Section C教学设计第二课时

Unit5 Topic2 SectionC教案

Ⅰ. 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。

Ⅱ. Teaching aims Knowledge 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, 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as…as…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as…as…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。

Ⅲ. The key points and difficult points key points：

1. 正确运用单词表中单词及短语

2. 正确运用as…as…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。

Ⅳ. 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。

Ⅴ. Teaching aids

Computer multimedia projector, the flashes of the song, It’s a small world.

Ⅵ. Teaching procedures

Step

Interaction pattern

Student activity

Focus on Teacher activity

Introduction

1. The whole class 1. (8 minutes)

work.

their 1. Greet the students the and make them attention 2. Some students’ teacher.

work.

ready for learning. 2. Make up sentences.

Enjoy

the song, It’s 3. The whole class 3. Students compare a small word. 2. The work.

with their own things, teacher asks the 4. The whole class such as their coats or students to make up work.

school things to learn sentences with the to use the new phrases of Section A structures.

and B to report their 4. Students sum up homework.

the usage of the 3. The teacher structures with the shows two books to teacher. the students and introduces structures: as…as…and not the as/so … as… to learn the equal The comparison: Chinese book is as

new as the English book, but it’s not as/so heavy as the English book. And then ask the students to compare with their own things, such as their coats or school things.

4. The teacher helps the students sum up the usage of the structures.

Presentation (8 minutes)

1. The whole class 1. Students read the 1. Ask the students work.

key words and guess to read the key 2. The whole class the main idea of the underlined work.

letter.

words and guess 3. The whole class 2. The students skim what the letter is work.

1a and check the about.

2. The teacher asks 4. The whole class guessing.

work.

3. Students make sure the students to skim 5. The whole class they understand what 1a and check the work.

the statements mean.

guessing.

6. The whole class 4. Students read the 3. The teacher asks work.

first half letter and the students to read 7. The whole class complete the first half the statements in 1b.

work.

table.

4. The teacher asks 5. Students read the the students to read

rest letter the and the letter from the rest beginning to it also seemed that the complete table.

6. Students read the

whole silently, people here were passage not so friendly as checking you. Finish the first part of the table in their answers.

7. Students check 1b.

their answers with the 5. The teacher asks teacher. Correct the the students to read wrong ones.

the rest part of the letter and finish the rest table of 1b.

6. The teacher lets the students read the whole passage carefully, check the answers, and finish 1b.

7. The teacher lets two students write their answers on the

blackboard. Check the answers with the students.

Consolidation 1.The whole class 1. Students try to 1.The teacher plays (10 minutes)

work.

follow the speed, the recording 2.The whole class paying attention to the without stopping.

work.

pronunciation.

2. The teacher asks

3. The whole class 2. work + group work. Students read the students to read through the passage through the passage find out and find out not as… 4. The whole class and work.

as…as…and not as…as…and … 5. The whole class as/so…as…structures.

as/so

work + group work.

3.

Students read the structures.

6. The whole class passage work.

themselves by 3. The teacher asks and the students to find the difficult discuss in groups to out find out the difficult points and sum up points and sum up the the main points of main points.

4. The the passage.

The teacher students 4. in underline their makes a summary to the key books and make some explain notes.

points and difficult to the 5. Member A should points read fluently; students.

Member B should （1）How time flies! read through the （2）as +形容词/副by 词原级+ as + 比较passage themselves; Member 对象

not as/so+形C can read the 容词/副词原级+ as passage with the help + 比较对象

of Member A.

（3）be/ get used 6. Students retell the to …

letter based on the 5. The teacher asks key words and the the students to read table in 1b.

the whole passage

in groups, making sure everyone can read through the passage. 6. The teacher asks the students to retell the letter based on the key words and the table in 1b.

Practice

1. The whole class 1. Students make sure 1. The teacher asks they understand what the students to read (10 minutes)

work.

2. The whole class the statements mean.

the statements of 2.

work.

2. Students read the 2. The teacher lets and the the students read the words and the 3. Individual work.

words 4. The whole class sentences of 2.

work.

3. Students complete sentences of 2.

5. The whole class the sentences with the 3. The teacher asks work.

words in the box.

the students to 6. The whole class 4. Two students tell finish 2.

work.

the answers. Students 4. The teacher asks 7. Four students’ check the answers and two students to tell work.

correct the wrong the answers for 8. The whole class ones.

work.

checking.

5. Students make sure 5. The teacher asks they understand what the students to read the statements mean.

the statements of 3.

6. Students observe 6. The teacher the table and the shows an example example carefully.

to the students:

7. Four students write Helen is as lovely as the sentences on the Maria.

blackboard.

7. The teacher asks 8. Students check the four students from sentences with the different groups to teacher and correct make sentences with the wrong ones. as…as…and as/so … not as… structures on the blackboard.

8. The teacher asks some students to check the sentences, and then the teacher sums up the usage of the structures.

Production

(9 minutes)

1. The whole class 1. Students talk with 1. The teacher asks work.

2. Pair work.

3. Pair work.

their partners about the students to talk the people around with their partners them. Students about the people write around them with not as… 4. Some students’ 2. work.

down the sentences as…as…and … 5. The whole class about comparing in as/so work.

pairs. structures.

6. Individual work.

3. Students join the 2. The teacher asks

sentences passage. into a the students one to of compare 4. Students show their their partners with productions.

them and write

5. Students down the sentences summarize Section C in pairs.

with the teacher.

6. Students 3. The teacher asks finish the students to join their homework after the sentences into a class.

passage.

4. The teacher asks the students to show their productions.

5. The teacher what summarizes the students learned today. Important language points are shown on the computer screen.

6. The teacher assigns homework: (1) Review the summary after class. (2)The teacher asks the students to search the Internet for information some about dealing with sadness to prepare D for after Section class.

(3) The teacher assigns The students to review Sections A-C to prepare for Section D.

Teaching Reflection

Most of the students can grasp the equal comparison structure, and the teacher should design more exercises as their homework.