鄭玉珍

教學過程

Step 1.Warming up

Sing a song:“If you are happy”

If you are happy,stand up and say hello to the teachers.

If you are happy,clap your hands.

If you are happy,stamp your feet.

Oh,you did a very good job.I think you will be better.

設計意圖：歌曲導入能激發(fā)學生的學習興趣和熱情，從而進入學習的最佳狀態(tài)。利用歌曲展開TPR活動，為下面的形容詞比較級復習埋下伏筆。

Step 2.Review the comparative forms

Look atthese! Let’senjoy some funny pictures.

（先出現(xiàn)圖片，然后呈現(xiàn)單詞，請學生為形容詞找朋友）

The comparatives usually have four friends.

Usually their friend is-er.

If the words end with e,their friend is-r.

If we see this:Consonant+vowel+consonant,we usually double the consonant,then plus-er.

Ifthe words end with:consonant+y,we usually throw away y,put into I,then plus-er.

設計意圖：通過請學生給形容詞找朋友的方式復習形容詞的原級及比較級，有趣而有效。

Step 3.Know thedifferencebetween the adjective prototype and comparatives

1.I have a friend,too.She works in our school.Can you guess?Who is my friend?

Haha,your friend is_____.

Questions I my friend How old “?”,but my son is 15 years old. “?”,but her son is 3 years old.How tall 1.55m 1.60m How heavy 50kg How big are the feet? Size 37…

2.Talk in pairs according to the form above.

How tall is your friend?

How heavy is...？

設計意圖：學生在師生和生生對話的過程中自然地討論各自的朋友，并運用形容詞的原級，激活學生頭腦中的語言知識儲備。

3.Look! My friend is Miss Jiang.She is better than me.She is prettier and younger than me.She is 5cm taller than me.But I’m heavier than her.Her feet are bigger than mine.She can sing songs better than me.

教師請學生大聲朗讀教師的示范，并注意朗讀的指導。

4.Peter and Mark are friends,too.Please listen.And tell me:

Who is better,Peter or Mark?

自編e-mail:（聽力文本）

Dear Peter,

You are better than me.You are smarter than me.You are 5cm taller than me.But I’m 1 year older than you and heavier than you.Your legs are longer than mine.But my feet are bigger than yours.You can play basketball better than me.Do you want to be my friend?

Love,

Mark

Listen and check the answer.Who is better?Why?

設計意圖：學生始終圍繞朋友的話題，在閱讀和聽力的語篇中明白比較級的各種人稱的自然變化，在閱讀理解運用中了解形容詞原級及比較級的區(qū)別。

Step 4.Use of the comparatives

1.Who is better than you in your class?

_____is better than me.

Because she/he is_____than me.

Her/His___is/are____than mine.

She/He can_____better than me.

2.Don’t be sad,boys and girls.Let’s enjoy an interesting poem.

Better than me

If you are better than me,

that’s good.

If I am better than you,

don’t be sad!

No one is the best（最好的）.

I want to be your friend!

Do you want to be my friends?

Thank you for being my friend.

配樂朗誦，注意朗誦技巧的指導。

3.Everybody is special（特殊的）.Everybody is good.If only(只要)you make a little progress（進步）every day.

You are better than yourself（你自己）.

Come on,boys and girls.We believe we can!（相信自己行！）

設計意圖：通過“____is better than me.”這個活動，讓學生找找自己與朋友間的差距，從而給學生創(chuàng)造真實的語言運用情境。小詩“Better than me.”則從心理方面給學生以安慰，最后教師的總結(jié)升華“我們每個人都要相信自己”的主題。

Step 5.Extension and homework

1.Tell your friend or your parents about your progress:

Before,I was_____.

But now I am_____.

Before I couldn’t ________But now I can_____.

2.Write an e-mail to your friend.

Dear_____,

I’m_____.You are better than me.Because you are_____than me.Your_____is/are than mine.You can________better than me.But I believe I can.Because before I was_____,but now I am______.Before I couldn’t______,but now Ican ______.Iwanttobeyourgood friend!OK?

Love,

設計意圖：課后的延伸加強了說與寫的聯(lián)系，并復習滾動一般過去時的使用規(guī)則，為學生創(chuàng)造能真實運用的情境。同時利用E-mail為載體培養(yǎng)學生的寫作能力。