2021年仁爱版八年级英语下册unit5 topic2 sectionC教案设计

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unit5 topic2 sectionC教案设计

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 fri endly 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 di fficult 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 Teacher activity

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Introduction (8 minutes) 1. The whole

class work.

2. Some

students’

work.

3. The whole

class work.

4. The whole

class work.

1. Focus their attention

on 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 the

usage of the structures

with the teacher.

1. Greet the students and

make them ready for

learning. Enjoy the song,

It’s a small word.

2. The teacher asks the

students to make up

sentences with the

phrases of Sections

A and

B to rep ort their

homework.

3. The teacher shows two

books to the students and

introduces the structures:

as…as…and not as/so …

as…to learn the equal

comparison: The Chinese

book is as new as the

Englis h 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.

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Consolidation (10 minutes) 1.The whole

class work.

2.The whole

class work.

3. The whole

class work +

group work

4. The whole

class work.

5. The whole

class work +

group work.

6. The whole

class work.

1. Students try to follow

the speed, paying

attention to the

pronuncia tion.

2. Students read through

the passage and find

out as…as…and not

as/so…as…

structures.

3. Students read the

passage 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 and

make some notes.

5. Member A should read

fluently; Member B

should read through

the passage by

themselves; Member

C can read the passage

with the help of

Member A.

6. Students retell the

letter based on the key

words and the table in

1b.

1.The teacher plays the

recording without stopping.

2. The teacher asks the

students to read through

the passage and find out

as…as…and not

as/so …

as… structures.

3. The teacher asks the

students to find out the

difficult points and sum up

the main points of the

passage.

4. The teacher makes a

summary to explain the key

points and difficult points to

the students.

（1）How time flies!

（2）as +形容词/副词原级

+ as + 比较对象

not as/so+形容词/副

词原级+ as + 比较对

象

（3）be/ get used to …

5. The teacher asks the students

to read 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.

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Practice (10 minutes) 1. The whole

class work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. Four s tudents’

work.

8. The whole

class work.

1. Students make sure they

understand what the

statements mean.

2. Students read the words

and the sentences of 2.

3. Students complete the

sentences with the words

in the box.

4. Two students tell t he

answers. Students check

the answers and correct

the wrong ones.

5. Students make sure

they understand what

the statements mean.

6. Students observe the table

and the example carefully.

7. Four students write the

sentences on the

blackboard.

8. Students check the

sentences with the teacher

and correct the wrong

ones.

1. The teacher asks the

students to read the

statements of 2.

2. The teacher lets the students

read the words and the

sentences of 2.

3. The teacher asks the

students to finish 2.

4. The teacher asks two

students to tell the answers

for checking.

5. The teacher asks the students

to read the statements of

3.

6. The teacher shows an

example to the students:

Helen is as lovely as Maria.

7. The teacher asks four

students from different

groups to make sentences

with as…as…and not

as/so … as… structures

on the blackboard.

8. The teacher asks some

students to check the

sen tences, and then the

teacher sums up the usage

of the structures.

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Production (9 minutes) 1. The whole

class work.

2. Pair work.

3. Pair work.

4. Some s tudents’

work.

5. The whole

class work.

6. Individual

work.

1. Students talk with

their partners about

the people around

them.

2. Students write down

the sentences about

comparing in pairs.

3. Students join the

sentences into a

pa ssage.

4. Students show their

productions.

5. Students summarize

Section C with the

teacher.

6. Stude nts finish their

homework after class.

1. The teacher asks the

students to talk with their

partners about the people

around them wit h

as…as…and not as/so …

as… structures.

2. The teacher asks the

students to compare one

of their partners with

them and wri te down the

sentences in pairs.

3. The teacher asks the

students to join the

sentences into a passage.

4. The teacher asks the

students to show their

productions.

5. The teacher summarizes

what 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 some

information about

dealing with sadness

to prepare for Section

D after 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.

Ⅶ. Blackboard design

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