人教新目标版八年级下册Unit7period5
英语人教版八年级下册Unit7
Unit7教学设计
一、学习目标：
1.掌握形容词和副词的比较级、最高级。
(重点)
2.能用形容词和副词对人或物进行比较。
（难点）
二、教学方法和手段：多媒体、小组合作探究
三、教学过程：
1.课前复习：看图会话：师生、生生会话。
完成Grammar Focus
What’s the hightest mountain in the worid?
How high is it?
What’s the deepest salt lake in the world?
How deep is it?
What’s the longest river in the world?
How long is it?
2.课内探究：形容词和副词的比较级、最高级的用法。
首先教师通过多媒体给出例子，学生观察句子，然后试指出用法，教师适时点拨，最后教师点评并由学生读出用法。
3.即学即练：用所给形容词的适当形式填空。
完成4a
4.课堂反馈：用形容词和副词对人或物进行比较。
学生两人一组
结对练习并表演。
完成4b
5.课堂检测：用形容词和副词对人或物进行比较。
学生以小组为
单位练习并表演。
完成4c
6.课后作业：多写些形容词和副词的比较级、最高级的句子。
人教版新目标英语中考一轮复习八年级下册Unit7教案设计
人教版新目标英语中考一轮复习八年级下册Unit7教案设计初中英语人教版八年级下册Unit7复习教学设计Part1.Analysis of the teaching materialMy teaching plan is from Unit 7 Grade8 , it’s a revision lesson. The topic is related to social situation about animals, so it’s helpful to raise the Ss’ learning interest and it will be als o helpful to improve their society sense.It can help students to attain four skills request of listening, speaking, reading and writing,so they’re in the important position of the teaching material.Part 2、Analysis of the studentsStudents of Grade 9 have certain vocabulary and reading skills, so I will let them finish the tasks by themselves as much as they can to develop their English autonomy learning.Part 3、Teaching aims and demands（1）Knowledge objects:：1.To revise the words and expressions：2. To revise the comparative and superlative of the adjectives.（2）Ability objects:：1. Use mind-map to understand the structure .2.According to different context to use different language properly.（3）Moral objects:love animals,love nature.Learn to protect the animals.Part 4、Teaching key points and difficult points:（1）Key points:1.Key vocabulary in this period.2.Target language in this period.（2）Difficult points:the comparative and superlative of the adjectives.Part 5、The teaching methods and studying ways:（1）Teaching methods:/doc/bb394045.html,municative teaching methods2.Audio-visual teaching method3.Task-based teaching method.4.Situational language learningPurpose: Cultivate students abilities of listening, speaking,reading and writing and their good sense of English language.（2）Studying ways:1.Let students pass “Observation-Imitation-Practice” to study language.2.Teach students writing skillsPart 6、Teaching aids:Muti-media computer, Software: power-point.Part 7、Teaching procedures:Step 1 Warm-up and lead-inOral practicePurpose:To practice the Ss’s oral spoken English to prepare for the coming listening and oral examination.Step2. DictationPurpose: Let them to have a good command of the key vocabulary of this unit.Step 3. Main structureFive main structures.Step 4.ExerciseStep5. SummaryWhat have we learned today? Summarize the language points and sentence structures and grammar. Share together.Step6. Writing practiceStep 7. Rethink1.How to write well?2.Moral educationStep 8. HomeworkFor all:1.Do oral practice.2.2.Finish the homework sheet.If you can:Search more information about wild animals, make a poster to call on people to protect animals.。
新目标人教版八年级英语下册unit7Would YOU mind turning down the music Period 5&6
Read the article. Underline the things that annoy people. Circle what people do when annoying things happen.
I don’t like waiting in line when a shop assistant has a long telephone conversation. When that happens, I usually say, “Would you mind helping me?” And I don’t like it when shop assistants follow me around. Then I say, “Could you please not follow me around? I’ll ask you if I need some help.” Usually the shop assistants say they are sorry, but sometimes they get mad. If that happens, I won’t go back to that store again.
We asked some people what annoyed them. Here’s what they said: I don’t like waiting in line when a shop assistant has a long telephone conversation. When that happens, I usually say, “Would you mind helping me?” And I don’t like it when shop assistants follow me around. Then I say, “Could you please not follow me around? I’ll ask you if I need some help.” Usually the shop assistants say they are sorry, but sometimes they get mad. If that happens, I won’t go back to that store again. I get annoyed when someone talks to me while I’m reading. This happens to me all the time in the school library. When it happens, I usually talk to the person because I want to be polite. But because I’m polite, people don’t know I’m annoyed. So they do the same thing again. Perhaps in the future I should try not to be polite.
人教版新目标英语八年级下册《Unit 7 What’s the highest mountain i
人教版新目标英语八年级下册《Unit 7 What’s the highest mountn in the worldSection A Grammar 》教学设计11一. 教材分析人教版新目标英语八年级下册《Unit 7 What’s the highest mountn in the world Section A Grammar》主要介绍了表示最高级的句型以及如何用比较级和最高级来描述事物。
本节课通过介绍世界各地的山脉，让学生学会使用英语描述山的高度，从而达到对语言的实际运用。
教材内容丰富，插图生动，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析八年级的学生已经掌握了英语的基本语法和词汇，具备一定的听说读写能力。
但学生在使用英语进行实际交流时，还存在着一定的困难，特别是在描述事物的程度和顺序方面。
因此，在教学过程中，需要注重培养学生的语言运用能力，帮助他们学会使用比较级和最高级描述事物。
三. 教学目标1.知识目标：让学生掌握表示最高级的句型以及如何用比较级和最高级来描述事物。
2.能力目标：培养学生运用英语进行交流的能力，提高他们的语言运用水平。
3.情感目标：激发学生对英语学习的兴趣，培养他们积极向上的学习态度。
四. 教学重难点1.重点：表示最高级的句型以及如何用比较级和最高级来描述事物。
2.难点：熟练运用表示最高级的句型，在实际交流中准确描述事物的程度和顺序。
五. 教学方法1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用所学知识。
2.情境教学法：创设各种情境，让学生在实际语境中学会使用表示最高级的句型。
3.交际法：鼓励学生积极参与课堂互动，提高他们的口语表达能力。
六. 教学准备1.准备相关图片、视频等教学资源，以便在课堂上进行展示。
2.设计各种任务和练习，巩固所学知识。
3.准备教材、笔记本等学习用品，以便学生上课时使用。
七. 教学过程1.导入（5分钟）利用图片或视频展示世界各地的山脉，引导学生谈论自己对山脉的认识和感受。
人教版八年级英语下册Unit7大单元教学设计
c. How can we implement these solutions in our daily lives?
3.小组展示：每组选派一名代表进行成果展示，其他组员进行补充。
（四）课堂练习
1.教学内容：设计一系列练习题，包括词汇、语法、听力、口语和写作等方面，巩固所学知识。
6.情感态度方面，学生对环境问题充满好奇心，愿意关注和参与环保活动，但可能缺乏实际行动的动力。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和语法：本章节的重点词汇和短语，如debate, global warming, pollution, energy等，以及被动语态和情态动词的用法。这些知识点是学生进行有效听说读写的基础，需重点讲解和练习。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法，帮助学生达成教学目标：
1.采用任务型教学法，让学生在完成具体任务的过程中，运用所学知识，提高英语实际运用能力。
2.利用多媒体教学资源，创设情境，激发学生的学习兴趣和参与意识。
3.组织课堂讨论和辩论活动，培养学生的思辨能力和合作精神。
4.设计丰富的阅读和写作活动，提高学生的阅读理解和写作能力。
2.学会使用一般现在时和一般将来时描述环境问题及解决方案。
3.能够理解和运用本单元所学的语法知识，如：被动语态、情态动词的用法等。
4.提高听力技能，能够理解并获取关于环境问题的信息。
5.提高口语表达能力，能够就环境问题进行讨论和辩论。
6.提高阅读技能，能够阅读并理解有关环境问题的文章。
7.提高写作技能，能够撰写关于环境问题的短文。
2.练习形式：个人练习、小组合作、角色扮演等。
人教版八年级英语下unit7教案
人教版八年级英语下unit7教案Unit 7 Teenagers should be allowed to choose their own clothesTeaching Goals:1. To help students understand and use vocabulary related to clothing and fashion.2. To enable students to express their opinions on school uniforms and dress codes.3. To develop students' speaking and writing skills through discussions and written assignments.4. To encourage students to think critically about rules and regulations in schools.Teaching Procedures:Step 1: Warm-up (10 minutes)- Start the class by asking students about their opinions on school uniforms. Do they prefer wearing uniforms or casual clothes to school? Why?- Show pictures of different types of school uniforms and casual outfits, and ask students to describe each one.- Introduce key vocabulary related to clothing and fashion, such as "trendy", "stylish", "fashionable", "casual", "formal", etc.Step 2: Reading and Vocabulary (15 minutes)- Hand out the reading passage about school dress codes and uniforms to students.- Ask students to read the passage silently and underline any key vocabulary words they are unsure of.- Have students work in pairs to discuss the meaning of the vocabulary words and come up with synonyms or definitions for each word.- Go over the vocabulary words as a class and make sure students understand their meanings.Step 3: Discussion (20 minutes)- Divide the class into small groups and give each group a list of discussion questions related to school dress codes.- Encourage students to express their opinions and provide reasons to support their views.- After the group discussions, have a class debate on whether teenagers should be allowed to choose their own clothes in school.- Ask students to present their arguments and counterarguments in the debate.Step 4: Writing Assignment (20 minutes)- Assign a written assignment to students, asking them to write an essay on whether school uniforms are necessary or if teenagers should be allowed to choose their own clothes.- Provide a list of guidelines for the essay, such as using persuasive language, providing examples to support their arguments, and structuring their essay with an introduction, body, and conclusion.- Collect the essays at the end of the class for grading and feedback.Step 5: Follow-up Activity (10 minutes)- To wrap up the lesson, play a fashion show game where students can showcase their own style and creativity by dressing up in different outfits.- Encourage students to describe their outfits and explain why they chose to wear them.- Reward students with prizes for the most creative or stylish outfits.Homework:- For homework, ask students to research on dress codes in different schools around the world and write a short report on their findings.Evaluation:- Evaluate students based on their participation in class discussions, their written assignments, and their ability to express their opinions clearly and persuasively.Overall, this unit will help students develop their critical thinking skills, improve their vocabulary and language proficiency, and engage in meaningful discussions on a relevant topic that affects them directly - school dress codes and rules. By the end of the unit, students should be able to express their opinions confidently and respectfully, and understand the importance of individuality and self-expression in the context of school uniforms and clothing choices.。
人教版新目标英语八年级下册《Unit 7 What’s the highest mountain i
人教版新目标英语八年级下册《Unit 7 What’s the highest mountn in the worldSection A Grammar focus 4a-4c》教学设计3一. 教材分析人教版新目标英语八年级下册《Unit 7 What’s the highest mountn in the world Section A Grammar focus 4a-4c》主要介绍了世界上最高的山是珠穆朗玛峰，并运用了比较级和最高级的形式来表达。
本节课主要让学生掌握比较级和最高级的用法，以及如何运用它们进行问答。
教材内容丰富，插图生动，有助于激发学生的学习兴趣。
二. 学情分析八年级的学生已经掌握了基本的英语语法知识，具备一定的听说读写能力。
但是，对于比较级和最高级的用法，部分学生可能还不太熟悉。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同程度的学生进行有针对性的辅导。
三. 教学目标1.知识目标：让学生掌握比较级和最高级的用法，能够正确运用它们进行问答。
2.能力目标：提高学生的听说读写能力，培养他们用英语进行交流的能力。
3.情感目标：激发学生对英语学习的兴趣，培养他们的自信心。
四. 教学重难点1.重点：比较级和最高级的用法。
2.难点：如何正确运用比较级和最高级进行问答。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中运用比较级和最高级。
2.任务型教学法：通过完成任务，让学生在实践中掌握比较级和最高级的用法。
3.交际型教学法：鼓励学生进行互动交流，提高他们的口语表达能力。
六. 教学准备1.教材：人教版新目标英语八年级下册《Unit 7 What’s the highestmountn in the world Section A Grammar focus 4a-4c》。
2.课件：制作与教学内容相关的课件，包括图片、视频等。
3.练习题：准备一些关于比较级和最高级的练习题，用于巩固所学知识。
Period 5 读写训练 人教版英语八年级下册课件(共21张PPT) (1)
读写结合
band．He got his first guitar at 16 and wrote his first song at 18．In his short life，he wrote so many songs．Unluckily, John Lennon was killed by a fan that had mental illness in front of his apartment on 8 December 1980 in New York．
6．I like the music because it's loud and full of energy．I feel excited when I listen to it．我喜
句 欢这音乐，因为它响亮，充满活力。当我听 型 它的时候，我感到兴奋。
7．I think if I listen to the music every morning, it will wake me up and make me happy for the rest of the day．我认为如果每天早上听音乐，它 会唤醒我，让我快乐一整天。
unit读写结合话题归类本单元的两篇阅读文本第一篇是节选于英国作家丹尼尔笛福的小说鲁宾逊漂流记另一篇是介绍美国乡村音乐
Unit 8
Have you read Treasure Island yet?
Period 5 读写训练
1 ……话…题…归……类 2 ……读…写…结……合
话题归类
本单元的两篇阅读文本，第一篇是节选于 英国作家丹尼尔·笛福的小说《鲁宾逊漂流记》， 另一篇是介绍美国乡村音乐。本单元是关于故 事与诗歌及文娱与体育话题。
读写结合
_____H__o_w_e_v_e_r_，__s_o_m_e__s_t_u_d_e_n_ts__s_p_e_n_d__m__u_c_h__t_im__e_ _i_n_l_is_t_e_n_in__g_t_o_m__u_s_ic_,_w__a_tc_h_i_n_g__T_V__o_r_g_o_i_n_g__o_n_li_n_e_ _t_o__p_la_y___(g_a_m__e_s_)．__I_t__t_a_k_e_s_m__u_c_h__o_f__t_h_e_ir__s_p_a_r_e_ _t_im__e_．__S_o__I__w_o_u_l_d__li_k_e__t_o__su_g_g_e_s_t__th__a_t _e_v_e_r_y_o_n_e_ _s_h_o_u_l_d_r_e_a_d__m__o_r_e_b_o_o_k_s_，__e_s_p_e_c_ia_l_ly__r_e_a_d__c_la_s_s_ic_s_ _s_o__t_h_a_t_w__e__c_a_n__s_p_r_e_a_d__o_u_r__C_h_i_n_e_s_e__tr_a_d_i_t_io_n_a_l_ _c_u_l_tu_r_e__to__th__e_w_o_r_l_d_．__________________________ _____L_e_t_'s__s_ta_r_t_r_e_a_d_i_n_g__n_o_w_．__A__n_d_l_e_t_i_t _b_e_c_o_m_e__a_ _p_a_r_t_o_f_o_u__r_li_f_e_．______________________________
人教版新目标八年级下unit 7示范教案 the 7th period
The Seventh PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsReading:Would you mind keeping your voice down?Section 1:Before You ReadSection 2:While You ReadSection 3:After You ReadSection 4:Go for it!2.Ability ObjectsTo train students’ reading comprehension.To train students how to use the strategy of reading.To train students’ ability of getting information.3.Sensibility and ValueTo enable Ss to behave politely in public places and in our daily life.Ⅱ.Teaching Key PointsKey vocabularySection 1.Section 2.Ⅲ.Teaching DifficultiesSection 3.Section 4.Ⅳ.Teaching MethodsPre-reading method.Reading method.Writing method.Ⅴ.Teaching AidsA projector.A tape recorder.Ⅵ.Teaching ProceduresStep ⅠGreet the class as usual and check the homework.Ask students to read the new words one by one.Correct any mistakes.Then read the new words and ask students to repeat.Make sure students know the meanings.Step ⅡSection 1 Before You ReadPairworkFirst ask students Do you know the word “etiquette”?Then say If you don’t know,please look up the word in your dictionary.Let students look at the picture below.Ask How many rules of etiquette can you see being broken?Ask students to make a list with their partners.Step ⅢSection 2 While You ReadReading strategyLook at the title and the picture,and predict what the text is about.This helps you get ready to acquire new information.Play the tape for students and ask students to read the text.Step ⅣSection 3 After You Read3aCheck the answers.AnswersParagraph 1 dParagraph 2 bParagraph 3 aParagraph 4 c3bAsk students to think of polite suggestions they could make to each person who is breaking a rule of etiquette according to the picture.Role play with a partner.Ask some students to say their suggestions.3cScan the reading quickly again and find examples of behavior from it.Ask students Are these things always wrong,or does it depend on situation or culture?Then let students put them in the correct column.Check the answers.Step ⅤSection 4 Go for it!First ask students Have you seen someone breaking a rule of etiquette?Then ask them to write a letter of complaint to the local newspaper according to what they have seen.Ask students to check their writing with their partners.Step ⅥSummaryThis class we’ve practised some reading,speaking and writing.We’ve also learned something about the word “etiquette”.Step ⅦHomeworkTry to find out some rules of etiquette that are different in foreign countries.Preview the new words in Unit 8.Next time we’ll learn Unit 8.Step ⅧBlackboard DesignGoal:Review requests and responses to requestsMaterials:paper and pencilsProcedure:·Divide the class into teams of three or four students each.Make sure each group has a pencil and paper.·Each team unscrambles the requests on the left and the responses on the right.Then they match each response to a request using the numbers and letters.There is only one way to correctly match each request to an appropriate response.(The matches are 1 d,2 a,3 f,4 b,5 c,and 6 e.) ·Each team gives you their answers on a slip of paper.The first team with all the correct answers is the winner.。
人教新目标八年级下册英语课件Unit7第五课时
kilometers per hour. 5. －What __s_i_ze__ do you need for your coat?
－I want a large one.
Homework
3. risk c. my dream, success, …
3 Circle the correct word and/or fill in
the blank with the correct form of the word in brackets for each sentence. 1. An elephant weighs (few /many) times more than a dog. 2. An adult panda can eat (much / a little) more than a cat. 3. Canada is a (little / lot) less _c_r_o_w_d_e_d___ (crowded) than China. 4. A tiger is (much / a little) ___st_r_o_n_ge_r___ (strong) than a man.
八年级英语下（RJ） 教学课件
Unit 7 What's the highest mountain in the world?
Section B (3a-Self Check)
They are huge animals. They live in the sea. They can sing songs. They can jump high out of water. They are very clever and also very friendly.
人教新目标八年级英语下册Unit 7 Period 5教案
精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 7 What’s the highest mountain in the world?Period 5 (Section B 3a-selfcheck)一、教学目标：知识目标：复习本单元重点词汇、短语及句型。
能力目标：通过学习本课，学生能够用所学知识写一篇描述动物的短文。
情感目标：通过本课学习，培养学生保护动物的意识。
学习策略：综合培养学生合作探究能力。
文化意识：培养学生培养学生保护动物的意识。
二、教学重难点：重点：复习最高级的用法。
难点：能用流利英语描述大熊猫的特征。
三、教学过程Step 1 SummaryImportant phrases:feel free, as far as I know, in the face of, even though, at birth, up to, run over, walk into, fall over, or soKey sentences:What’s the highest mountain in the world?Qomolangma.How long is Qomolangma?It’s 8,844.43meters high. It’s higher than any other mountain.Which is the deepest salt lake in the world?The Caspian Sea is the deepest of all the salt lake.Did you know that China is one of the oldest countries in the world?Yes, I did. It’s much older than the U S.Important structures:1. …cm taller/shorter2. much /even/a little/less +比较级3. …times more than ….4.Talk about how to protect pandas.Step 2 Lead in对于鲸鱼你知道多少？鲸的体型是世界上存在的动物中最大的，鲸是终生生活在水中的哺乳动物，对水的依赖程度很大，以致它们一旦离开了水便无法生活，鲸形状像鱼，鼻孔在头的上部，用肺呼吸。
新目标八年级下UNIT7示范教案THE5THPERIOD
The Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key vocabularyannoy;wait in line;get annoyed;cut in line;polite;complaint(2)A reading passage.(3)Writing practice.Groupwork.2.Ability ObjectsTo train students’ ability of comprehension.To train students’ ability of writing according to the pictures.3.Sensibility and ValueTo be able to be polite and honest in our life.Ⅱ.Teaching Key PointsKey vocabulary words.The reading passage.Writing practice.Ⅲ.Teaching DifficultiesWriting practice.Groupwork.Ⅳ.Teaching MethodsReading and writing methods.Oral practice method.Ⅴ.Teaching AidA projector.Ⅵ.Teaching ProceduresStep ⅠGreeting the class as usual and check the homework.Step ⅡShow the new words on the screen and teach the new words.Read the new words to students and ask them to repeat.Step Ⅲ3aThis activity introduces new vocabulary and provides reading practice using the targetlanguage.Look at the article and read it to the class.Ask students which words they don’t understand.Write these words on the board.Look at the each word on the board and explain what it means.(Stand is another way to say bear.I couldn’t stand this life any more.He wasn’t able to stand the pain.Get mad is another way to say get angry.I get mad when the bus is late.I get mad when it rains and I don’t have my umbrella.Get annoyed is also another way to say get angry.He got annoyed to learn that he failed again in the exam.She got annoyed when she heard about that.)Make sure students understand each word.Let students read the article.When they understand all the sentences,ask them to underline the things that are annoying.Then have them circle what people do when something annoying happens.Ask students to finish the activity on their own.Correct the answers with the class.AnswersUnderlined:waiting in line while a salesperson has a long telephone conversation;don’t like it when a salesperson follow me around;someone talks to me while I’m reading.Circled:I usually say,Would you mind helping me?I usually say,Could you please not followme around?I’ll ask you if I need some help.I usually talk to the person.Step Ⅳ3bThis activity reviews and introduces vocabulary and provides writing practice using the target language.Look at the pictures with the class.Ask different students to tell what is happening in each picture.Picture aSome people are standing in the subway door.A man wants to go through it.Picture bThere are many people in the picture.They are waiting in line.But a boy wants to cut in line.They are getting annoyed.Provide key words as needed.Write these words on the blackboard.Go through the instructions with the class.Point to the blank lines where students will fill intheir answers.Ask students to complete the activity on their own.Correct the answers.AnswersAnswers will vary.Step Ⅴ 4 GroupworkThis activity provides speaking,listening and writing practice using the target language.Ask two students to read the dialogue.A:What annoys you,Lin Zheng?B:I get annoyed when classmates borrow my eraser and don’t return it.A:What do you do?B:...Ask another pair of students to give another complaint and action.Go through the instructions with the class.Ask each other what sorts of things annoy them.Ask students to complete the work in groups.When they work,walk around the room checking their progress and offering help if necessary.Ask a few students to share the sample conversation.List the most common complaints and the best action advice.Step ⅥCulture notePeople in some cultures feel it is impolite to complain openly about a problem.Instead,these people try to solve the problem quietly for themselves,or they speak softly and politely to the other person.People in some other cultures feel it is normal to complain when there is a problem andthey try to solve it quickly and directly.Ask students which type of culture they think theirs is.Iftheir culture uses the quieter approach,contrast this with the direct approach that is common in the United States.What are the advantages of each approach?Step ⅦSummaryThis class we’ve had a lot of reading,writing and speaking practice using the target language.In all the activities I hope you can learn to cooperate and make great progress together.Step ⅧHomeworkNext class we’ll have our Self check paper.Please preview the exercises to see if you have any difficulty in understanding.Step ⅨBlackboard DesignUnit 7 Would you mind turning down the music?stand—bearget mad—get angryget annoyed—get angrywait in linecut in line。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
A: They can live up to 20 to 30 years.
Make up a dialogue.
A baby panda (at birth) An adult panda
How heavy 0.1 to 0.2 kilos
/ d lt/ /hju:d / /waild/ /wei/ /b mbu:/ /b : /
adult huge wild weigh bamboo birth
Summary the grammar总结语法
-----be + much / a lot / a little +比较级 than -------eat/weigh+ much more / less than -------- eat/weigh+ many times more /less than ----
It is up to 350 cm tall. It weighs 5,000 kilos. It eats 150 kilos a day.
It is up to 150 cm tall. It weighs 100 kilos. It eats 10 kilos a day.
Who eats more?
B: Wow, that’s small! I know an adult panda weighs many times more than a baby.
A: That’s right. And the adult pandas weigh around 100 kilos.
B: What about the size of a baby panda? How small is it?
The elephant eats many times more than the panda. The panda eats many times less than the elephant.
Compare them.
-----be + much / a lot / a little +比较级 than -------eat/weigh+ much more / less than -------- eat/weigh+ many times more /less than ----
6. My mother is very _b_u__sy__. She is _th_e__b_u_s_ie_s_t_ in my family. (busy)
7. Lingling gets to school _e_a_rl_i_er_ than the others. (early) the best
thick clouds
heavy snow and storms
------------
in 1953 in 1960 in 1975
challenge
keep give up
achieve
an / d lt/ elephant
adult / hju:d /
huge
A kind of /waild/ animal It is up to 350 cm tall.
8. She speaks English _____ in our class. (well)
9. Lucy jumped quite __fa_r__. (far)
10. I think English is as i_m__p_o_r_ta_n_t_ as Chinese. (important)
at birth pink
1b Listen and check (√) the numbers
you hear.
_√____100 _____16 __√___20 _____50 _____120 __√___0.1 __√___0.2 __√___ 150
1c Listen again and complete the
1. Jim is very h_u__n_g_r_y. Li Lei is _h_u_n__g_ri_e_r_
than Jim. (hungry)
2. Kate’s moon cakes aret_h_e_n_i_c_e_st_ of all. (nice)
3. Your box is ___h_e_a_v_i_e_r__ than mine, but his is _t_h_e_h_e_a_v_i_e_st_ of the three (heavy).
The elephant is 200 cm taller than the panda. The panda is 200 cm shorter than the elephant.
It is up to 350 cm tall. It weighs 5,000 kilos. It eats 150 kilos a day.
4. MMyyhhaattiiss2c0heyaupaenr. tAhlaicneA’slihcaet’sish3a0t aynudan. LLuuccyy’’sshhaatt. is 50 yuan. (cheap)
Complete the sentences with the right forms of the words.
A: At birth, it’s only around 15 cm long, but an adult panda is around 150 cm long.
B: Is a baby panda also black and white?
A: No, you would never guess! A baby panda is pink and it cannot see. It also doesn’t have any teeth.
It is up to 350 cm tall. It weighs 5,000 kilos. It eats 150 kilos a day.
It is up to 150 cm tall. It weighs 100 kilos. It eats 10 kilos a day.
Who is taller?
A: Do you have any questions about baby pandas?
B: Are they much smaller than an adult panda?
A: Yes. When they’re born, they only weigh about 0.1 to 0.2 kilos.
11. This picture is _t_h_e_m__o_s_t _b_e_a_u_ti_f_u_l of the four. (beautiful)
12. Lucy did w__o_r_se_ than Lily. (bad)
It weighs 5,000 kilos. / wei/
wild
It eats 150 kilos of food a day
an adult panda A kind of wild animal
/ b mbu:/
bamboo
It is up to 150 cm tall. (standing on two legs) It weighs 100 kilos It eats 10 kilos of food a day
100 kilos
How long 15 cm long
150 cm long
What color pink
black and white
life
some of them die up to 20 to 30
expectancy from illness
years old
Summary the words总结单词
It is up to 150 cm tall. It weighs 100 kilos. It eats 10 kilos a day.
Who is heavier?
The elephant weighs much more than the panda. The panda weighs much less than the elephant.
times 表示“倍数” His father is twice as old as him. This tree is three times as tall as that one.
The river is twice longer than that one. This pen is five times more expensive than that one.
Group work.
Think of two animals or two people and compare them. Use the following phrases.
-----be + much / a lot / a little +比较级 than -------eat/weigh+ much more / less than -------- eat/weigh+ many times more /less than ----
4. Unit 2 is quite _h_a_r_d_. Unit 3 is h__a_rd__er_ than Unit 2. It’s _th__e_h_a_r_d_e_s_t in Module 1. (hard)
5. This TV play is b__et_t_e_r than that one. (good)
sentences.