U3-1听说课教学设计公开课.docx

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1、Which one is my best friend?my best friend, Tiffany.My best friend. TiffanyShe is short.am tall.shorterthan meShe Is shy.She is shyerI am outgoing.than metaller than her.=1 am more outgoing than her.I have short hair.She is hard-working.My best friend, TiffanyShe hasIs her hair longer than mine? 3儿

2、-No, her hair is astdttnq as yours.I am hard-working, too.longer hairthan rrBoth of us love sports.She swimJaster (fast) than me.But, I play table tenni9etter(well) than her.shorter hair than heI am as hard-working as her. =Both of us ardiard-working . =Both of us work hardSometimes, we are just lik

3、e twins.上 Unit 3 Im more outgoing than my sister.Section A(la-2c)听说课 Teaching objectivesAfter this class, Ss will be able to:1. Language abilityhave the initial awareness of comparative forms of adjectives and adverbs through listening and speaking.(1) compare between two classmates with the use of

4、key sentence structures such as A is/do sth. than B, A is/do sth. as. as B, both A and B are/so sth,.2. Cultural awarenessbe sensitive to the differences and similarities between two persons.3. Learning competencelisten and take a note by writing down the first letter of the key words. Key points an

5、d anticipated difficultiesKey pointsAfter this class, Ss w川 be able to describe the differences and similarities between two persons with the use of key sentence structures such as A is/do sth. . than B, A is/do sth. as. as B, both A and B are/so sth,.1. Anticipated difficultiesAfter this class, Ss

6、will be able to summarize the rules of comparative forms of both adjectives and adverbs. Teaching proceduresStage 1 Pre-listeningActivity 1: Lead-inDescribe the differences and similarities, in aspects of appearance, personalities and abilities , between T and her best friend, then ask Ss to guess w

7、hich one is her best friend.T:We are close friends for over ten years, so sometimes we are just like twins.Justification Lead in the topic “Compare two persons”, part of the comparative forms, and key sentence structures such as A is/do sth. . than B, A is/do sth. as. as B, both A and B are/so sth,.

8、Stage 2 While-listeningActivity 2:Picture-viewingAsk Ss to get information from the picture in la.Q: How many pairs of twins are there in the picture?What are they doing? (They are playing music in a competition.)Whats the name of their band?T: Here are some real twins in the picture.JustificationTr

9、ain Ss awareness of getting information from the given picture before listening.Activity 3: Matching (la)Ask Ss to match the opposite adjectives in la, then ask them to make sentences with these pairs of adjectives to describe Tom and Sam.eg. Tom plays the guitar quietly, but Sam plays the drum loud

10、ly.Justification Refresh Ss former knowledge about adjectives as a preparation of the learning of comparative forms.Activity 4: Listening and numbering (lb)Ask Ss to listen to three conversations and number the twins.First, they are talking about. and .Second, they are talking about. and.At last, th

11、ey are talking about. and .Justification Help Ss to be clear about the pronunciation of these names.Activity 5: Listening and blank-fillingConversation 1: Ask Ss to listen for the comparative forms and train them to listen for the unstressed words. Then, organize them to read after the tape and pay

12、attention to the stress. Conversation 2: Ask Ss to listen for the answer of the general questions.Conversation 3: Ask Ss to listen for the answer of wh- questions.Sam hanger hair than Tom.Both of them caiolay thedrums . but Sanfclays the情 belter than Tom.Is Tina shorter than Tara?-No . she isnt . Sh

13、e tellerthan加触 Tina sing as loudly as Tara?-Ng she doesnt . Shangs more loudly thanTara.Listen and finish the tasks.Who is heavier?-Peter itf)eavjer than PaulWho is taller?.Peter is tallerthapaulJustification Train Ss to listen for comparative forms and help them to practise the key sentence structu

14、res of comparison.Activity 6: Pair-work(lc)Ask Ss to make a conversation in pairs to compare the twins in the listening task.Make a conversation to compare them.heavy / short long hair / play the drums A: Thafs., isnt it?B: No, it isn9t. It9s. is/has . than .And she/he also . thanJustification Provi

15、de enough time for Ss to mechanically practise the use of comparative words and key sentence strictures.Activity 7: Picture-viewingAsk Ss to make a prediction according to the picture in 2a.Q:What are they doing?Who is Tara? Why?Justification Guide Ss to find out the differences between this pair of

16、 twins according to former listening task, so as to give them a chance to use comparative words in a real situation.Activity 8: Listening and sorting the adjectives and adverbs(2a)First, ask Ss to try to sort those words according to their comparative forms by themselves.Then, ask them to listen for

17、 the comparative words and sort those words.Are these words used with -(i)emofunny fiiendlv outgoing hard-working small lazv(run) Hist (jump) high (work) hard (get up) earlyoutgoing (more outgoing) hard-working(more hard-working)outgoing (more outgoing) hard-working(more hard-working)friendly (frien

18、dlier) funny (funnier)run fast (faster) jump high (higher) work hard (harder) smart (smarter) lazy (lazier) get up early (earlier)Justification Help Ss to have the initial awareness of two kinds of comparative forms throughlistening for comparative words.Activity 9:Reading and thinkingAsk Ss to read

19、 after the tape, then answer questions.Q:Do they look the same? -No, they just look similar. There are still differences between twins.Does Tara think Tina is more hard-working than her? -No, she thinks she works as hard as Tina,. Justification Guide Ss to guess the meaning of new words and phrases

20、with the help of the context.Stage 3 Post-listeningActivity 10: Game show-Who is that?Game Show:One Student: get a name card of a classmate.The other three students:ask yes/no questions in turns to guess who he/she is： Each of you can ask no more than 2 questions.) Blackboard design咽却 一般m* *胸.彳IMh,

21、Is that a girl/boy? Is he/she . than you? Is he/she as . as you?-Yes, he/she is as . as me./ No, he/she is . than me. Does he/she . than you? Does he/she . as.as you? Is that (name)?Justification Organize Ss to use the key sentence structures and comparative words to solve a real problem, and let them be sensitive to the differences and similarities among their classmates. Homework1. Finish the exercises of period 1.2. Read aloud the listening materials twice.3. Write a report about the 3 differences and 3 similarities between the guessed classmate and the group member who has the name card.