选修六unit 3全单元教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]

任教学科：_____________

任教年级：_____________

任教老师：_____________

xx市实验学校

Teaching plan

Teaching content: A healthy life ( Period 2 Reading)

Teaching aims:

1.Improve the students’ reading ability.

2.Get the students to understand the text fully.

3.To talk about the importance of health and the harmful effects of

smoking.

Teaching important and difficult points:

How to help the students understand the text fully.

Teaching aids: a computer , a microphone and a tape

Teaching time:45 Mins

Teaching procedures:

Step 1 Greetings. ( Slide 1)

Greet the Ss as usual.

Step 2 Pre-reading

1. Show some pictures on the screen and get the students to answer the following questions: (Slide 2---Slide 9)

1) What are they doing?

2) Which are healthy activities while which are unhealthy activities? 2. Get the students to answer the following questions in class.

( Slide 10 )

1). Have you ever smoked? If you have, have you ever tried to stop?

2). Why do you think some adolescents start smoking?

Step 3 Skimming (Slide 11 )

Read and find out the main idea of each paragraph.

A. The writer leads to the topic of the letter by talking about James’

problem of smoking.

B. Introducing some different ways of becoming addicted.

C. Tellin g the writer’s hope for his grandson and advice on stopping smoking.

D. Telling the harmful effects of smoking.

E. From the life the writer is leading now, we can know the importance of

healthy life.

Keys: 2—A 3----B 5-----C 4-----D 1-----E

Step 4 Detail reading (Slide 12--13)

Suggested answers: physically, habits, mentally, heart and lungs , becoming pregnant , run fast, dislike the smell ,other people near the smoker ,enjoy sport

Step 5 Reading, listening and summary

1. Read the article and find out t he suggestions James’ grandfather found on the Internet.(Slide 14)

Suggested answers:

1)Prepare yourself.

2)Be determined.

3)Break the habit.

4)Relax.

5)Get help if you need it.

6)Keep trying.

2. Listen to the passage and fill in the blanks in the following summary. (Slide 15)

Choose a day that is not __________ to quit smoking. Make a list of all the __________ you will get from stopping smoking. ___________ all your cigarettes at the end of the day before you plan to quit. ________ the list of benefits you wrote when you feel like smoking. Develop some other habits like walking, drinking some water, cleaning the house and so on to keep yourself busy. If you feel nervous or stressed, try to do some

__________ exercises like deep breathing. You can stop smoking with a friend or join a group. If you feel really bad, ask a doctor or _________ for help. The most important thing is to keep trying. Don't feel ________ if you _________ because some people have to try many times before they finally quit smoking. Never give up and you will succeed.

3. Check the students’ answers.

Suggested answers:

Stressful, benefits, throw away , Reread ,Relaxation, chemist ,ashamed , weaken

4. Get the students to read the passage together.

Step 6 Discussion ( Slide 16)

1. What kind of person do you think James’ grandfather is?

2. Suppose your father is a smoker, how will you persuade him to quit smoking? Make a short dialogue in pairs.

Step 7 Homework ( Slide 17 )

1. Discuss the questions after class.

2. Find out the key points of the text.

3. Search some more information about the harmful effects of smoking

and advice on stopping smoking.

Step 8 Ending ( Slide 18)

Module 6 Unit 3 A Healthy Life

Using Language

HIV/AIDS: Are You at Risk?

Teaching Aims:

By the end of this lesson, students will be able to:

＊get to know more about HIV/AIDS

＊know how to protect themselves from AIDS

＊talk about AIDS and AIDS awareness

Teaching Important and Difficult Point:

To show the students an appropriate attitude towards AIDS patients

Teaching Procedures:

The lesson with begin with the song “Live for Love United” sung by famous football players.

Step One: Warming Up

The students are asked to watch a video clip and discuss what it is about.

(The video clip is about the change of an AIDS infected woman in 90 days.)

This part is designed to impress the students with the damage HIV/AIDS does to

a person.

Step Two: Pre-reading

Background Learning: Some information about AIDS.

＊red ribbon is an international symbol of AIDS awareness

＊it is worn by people around the World AIDS Day

＊it calls for care and concern on AIDS

＊the World AIDS Day: December 1st

Step Three: While-reading

Task 1: Skimming

1) How many sections can we divide this text into ?

Choose a main idea for each section

＊Section 1 Background information about what HIV / AIDS.

＊Section 2 Ways to protect yourself.

＊Section 3 Some wrong statements about AIDS

Task 2 Careful Reading

Part One: 1. What is HIV?

HIV is a virus, a very small living thing that causes disease.

2. How does HIV harm people’s health?

HIV virus weakens a person’s immune system and eventually it damages the immune system so

much that the body can no longer fight against disease.

3. Is there a cure for AIDS and HIV at the moment?

No, it is incurable.

Part Two: In order to stay safe, you _________.

A. should not share needles with someone else.

B. have to avoid using anything else that the person has used while injecting drugs.

C. should use a condom if you have sex with another one.

D. All of the above.

Part Three: How much have you learnt about AIDS?

＊You can catch AIDS after drinking from the glass used by an HIV-infected person.

＊I can become infected with HIV by swimming in a pool, holding hands or kissing someone with HIV.

＊People who have not injected drugs do not need to get tested for HIV.

＊If I had HIV, I would know because I would feel sick.

＊Kids can get AIDS by being bitten by mosquitoes or other insects.

＊Sharing food with someone infected with HIV will give you HIV, too.

＊It is very likely that you will die if you become infected with HIV.

＊If you have HIV, you will always get AIDS eventually. Comprehending:

1. What do the “it”stand for? HIV or AIDS?

There are between 900,000 and 1,125,000 Americans infected with it.

Some two million people died of it each year

2. This passage is _____.

A. an advertisement

B. a poster

C. a magazine cover

D. a criticism

Step Four: Post-reading Let’s say something about AIDS.

1. Word Bank: The new words we have learned.

do damage/harm to 损害

infect (v.感染) – infected (adj.被感染的) –infectious (adj.有传染性的)

be infected with 被…感染

stage (v.阶段) drug (n.毒品)

inject (v.注射) injection (n.注射)

red ribbon 红丝带prejudice (n. 偏见)

awareness (n.意识，觉悟) be aware of 意识到

virus (n.病毒) immune system 免疫系统

cure (v.治愈) – curable (adj.可治愈的) –incurable (adj.不可治愈的)

2.Exercise 1: Fill in the blanks with proper words.

①艾滋病是一种可传染的无法医治的疾病。

其是由HIV病毒引起的。

AIDS is an infectious and incurable disease.

It is caused by HIV virus.

②每年都有很多人死于爱滋病。

Every year, many people die of AIDS.

③为了不感染艾滋病，我们要远离毒品。

To avoid getting infected with AIDS, we should keep/stay away from drugs.

④不要瞧不起爱滋病患者，而要给与他们关爱。

We should show AIDS patients care and love instead of looking down on/upon them.

⑤让我们互相帮助，和睦相处。

Let’s help each other and live in harmony.

3. Exercise 2: Translate the following 5 questions about AIDS and try to answer them. Q1：你能告诉我一些关于艾滋病的事情吗？(Can you tell me something about AIDS?)

Q2：目前能治愈AIDS吗？(Is there a cure for AIDS and HIV at the moment？) Q3：感染了艾滋病的人会怎么样？(What would happen to people who are infected with AIDS?)

Q4：你对有艾滋病的人们持什么看法呢？(What opinion do you have about people with AIDS?)

Q5：我们能做点什么帮助那些受感染的人们呢？(What can we do to help those who are infected?)

教案3 Grammar

Teaching aims

Enable the students to master the usage of it.

Teaching important & difficult points

How to enable the students to know the usage of it.

Teaching aids

tape recorder, slides

Teaching procedures

Step1 Revision

Complete the passage with the suitable words in their proper forms.

1.due to 6. stress

2.addicted 7.quit

3.alcohol 8.drugs

4.manage 9.pregnant

5.cigarettes 10. adolescents

Smoking __________, drinking _______ or taking other__________ produce many harmful effects and have no real benefits. So why do ___________do it? Some begin because they believe it makes them look cool. Others think it will help with _______. In their life possibly________ pressure from their parents or teachers.

Some just want to see what it is like. What they don’t realize is that they will get into the habit and __________ become ____________. It will then be difficult to _________ the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.

Keys：cigarettes；alcohol；drugs；adolescents；stress；due to；eventually；addicted ; quit；manage

Step2 Lead in

Slide show

Discovering “It”

1．It rains heavily . 指天气

2. It is 20 kilometers from Granddad’s house to James’. 指距离

3. It is November 11, 2005. 指日期

4. It is 9 o’clock at night. 指时间

5. It is bad to smoke. 形式主语

6. It is no good smoking. 形式主语

7. It is likely that he will succeed. 形式主语

Step3 The use of “it”

一、“it”作人称代词

1. it的最基本用法是作代词，主要指刚提到的事物，以避免重复: Xi’an is a beautiful city, isn’t it?

They watched the train until it disappeared in the distance.

2. 也可以指动物或婴儿(未知性别的婴儿或孩子):

Is this your dog？No, it isn’t.

二、it作非人称代词

it有时并不指具体的东西，而泛指天气、时间、日期、距离、价值、度量、温度、环境等，称为非人称的it：

1.指天气：

It is a lovely day, isn’t it?

It is a bit windy.

2. 指时间:

It was nearly midnight when she came back.

3. 指环境:

It was very quiet in the café.

4. 指距离：

It is half an hour’s walk to the city centre from my home.

5. 指日期：

What's the date today? It's May 1, 2007.

6. 指季节：

It is summer now.

7. 指度量：

It is about 5 kilograms.

8. 指价值：

----What's the cost of the T-shirt?

----It is 150 Y uan.

三、it用作形式主语

替代作主语的从句、动词不定式、动名词，而把真正作主语的从句、动词不定式、动名词置于句尾。

1. 代作主语的动词不定式，其句型为

（1）It be adj.（for sb.）to do sth.

此处adj. 通常为描述事件的形容词：easy，difficult，hard，necessary，unnecessary，possible，impossible，likely，unlikely，right，wrong，important，unimportant，legal，illegal，well-mannered，ill-mannered，polite，impolite，clear，obvious，certain，suitable，proper，fit，useful，useless，dangerous…

It is illegal（for a teenager）to drive a car without a license.

（2）It be adj. of sb. to do sth.

此处adj. 通常为描述人的形容词：kind，unkind，nice，rude，cruel，considerate，thoughtful，thoughtless，careful，careless，silly，foolish，stupid，clever，wise，crazy.

It's kind of you to help me with the problem.

（3）It替代作主语的动名词的常见句型

It's no good/use doing…

It's（well）worth doing…

It's（well）worth one's while doing/to do…

It's（well）worth while doing/ to do

It's no use crying over spilt milk.

2．作形式主语替代主语从句

1. It is clear ( obvious，true，possible，certain....) that.....

该句型中it 是形式主语，真正的主语是that 引导的主语从句，常译为“清楚（显然，真的，肯定．．．）”是主语从句最常见的一种结构。例如：

It is very clear that he’s round and t all like a tree.

It is strange that it hasn’t been noticed before.真奇怪，它以前没有引起注意。

2．It is v-ed that…=sb/sth is to do

It is said (reported/ learned/believed/thought/known/told/hoped.....) that... 该句型中的it 仍是形式主语，真正主语是that 引导的主语从句；该结构常译为“据说（据报道，据悉．．．）”。

It is said that he has come to Beijing.

It is reported that another earth satellite has been put into orbit.

③ It is + noun +从句

It is a pity (a shame /an honor /a good thing/a fact /a surprise/...) that...

该句型中，that后的从句一般用虚拟语气（should + 动词原形），should 可省去．表示出乎意料，常译为“竟然”。没有这种意义时，则不用虚拟语气。例如：

It is a pity that such a thing (should) happen in your class.

这种事竟然发生在你们班上，真是遗憾！

It is a pity that he is ill. 他生病了，真遗憾！

四、it作形式宾语

当复合宾语中的宾语是不定式、动名词宾语从句时，往往把宾语放在它的补足语后面，而用it 作形式宾语，放在宾语补足语之前。

该句型中的it 作形式宾语，常用的动词有think, believe, make, find, consider, feel等。

I think it no use arguing with him.

我认为和他争吵没有用。

I found it very interesting to study English.

我发现学英语非常有趣。

He made it clear that he was not

interested in this subject.

他非常清楚地表示他对那门学科不感兴趣。

五、用于强调句型

It is/was + 被强调部分+ that/who ...

It is not until + 被强调部分+ that ...

I met Tom in the park yesterday

1) It was I who met Tom in the park yesterday.

2) It was Tom who I met in the park yesterday.

3) It was in the park that I met Tom yesterday.

4) It was yesterday that I met Tom in the park.

It was five o’clock _when________I got home.

It was at five o’clock_that_____ I got home.

It was she who ／that had been wrong．是她错了。（主语）

It was the girl whom ／that I met just now．我刚才遇见的就是这个女孩。（宾语）

It was Tom to whom the teacher had talked．老师与其谈话的那个人是汤姆。（介词宾语）

It was on Monday night that all this happened．所有这一切就是在星期一的晚上发生的。（状语）

It is not until + 被强调部分+ that ...

该句型也是强调句型。主要用于强凋时间状语，译成汉语“直到……才……”，可以说是not ... until ... 的强调形式。例如:

It was not until she took off her dark glasses that I realized she was a famous film star. = Not until she took off her dark glasses did I realize she was a famous film star. = I didn’t realize she was a famous film star until she took off her dark glasses.

六、it 常用的固定搭配

1. make it

（1）在口语当中相当于succeed，表示：成功、做到、说定、赶上、及时到达例

It's hard to make it to the top in show business.

（2）在口语中相当于fix the date for，表示“约定好时间”

例—Shall we meet next week？

—OK. We just make it next Saturday.

2．take it/things easy

相当于Don't worry or don't hurry. 用来劝告别人，表示“不要慌，别担心，存住气”例

Take it easy！He will do it well.

3．It all depends/that all depends

在口语中，相当于it hasn't been decided yet，表示“那得看情况，还没有定下来”

例—Are you going to the countryside for holiday？

—It/That all depends.

4. It's up to sb.

在口语中，相当于it's decided by sb. 表示“由……决定，由……负责，取决于……”

例—Shall we go out for dinner？

—It's up to you.

(完整版)unit3weather单元整体教案

Unit 3 Weather 单元整体教案 一、教材分析： 单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。要求学生能用本单元所学句型与单词进行有关天气的熟练对话。在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际.吟唱等形式，让学生在玩中学，在学中学，在学中玩。 二、单元教学目标 1、能力目标： （1）能够简单介绍天气情况。 （2）能说出不同天气情况下该穿什么衣服。 （3）能听懂并回答一些问题，如：What's the weather like in Beijing? （4）会规范书写句子：Is it sunny ? Yes, it is . \ No , it isn’t . （5）会唱歌曲“Thunder”。 2、知识目标： 1、能够在情景中运用句型Can I go outside/have some soup? 征求对方许可，并用Yes, you can. / No, you can’t.作答；能在情景中恰当运用句型It’s very hot/cold. 描述天气及温度状况。

2、掌握What’s the weather like in New York? It’s rainy. 问答某地天气情况；能够运用句型Is it cold? Yes, it is. No, it isn’t. 确认某地天气状况并能运用句型It’s 26 degrees.表述气温。 3、掌握单词rainy, snowy, cloudy, sunny, windy 3、情感目标： （1）情感态度：注重培养学生学习的愿望，鼓励学生参与实践活动。（2）学习策略：注重观察、交际功能，学会观察、提问等策略。（3）文化目标：了解世界主要城市的天气差异和谈论天气所具有的寒暄功能。 三、学情分析 天气与人类的生活紧密相关，在教学中，教师注意利用已学的知识来引出新知识，利用地图并收集有关天气的图片、单词卡等来传授新知识，多创设一些真实的情景，让学生在真实情境中体会到语言学习的真实性。教师应当适当拓展学生的知识面，告诉学生生活小常识，教育学生注意天气变化，关爱自己和他人。 四．课时安排 第一课时：ALet's talk Let’s play 第二课时：ALet's learn Let’s chant 第三课时：A Let's spell 第四课时：B Let's learn Let’s play Let’s sing 第五课时：B Let's talk Let’s play Let’s check 第六课时：B Read and write C story time

(完整版)人教版英语选修六高二unit3语法Grammar—it的用法(1)

Section_ⅢGrammar—it的用法(1) 语法图解 探究发现 ①It is a beautiful day here and I am sitting under the big tree at the end of the garden. ②Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up. ③It is never too late to mend. ④It is no use talking to them. ⑤It is said that he stole the money. ⑥I think it difficult to learn English well. ⑦We make it clear that speaking to the teacher in that way is not polite. ⑧I don't like it when people talk with the mouth full of food. [我的发现] (1)①句it表示天气，②句第一个it代替to_give_it_up作形式宾语；第二个it代替句中所说的“吸烟”的事。 (2)在句③④⑤中it用作形式主语，其中句③用在“It is＋形容词＋(for/of＋sb.)＋动词不定式(短语)”中，it指代动词不定式(短语)；句④用在“It is＋no use/good＋动名词(短语)”中，it指代动名词(短语)；句⑤用在“It is＋said/believed/reported＋that从句”中，it指代that 从句。 (3)在句⑥⑦⑧中it用作形式宾语，其中句⑥用在“动词＋it＋形容词＋动词不定式(短语)”中，it指代动词不定式(短语)，句⑦用在“动词＋it＋形容词＋that从句”中，指代that 从句；句⑧it用在某些特殊的句式中，指代when从句。 一、it用作人称代词和非人称代词 1．用作人称代词 (1)it用来指代前面的名词或前面提到过的事。 My friend offered me a beautiful gift yesterday, and I like it very much. 我朋友昨天给了我一件漂亮的礼物，我非常喜欢。

人教版高二英语选修6Unit3Ahealthylife全单元教案.doc

教案 1人教选修 6 Unit3 Speaking and writing Teaching material NSEFC Book 6 —— Unit 3 Teaching Aims Enable the students to give advice on quitting smoking. Teaching Important & Difficult Points How to help the students to write a letter of giving advice on quitting smoking. Teaching aids A puter and a projector Teaching Procedure Step1 Letter reading T:Read this letter and imagine you are the adviser who deals with students ’ problems. List some helpful advice to give Xiao lei. Slide show Li Xiaolei 203 Thames Street Oxford, OX41LF Class 2 Grade 2 GZ Middle School, GZ, GD, China 518036 203 Thames Street Oxford, OX41LF Friday 11 Nov. Dear students in Class 20 Grade 2, Can you help me, please? I have tried to stop smoking several times. I am OK for two days and then I feel really sick and irritable and I have to start smoking again. I know smoking is a bad habit, but I just can’ t seem to give it up. Do you have any useful tips? Yours sincerely Li Xiaolei Step 2 Discussion T:Discuss with your partner and make a list of the tips to quit smoking. Slide show Tips on how to quit smoking Write down why you want to quit (the benefits of quitting): live longer, feel better, for your family, save money, smell better, find a mate more easily, etc. You know what's bad about smoking and you know what you'll get by quitting. Put it on paper and read it daily. Set a quit date. Decide what day you will extinguish your cigarettes forever. Plan for it. Ask your family and friends to support your decision to quit. Talk with your doctor about quitting. Begin an exercise program. Do some deep breathing each day for 3 to 5 minutes. Cut back on cigarettes gradually. Drink lots of water. Find something to hold in your hand and mouth, to replace cigarettes. Whenever you have a craving for a cigarette,instead of lighting up, writedown or whatever is on your mind. Write it down. your feelings T:Choose 3 pieces of most useful advice and write 2 or 3 sentences to explain how to do it. Step3 Writing T:Write a letter to give Xiao lei some helpful advice. You can refer to the structure and useful expressions below. Slide show structure

人教版高中英语选修六 Unit4 Global warming-语法篇(学生版)-word

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Unit 3 Inventors and inventions The First Period Reading Teaching goals教学目标 1. Target language目标语言 a. 重点词汇和短语 patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case 2. Ability goals Enable the students to describe the problem of the snakes and what has been done by the writer to solve the problem. 3. Learning ability goals Help the students to learn how to retell the story and how to meet the requirements of getting a patent. 4. Emotional goals Make the students try to be good at discovering some useful things and realize that it’s not easy to get a patent. Teaching important points 教学重点 To get the main idea of the whole passage and each parts. Teaching difficult points 教学难点 Learn how to meet the requirements of getting a patent. Teaching methods 教学方法 Reading and Task-based activities. Teaching procedures & ways教学过程与方式 Step Ⅰ warming up Deal with the part of warming up and ask the students to find out the definitions of discovery and an invention, and their differences. An invention is something that is created by a human being, such as the lightning rod. To the contrary, a discovery merely makes known something that already existed in nature, such as the discovery on the New Continent by Columbia. Step Ⅱ Pre-reading

高中英语人教版必修3Unit3全单元教案设计

Unit 3The Million Pound Bank Note 单元规划 类别课程标准要求掌握的项目 话题Forms of literature and art: short story and drama; how to act out a play 词汇birthplacen.出生地; 故乡Embassy n. 大使馆; 大使及其官员phrasen.短语; 词组; 惯用语Seek vt. & vi. 寻找; 探索; 寻求 adventure n. 奇遇; 冒险patience n. 耐性; 忍耐 novel n.小说; 长篇故事adj. 新 奇的; 异常的contrary n. 反面; 对立面adj. 相反的; 相违的 authorn.著者; 作家Envelope n. 信封 scenen.（戏剧)一场; 现场; 场面; 景色Permit vt. & vi. 许可; 允许; 准许n. 通 行证; 许可证; 执照 wander vi. 漫游; 漫步; 漂泊steak n. 肉块; 鱼排; 牛排pavement n. 人行道pineapple n. 菠萝businessman n. 商人dessert n. 餐后甜点unbelievable adj. 难以置信的amount n. 数量 aheadad v. 在前; 向前; 提前rude adj. 粗鲁的; 无礼的bayn.海湾mannern.礼貌; 举止; 方式 stare vi. 凝视; 盯着看scream vi. 尖声叫n. 尖叫声; 喊叫声fault n. 过错; 缺点; 故障genuine adj. 真的; 真诚的 bow vi. & n. 鞠躬; 弯腰rag n. 破布; 碎布 passage n. 船费; 通道; （一)段indeed adv. 真正地; 确实; 实在 account vt. & vi. 认为; 说明; 总计 有n. 说明; 理由; 计算; 账目spot vt. 发现; 认出n. 斑点; 污点; 地点 短语bring up抚养; 培养; 教育; 提出in rags衣衫褴褛go ahead前进; （用于祈使句)可以; 往下说as for关于; 至于 by accident偶然; 无意中; 不小心do with对待; 处理; 处置 stare at盯着看; 凝视make a bet打赌 account for导致; 做出解释be lost迷路; 倾心于某事on the contrary与此相反; 正相反permit sb. to do sth. 准许某人做某事 take a chance冒风险; 碰运气in a. . . manner以……的举止（态度) 重要句型 1. Young man, would you step inside a moment, please? (request) 2. I wonder, Mr. Adams, if you’d mind us asking a few questions. (I wonder if. . . ) 3. . . . I found myself carried out to sea by a strong wind. (find+O. +O. C. ) 4. And it was the ship that brought you to England. (it is/was. . . that. . . ) 5. The fact is that I earned my passage by working as an unpaid hand. . . (noun clause as the predicative) 6. You mustn’t think we don’t care about you. (double negative) 7. That’s why we’ve given you the letter. (noun clause as the predicative) 8. Well, why don’t you explain what this is all about? (suggestion; noun clause as the object) 功能 1. Request Would you please come in? Could you offer me some kind of work? Would you mind waiting just a few minutes? I wonder, Mr. Adams, if you mind us asking a few questions? May I ask you how much money you have? —Well, to be honest, I have none. —Go right ahead. 2. Ordering food I’d like some ham and eggs and a nice big steak. I’ll have a nice long glass of beer. 3. Shopping 语法 1. Noun clauses as the object I can’t say that I have any plans. . . . and he does not know what he should do.

Unit3Immoreoutgoingthanmysister全单元教案

Unit 3 I’m more outgoing than my sister. Period 1 (Section A 1a-1c) Teaching Aims: 1. Words: outgoing; better: loudly; quietly; hard-working; competition. Language objectives: That’s Tara, isn’t it? Sam has longer hair than Tom . Both Sam and Tom can play the drums, but Sam plays them better than Tom. Tara works as hard as Tina. 2.Ability objectives: to talk about personal traits and compare people; to improve Ss’ speaking, listening and writing skills. to grasp the structure of comparatives, e.g. comparatives with –(i)er and more, both and as...as...; to grasp the structure: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原级（adj./adv.）+as+B; to recycle vocabulary about description 3. Emotional objectives: to find strengths of somebody else, to explore the beauty of the world. Important and difficult points: 1. To talk about personal traits特点; to grasp how to compare people. 2. To use target language: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原 级（adj./adv.）+as+B, comparatives with –(i)er and more. 3. To improve Ss’listening, speaking and writing skills; to develop their communicative competence. Teaching Procedures: Step 1 Leading-in. To show some pictures to recycle adj. based on some types, and learn some new words. Step 2 1a 1 Learn new words:outgoing,better loudly quietly which competition fantastic hard-working clearly win funny friendly smart lazy look at the picture in 1a and make a lis t of the adjectives. Purpose: to make Ss recall some adjectives they have learnt before; Step 3 Presentation 1. . To ask Ss the usage of the adj. and show some example sentences about comparative degree. 2. To show some adjectives and adverbs with –(i) er, -r, more and some special words like better, more, worse, etc.. Then ask Ss to discuss the common points of the words. Purpose: to lead in comparative degree; to make Ss summarize the change rules of comparative degree of adj.and adv.. 1.To make Ss compare two persons or two things with the above adjectives and