时间

2．23

地点

英语办公室

发言人

莫娟红

备课内容

Unit 2  More exercise

研究专题

词汇教学的有效性

教

学

重

点

环

节

教师活动

学生活动

设计意图

Step 1 Free talk

1.       Daily report

T:Who’s taller than …in your class?

Are you as heavy as…?

Step 2 Ptesentasion

1.Lead in

T:I get up/go to school /…at 6:30.

What time do you get up/go to school/…?

I get up late.You get up early.

I get up later than you.You get up earlier than me.

Work in pairs

根据学生的对话引出三单：

T:Who gets up earlier?

2． Show the pictures and learn the new words.

1)      Look at the pictures,they are having a school festival today. They’re all happy. What are they doing ? (learn it one by one)

Who flies higher,Su Hai or Su Yang?

S:…is taller than…in our class.

Yes,I’m as heavy as …/

No,I’m not as heavy as…I’m

…heavier than….

S:I get up/go to school/…at…

Learn: late later

early earlier

A:What time do you…?

B:I…at…How about you ?

A:I…at。。。

B:I …later/earlier than you.

S:…gets up earlier

They are flying kites.

Su Hai flies lower.

Su Yang flies higher.

Learn:high higher

low lower

教师从自身入手，

引入词汇的教学，

引导学生学习late later,early earlier.

创设学校举行scho ol festival这一情境,将分散的，彼此没有联系的词汇融入一个具体的情境中，并引导学生在情景中和语言运用中学习词汇。

教师活动

学生活动

设计意图

T:Who swims/runs faster,the boy or the girl?

Who jumps farther,the boy in…or the boy in…?

Look at the gils.Su Hai skates well.But Yang Ling skates better than Su Hai.

叫两位学生上台溜冰

T：Look,…does not skate well,he skates bad.But…skates worse than him.

Step 3 Drill

1.Show their table

 (事先让学生四人一组统计好，以便课上进行操练。)

T：In your group,who runs /jumps /…faster /higer..?

2.       Work in pairs.

Step 4 Homework

2.Make a dialogue.

1.Copy the new words twice each.

板书：

Unit 2 More exercise

A:Who runs faster,A or B?

B:A runs faster than B.

Learn slow slower

fast faster

far farther

near nearer

well better

bad worse

S:In our group,…runs /jumps /...  faster/higher…

S1：Who swims faster in our group?

S2: …swims faster than the others. Who jumps higher in our group?

S3:…jumps higher than the others. Who skips better in our group?

S4:…

为了让学生的学习与他们的实际生活联系起来，安排学生事先进行调查，将体育成绩以四人一组为单位绘制成表格，以便用于课堂的语言训练。

    四人一组循环操练句型，体现人人参与的原则，提高学生的积极性。