五 教学过程
（一）Free talk
Teacher: Just now, Cindy asked me whether we could turn on the air-conditioner, because it’s so hot here.But what did people in the past use when they fect hot?
Students: Fans.
T: Yes, they used fans.And people used to send letters to keep in touch with each other,what about now?
S: They send e-mails.
课堂观察
学生注意力很集中并能积极回答问题，课堂导入环节基本达到了效果。
（二）复习反馈
1.教师通过一些发明物之间的比较来检查学生之前掌握的情况。
教师在PPT上分页展示compass和GPS， carriage和car，并引导学生使用old 和popular ，slow 和comfortable 等词的比较级来描述它们。
之后展示candle， oil lamp和light bulb；abacus，calculator和computer，并引导学生使用bright，fast，difficult的比较级及最高级来比较它们的功能。
通过学生的回答，教师初步掌握了学生出现的问题。同时老师对同学们出现的错误及回答问题时候模棱两可的地方进行整理和讲解。
2.学生通过做对话练习来再次巩固之前所学内容——科学发明以及形容词的比较级和最高级。
T: Ok, these are the inventions that change our world.Of all the inventions, which one do you think is the most important?
S: I think ________ is the most important.
T: Why?
S: Because it ________________.
T: But I think ________________.Without it, our lives ________________.
为了降低难度，老师引导学生练习时给出了以上对话模板。希望在模板的帮助下，学生能积极思考并讨论，同时定位自己本单元需要掌握的知识点。
课堂观察
学生对科学发明比较感兴趣，愿意积极思考新旧发明的优缺点。老师给出的对话模板也使得更多的同学有话可说。但是模板限制了学生的思维发展，在语言教学中这是imagined discourse，不符合交际常识，也不利于拓展学生思维。
（三）探究新知
——学习：（not）as…as 结构
1.展示预习疑点——教师展示学生在课前预习中提出的疑问。
我们学了比较级和最高级，可是万一事物特征一样怎么表达？
as…as…中间只能放形容词原级吗？
2.引出新知识：师生问答。
T: We compare things with comparative and superlative of adjectives, but sometimes things are equal.For example, she has two books, and I have two books.So I have as many books as she has.What kind of phrases do we use when things are equal in amount, size,price, ect.
S: as…as.
T： Do you still remember the sentence in Unit 1：“有些恐龙像10只大象那么大？”
S：Some dinosaurs were as big as ten elephants.
教师通过身边的例子以及Unit1 Encyclopaeidas一课里学过的内容引出as…as 结构。
3.学生自主练习——____________________________________________________
学生根据表格对Lucy，Mary，Sandy三人进行对比。
4.学生展示——学生尝试填空并读句子。如：
Lucy is as tall as ________.________ is as old as ________.
Lucy is as ________ as Sandy, but she isn’t as ________ as Mary.
学生填空后，其他同学评价其所填内容是否正确并由此总结出as…as结构的使用规则：We use “（not）as…as…” with the base form of adjectives to compare things and people.
课堂观察
学生在Unit1已初步掌握了as…as的含义，同时为了降低难度，老师让学生做句子填空练习， 所以学生完成填空及总结语法规则基本没有困难。
——合作学习：as…as 结构的猜测游戏
1.教师讲述——The followings are phrases with as…as….Please work together to complete them according to the features of the “nouns”.
2.引导学生思考——引导学生思考事物的特征，并使用形容词描述它们。同时简单教授一些新单词，如：snail， thunder。
3.学生小组练习——根据学生对事物的了解，讨论使用合适的词来完成以下英语习惯用语。
（1）as ____________ as a lion （2）as ____________ as a bee
（3）as ____________ as a mouse （4）as____________ as a snail
（5）as ____________ as a bird （6）as____________ as snow
（7）as ____________ as ABC （8）as____________ as ice
（9）as ____________ as thunder （10）as ____________ as grass
4.学生分组展示——每小组选出一个代表来完成一个短语。
5.教师核对答案并带读。
6.深入练习——让学生选择以上所学常用语填入句子，使句子完整通顺。
I am good at English, I think it is as ________ as ________.
During the holidays, we can play everywhere, so we are as ________ as ________.
My mother works twelve hours a day, she is as ________ as ________.
She put some ink onto the paper, so the paper was not as ________ as ________.
课堂观察
本教学环节中，学生通过各种练习掌握了as +adj.+as 的用法。但是部分学生望文生义，出现了as strong as a lion， as cruel as a lion等错误。同时受汉语成语的影响，学生还造出了as shy as a mouse ，as timid as a mouse 等短语。究其原因是老师既没提前布置学生预习俗语，也过高估计学生能力，预判学生能轻松完成本练习。从而造成课堂上花较长时间来完成一个预计3分钟的游戏。
——自主探究：互评与互学
1.图片展示——教师在大屏幕展示学生作业中出现的错误。
2.学生思考并展示——通过已学知识来判断作业中的错误原因并相互纠正错误。
课堂观察
本环节学生通过已学知识和本课所讲的知识对其预习作业中出现的错误进行思考并订正。同时通过订正Alice gets as many pocket money as her sister from her parents，引出新的知识点as many…as…， as much…as…。
——合作探究：探索新知
1.教师总结以上所讲内容，并引出新知识——
T: We we use as…as with the base form of adjectives to compare things and people, and we use “as many as” and “as much as” to compare amounts.Can you tell me when we use“many” and when we use “much”?
2.引导学生思考——as…as中间加名词的使用规则：
as…many+可数名词复数+as…或as…much+不可数名词+as…
3.教师分配练习——教师将课前通过问卷星所做调查结果以表格形式反馈于大屏幕上。请学生根据他们已经掌握的知识来比较四位同学拥有笔、笔记本的数量，每周零花钱及每天饮水量。___________________________________
学生活动——通过观察表格与小组同学进行交流，并互相检查在做对话练习时候有没有正确使用as many +【C】+as… ，以及 as much +【U】+as…结构。
课堂观察
本环节难度不大，表格内容显而易见，若要学生写出来应该不成问题。但是如果以口语形式表达，学生会忽略事务性质，将as many +n +as… 的形式运用于任何句子。还有个别学生没有掌握该结构中名词位置，造出Linda has as many as pens as David的错误句子。
——运用新知：双十一去采购家用电器
1.教师创设情境——听一段学生对话录音。
The Double Eleven Shopping Day is coming.Alan and Tony are going to buy a computer in the shopping center.They are talking to a salesman about the computers.Read their dialogue and underline the phrases with comparative and superlative of adjectives.
Salesman: Hello, Can I help you?
Alan: Yes.We would like to have a look at the computers.
Salesman: Well, you have a broad choice here, and the Lenove is the mast popular one.
Alan: But it is also the most expensive of the three.
Salesman: True, but today the Lenovo is on sale.It is much cheaper than before.
Tony: Oh, it’s still too expensive for us, and we have to think about the size, we need a smaller one.The Acer is as small as the Lenovo.
Alan： And its memory（内存） is the largest， so it may run fastest.
Salesman: You’re right.And it is also the cheapest one.
Tony: Ok, we will take the Acer.Thank you for your help.
Salesman: You’re welcome.
2.学生讨论交流——学生在小组内画出所有表达比较级、最高级和同级比较的短语，如：much cheaper， the most popular， as small as等，然后共同讨论他们的构成与含义。
3.教师补充——提示学生runs fastest 是副词最高级的表达，这是之后要学习的新内容。从而为下一单元的语法知识稍做铺垫。
4.学生运用新知——学生以小组形式模仿以上选购电脑的对话来商量购买冰箱。数据源自于“双十一”期间京东网上的报价。___________________________________
T: The old fridge at your home doesn’t work, so your parents want to buy a new one.Here’s some information about the fridges.You’re going to help your parents make a decision on which to buy.
课堂观察
这是本节课难度最大的环节。学生要使用所学的新知识来描述电器，同时又要根据网络所给的信息来进行比较。在比较过程中还涉及了容量、服务等新词。在实际操作中，画出比较级、最高级练习环节对学生而言很简单。但是在比较过程中，学生避难就简只比较冰箱大小、价格，完全不考虑别的因素。这点是老师没有预料到的。说明教师引导不足，学生也过于紧张，没能打开思维。
——总结与评价：总结学习内容，师评及自评
1.学生共同总结课堂内容。
2.教师评价学生表现，同时引导学生思考自己的表现及所获知识。
课堂观察
经过一节课的学习，大部分同学能迅速总结本节课所学内容。但是由于时间关系，原本设计的多角度评价仅仅一闪而过。