Revising objectives:

?      To revise vocabulary about people’s appearance and qualities.

?      To revise “Reading” part of the unit.

?      To revise how to write an article about a friend.

?      To revise how to use comparative and superlatives correctly.

Revising method: brainstorming, free talking, reading and doing some exercises

Revision Key points:  

?      To be able to describe a friend.

?      Use comparatives and superlatives to compare people or things.

Revising aids: Multi-media

Revising procedures:

Lead in.

1. T: Boys and girls, today we will revise unit 1---friends. Friends are very important for us. We need friends. Do you have any friends? When we chat , we often talk about friends. If you want to tell others something about your friend, what will you say first?

2. Free talk: Let students give their ideas.

Task 1: Revise vocabulary

1.      T: What words can we use to describe people’s appearance?

2.      Let students say words about describing people’s appearance. Then use a table to make a summary.

T: What other kind of words can we use to describe your friends if we want others to know more about our friends?

T: Yes, we should not only say something about their appearance, but also qualities. What words can we use to describe people’s qualities?

4.  Ask students to give the words they know to describe people’s qualities. Then summary with a table.

Task 2: Revise “ Reading ” part

1.      T: Just now we revised the words about people’s appearance and qualities. We can use them to describe our friends. Now I want you to know something about my friend Betty, Max and May. Please open your books and turn to page 4. I want you to read the articles about them. Please read aloud together, pay attention to the words about their appearance and qualities.

2.      Let students read together.

3.      Teacher: Now you know something about my friends. I will check how much you know my friends.

①    Please use the information you get from the article to fill in the blanks.

I have some best friends. Betty is as ___ as I am. She has ____ hair. She is _______. She is _____ to share things with her friends. She is also _____. She always gives ____ to people in need on the bus. When she ____ up, she wants to be a ____ and travel around the world.

Max is tall. He looks ____ and has a good sense of _____. He tells funny ____ and always _____ me laugh.

May is _____. She is a ___ friend. When something _____ me, I can go to her. She can keep a _____. She never says a ___ word about anyone.

②    Read some useful sentences after teacher.

Task 3: How to describe your friends?

1.      T: Now I want to know something about your friend.

 Who wants to have a try?

2．T: I’ll ask one of your classmates some questions about his friend. And you , please make notes about Daniel’s friend. You just write down the key words. You needn’t write the whole sentence. For example: His friend is fourteen years old. You just write down 14. For long word, such as information, you just write down info. Do you understand? Listen carefully!

3. --- Daniel, can I ask you some questions about your friend?

---Yes, of course.

--- Daniel, who’s your best friend?

---He/She is …… (Name/ age/ hobbies…)

--- What does he /she look like?

---He/ She is …… (Appearance)

---What’s he/she like?

---He/She is…… (Qualities)

---What does he/she want to be when he/she grows up?

---He/She wants to be ……. (Future plan)

4.  Ask four students to say something about Daniel’s friend.

5.  T: So you see, if we put the answers to the questions together, we can have an article about a friend. Look!

①The answers to question No.1 can help us make an introduction.

②The answers to question No.2 is about appearance. The answer to question No.3 is about qualities.

③We can write the main body with the help of question No.2 and No.3.

④Question No.4 can guide us to make a conclusion.

6.  T: If we want to write a composition perfectly, we can arrange our composition like this: We can divide our composition into three parts.

       Paragraph 1: Introduction

       Paragraph 2-3: Main body ( appearance and qualities)                

       Paragraph 4: conclusion ( future plan)

Task 4: Revise grammar( comparative and superlative)

1.       T: In our class, we know Daniel’s close friend is Simon. Please compare them with the word “than”.

2.      Let students say sentences to compare them with the word “than”.

3.      T: Simon is taller than Daniel. That means:

Daniel is not as/so tall as Simon.

4.      Please use the pattern: “not as…as…”to compare another pair of students.

T: Chris is not as slim as Tina. But Chris is as kind as Tina.

5.      Please use the pattern: “as…as…” to compare another pair of students.

6.      ①Please computer the pair of students in the whole class.

Ricky is the best at running in our class.

Andy’s eyes are the biggest of all.

   ②Use the superlative forms to talk about our classmates.

7.      Conclusion: When we compare two things in different sizes, height, ages and something like that, we use “than, not as…as, for example: I’m taller than you. You are not as old as I .But when two things are the same, we use “as…as”. For example: Kitty is 15 years old. Nancy is 15 years old too. So we can say: Kitty is as old as Nancy. When three or more than three things compare, we use superlative degree.

8.      T: These patterns are very important to compare things.

  I will give you some adjectives.

① Discuss in pairs, make sentences with the help of these patterns. Of course you can use other adjectives you like.

② Let students work in groups for one or two minutes.

③ Check some individual students.

9．Exercises for grammar.

Fill in the blanks in proper forms with the given words

1．I am _____(tall) than her.

2. Which season is ______(good), Spring    

    or Autumn?

3. Yesterday was hot, but today is much ______(hot).

4. Lucy is as ______(careful ) as Lily.

5. He is not as ___(old) as my brother.

6. I’m sorry to hear that you were ill yesterday. I hope you are _____(well) now.

7. Kitty’s father is very busy. But her mother is _____(busy).

8. John is the ____ (tall) of the two boys.

9. The ____ (much) exercise you take, the

    _______ (health) you will be.

10. It’s January now. The weather is getting _____ and _____.(cold)

11. She is the _______(clever) girl of all.

12. He is the _______(strong) boy in the class.

13. This is one of ______________ (popular) songs this year.

14. Among the trees I think that tree is the ______ (high).

15. He is the second _____ (tall) boy in our class.

Task 5: Exercise for unit 1

一、根据句意和所给首字母提示，写出合适的

词。

1. Man can travel in space in the f____.

2. Our country is f_____ for the long history.

3. She is so kind that she always s____ her chocolate with her friends.

4. He is an h____ boy. He never tells a lie.

5. Jay Chou is a popular s____.

6. It’s hard to s___ the problem.

7. Do you a____ with what I said?

8. He wears glasses because of poor e______.

9. The long talk made us feel b____.

10. Please k____ at the door before you come in.

二、根据句意，用所给词的正确形式填空。

1. Tom is as _____(clever) as David.

2. Which season is _____(good), spring or summer?

3. James is the ______(thin) boy in our class.

4. Amy is ______ (slim) than Kitty.

5. Which sport is the ____________ (dangerous), swimming, skiing or skating?

6. The food tastes ___(nice).

7. Linda is _____(help). She likes to help others.

8. They did their best ______(solve) the problem.

9. I’m willing ____(go) there with you.

10. His funny jokes often make us  ____(laugh).

11. Can I have some ____(much) milk?

12. It’s a _______(please) way to have an English class like this.

三、下列各句中均有一处错误，找出并改正。

1. Who looks more healthy, Nancy or Tina?

 A    B    C               D        

2. Eddie is so tall as Tom.

       A B  C D

3. I think dive is more interesting than swimming.

    A   B       C          D

4. What about go hiking with me?

     A      B  C        D

5. English is as more important as  Chinese.

        A B   C          D

6. The cake smells badly.

   A  B   C     D

四、根据汉语提示，完成下列各句。

1. Daniel在任何时候都乐于助人。

   Daniel ____________________ at any time.

2. 她总是面带微笑。

   She always _______________________.

3. 我想成为一名社会工作者来帮助人们解决问题。

    I want to ________________ to help people to _____________.

4.                  这是这家商店最贵的打印机。

    This is _______________ printer in the shop.

5. 英语和语文一样重要。

    English is ____________ Chinese.

6. 我的书比他的书更有趣。

    My book _______________ than his book.

Homework:

1.      Read and recite the useful phrases and sentences of the unit.

2. Read and remember the new words in Unit 2.

3. Read Unit 2 for ten minutes.

4. Write the composition about your best friend.

策略：

通过free talk，不仅使学生自然而然地进入学习英语状态，帮助学生在学习中集中注意力，还营造一个轻松欢快的课堂气氛，拉近师生间距离。

策略：

借助联想学习和记忆词语。在一定的话题下，帮助学生打开记忆的阀门，激活学生的已有知识。

词汇复习不仅仅局限于本单元，而是对整个所学的有关人物外貌的词的复习。让前后知识能够融会通。

策略：

Reading部分的复习不仅把前面描述人物外貌和性格的词融入句子中，而且还提供了许多有用的句子。让学生对如何描述自己的朋友有了更感性的认识，遵循英语语言学习的“词不离句”的认知规律，学生学习起来比较容易。分散教学难点,降低学习难度，

策略：

把和学生的对话和训练学生的听力融合在一起。不仅呈现了一个对话，而且也训练了学生的听力反应能力，还对前一步骤的单词句子进行了巩固。这一教学把语言知识运用到实际生活中。体现语言的交际功能，发展综合运用语言能力。这一活动，体现了教会学生学习

的策略

策略：

结合读与听，锻炼学生对所学内容能主动复习并加以整理和归纳。

策略： 

把枯燥的语法复习融入到学生的现实生活中，激发了学生的学习热情，让学生在应用中不知不觉地复习本单元的语法。把语言知识运用到实际生活中，体现语言的交际功能，发展了学生综合运用语言的能力。

策略：在学习中，注意发现语言的规律并能运用规律举一反三。

策略：

积极与他人合作，共同完成学习任务。使学生的语言知识得到实际应用。在课内外学习活动中能够用英语与别人交流，善于抓住用英语交际的机会，积极运用所学英语进行表达和交流。

策略： 

采用精讲精练的策略，根据教学目标的要求，精选少而精的有层次的习题。语法练习15题涵盖了初中三年来所学比较级和最高级的知识点。

指导各层次的学生进行积极，主动训练，使他们能深入地理解知识，掌握技能，发展智力，提高能力。

策略：

精选不同层次、不同类型的习题，当堂对所学内容进行反馈，让学生对所学内容能主动及时的练习和实践。在使用英语中，能意识到错误并进行适当的纠正。及时的反馈和及时的纠正，体现了有效学习的策略。

板书：

Unit 1 Friends

The structure:                     Compare:

Part 1: Introduce                 …taller than…

Part 2: Main body                …not as/so tall as…

Part 3: Conclusion                … as kind as…

                               …the strongest of all

                                 the most beautiful …in the class

教学反思：

1．初三一轮复习时间紧，内容多，所以复习课上的学习策略的正确应用非常重要，好的学习策略的运用，往往能取到事半功倍的效果。

2．复习课上不可能面面俱到，否则就是“Grasp all, lose all”。 复习时，要抓主要的知识内容。复习的过程就是个淘金的过程，是把最基础和最重点的知识进行复习巩固；是老师帮助学生“温故知新”，帮助学生回忆，记忆和巩固的过程；同时复习也是个归纳整理的过程，并且要在本单元复习的基础上有些拓宽。一轮复习应以知识为主，辅助技能训练，取到巩固知识，提高技能的作用。

2．在复习牛津英语时，可以把知识内容Vocabulary、Reading、 Grammar和技能要求 Integrated Skills、Main task作为主要内容来复习。在复习时，不要把这四部分开复习，可以通过本单元的话题把他们有序的串在一起，从复习Vocabulary--- Reading---Integrated Skills---Main task，最后到Grammar。这遵循了由简单到复杂，由易到难的认知规律。

3．复习时，要以学生为中心，激发学生进行有效复习。问题的设置要合理，让学生易接受，具有创新性和挑战性会。教师应尽量把枯燥的语言知识和、学生的现实生活联系起来，激发了学生的学习热情。

4． 传统的复习课，主要是以教师的讲解为主，这样 “一言堂”的复习方式让学生觉得很乏味，从而难以激活学生的思维，难以调动学生的积极性。如果教师能从学生的认知规律出发，多从学生的学习策略去考虑，引导学生自己主动参与到课堂教学中来，这样才会要学生获得有效学习。

5.  结合学校的课题《基于教师主动发展来研究教学过程管理》，通过对教师教学过程（备课、上课、组织教学及作业布置）；教师行为（工作态度、行为方式、教学研究）的管理；学生学习情感、学习方式、学习水平的管理来提升教师教学水平提高课堂教学效果。

二是基于过程哲学、过程思想，对教学过程进行系统评价和细节分析相结合。既对课前、课内、课后等教学过程的各环节进行系统管理，又对各项教学活动进行细节研究。过程决定结果，结果反映过程。使教学过程和教学结果相辅相成。