重庆市梁平实验中学：unit5. topic2. sectionc 教案 （八年级仁爱版下册）

1、. Material analysis本节课建议用一课时完成，主要活动为1a和3。1a的阅读内容为Li Hong 写给以前的同学Xiao Fang的一封信，学生通过信中小红刚刚转学过来时的不习惯和适应了新的学校，老师和同学之后的感受进行的比较，初步理解和掌握形容词和副词原级比较的句式，并在2 和3、4的操练中进一步对该句式进行理 解和运用，同时进一步学习运用描述情绪和情感的形容词。. Teaching aimsKnowledge aims：1. 学生能根据音标，正确朗读出单词表中单词及短语。2. 能正确拼读并运用黑体单词。3. 学生能正确运用as.as.和not as/so as结构造句。4. 学生能正确使用以下词或短语，复述本课课文，简单的介绍课文大意。 a few months ago, upset, lonely, as well as usual, was not used to , not so clean as, not as delicious as ours, either, not so friendly as you, get used to life here,

2、accept, as happily as before.Skill aims： 1. 能听懂本课文本材料以及与之内容相关的课堂用语。2. 能用asas和not as/so as结构熟练地口头谈论有关两个人或事物同级比较的话题。3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。4. 能用asas和not as/so as结构规范地写出有关自己和朋友的一些情况的比较的短文。Emotional aims：教育学生要互爱互助，主动为有困难的同学提供帮助，同时要学会适应新的环境。. The key points and difficult pointskey points：1. 正确运用单词表中单词及短语2. 正确运用asas和not as/so as结构进行交谈和写作。difficult points：用as.as.和not as/so as结构正确地写出带有比较内容的短文。. Learning strategies:1. 通过唱英文歌提高自己的英语发音和听力水平。2. 分工明确的小组学习可以让学生对英语短文的写作步骤有更深刻的理解。. Teaching aids Compute

3、r multimedia projector, the flashes of the song, Its a small world. . Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(8 minutes)1. The wholeclass work.2. Somestudents work.3. The wholeclass work. 4. The wholeclass work. 1. Focus their attentionon the teacher.2. Make up sentences.3. Students compare with their own things, such as their coats or school things to learn to use the new structures.4. Students sum up theusage of the structureswith the teacher.1. G

4、reet the students andmake them ready forlearning. Enjoy the song,Its a small word.2. The teacher asks thestudents to make upsentences with thephrases of Sections A and B to report theirhomework.3. The teacher shows twobooks to the students and introduces the structures: asasand not as/so as to learn the equal comparison: The Chinese book is as new as the English book, but its not as/so heavy as the English book. And then ask the students to compare with their own things, such as their coats or s

5、choolthings.4. The teacher helps thestudents sum up theusage of the structures. Presentation(8 minutes)1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.7. The wholeclass work.1. Students read the keywords and guess themain idea of the letter.2. The students skim 1aand check theguessing.3. Students make surethey understand whatthe statements mean.4. Students read the firsthalf letter andcomplete the first hal

6、f table.5. Students read the restletter and complete the rest table. 6. Students read thewhole passage silently, checking their answers.7. Students check theiranswers with theteacher. Correct thewrong ones.1. Ask the students to readthe underlined key words and guess what the letter is about.2. The teacher asks thestudents to skim 1a andcheck the guessing.3. The teacher asks thestudents to read thestatements in 1b.4. The teacher asks thestudents to read the letterfrom the beginning to italso see

7、med that thepeople here were not sofriendly as you. Finish thefirst part of the table in1b. 5. The teacher asks thestudents to read the restpart of the letter andfinish the rest table of 1b. 6. The teacher lets thestudents read the whole passage carefully, check the answers, and finish 1b.7. The teacher lets twostudents write theiranswers on theblackboard. Check theanswers with the students.Consolidation(10 minutes)1.The whole class work.2.The wholeclass work.3. The whole class work +group work.

8、4. The wholeclass work.5. The wholeclass work +group work.6. The wholeclass work.1. Students try to followthe speed, payingattention to the pronunciation.2. Students read throughthe passage and findout asasand notas/soas structures.3. Students read thepassage by themselves and discuss in groups to find out the difficult points and sum up the main points.4. The students underline in their books andmake some notes.5. Member A should readfluently; Member B should read through the passage bythemselves; MemberC can read the passage with the help ofMember A.6. Students retell theletter based on the key words and the table in 1b. 1.The teacher plays therecording without stopping.2. The teacher asks thestudents to read throughthe passage and find outasasand not as/so as structures.3. The teacher asks thestudents to find out thedifficult points and sum upthe main points of thepassag

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