 第一课时潮州市高级实验学校刘丹子教材分析：本节课承接上一单元的邀请话题谈论人物个性特征和比较人物，主要语言结构是形容词比较级的用法。
教学目标：1、谈论人物个性特征以及比较人物2、指导学生学习有关人物的特点单词以及学习人物比较的重要句型。
掌握的重点词汇是outgoing calm wild等描述人物性格及比较人物的形容词及比较级的构成和形容词比较级句型。
教学重点：使学生能够对人物外貌进行描绘，个性进行比较。
教学难点：形容词比较级的规则变化，形容词比较级的用法。
能力目标：培养学生运用形容词比较级的口头表达能力。
情感目标与价值观：通过本课的知识学习，使学生在介绍同学时要尊重同学，实事求是地评价自己及同学，不要以貌取人。
教学方法：1听说法2课堂互动法3直观教学法4功能教学法5任务型教学法6情景教学法教学过程：（课时：一节时间：40分钟）Step 1 Warm up& lead in1.简单进行自我介绍，引出本节课课题。
2.头脑风暴Ask the students to get the words to describe people as much aspossible.Step 2 Presentation1. Ask two students (One is tall and thin, the other is short and fat) to stand in the front of classroom, the other students tell the differencesbetween them.2. Use the flash pictures to share the comparatives while learn some new words about personal traits such as calm,wild ,outgoing and so on.3.Get Ss to introduce the rules of the comparative degree of adjectives. (Show them on the screen)4.Match each word with its opposite.(P21-1a)plete the chart with the words used with “-er/-ier”or “more”.(P 32-2a)6.Have a competition.Make more sentences to compare people.Divide the class into two groups.See how many sentences a group can make in one minute.The more, the better.Step 3 Practice1.Make conversations about the twins2.Listen and number the pictures in 1b.3.Listen and fill in the chart in 2b.4.Challenge yourself. （见附件）Listen to 2b again see how many key words you can pick up.There are three parts offered for the students to choose one is suitable for themselves to complete.Step 4 ConsolidationGroupwork. Ask the students to work in groups of four to compare their classmates. And choose one to be the actor and one to be the actress.Then give a report to us.Step 5 Sum upGet the students to sum up what they’ve learned today.1.Words.parative degrees of adjectives.3.Sentences to compare people.Step 6 HomeworkWrite a passage about your family.You should use comparative degrees of adjectives to compare each person.附：挑战自己！下面有三项任务，请你根据自己的情况任选一项任务来完成。