Ⅰ教学目标

Teaching aims

1. Review the words describing people’s appearance and 成personalities.

2. To get students to learn to compare people’s personal traits.

The main points

1. Talk about people’s personal traits.

2．Compare people’s personal traits.

a. Talk about the similarities with the words “both”, “ the same as “ and “as as “.

b. Talk about the differences with “ -er, -ier or more “

3. language material

a. Vocabulary:

Tall, thin, short, long, straight, curly hair, more, than, calm, wild, athletic, funny, serious, quiet, outgoing, smart

b. New sentence patterns

Pedro is funnier than Paul.

Tina is taller than Tara.

Tom is more athletic than Sam.

情感态度目标：培养学生客观认识自己，正确评价他人，尊重个体差异性的品质。

Ⅱ．教材分析

本教材采取循环滚动的内容安排体系。本单元出现的语言材料如人物的外貌特征、性格特征在初一下册都有重点展现。语言结构形容词的比较级也沉浸在小学英语教材以及初一的教学内容中。本单元通过Personal traits这一话题既再现了已有语言项目，又把形容词比较级这一结构规范化，并对己有语言项目进行拓展，学生通过讨论选择何种个性朋友，提高认知、思维能力。

第一课时全面展示本单元语言材料。通过几对双胞胎特征的比较展示本单元话题：I am more outgoing than my sister. 听力材料提供学生规范的进行比较运用的句型结构： …more … than … … -er/ier than …

Ⅲ．学生状况分析

我所任教的班是我校一平行班，学生英语水平参差不齐。部分学生具备较强的听说能力，企求在课堂上有更多的语言输入和输出。而部分学生基础较差，没有信心开口讲，难以调动其学习热情。所以针对这种不同的学习需求，教师在设计课堂教学任务时必须注重基本核心语言材料并作适当拓展。

Ⅳ．教学设计

1）通过心理调查表格分析自己的心理特征。调动各个层次学生的学习参与课堂教学活动，并复习旧知，增加语言输入。

2）通过展示双胞胎的照片讨论其相似之处。所展示的照片是受学生欢迎的外教和他双胞胎哥哥。谈论他们生活中的人物能激起学生兴趣，且学生都具备谈论外部特征的基本词汇，展示并引导学生运用both , as… as, the same as …

3 外教的录音材料展示核心语言：人物特征的不同点。

4）学生复述其不同点进行语言材料的内化。

5）两人小组活动，通过自己与对方的心理调查表结果的对比进一步训练本单元核心材料：比较双方的个性差异。

6）小组活动。 结合本学期将举办的英语节和本月指定阅读篇目The Adventures of Tom Sawyer , 设计如下活动： 计划在英语节上演The Adventures of Tom Sawyer， 请在你小组内推荐一位饰演Tom Sawyer的人选。本活动调动学生进行个性分析，并比较本小组内各成员的个性。使语言材料丰富，给学生留下较广的拓展空间。

Ⅴ. Teaching procedures

1. Warming up.

Tongue twister:

A cook is cooking a cookie in a cooking room.

This is a fish, His fin is thinner than that fish.

That fish is a fish. His fin is fatter that this fish.

2．◆CAI show pictures . Asking : What does he look like? What’s he like?

Students answer and write the words describing personality and appearance on their exercise book.

◆ Use the picture to teach new words wild , calm and athletic.

◆ Use the pictures to show the opposite of some adjectives, such as long –short, straight-curly, calm-wild . Students read and 　　recite the adjectives.

3．Presentation

◆ CAI show photos of the foreign teacher Jonathan and his twin brother David . Students describe their appearance. Teacher point out some of the similarities , saying

They both have brown hair.

They are both tall and thin.

They are wearing the same wig.

Jonathan is as old as David.

Encourage students to find more similarities.

◆ Listening

Ask : Are twins always the same ?

Students listen to Jonathan’s talk about the differences and take notes. Write the differences in the chart. CAI show the chart.

Then students look at the chart and talk about the similarities and the differences between Jonathan and David.

Pay attention to the comparative form of adjectives. Get students to command the structure –er/ier than … or …more than …

◆ Classify the adjectives into two groups according to their different comparatives. Get student recite them.

◆Ask some pairs of students to stand up. Get students compare them and talk about their differences.

4. Task１

CAI show a questionnaire . Teacher help students to analyze their own personality

A Questionnaire

Name ___________ Age ________ Male/female ________

Height ___________ Weight ___________

Questions

1) How often do you exercise?

A everyday　 B more than twice a week

C hardly ever

2) What sports would you like to do?

A climbing mountains B ball games C taking a walk

◆? athletic (A:☆☆☆ B:☆☆ C: ☆ )

3) How long does it usually take you to make friends in a new class?

A one day B one week

C more than a month

4) Who would you like to travel with?

A nobody, wishing to make a new friend on the trip B an old friend C nobody

5) Your birthday is coming, how do you plan to celebrate(庆祝)it ? A invite all the friends to the party B celebrate with parents C celebrate alone

◆ ? outgoing (A:☆☆☆ B: ☆☆ C: ☆) ◆? shy

6)Can you finish your schoolwork by yourself?

A Yes, always B Yes, but sometimes need other’s help

C Hardly ever

◆? smart (A:☆☆☆ B: ☆☆ C: ☆)

7) What do you think is a good way to relax yourself?

A listen to music or do some reading B take a walk around the neighborhood

C play games with friends

◆? quiet (A:☆☆☆ B: ☆☆ C: ☆)

Fill the chart according to the result of the questionnaire.

	Ana
thin	☆☆☆
athletic	☆☆
outgoing	☆☆☆
easygoing	☆☆☆
intelligent	☆
quiet

Work in pairs . Compare your personality with your partner’s. Make a list of at least three things that are different.

５．　Task 2 Group work

Students work in groups of four. We plan to put on a play named The Adventures of Tom Sawyer in our English festival this term. Discuss in groups: Who in your group should be the right person for Tom Sawyer? Why?

Ⅵ 教学反思

本课时学生参与面广， 不同层次的学生均有所获。 基础较差学生掌握了作比较的语言结构，并能运用所学生词进行简单对比。英语能力较强的学生则进行了大量的口头练习，特别是较好完成了第二项任务，语言拓展达到一定深度和广度。

通过本节课的教学实践，我认识到教学成功与否，学生掌握程度如何，关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感；面对不同的学生群体，任务的难度系数（深度）是可以调控的；而面对同一群体里的不同程度的学生，教师可以在任务设置时注意不同角色的设定，做到有针对性，使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去，大胆地用英语去了解生活中的各类简单事物，解决生活中的各种简单事情。教师要善于活化教材,对其精加工, 在给定的语言材料基础上

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