unit 3I am more outgoing Section B 2

Unit 3 I’m more outgoing than my sister.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win能掌握以下句型：①Tina is taller than Tara.②Sam has longer hair than Tom.③She also sings more loudly than Tara.2) 能掌握以下语法：①形容词或副词比较级形式的构成。

②表示两者进行比较的句式结构。

2. 情感态度价值观目标：能对人物的外表进行描绘，个性进行比较。

二、教学重难点1. 教学重点：1) 形容词或副词比较级形式的构成。

2) 表示两者进行比较的句式结构。

2. 教学难点：He has shorter hair than Sam.Is Tom smarter than Tim?She also sings more loudly than Tara.三、教学过程Ⅰ. Lead-in1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]tall --- short; thin --- heavy, long hair --- short hair, calm --- wild …Give Ss an example by comparing Old Henry and Santa Claus.e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.Henry is younger than Santa Claus. Santa Claus is younger than Henry.Ⅱ. PresentationAsk Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.e.g. The apples are bigger than the pears.The pears are more delicious than the apples.Summarize the Comparatives. Group competition.A + be(V) + 比较级+ than + B.Ⅲ. Game (I and my desk mate)Ask Ss to compare with their partners and find out the differences.e.g. She is heavier than me. I am more outgoing than her.She gets up earlier than me. I run faster than her.Ⅳ. ListeningThen listen to the recording. Ask Ss to number the twins.Check the answers.Ⅴ. Pair workPoint out the sample conversation in activity 1c.Say, now work with a partner. Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Ⅵ. Listening1. Work on 2a:Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.Play the recording and check the answers.Ⅶ. Pair work1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.2. Ss practice their conversations.3. Ask some pairs to act out their conversations.Ⅷ. Role-play1. Read the conversation first and try to match the people with the right things.a.sang betterb.with shorter hairc.practice more and really wanted to wind.sang more clearlye.danced better2. Let Ss read the conversations after the teacher.3. Let Ss practice the conversation.4. Then let some pairs act out their conversations in front of the class.Homework:Write six sentences:Write about the things that are the same and different between you and your best friend.板书设计：Section A 2 (Grammar focus-3c)一、教学目标：1. 语言知识目标：1) 复习巩固形容词的比较形式及对两者进行对比。

1.创设情境，激发兴趣：
利用图片、视频等多媒体资源，展示不同人物特点，引导学生观察、思考、描述。通过真实语境的创设，激发学生的学习兴趣，提高他们运用英语进行表达的动力。
2.分层次教学，关注个体差异：
针对学生的不同英语水平，设计不同难度的练习和活动。对基础较弱的学生，重点辅导词汇和语法；对基础较好的学生，提高口语表达和听力训练的要求，使每个学生都能在课堂上得到有效提升。
b.学生在小组内进行讨论，运用所学形容词、比较级和一般现在时进行人物描述和比较。
c.每个小组派代表进行汇报，展示讨论成果。
（四）课堂练习
1.教学活动：教师设计不同类型的练习，让学生在课堂上进行实践操作，巩固所学知识。
2.设计意图：通过练习，提高学生的语言运用能力，检验学生对新知识的掌握程度。
3.操作步骤：
3.操作步骤：
a.教师讲解形容词的用法，如：outgoing, quiet, creative等，并举例说明。
b.教师引导学生学习比较级，通过示例展示如何进行比较，如：I'm taller than my sister.
c.学生跟随教师进行口头练习，巩固形容词和比较级的用法。
d.教师引入一般现在时，让学生学会用现在时描述人物特征和日常生活习惯。
（三）学生小组讨论
1.教学活动：学生分成小组，根据教师提供的任务和要求，进行小组讨论和交流。
2.设计意图：通过小组合作，培养学生的团队合作精神，提高学生的语言实际运用能力。
3.操作步骤：
a.教师给出讨论话题：Describe your family members or friends and compare them.
3.操作步骤：
a.教师提问：What have we learned today? How to describe and compare people?

be like + n. : 像... n. 镜子 look like + n.: 看起来像...
My mother told me a good friend is like a m这i就rr是or....的I'原m因+句子
quieter and more serious than most kids. That's why I like
brings out the best in us
a mirror a book
FRIEND
reaches for your hand;
touches your heart
What do you feel about a friend?
adj. 严肃的；稳重的
be serious about对……认真
friendly _____f_r_ie_ndlier
shy _s_h_ye_r_/_s_h_ie_r__
serious __m_o_r_e_s_e_ri_o_u_s_
outgoingm_o_r_e_o_u_t_go_i_n_g_ smart _s_m_a_r_te_r__
hard-working _m_o_r_e_h_a_r_d_-_w_o_r_k_in_g___
It's not necessary to be the same. My best friend Larry is quite different from me. He is taller and more outgoing than me. We both like sports, but he plays tennislbesestte+r原, s级o h形e容al词w，ay表s 示wi否ns定. H意o义w的ev比er较, L级a,rry often helps to bring out the bes表t i示n“m较e不. S..o. 的I'”m。gmetutcinhg表b示et程te度r a深t 。tennis. Larry is much less hard-working, though. I always get better grades than he does, so maybe I should help him more.

Unit 3I am more outgoing than my sister Section B 2a-2e说课稿尊敬的各位评委老师们：大家好，今天我说课的内容是新人教版英语八年级上册Unit 3 Section B 2a-2e，课题是I’m more outgoing than my sister.现在我将会从教材分析，教学目标分析，学生学情分析，教法设计，教学过程，板书设计等几个方面来阐述我对这节课的理解和设计。

一、教材分析第三单元主要是形容词比较级的学习和运用，在整套教材中占有严重地位。

本节课是unit 3 section B第二课时的内容，其中心话题围绕Talk about personal traits and compare people这个题材开展多种教学活动。

SectionB主要是语言的学习、巩固和运用阶段。

这节课是以阅读为核心整体设计的。

2a是阅读前的预热活动，2b-2c是读中理解活动。

2b让学生快速阅读文章并理解其大意，2c让学生细读文章并获取细节信息，2d是阅读后的检测活动，让学生讲所读信息转化成正误判断题。

2e是对阅读文章的拓展，让学生读后关注语言的使用。

2a-2e的活动设计体现了阅读前、阅读中和阅读后的统统阅读教学过程。

话题贴近学生日常生活，简易激起学生学习兴趣。

二.教学目标：1、知识目标:学习、掌握生词serious ,mirror, kid, both, grade, etc以及短语It’s+adj+for sb.to do sth.,both…and，as long as, in fact,as…as, bring out, the same as, be similar to ,etc.2、能力目标：培养学生的阅读能力，能读懂文章完成相关习题；能用比较级谈论自己和朋友的相同点和例外点。

3、情感目标：培养学生体验合作学习的胜利怡悦；明白真正友谊的真谛。

4、教学重点：掌握生词和短语；能读懂文章；用比较级在小组内交流。