七年级英语Unit3Thisismysister教案
教学内容:
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友,通过本单元的学习学生应该能够用英语给朋友写短信介绍家人,从而让他们了解自己的家庭并能够画出自己的家谱。
教学目标:
1、知识目标:
A、掌握家庭成员的表达,如:grandfather,grandmother,father,mother,brother,sister,uncle,aunt,cousin,son,daughter,parents:
B、学会用指示代词:this,that,these和人称代词:I,heshethey介绍任务及Yes/No问句及其简单回答;
C、运用名词的复数形式。
2、能力目标:
A、运用所学词汇介绍家人和朋友,并能够用短信的形式表达出来;
B、通过对话练习,掌握介绍人物时常用的词汇、惯用语,并把它运用到实际生活中去,提高学生的交际能力。
3、学习策略:通过对人物个性化的描述,识别图片。
4、情感目标:通过介绍家人和了解朋友的家人,增进彼此的了解,建立友谊,从而更好地尊重对方,理解家人。
教学难点、重点:
重点:A、掌握家庭成员的表达;学会指示代词、人称代词及Yes/No问句及简单回答;
B、学会介绍自己的家人和朋友,并根据相关信息辨别人物。
难点:能够用写信的形式向朋友介绍自己的家庭。
课时安排:
第一课时SectionA1a-1c
第二课时SectionA2a-4
第三课时SectionB1-2c
第四课时SectionB3a-Self-check
PeriodOne
教师:照片,图片,表格。
StepOne:Newwords.
①Presentthenewwords.
T:Hello,everyone!Look!What’sthis?
Ss:It’sapicture.
T:Right.Whoisthemaninthepicture?
Ss:It’syou.
T:Yes,it’sme.Youknowme.Pleaselookatthis.Doyouknowthem?
Ss:No,wedon’t.
T:Theyaremyfamilymembers.TodayIwanttointroducemyfamilymemberstoyou.Wouldyouliketomeetthem?
Ss:Yes.
T:OK.Pleaselookatthisman?Isheold?
Ss:Yes.
T:Heismy“grandfather”.Pleasereadafterme,GRANDFATHERG-R-A-N-D-F-A-T-H-E-R,grandfather.
Ss:G-R-A-N-D-F-A-T-H-E-R,grandfather.
T:Thisismygrandfather.
(Teachtheword“grandmother”inthesameway.)
T:Heismy“grandfather”.Heismy“grandmother”.Thesearemygrandparents.Readafterme,grandparents.
Ss:Grandparents.
(Sticktheword“grandparents”ontheblackboard.Thenteachtheseswordsmother,father,brother,sisterandfriendinthesameway.)
T:Ihavetwobrothers,twosisters,Ihavemanyfriends.
(Teachbrothers,sisters,andfriends.)
T:Readthesenewwordstogether.
Ss:…
②Practicethenewwords.
T:Whocanmatchthewordswiththepicturesontheblackboard?
Ss:Ican.(TextbookP131a)
(Askonestudenttothefronttodoit.Theotherstudentswritedownlettersonthebooks.Inthiswayfinish1a.)
T:Checktheanswers.
Ss:…
T:Isheright?
用教师家人的照片呈现新课内容。
教师边介绍,边领读单词。
用匹配的方式巩固单词。
Ss:Yes.
(Onemorestudentgivestheanswers.)
StepTwo:Drill
①Listenandcircle.
T:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.
Ss:OK.
(Playtherecordingof1btwice.Studentswork.)
T:What’stheanswer?
S:Twobrothersandsister.
②Pairwork.TalkaboutDave’sfamily.
T:ThisisapictureofDave’sfamily.Let’stalkaboutDave’sfamilyinpairs.Youmustuse“Thisis…”and“Theseare…”todoit.
(Studentspractice.Teacherwalksaroundtheroomtohelpthem.)
T:Nowcheckyourpeactice.
S1:Whoisthis?
S2:Thisishis…
S1:Whoarethese?
S2:Thesearehis…
(Askafewpairstopractice.)
StepThree:Task
①Talkaboutthefamilytree.
T:Lookatthefamilytree.
(Stickafamilytreeontheblackboard.)
T:Let’stalkaboutthefamilytree,Youcandoitingroupsoffourorthree.Youcandoitinpairsoryoucandoityourself.Thenreportittotheclass.
(Studentswork.Teachmovesaroundtheclassroomtohelpthestudents.)
T:Checkyourtask.
S3:Hello.Mynameis…Lookatthis.Thisismyfamilytree.Thisismy…andthisismy…Theyareold.Thesearemy…Thisismy…Thisismy…Mymotheris…Thisismy…Hisnameis…Ilovemyfamily.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务,检测学生知识掌握的情况。
T:Verygood.Nextmakeadialogueinpairsaboutyourfamily.First,youmustgreeteachother,thenintroduceyourfamily.
(Twostudentscometothefront.)
SA:Hello.
SB:Hello.Howareyou?
SA:Fine,thankyou.Andyou?
SB:I’mfine,too.
SA:Excuseme!What’sthis?
SB:It’smyfamilytree.
SA:Who’sthis?
SB:Thisismygrandfather.
SA:Who’sthis?
SB:Thisismygrandmother.
SA:Isthisyourfather?
SB:Yes,heis.
SA:Thewomenisyourmother?
SB:Yes,sheis.
SA:Who’stheboy?
SB:Heismybrother.
(Afewpairsdothis.)
T:Youdidwell.
②Makeasurvey.
T:Pleasetakeoutthefamilyphotosyoubringtoschool.Workingroupsoffour.Fillintheform.Thenreportittotheclass.
FamilyFamilymembers
(Studentswork.Teachermovesaroundtheclassroomtohelpthestudents.)(Studentsreporttotheclass.)
StepFour:Homework
Writeapassageaboutyourfamily.
让学生在语言实践中学会礼貌待人。
小组成员之间沟通有关家庭成员的信息,增进友谊。
PeriodTwo
课前准备
教师:图片,录音磁带。
学生:自己家人的照片,也可以是自己画的家谱。
教学设计
教学步骤
StepOne:Reviewthedrill.
T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?
(Studentsusetheirphotosorthepicturestheydrew.)
SS:Yes.
T:Whowantstobethefirst,please?
SA:Letmetry.
T:OK,please.
SA:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.
T:Verygood.
(Anothertwostudentsintroducetheirfamily.)
StepTwo:Listening.
①Listenandcirclethewordsyouhear.
T:Herearetwoboys.OneisLinHai.TheotherisDave.TheyaretalkingaboutDave’sfamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.
SS:OK.
(Playtherecordingof2atwice.Studentswork.)
T:Checktheanswer.
(Asktwostudentstosaytheanswers.)
②Listenandmatch.
T:ThisisapictureofDave’sfamily.WeknowthisisDave.Butwedon’tknowwhoisMary,whoisJimandwhoisLinHai.Let’s
根据上节课布置的作业,让学生谈论自己的家庭成员,为新课教学做铺垫。
通过听力练习,使学生巩固对家庭成员的记忆。
通过听力引出Isthis...?的句型
listenandfindthem.
(Playtherecordingof2b.Studentswork.)
T:Whofindthem?
(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)
S1:Daveis…LinHaiis…
③Pairwork.TalkaboutDave’sfamily.
T:YoucometoDave’shome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Isthis…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.
(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)
T:Let’scheckyourwork,please.
SS:OK.
(Askonepairtodoit.)
S1:IsthisJim?
S2:No,heisn’t.
S1:IsthisJim?
S2:Yes,heis.
(Asktwomorepairstodoit.)
④Practice.
T:Ihaveafriend.Heistalkingtohisfriend.Dave,aboutDave’ssister.Fillintheblankswiththewordsfromthebox.Workinpairs,thenreportittotheclass.
isn’tbrotherissister
(Studentswork.Teacherwalksaroundtheclassroomandhelpsthestudentswhoneed.)
T:Checkyourwork,please.
(Askonepairtodoit.)
S3:That’s…andthat’s…Issheyour…?
S4:Yes,sheis.
S3:Andistheyour…?
S4:No,heisn’t.He’smy…
(Changerolestodoitandaskonemorepairtodoit.)
StepThree:Task.
①Playaguessinggame.
通过谈论Dave的家庭成员,练习句型Isthis...?
用学生的句型引出Isshe/heyour...?的句型,让学生在对话中理解人称代词的用法。
T:Ihaveapicturehere.Doyouwanttoknowwhosheis?
(Showthepicturetothestudents.)
SS:Yes.
(Studentsguessthepicture.)
②Groupwork.
T:Putyourphotostogetheronyourdesk.Workingroupsoffour.Youcanuse“Isshe…?”or“Ishe…?”totaketurnsaskingandanswerquestionsaboutthephotos.Thenreportittotheclass.
(Studentswork.)
T:Checkyourwork.
Homework.
Drawyourfamilytree.
用游戏的方式巩固人称代词的知识。
PeriodThree
课前准备
教师:图片。
学生:照片。
教学设计
教学步骤
StepOne:Newwords.
①Presentthenewwords.
T:Doyoulikegames?
S:Yes.
T:Let’splayaguessinggame.Pleaselistencarefully.Heismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?
S1:Itisyour“表哥”.
T:No,itisn’t.
S2:Itisyour“堂兄”or“堂弟”.
T:Yes,itis.Let’sseehowtosayitinEnglish.
(Putthecard“cousin”ontheblackboard.)
T:It’scousin.Readafterme,C-O-U-S-I-N,cousin.
SS:C-O-U-S-I-N,cousin.
T:Spellit,please.
SS:C-O-U-S-I-N,cousin.
…
T:ThistimeyoumustsayitinEnglish.Sheisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.Whoisshe?
S:It’smycousin.
T:Yourfather’sbrotherisyour…?
S3:“大爷,大伯”.
S4:“叔叔”.
T:Youareright.Let’sseehowtosayitinEnglish.
(Putthewordcard“uncle”ontheblackboard.)
T:Readafterme,please,U-N-C-L-E,uncle.
SS:U-N-C-L-E,uncle.
…
T:Youruncle’swifeisyour…?
S5:“伯母,婶婶”.
用游戏的方式引人新课。
T:Right.
(Putthecard“aunt”ontheblackboardandthenteachthesewordsson,daughterinthisway.)
T:Readthewordsonthecardtogether.
SS:…
②Practicethenewwords.
T:Lookatthefamilytree.Somewordsaremissing.Whocanhelpmefillit,please?
(Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.)
T:Checkyourwork.
StepTwo:Drill.
①Listenandcheckthewordsyouhear.
T:LinHaiandDavearetalkingaboutDave’sfamily.Howmanyfamilymembersaretheytalkingabout?Pleaselistenandcheckthewordsyouhear.
(Playtherecordingof2aonce.)
(Asktwomorestudentstosaytheanswers.)
②Listenandcheckthepicture.
T:Ihavetwopictureshere.WhichoneisLinHaitalkingabout?Let’slistenandfinditout,please.
(Playtherecordingtwiceagain.)
(Checktheanswer.)
③Pairwork.Drawyourownpictureandtalkaboutit.
T:WefindoutthepictureofLinHai’sfamily.Canyoudrawapictureofyourfamily?
SS:…
T:OK.Whenyoufinishdrawing,tellyourpartneraboutyourpicture.Youcanuse“Thisis…”and“Theseare…”totalkabout.Thenreportittotheclass.
(Studentswork.)
(Checkstudents’work.Asktwoorthreestudentstoreport.)
StepThree:Task.
Talkaboutthefamilytree.
T:Lookatthefamilytree.Ithinkit’sabigfamily.Youcandoit
ingroupsoffourorthree.Youcandoitinpairsoronlybyyourself.Thenreportittotheclass.
(Studentswork.Teacherwalksaroundintheclassroomandhelpsthestudents.)
T:Stophere.Let’scheckitout.
(Choosestudentstodoit.)
S1:Lookatmyfamilytree.Thisismy…Thisismy…Theyhavetwo…Thisismy…Thisismy…Thisismy…Thisismy.Myparentshavetwochildren.Thisis…Thisismy…Myuncleandmyaunthaveason.Heismy…
(Asktwomorestudentstodoit.)
Homework.
Writeapassageaboutyourfamily.
PeriodFour
课前准备
教师:家庭成员的照片。
学生:学生自己画的家庭照片。
教学设计
教学步骤
StepOne:Newwords.
①Presentthenewwords.
T:Hello,everyone.Mynameis“Emma”.TodayIwanttointroducemybrothertoyou.
(Putthepictureofhissisterontheblackboard.)
T:Thisismysister,Mona.Readafterme,MONA,M-O-N-A,Mona.
SS:M-O-N-A,Mona.
T:Thesearemyparents.Theyare“great”parents.
(Putthepictureofhisfamilyontheblackboard.)
T:Readafterme,GREAT,G-R-E-A-T,great.
SS:G-R-E-A-T,great.
…
T:Theyaremy“dear”parents,too.
(Teachdear,photo,thanksfor…)
②Practicethenewwordsanddrill.
T:Ihavealetterfrommypenfriend.NowIwantyoutoreaditforme.ThendrawthephotoofEmma’sfamily.
SS:OK.
(Studentsreadtheletteranddrawthephotoontheirbooks.)
(Showsomephotosthatstudentsdrawtotheclass.Studentssaywhichoneisgoodorwhichoneisbetter.)
StepThree:Task.
①Writealettertoyourfriend.
T:Yourhavealetterformyourfriend.Nowwritebacktoyourfriend.Tellhimorheraboutyourfamily,Andreportyourletter.
SS:OK.
(Studentswork.Teachermovesaroundtheroomandhelpsthestudentswholetter.)
T:Nowcheckyourwork.
S1:Dear...
Thanksforthephotoyourfamily.Hereismyfamilyphoto.Thisismy...Thisismy...Thisis...Ihavea...
Yourfriend,...
(Anothertwomorestudentsdoit.)
①Writealetter.
T:Takeoutthephotoofyourfamilytoschoolandwritealetteraboutit.Whenyoufinish,I’llputyourphotosandlettersontheblackboard.Youmatchthephotosandtheletters.
SS:Allright.
(Studentswritetheirletters.Teachermovesaroundtheroomandhelpsthestudentswhoneed.)
T:Checkyourworknow.
S:...
(Teacherputssomephotosandlettersontheboard.Askstudentstocometothefronttoreadtheletterandmatchitwiththephoto.)
Homework.
Finishself-check.
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人教版七年级英语上册Unit2Thisismysister教案
1、知识目标:帮助学生四会掌握以下单词:grandfather,grandmother,grandparents,father,mother,parents,son,daughter,sister,brother,aunt,uncle,cousin,friend,these,those。并对复数形式有初步了解。
2、能力目标:通过本节课学习,学生就家庭成员相互之间应该能用英语介绍、询问、交流。并能用英语在脑子里对个家庭成员的关系进行思考。同时基本上能辨别什么时候用单数什么时候用复数。
3、德育目标:通过对家庭成员的学习,学生对自己的家庭成员会有更清晰的印象,从而激发起他们对家人的热爱。
1、词汇:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,these,who.
2、句型:Thisismysister.That’smygrandfather.Thesearemybrothers.Thosearemyparents.
让学生运用所学的语言项目“This/Thatis…/These/Thoseare…”等内容与其他人交流家庭成员的情况。
Step1.Reviewandwarmingup.
What’syourname?Myname’sJenny.What’sthisinEnglish?It’sapencil.
Step2.Leadingin.
1.Listentoasong:FamilySong
2.Doyouknowthemeaningthe“family”?Itmeans“FatherandmotherIloveyou.”
Step3.Presentation
1.用电视剧《家有儿女》家庭照片引出单词:father,mother,sister,brother,grandfather,grandmother,these,those.和句型:Thisis….Thatis…These/Thoseare…
2.CompareSingularandplural.Finishtask1
3.Comparesentences,findthedifferences.
4.Readthesewordsandsentencesaftertheteacher.
5..Let’schant
6.1aMatchthewordswiththepeopleinthepicture,thenchecktheiranswers.
Step4.Listeningpractice.
Listenandcirlethewordsyouhearin1a.
Step5.Speakingpractice.
Role-playtheconversationin1a.Thentalkabouttheotherpeopleinthepicture.
Step6.Summary.
Letstudentssumwhattheylearntduringthisclass.
Step7.Homework.
(1).Rememberthenewwords.
(2).Trytointroduceyourfamilytoyourfriendorally.
(3).Finishtaskpaper.
Unit2Thisismysister.
motherThisishismother.
fatherThesearehisparents.
brotherThatishisfriend.
sisterThosearehisfriends.
grandfatherWho’sshe?
grandmotherShe’smysister.
who
Taskpaper
Task1.比较单词的单数与复数形式,并写出其它单词的复数形式。
parent——parentsfriend——friendsgrandparent——grandparents
brother_________sister___________ruler___________pen_____________map____________jacket___________
Task2.讨论并比较下列两组句子,给出总结。
Thisismysister.Thesearehisparents.
Thatismyfriend.Thosearehisfriends.
试比较:this与that,these与those的区别,is与are的区别
Task3.Let’schant
Father,father,thisismyfather.
Mother,mother,thatismymother.
Grandfather,grandfather.
Grandmother,grandmother.
Parents,parents,thesearemyparents.
Brother,sister,thosearemyfriends.
Task4.编写对话。根据活动1a编写对话,尽可能多谈论图片中的人物。
A:That’smyfamily.Thosearemyparents.
B:Who’sshe?
A:She’smysister.Oh,andthesearemybrothers.
B:Whoarethey?
A:Theyaregrandparents.
课后练习
1.翻译
(1).这是我妹妹。_____________mysister.
(2).那是我弟弟。_______________mybrother.
(3).这是他的兄弟们。_____________hisbrothers.
(4)——她是谁?—________she?
——她是我妹妹。—_______mysister.
(5).这是我父母。__________________myparents.
2.按要求改句子。
(6).Sheismymother.(对画线部分提问)__________________she?
(7).Thisishisruler.(改为复数句)__________________his_________.
(8).Thatismybrother.(改为复数句)__________________my_________.
(9).my,is,Bill,This,friend,(.)(连词成句)___________________________.
(10).are,grandparents,Those,his,(.)(连词成句)________________________.
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Unit2I’mmoreoutgoingthanmysister.
一、教学内容:
Unit2I’mmoreoutgoingthanmysister.SectionA
(一)重点单词
(二)重点短语
(三)重点句型
(四)语法
二、知识总结与归纳
(一)重点单词
1.than
2.though
3.wild
4.athletic
5.more
6.outgoing
7.twin
8.calm
9.serious
10.smart
(二)重点短语
1.asyoucansee如你所看到的
2.insomeways在一些方面
3.lookthesame看起来一样
4.morethan超出,多于
[点拨]
morethan意思是“超出……,多于……”,后面通常跟数词。如:Therearemore
than1,200studentsinthatschool.
[拓展]
over也有“超出……,多于……”的意思,可与morethan互换使用。
选词填空:
Heboughtmore_________(of,than)tenbooksyesterday.
5.incommon共同;一样
6.(not)as…as(不)和……一样
[点拨]
“as+形容词原级+as…”结构,意为“与……一样……”。如:ThisCDplayerisasgood
asthatone.该结构的否定形式为“notso/as+形容词原级+as…”。如:Ourvacationisnotas/solongasyours.
[练习]刘英和她妹妹一样高。
LiuYingis________________________hersister.
7.begoodat擅长;在……方面做得好
8.thesame(…)as和……一样
9.alittletaller
[点拨]
形容词比较级通常只用alittle(……一点),much(……得多),alot(……很多)等词来修饰,以强调比较的程度。如:Airinthecountrysideismuchcleanerthanthatinthecity.又如:TomisalittleshorterthanI.
[拓展]
形容词old,young的比较级前也可加……year(s)。如:Heisthreeyearsolderthanhissister.
[练习]选择填空:
YaoMingis________tallerthanmostofus.
A.veryB.alittleC.muchD.quite
(三)重点句型
1.—IsthatSam?
—No,that’sTom.HehasshorterhairthanSam.Andhe’scalmerthanSam.
2.I’mmoreoutgoingthanmysister.我比我妹妹更外向。
3.Webothhaveblackeyesandblackhair,thoughmyhairisshorterthanhers.
尽管我的头发比她的短,但我们的眼睛和头发都是黑色的。
[点拨]
both作代词,意为“两者都”,可作同位语。如:TheybothteachEnglish.
[拓展]
both还常用于“bothof+宾格代词/名词短语”结构。如:Bothofthemwenttothepark
yesterday.又如:Bothofthecarsarebeautiful.
[练习]我们俩都喜欢跳舞。
________________enjoydancing.或:________________________enjoydancing.
4.LiuYingisnotasgoodatsportsashersister.刘英不如她姐姐擅长体育。
5.Asyoucansee,insomewayswelookthesame,andinsomewayswelookdifferent.
就像你看到的一样,在某些方面我们看起来一样,在某些方面又不一样。
(四)语法
1)形容词的作用
形容词在句子中一般充当表语、定语和宾语补足语,如:
Ourschoollooksverybeautiful.(表语)
Therearefiftystudentsinourclass,soweneedabigclassroom.(定语)
Doingmorningexercisescanmakeushealthy.(宾语补足语)
2)形容词的级别
形容词有三种级别,即原级、比较级和最高级。当讨论的对象是一个时应使用原级,当讨论的对象是两个时应使用比较级,当讨论的对象为三个或更多时应使用最高级。
在形容词原级后面加上er就成为比较级,在原级后加上est就成为最高级。一般的单音节形容词直接加er或est,词尾是不发音字母e的只加r或st,重读闭音节应先双写词尾辅音字母再加er或est,如:
long—longer—longest,
nice—nicer—nicest,
big—bigger—biggest。
以辅音字母加y结尾的双音节形容词应先将y改为i再加er或est,如:
early—earlier—earliest,
dirty—dirtier—dirtiest,
busy—busier—busiest。
多音节的形容词比较级应在前面加上more,最高级应在前面加上most,如:
important—moreimportant—mostimportant,
difficult—moredifficult—mostdifficult。
有些特殊的形容词有自己的变化规律,如:
good/well—better—best,bad/badly—worse—worst,
many/much—more—most,little—less—least,
far—farther/further—farthest/furthest。
形容词的比较级句型应使用连词than或or,如:
TheweatherinShanghaiishotterthanthatinBeijing.
上海的天气比北京的天气热。
Whichsubjectismoreimportant,Englishormath?
英语和数学,哪个学科更重要?
形容词的最高级前应加上定冠词the,句型中应给出比较范围,如:
TheChangjiangRiveristhelongestriverinChina.
长江是中国最长的河流。
Thethirdtruckcarriesthemostbooksofall.
第三辆卡车在所有的卡车中载书最多。
两个人或物比较时,如果只说明两者相同或不同,则可使用as...as...句型,否定句为notas(so)...as...句型,这里形容词仍使用原级,如:
Mr.GreenisasoldasMr.Brown.
格林先生和布朗先生年龄一样大。
Mr.Greenisnotas(so)oldasMr.Brown.
格林先生和布朗先生的年龄不一样大。
[练习]
1.Whoisfunnier?
ZhouXingchiJay
2.Whoismoreathletic?
LiuXiangLiuDehua
3.Whichmeansoftransportationissafer?
busplane
4.Whichismoredelicious?
vegetablespizza
5.
Herearetwoballsandtwobags.They’reXiaohai’sandDawei’s.Xiaohai’s__________is____________________Dawei’sandXiaohai’s__________is____________________Dawei’s.
6.
Herearethreerulers.Thethirdoneis__________.Thesecondoneis__________.Thefirstoneis____________________ofall.
7.
Therearesomeballsinthepicture.The__________onesarefootball.The__________onesarebasketballs.Thefootballs____________________thanthebasketballs.
一、写出下列词汇的反义词
1.tall_________2.thin_____________3.quiet__________4.serious___________
5.same____________6.popular_________7.shy_________8.calm__________
9.friendly___________10.good____________
二、写出下列单词的比较级
1.tall_____________2.heavy____________3.long______________
4.funny________________5.athletic______________6.thin___________
7.serious_________________8.friendly_______________9.good________________
三、用括号里所给单词的适当形式填空。
1.Tomis(calm)thanSam.
2.Pedrois(funny)thanPaul.
3.Allanis(thin)thanPeter.
4.Bethisas(outgoing)asTara.
5.Tinaismuch(serious)thanAnn.
6.Lauraisalittle(quiet)thanherbrother.
7.Frankis(good)atwritingthanatreading.
8.Henryisthesame(tall)asJohn.
9.Therearesome(different)betweenthetwinbrothers.
10.Sheisinterestedinthis(interest)film.
四、单项选择
()1.SimonandBruceblueeyes.
A.hasB.havebothC.bothhaveD.allhave
()2.Helooksthin,butheisthanbefore.
A.thinnerB.morethinC.morestrongD.stronger
()3.Ourcityisgetting.
A.beautifulandbeautifulB.moreandmorebeautiful
C.morebeautifulandmorebeautifulD.muchandmuchbeautiful
()4.Mybrotheralwayseatsjunkfood,soheisvery.
A.unhealthyB.healthyC.healthierD.serious
()5.DianaisnotgoodatsportsEmma.
A.much...thanB.very...asC.so...asD.as...so
()6.Canwefinishtheworkwithtimeandpeople?
A.less,fewerB.lesser,fewC.fewer,lessD.little,fewer
()7.Dennisisnoisy.Hetalksthanhisclassmates.
A.alittleB.alotC.muchD.more
()8.Whichstoryis,thisoneorthatone?
A.muchinterestingB.moreinteresting
C.veryinterestingD.toointeresting
()9.Thisboxisthanthatone.
A.alittleheavierB.heavyC.littleheavierD.soheavy
()10.Hehisfather,andheisgoodatbasketball.
A.like,playingB.lookslike,play
C.likes,playingtheD.islike,playing
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