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第 2 课时 Section A (2a-2e)
一、教学目标
1.能够正确理解和使用形容词和副词的比较级形式。
2.能够使用比较结构描述人或事物之间的差异。
3.通过多种活动提高他们的听力和口语技能。
二、核心语言知识
1.核心词汇:
单词:
congratulation;prize;attend;spare;pleasure;appearance;personality;serious
短语:
as…as…;spare time;have sth in common;learn from
2.核心句式:
(1)Congratulations on winning the prize at the school music festival!
(2)I think it is more colourful than last year.
(3)I'm a little quieter than Ella.
(4)I work as hard as her.
3.教学重难点:
(1)掌握听力材料中的重点词汇与比较级结构。
(2)通过听力获取对话核心信息,如音乐节的变化、双胞胎的异同。
(3)准确识别听力中的比较级表达并理解其含义。
(4)将听力输入的语言知识转化为口语输出,进行有效交流。
三、教学过程
学习活动 效果评价
◆Step 1 Lead-in
“Guess Who I Am” Game: 教师通过观察学生在
First,divide the whole class into groups of eight.The teacher chooses 游戏中的反应和猜测
and describes two students in a group. 的准确性,评估他们
T:A is taller than B,but B is more outgoing than A… 对比较级句子的理解
Students guess who these two people are according to the description.
程度和参与度。
Then ask the students to do the same things as the teacher.
设计意图:通过游戏,让学生在轻松有趣的氛围中自然接触并理解比较级的用法,为后续的
听力活动做好语言准备。
观察学生参与讨论的
◆Step 2 Pre-listening
积极性,判断是否成
T:Ella and Emma are twins,but they are different.Do you remember 功引发对主题的关
the differences between them according to 1d in Section A? 注。评估他们的听力
S1:Ella has longer hair and dances better. 理解能力、语音语调
S2:Emma is taller and sings louder.
的准确性以及对比较
级用法的掌握情况。
设计意图:创设情境,激发学生对听力主题的兴趣,激活相关背景知识。
◆Step 3 While-listening 通过检查填空答案
Work on 2a 的正确率,判断学生
1.Ella and Emma took part in the school music festival and won the 对对话大意和关键
prize.Han Lin is interviewing them for the school newspaper.Listen to
信息的捕捉能力。the conversation and fill in the blanks.
2.Play the recording of 2a and check the answers and explain them.
3.Let students follow the recording and read aloud,paying attention to
the pronunciation and intonation.
设计意图:训练学生抓取关键信息的能力,整体把握对话内容。
◆Step 4 Post-listening
Work on 2b
1.Answer the questions in 2b.
2.The teacher leads the students to read the dialogue in 2a aloud and
explains the key sentence patterns and phrases.
3.Have the students conduct role-playing in groups,imitating the 教师通过观察学生
content of the dialogue,and invite several groups of students to come to
在讨论和角色扮演
the stage to show their performances.
中的表现,评估他们
4.Show the way to make a comparison.
对比较级的运用能
5.Work on 2e
力、团队合作能力
(1)Divide students into groups of 4.Members of each group discuss the
aspects in which they are different from others. 以及对话内容的丰
(2) Share their comparisons and discuss: 富性和准确性。
①How can these differences help you form a strong team?
②What roles would each person play?
③What can we learn from each other?
④What does“Among three people walking together,there must be
someone who can be my teacher.” mean in Chinese?
设计意图:通过小组讨论和角色扮演,帮助学生从多个角度思考人与人之间的差异与共同
点,提升他们使用比较级进行表达的能力,并通过展示和反馈增强他们的口语表达能力。强
化对听力内容的理解,提升口语表达的自信心与流利度。引导学生思考 “差异如何转化
为合作优势”,培养辩证思维能力。
板书设计
Unit 3 Same or Different?
第2课时 Section A (2a-2e)
How to compare two persons:
We are different,but we can be strong together.
课堂评价
作业布置
必做:
Write down at least six sentences about similarities and differences between you and your best
friend.
选做:
Introduce the differences between the famous people you know in the form of pictures,and
provide a brief written introduction.
教学反思
在教学中,Pre-listening 环节通过图片和讨论有效激发了学生兴趣,词汇准备为听力扫
除障碍。While-listening 中,学生对关键信息捕捉较好,但部分学生在细节理解(如比较级
的准确识别)上仍有不足。Post-listening 的角色扮演和拓展讨论,多数学生能积极参与,但语言运用的准确性仍需加强。后续教学中,需增加听力细节训练,设计更多真实情境让学生
巩固比较级运用,关注个体差异,确保不同水平学生都能提升听说能力。
