I’m more outgoing than my sister教案2篇

I’m more outgoingthan my sister教案一

Period 1

Teaching contents: Section A 1a , 1b, 1c ,2a ,2b ,2c .

Teaching goals :

1. vocabulary :outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .

2. Pattern: He hasshorter hair than Sam .

Is Tom smarterthan Tim ?

3. 能力目標:能對人物的外表進行描繪,個性進行比較.

Teachingprocedures:

Step 1 Leading in

Ask a student tointroduce herself/himself .

Step 2 Pre-task

SB Page 31 , 1a .

Show some picturesto Ss .

Say ,They arestars .Ask Ss to tell what they see .

Ask Ss to use thewords :tall ,wild , thin , long hair , short hair , heavy , calm , short and soon

Then ask Ss torepeat these sentences :Yao Ming is taller than Ronaldo .

Step 3 While-task

SB Page 31 , 1c ,1b .

Call attention tothe picture .

Point out thesample conversation in activity 1c .

Say ,Now work witha partner .Make your own conversation about the twins .

Ask several pairsto say one or more of their conversations .

Then listen to therecording .Ask Ss to number the twins .

Check the answers.

SB Page 32 ,2a .

Point out the twocolumns and read the headings :-er , -ier and more .Then point out the words inthe box .Read .

Say ,now listenand write the –er and –ier words in the first column and the words that usemore in the second column .

Play the recordingand check the answers .

SB Page 32 , 2b .

Point out thepicture and the two boxes with the headings Tina is and Tara is .

Say ,listen to therecording .Write word in the boxes .The words are from the list in activity 2a.

Play the recordingand check the answers .

Step 4 Post-task

SB Page 32 , 2c .

Point out thechart in activity 2c and on Page 89 . Say , Make your own conversationsaccording to the information. Ask pairs to continue on their own .

Correct theanswers .

Step 5 Homework

How are you andyour sister /brother different ?Write down

Period 2

Teaching contents:Grammar focus , 3a , 3b ,4 .

Teachingprocedures:

Step 1 Leading in

Ask ,How are youand your mother/father different ?

Ask some Ss to answer.

Step 2 Pre-task

Grammar focus .Review the grammar box .Ask Ss to read the sentences to the class .

Call attention tothe word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i”and add –er .

Write the phrases“more athletic than” .Say,when you complete things using words with three ormore syllables ,you use the word more .

Practice : happy ,outgoing , short , thin , good .

Step 3 While-task

SB Page 33 , 3a.Call attention to the letter .Ask a student to read it to the class .Say, nowread the article ,then answer the questions .

Write if thestatements are true ,or false ,or “don’t know” if you don’t know the answer .

Check the answers.

SB Page 33 , 3b .

Say ,tell yourpartner about things that are the same and different between you and a memberof your family or a friend .You can make a conversation like the example .

Ask two Ss to readthe sample conversation in the box .

Have Ss work andask some pairs to say their dialogues .

Step 4 Post-task

Read theinstruction to the class .Ask pairs of Ss how many same and different examplesthey found .

Work in pairs andask some pairs to read their lists .

Step 5 Homework

Write down thesame and different between you and a friend .

Period 3

Teaching contents: Section B 1a , 1b , 2a , 2b , 2c .

Teachingprocedures :

Step 1 Leading in

Show a maxim to Ss: A friend indeed is a friend in need .

Ask ,What kind ofthings are important in a friend ?

Step 2 Pre-task

SB Page 34 , 1a .

Read eachdescription to the class and ask the Ss to repeat.

What kind ofthings are important in a friend .Rank the things below 1-6 (1 is mostimportant )

Ask different Ssto copy the six phrases on the Bb .Then read the phrases together .

Step 3 While-task

SB Page 34 , 1b .

Say , Now makeyour own statements about friends using

the phrases inactivity 1a .

Ask some Ss totell the class what they look for in a friend .And say ,who is your best friend?

SB Page 34 , 2a .

Play the recordingand check the answers .

SB Page 34 , 2b .

Play the recordingand check the answers .

Step 4 Post-task

SB Page 34 , 2c .

Say , Now workwith your partner .Make a conversation using information in the chart .

Ask several pairsto say their conversations to the class .

Step 5 Homework

連詞成句:

1. Tom , Sam ,intellectual , more , than , is .

2. her sister , as… as . not, sports , at , good, is ,Liu Ying.

3. me , same , as, the , friend , my , is .

4. makes , laugh ,a , me , good , I , think , friend .

5. outgoing , are, both , we .

Period 4

Teachingprocedures :

Step 1 Leading in

Greeting .

Step 2 Pre-task

SB Page 35 , 3b .

Read theinstruction to the class .Ask Ss to look at the chart on Page 34 .

Ask a student toread the example to the class .

Say ,now writeyour own sentences .

Ask students whofinish first to write sentences on the Bb.

Ask some Ss toread the sentences ,each student read one sentence one by one .

Step 3 While-task

SB Page 35 , 3a .

Read theinstruction .Point out the sample answer .

Say , Now read thearticle .Explain the words and sentences in your own words .

Listen to therecording .

[教學過程]

Step 1 Lead-in

T:I have a sister.Can you guess what she looks like and what she is like? (Show them you arewaiting.)

S:She is tall./She is thin. / She has long hair./She is easygoing./…(Students use theirimagination and express themselves freely.)

T:Let’s look atour photos. (Show them on the screen.) Please talk about us.

S:She is shorterthan you. /She has shorter hair than you. /She is thinner than you. /…(Students get information from the photos.)

T:I’m more outgoingthan my sister.(Lead in the class subject.)

[ 1、平時師生間接觸多,但學生與老師的家人接觸甚少,利用學生的心理和想象空間,調(diào)動學生的學習興趣,增進師生間的相互了解。2、了解學生對已學過的形容詞比較級和最高級的掌握程度,為下一步鞏固學習做好鋪墊。]

Step 2 Revision

1、 Revise the adjectives describing people’sappearance and personalities:

Divide the classinto four groups and have a competition. See which group of the students canget as much as possible. Write down on a piece of paper prepared before class.(Students must collect them before class.)

2、Show some photos about famous persons andtalk about their personal traits, using description words, such as shorthair/long hair, curly hair/straight hair, tall/short, heavy/thin,funny/serious, outgoing/quiet, smart/foolish, beautiful/ugly, intelligent/lazy,friendly/unfriendly …etc, on the screen.

[1、復習已學內(nèi)容,自然延伸到新課學習,起到承上啟下的作用。2、開展競賽活動,既可調(diào)動課堂氣氛,又可提高求知欲望,一舉兩得。]

Step 3Presentation

1、 Learn some new words about personaltraits: calm/wild, athletic/weak, using the pictures of 3 pairs of twins inSection A.

T: Who is calmer,Tom or Sam?

S: Tom is calmer thanSam. Sam is wilder than Tam.

Tom is moreathletic than Sam. Sam is weaker than Tom.

2、 Do Section A-1a.Match each word with theopposite. Check the answers.

3、 Get students to introduce the rules ofthe comparative and superlative degrees of adjectives.(Show them on thescreen.)

[1、充分利用課本資源和網(wǎng)絡資源,進行詞匯教學,詞不離句,形散而神不散。2、讓學生歸納總結(jié)語法知識點,因勢利導,有利于開啟思維,體現(xiàn)以學生為中心的教學特點。]

Step 4 Listening

1、 Listen to the tape and number thepictures in 1b.

2、 Listen to the tape and complete the chatin 2a. Listen again and fill in chat in 2b.

3、 Check the answers.

[聽力訓練既是對知識的鞏固,也為下一步的任務輸出提供了輸入材料。]

Step 5 Practice

Task 1: Interviewfamous persons(Pair work)

1、Demonstrate the activity with one student.(Imagine he/she is a famous person. The teacher acts as a reporter.)

eg.T: Hello,Susan. May I ask you some questions about your family?

S: Yes.

T: Do you have abrother or a sister?

S: Yes, I have twobrothers and one sister.

T: Who is taller,your sister or you?

S: I’m taller thanmy sister.

T: Who is the mostathletic of you?

S: My oldestbrother.

(Show an exampleon the screen.)

2、 Ss work in pairs. Then ask some pairs toact them out in class.

Task 2: Publicvote (Group work)

1、 Divide the class into 4 groups and thenwork in groups. Fill in the chat.

In class

Name

Who is thetallest?

Who is theshortest?

Who is theheaviest?

Who is thethinnest?

Who is the mostoutgoing?

Who is the mostathletic?

…

2、 Each group choose one student to do areport. Show the results in class.

Task 3: Super star(Individual performance)

T: Suppose you area super star in the future. What will you look like and what will you be like?

S: I’m better thannow, of course.

1、 Show an example on the screen:

I want to be asuper star. Now I’m tall. Later I’m taller. Now I’m a middle school student.Later I’m a college student.…

2、Get Ss to design their future and have afree talk.

3、Ask some Ss to share with others.

[1、設計的活動既突出互動合作,又體現(xiàn)個性化發(fā)展,有利于調(diào)動各個層面同學的學習積極性,最大限度地提高每位同學的參與意識。2、活動的主題難易顧及到學生的實際情況,操作具有可行性。3、教師導演,學生主演,充分發(fā)揮學生的主體作用和積極能動性。4、“名人專訪”、“公眾投票”、“明日之星”這些活生生的生活場面,活現(xiàn)在課堂中,完全改變了以往“直截了當向?qū)W生傳授語言”的傳統(tǒng)教育模式,真正體現(xiàn)了“以人為本”的任務型語言教學模式。]

Step 6 Reading andWriting

1、 Teach “l(fā)ook the same”、“l(fā)ook different”、“ be as good as”、“be not as good as”、“a little”,using some pictures andcomparing some Ss in class.

2、 Ss read the article. Then read thestatements (1-5) about the article. Write “T”、“F” or“DK”.

3、 Check the answers. (Ask Ss to givereasons.)

4、 Ask Ss to write another letter.

T: You are Isabelnow. Write a letter to reply Liu Li. Talk about the same and different betweenyou and one of your friends.

5、Choose two or three to share the replieswith the whole class.

[1、這一環(huán)節(jié)是基于聽說訓練之上,培養(yǎng)學生的讀寫能力,在課堂內(nèi)強化目標語言。2、對教材進行重新整合,既有效地控制了難易梯度,又不失時機地為學生創(chuàng)造了互相學習的機會,充分調(diào)動了學生的創(chuàng)造性思維和發(fā)散性思維能力。]

Step 7Consolidation and Sum-up

1、 Give Ss a chance to sum up what havelearned in this class.(Ss can talk about it freely.) Then T makes a briefsum-up.

2、 Get the Ss to do some consolidationexercises. T goes around and gives some help to Ss.

[1、讓學生來做課堂小結(jié),抓住了學生“敢于開口說英語”的心理,突出主動學習的重要性;教師作綜合陳述,猶如給學生一顆定心丸,給學生增添了信心。2、強化練習,重點訓練聽寫能力,進一步鞏固本課所學內(nèi)容。]

Step 8 Homework

1、 Do Workbook Exx.1-3.

2、 Preview Section B.

[案例反思]

時代在變,世界在變,事物都在發(fā)展,教育理念的更新也是勢在必行。由David Nunan倡導的任務型語言教學主張learning by doing,掀起了英語教學改革的浪潮。這給工作在第一戰(zhàn)線的英語教師帶來了希望,也使得英語課堂教學更具挑戰(zhàn)性。如今,互聯(lián)網(wǎng)無處不在,網(wǎng)上分布著無比豐富的英語教學資源,多媒體和網(wǎng)絡技術(shù)的應用已經(jīng)成為英語教學不可缺少的教學輔助手段,確實為英語課堂教學帶來了生機與活力。英語教師也因此用一種新的眼光來看待英語教學?！八?互聯(lián)網(wǎng))擁有如此令人驚訝的無限資源,它可以使我們每一位教師變得更富有創(chuàng)造性,更緊跟時代,更令人滿意?！?/p>

I’m more outgoing than my sister.教案二

I 教學內(nèi)容、目標與要求

II 教學內(nèi)容分析

本單元以描述某人的個性特征為中心而展開, 從外表和性格兩方面比較人物之間的相同與不同點, 由此引出taller, shorter, thinner, longer,heavier, calmer, wilder, quieter, funnier, more athletic, more popular, moreserious, more outgoing 等詞匯, 以及“S + be + adj.比較級+than+被比較對象”這個重要的句子結(jié)構(gòu)。Section A部分重在要求聽說讀三個方面比較不同雙胞胎之間外表和性格的區(qū)別, 附帶著在3a也提出了as….as 結(jié)構(gòu)the same as結(jié)構(gòu)表達兩人的相同之處。與Section A部分比較, Section B部分則深入到比較自己和朋友的相同與不同之處, 并提出了“選擇朋友”這個話題, 引導學生正確評價朋友, 引導學生結(jié)識真正的好朋友。

III 教學過程建議

圍繞本單元“描述個性特征”這一話題，教師可以在課堂上展開系列的兩人一組活動引出本單元的主要單詞和句子結(jié)構(gòu)“S + be + adj.比較級+than+被比較對象”。如任務一：你眼里的我？學生兩人一組展開活動，分別在各自的卡片上寫下一些形容詞，描述對方的身體和性格特點。任務二：咱們相同嗎？學生兩人一組展開活動，通過比較各自的卡片，找出自己和對方相同的地方，簡單地表述這些相同之處，然后進一步比較這些相同之處，說說它們在程度上的區(qū)別。也可以準備一些教師自己或?qū)W生不同時期的照片，先用所學過的形容詞描述照片，然后把兩類照片進行比較，從而引出本單元所要講的形容詞的比較級。

本單元的聽力練習教師可以根據(jù)學生的實際情況適當?shù)臄U展增加或降低難度。

在“說”方面，教師應盡量選擇學生感興趣的話題，激發(fā)學生開口交流。如活動“猜猜他/她是誰”，可以Pairwork, 也可以Groupwork，一個學生描述班里一位同學或老師并和自己比較，其他同學猜所描述的人是誰。又如小組活動“交通工具的比較”，學生4-6人一組討論到達某一景點可乘坐的各種交通工具，并選擇最佳出行方式。

課本上閱讀的練習教師也可以根據(jù)學生的實際情況適當?shù)臄U展。

課后書面作業(yè)，教師應盡量要求學生根據(jù)課堂上展開的活動進行復述，一方面檢查學生課堂上是否按老師要求活動，一方面加強學生對本單元主要句型和詞匯的筆頭操練。

第一課時

課型：speaking writing & listening

方法：多媒體教學

目標：了解并初步運用形容詞的比較級，能簡單地描述人物外表和個性的差異。

核心內(nèi)容：

Key vocabulary--- taller,shorter, thinner, longer, calmer, wilder, heavier, funnier, smarter, quieter, moreoutgoing, more athletic, more serious, than

Keystructure-----S + be + adj.比較級+than+被比較對象

教具：錄音機多媒體

教學建議

Step1 Lead-in (導入)

目的: 本階段的活動是為下面的聽力做準備, 起導入話題和復習詞匯的作用。

建議:

1教師可以從網(wǎng)上下載一些典型的雙胞胎或名人的照片, 先用所學的形容詞描述外貌和性格特征, 然后進行比較, 引出本單元的主要句子結(jié)構(gòu)“S + be + adj.比較級+than+被比較對象”。注意先引出單音節(jié)形容詞比較級, 再引出雙音節(jié)和多音節(jié)形容詞比較級。如:Look at the pictures of the twins Tomand 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 thanTom.

其它: X X is thinner /fatter/ heavier than X X..

XX has longer/ shorter hair thanX X .

XX is calmer/ wilder than X X.

XX is funnier than X X.

XX is smarter than X X.

XX is more serious than X X..

XX is more athletic than X X.

XX is more popular than X X.

2根據(jù)黑板上的例句, 教師引導學生歸納形容詞的比較級的構(gòu)成形式。

3Exercise.

1)做Section A --- 1a

2)寫出下列形容詞的比較級。

funnythin smallfast seriouspopularfatheavy outgoing athletic

Step2 Listening( Activity 1b & 2b)

目的: 本部分聽力目的在于訓練學生從聽力材料中獲取有關描述比較人物不同的信息, 任務完成以學生能夠掌握對話的主要信息為標準。

建議: 課本上的練習比較簡單, 教師可以根據(jù)實際情況適當變動一下題目形式加大難度。

1Listeningexercise for 1b. Listen and fill in the blanks.

(1)Sam has _________ than Tom. Tomhas ________ than Sam.

(2)Tara is _________ than Tina. Tinais _________ than Tara.

(3)Pedro is __________ than Paul.Paul is__________ than Pedro.

Key:(1)longer, shorter(2) shorter, wilder(3) heavier, shorter

2Listeningfor 2a/2b. (按課本上的要求做練習。)

Key:Tina is funnier, more outgoing, more athletic. Tara is more serious, quieter,smarter.

3如果時間允許的話, 教師可以讓學生聽錄音寫錄音稿, 這對提高學生的聽力有好處。

Step3 Pairwork ( 兩人小組活動)

目的: 本部分是聽力活動的繼續(xù), 目的是使學生掌握聽力活動中所展示的詞語句法, 更重要的是促使學生開口, 能初步掌握形容詞比較級的用法。

建議: 1 看P31 的圖, 兩人一問一答。

Model:A:Is that Tara?

B:No,it isn’t. It’s Tina. Tina is shorter than Tara.

2StudentA 看P32-2C的表格, Student B 看P89的表格, 兩人一問一答。

Model:A:Is Tom smarter than Sam?

B:No,Sam is smarter than Tom.

第二課時

課型:Speaking, listening & writing

方法:Formal and interactive practice

目標:能將上一節(jié)課所學的描述和比較人物實際運用到真實的生活情景中去。

核心內(nèi)容:

Keyvocabulary----as you can see,in some ways,look the same,lookdifferent,both,however,hers, as… as…,have some things in common,a little,thesame as

Keystructures----S + be + adj.比較級+than+被比較對象as….as

教具:多媒體,學生自帶一些小時侯和現(xiàn)在的照片

教學建議

Step1Revision (復習)

目的:本活動可以起到銜接上一節(jié)課的作用, 通過Pair work 和Group work復習上一節(jié)課所學內(nèi)容, 同時也為下面的閱讀起個鋪墊作用。

建議:Task 1Pair work我的過去與現(xiàn)在 (Self-check2)

課前任務: 學生準備自己小時侯與現(xiàn)在的照片。

（1）教師可以向全班同學展示自己以前和現(xiàn)在的照片（最好是把照片掃描到電腦, 用幻燈片的方式放映。）, 請同學們描述幾張照片的區(qū)別。如: You are older than before. /You aretaller than before. / You have longer hair than before. / You are morebeautiful than before. / You are more serious than before.學生說出這些句子的時候, 教師適當?shù)匾?a little, much ,等修飾形容詞比較級的副詞和 as…as, the same as, 等原級結(jié)構(gòu)的短語。

（2）兩人一組, 互相向?qū)Ψ秸故咀约簬淼恼掌? 用所學的句子結(jié)構(gòu)描述幾張照片的相同和不同之處。

（3）請一些同學在全班展示自己和Partner所帶來的照片, 并敘述它們之間的相同和不同之處。

Task2Group work猜猜她/他是誰?

(1)首先教師作個示范, 描述某個科任老師與自己的相同和不同之處, 請同學們猜是哪個老師。Now I’d like to describe a teacher. Youall know him. He and I are both your teachers. We are both tall, but he’s alittle 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 betterat basketball. I’m more outgoing and he’s more serious. Who is he? Do you know?

(2)4-6人一組。一個同學描述某個大家都認識的同學, 其他同學仔細聽, 并猜出她/他是誰。

注:以上兩個活動的筆頭復述可以作為家庭作業(yè)布置下去。

Step2Reading ( Activity 3a)

目的:本活動目的是訓練學生閱讀有關描述雙胞胎之間差異的短文獲取具體信息地能力, 以學生能夠了解閱讀內(nèi)容并能簡要復述為達標標準。

建議:1 Exercise 1.Read the article. Then read the statement aboutthe article. Write “T” ( for true ), “F” ( for false ) or “DK” (for don’tknow).

Key:1DK2 T3 F4 T5 DK

Exercise2.Fill in the form.

2讀完后, 教師可以適當?shù)刂v解一些重要的短語。如:as you can see,in some ways, look thesame,look different,hers,however,both,enjoy doing sth.,as…as, the same as, havesome things in common,more than等。

Step3Practice ( Activity 3b)

目的:本活動主要是將前面的復習中的導入和閱讀中的重要短語做進一步的鞏固。

建議:1 Pair work兩人小組互相詢問對方和朋友的相同點和不同點, 并完成表格。

My partner and his/her friend

2復述 (speaking)My friend and I ,My partner and his/her friend

3復述 (writing )My friend and I ,My partner and his/her friend（此項可作為家庭作業(yè)。）

第三課時

課型:Listening and speaking

方法:Interactive approach

目標:能進一步利用所學句型描述朋友之間的相似點和不同點, 引導學生結(jié)交合適的朋友。

核心內(nèi)容:

Keywords----popular, be good at, schoolwork, make sb. laugh

Keystructures---S + be + adj.比較級+than+被比較對象, as….as

教具:錄音機, 多媒體

說明:本課以學生感興趣的電影“Harry Porter”導入并展開討論, 教學效果很好。

教學步驟:

Step1Lead-in (導入)

建議:

1教師可以用提問的方式引入本課的話題( Section B---1a): Do you have a good friend? Who is yourfriend? Why do you choose him/her as your friend? 學生的回答會五花八門, 教師應該適時進行歸納出:

has cool clothes

likesto do the same things as me. ( has the same interests)

isgood at sports ( athletic)

isgood at schoolwork.

makesme laugh. ( funny)

2展示Harry Porter 劇照, Who is this? (Harry Porter)Who arehis friends? ( Ron and Hermoine).

Step2Compare “Harry Porter” with Ron and Hermoine.

1教師提問:Why are they friends?學生回答, 教師適時歸納:They are the same age.They are allkind-hearted.They are all brave. They have the same interests.They have thesame dream.

2Differencesbetween Harry Porter , Ron and Hermoine.

(1)觀看有關Ron的片段1 學生得出結(jié)論:Ron is funnier than his friends.

(2)觀看有關Ron的片段2 學生得出結(jié)論:Ron is better at chess than his friends.

(3)T:How is Ron different form his friends?學生總結(jié): Ron is funnier and better at chessthan his friends.

(4)觀看有關Hermoine的片段學生得出結(jié)論:Hermoine is smarter and better atschool work than her friends.

(5)T:How is Hermoine different from her friends?學生總結(jié): Hermoine is smarter and better at schoolwork than her friends.

(6)觀看有關Harry Porter的片段1 學生得出結(jié)論: Harry Porter is braver than hisfriends.

(7)觀看有關Harry Porter的片段2 學生得出結(jié)論: Harry Porter is more popular than hisfriends.

(8)觀看有關Harry Porter的片段3 學生得出結(jié)論: Harry Porter is more athletic thanhis friends.

(9)T:How is Harry Porter different from his friends?學生總結(jié):Harry Porter is braver, more popular,more athletic than his friends.

(10) 引導學生完成下面的表格:

Step3Listening ( Activity 2a/2b)

建議:本部分聽力練習中, 語速較快, 語音有點含糊, 教師根據(jù)實際多放幾遍錄音, 并在重要的地方做提示以降低難度。任務完成以學生能簡要復述課本中表格的內(nèi)容為達標要求。

Key:

Step4Discussion(Group work)

目的:本部分的討論活動是對前面片段的總結(jié), 主要目的是激發(fā)學生用所學的句子結(jié)構(gòu)發(fā)表自己的意見, 正確的評價Ron, Hermoine和Harry Porter這三個人物。

1Who would you like to make friends with? (Ron, Hermoine, or Harry Porter)Why?

2Introduce 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?

第四課時

課型:Reading, speaking &writing

方法:formal and interactive practice

目標:通過閱讀范文，能簡要復述范文，能模仿范文口頭和筆頭兩方面表達自己的觀點。

核心內(nèi)容：

Keywords--- opposite, view, interest, most of, though

Keystructures--- S + be + adj.比較級+than+被比較對象, as….as

教具：錄音機

建議： Step 1 Revision (復習)

目的：本活動通過Pair work 復習Section B-2b聽力內(nèi)容。要求能比較流利地復述Holly和 Maria與他們朋友之間的異同。

操作: 兩人一組互相談論Holly和Maria, 然后請一些同學在班上復述, 盡量不看課本。

Step2 Reading

目的：通過閱讀能模仿范文口頭和筆頭上描述自己對選擇朋友的觀點，能描述自己和朋友相似和不同之處。

建議:1 閱讀并完成表格:

2利用表格簡要復述三人的觀點。

3Pair work 兩人一組互相表達自己的觀點以及自己與朋友之間的異同。

4Write about the things that are the same and different between you and afriend.（時間不夠的話，可以作為家庭作業(yè)。）

Step3 Practice ( Activity 4—Pair work)

目的：通過閱讀招聘廣告，獲取主要信息，然后利用本單元所學句子結(jié)構(gòu)到實際交流中。

建議：1 學生閱讀招聘廣告，教師適時做理解方面的指導。

24人一組討論，找出本班最合適人選，并陳述理由。

3小組推薦候選人并陳述原因，教師將各組候選人的名字寫在黑板上。

4全班討論，選出最佳人選。

IV其他任務活動

1 交通工具的比較

此活動為小組活動。學生通過討論找出到達某一城市可乘坐的各種交通工具，并選擇最佳出行方式。

Teacher:We’regoing to Shanghai. How many ways can we use to get there? Yes, there are fourways: by bus, by plane, by train, by ship. Please discuss how you are going toget there.