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人教版八年级英语上册第三单元教案(3)

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课

题 Unit 3 I’m more outgoing than my sister.（第1课时） 教学批注

教

学

设

计 一、教学三维目标

1.知识与技能：

1. Knowledge Objects

Key vocabulary.

Target language.

Oral Practice.

2. Ability Objects

Learning skill.

Speaking skill.

Communicative competence.

2.过程与方法：

Listening and speaking methods.

Communicative approach.

3.情感态度与价值观：

Moral Object

Learn to play a musical instrument..

二、教学重点、难点

Teaching Importance and Difficulty

Is that Sam?

No, that’s Tom. He has shorter hair than Sam.

And He’s calmer than Sam.

Is that Tina?

No, it isn’t. It’s Tina. Tara’s shorter than Tina.

三、教学准备

Teaching Aids

A tape recorder.

A projector.

Some objects.

四、教学课时

8课时

五、教学过程 Step I Greet the class as usual and check the homework.

Step II

Make a simple drawing of a boy and a girl on the blackboard.

Judy is tall.

Judy is taller than Bobby.

Then bring out two rules of different length. Say:

This is ruler. It’s Bobby’s ruler.(longer)

This is Judy’s ruler.(long)

Bobby’s ruler is longer than Judy’s.

Step III

Show some new words on the blackboard.

Read the new words to students and ask them to repeat.

Step IV 1a

Ask students to do this activity individually. Then check and answers.

Tall—short long hair—short hair

thin—heavy calm—wild

Step V 1b

First tell students what the twins are. Twins are children born at the same time

to the same parents, but not always.

Step VI 1c Pairwork

Ask two students to read the sample conversation to the class.

A: Is that Tara?

B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..

Then have students work with a partner.

Make conversation work with a partner.

Step VII Pronunciation Note

Write one of the example sentences from the picture on the board circle the

word than say. When we say the word than, we say it quickly. You don’t hear

very much of the sound.

Step VIII Summary and Homework

Today we’ve leant the twins are having a concert. We’ve leant how to compare

people. After class, give more practice, comparing your school things. Next

class I’ll ask some of you to say your conversations OK? Now, class is over? See

you!

Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

Draw two people on the blackboard.

One is Judy. The other is Bobby.

Judy is taller than Bobby.

Bobby is shorter than Judy.

教学反思 课

题 Unit 3 I’m more outgoing than my sister.（第2课时） 教学批注

教

学

设

计 一、教学三维目标

1.知识与技能：

1. Knowledge Objects

Key vocabulary.

Target language.

Oral Practice.

Grammar Focus.

2. Ability Objects

Learning skill.

Writing skill.

Communicative competence.

2.过程与方法：

Teaching Methods

Listening and writing methods.

Communicative approach.

Pairwork.

3.情感态度与价值观：

Moral Object

Handsome is that handsome does.

二、教学重点、难点

Teaching Importance and Difficulty

Oral practice.

Grammar Focus.

三、教学准备

Teaching Aids

A tape recorder.

A projector.

四、教学课时

8课时

五、教学过程 Step I Greet the class as usual and check the homework.

Step II 2a

Read the words in the box to students.

Funny 有趣的 serious 严肃的

Outgoing （性格）外向的 quiet 安静的

Tell students smart and athletic are new words. Explain the new words and tell

students what they mean.

Step III 2b

Ask students to look at the boxes with the headings. Tina is …, Tara is …

Listen to the recording again. This time write how Tina and Tara are

different.Please write words in the boxes.

Step IV 2c Pairwork

Let students look at the chart in Activity 2c. Ask two students to read it. Tell

students ***means Sam is taller than Tom.

Have students know they will talk about Sam and Tom in this activity.

Student A: Is Tom more intellectual than Sam?

Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom?

Step VI Grammar Focus

Review the grammar box. Ask a student to read the sentences to the class.

Write the word funny on the board. Circle the letter y and say, when a word

ends y, the y changes to an I when you add –er. For example, funny – funnier.

Step VII Show some dialogue on the blackboard

Conversation 1:

A: Is that Mary?

B: No, it isn’t. It’s Peter. Peter is more carful than Mary.

A: Yes, Mary is more careless than Peter.

Conversation 2:

A: Is it Zoe?

B: No, it Wendy. Wendy is shorter than Zoe.

Conversation 3:

A: Is it Vera?

B: No, it’s not. It’s Mary. Mary is thinner than Vera.

Step VIII Summary and Homework

Today we’ve leant some words and learnt how to compare people. I hope you

can study harder than ever. You can learn more knowledge and make more

progress. After class, read the key vocabulary and learn them by heart.

Step IX Blackboard Design

Unit 6 I’m more outgoing than my sister

Funny, funnier

合集下载

人教版英语八年级上册教案：Unit3 SectionA(1a-2d)

人教版英语八年级上册教案：Unit3 SectionA(1a-2d)

第 1 页 Unit3 SectionA〔1a-2d〕 教案

【教材版本与册数】新目的人教版八年级上册

【单元名称】Unit3 I’m more outgoing than my sister.

【课时】Section A 1a-2d 〔第1课时〕

【课型】Listening and Speaking〔听说课〕

教

材

分

析 本课时内容人教社新目的初中英语教材8上Unit 3 ,该单元话题是“Personal traits〞, 功能是“Talk about

personal traits and compare people〞，Section A 局部从对人物个性特征比照的角度入手，向学生介绍形容词和副词的概念和用法，同时拓展学生相关的形容词和副词词汇，并训练学生比拟级句型的运用及培养他们的语言构造意识。本课是一节“听说课型〞，呈现主要话题词汇，通过听说活动导入比拟急这一语言构造，1a局部通过台下学生对台上的校园乐队演唱会表演者的外貌等特征进展比拟和讨论，引入形容词和副词的比拟级根本构造，并在后面的教学活动中，开展学生听说才能。

通过本课时的学习，在语言技能上，让学生体会形容词和副词比拟级的运用，参加than几乎等同于汉语“比〞的概念，设法在学生脑海中建立起英语-(i)er和more相当于汉语“更〞的概念，引导学生感知语言特点，掌握语言构造。在策略上，采用听说课的主题教学活动的开展，在情感态度上，培养学生正确开展对自己和别人的描绘并给予简短评价，培养社交意识。

语言知识目的：

1. 通过老师自身的情景式导入和与学生互动的问答形式，学习和稳固该话题下的词汇句型，激发调动学生的求知欲，纯熟使用以下词汇、短语和句型：

outgoing, both, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win, though,

人教版初二八年级上册英语Unit 3第三单元导学案教学案讲学稿

人教版初二八年级上册英语Unit 3第三单元导学案教学案讲学稿

教学文档

. 人教版初二八年级上册英语Unit 3第三单元导学案教学案讲学稿

Unit 3第三单元导学案教学案讲学稿

Unit 3 What are you doing for vacation

Section A

教师寄语：There is no royal road to science, and only those who do

not dread the fatiguing climb of gaining its numinous summits. (在科学上没有平坦的大道，只有那些不畏劳累攀登的人们，才有期望到达它神圣的顶点。)

学习目标：

1.知识目标：babysit, plan, how long, away, get back, send, postcard.

What are you doing for vacation

I’m going camping.

That sounds nice.

I’m going hiking on the mountains.

I don’t like going away for too long.

2.能力目标：培养运用现在进行时态谈论将来的方案的能力。

3.感情目标：培养合作意识及方案意识。

学习重难点：感知现在进行时表达将来意味：

That sounds interesting. 教学文档

. 学习过程：

一、预习导学

1.完成以下单词或短语。

_____________ v.临时照顾〔小孩〕__________v.宿营；露营_________v.方案；规划

____________v.徒步旅游;远足____________多久；多长时间_______.adv.向远处；离开

__________回来 ___________v.发送；寄 ___________ n.明信片

2.试译以下句子。

假期你要做什么？______________________________________________

人教版英语八年级上册Unit 3 第3课时教案与反思

人教版英语八年级上册Unit 3 第3课时教案与反思

第三课时 Section A(Grammar Focus－3c)

物以类聚，人以群分。《易经》

如海学校 陈泽学

重点

短语 work hard努力学习

重点

句子 1.—Is Tom smarter than Sam？汤姆比萨姆聪明吗？

—No，he isn't.Sam is smarter than Tom.不，不是。萨姆比汤姆聪明。

2.—Is Tara more outgoing than Tina？塔拉比蒂娜外向吗？

—No，she isn't.Tina is more outgoing than Tara.不，不是。蒂娜比塔拉外向。

3.—Are you as friendly as your sister？你和你妹妹一样友好吗？

—No，I'm not.I'm friendlier.不，不是。我更友好。

教学

难点 比较级的构成及比较句型的使用

观察下列句子的画线部分并总结规律。

1．I run faster_than my cousin.

2．Amy is nicer_and_thinner than Alice.

3．Lucy is friendlier_than Lily，but Lily is more_careful_and_hard­working_than Lucy.

4．Tim is as_heavy_as Tom.

结论：①形容词及副词比较级的构成：a.一般情况下在词尾加­er；b.以不发音的字母e结尾的词在词尾加­r；c.以重读闭音节结尾且词尾只有一个辅音字母的词，双写结尾的字母，再加­er；d.以“辅音字母＋y”结尾的词，先变y为i，再加­er；e.多音节词和部分双音节词，在词前加more。

②常见的表比较的句型：a.比较级＋than表示“比……更……”；b.as...as...表示“和……一样……”。

环节1 新课导入

The teacher writes some adjectives and adverbs on the blackboard and

新人教版八年级英语上册Unit3 教案

新人教版八年级英语上册Unit3 教案

新人教版八年级英语上册Unit3 教案

本教案针对新人教版八年级英语上册Unit3的教学内容。该单元主要包含以下两大话题：1）时间和频率表达方式；2）日常活动及其规划。通过教学，学生将能够熟练运用常用的时间和频率表达方式，并能够描述日常活动并做出相应的规划安排。

1.能够运用常见的时间和频率表达方式，如days of

the week。months of the year。at。on。in。every等；

2.能够描述日常活动，并能够就日常活动做出规划安排；

3.能够流利地使用所学词汇和句型进行交流。

1.时间和频率表达方式的准确运用；

2.描述日常活动的基本句型的运用。

第一课时 1.教授并练days of the week；

2.学生进行日常活动的描述和规划。

1.复并巩固days of the week；

2.教授并练months of the year；

3.学生进行月份与日常活动的搭配练。

1.复并巩固days of the week和months of the year；

2.教授并练at。on。in等时间表达方式；

3.学生进行日常活动时间的描述练。

1.复并巩固时间表达方式；

2.教授并练every的用法；

3.学生进行日常活动规划的练。

1.情境教学法：通过创设真实的情境，让学生在实际生活中应用所学知识；

2.合作研究法：通过小组合作研究，鼓励学生相互交流和合作，提高研究效果；

3.游戏教学法：通过游戏形式激发学生的兴趣，提高研究积极性。

1.针对每一课时的研究内容，设计相应的练题进行评估；

2.利用小组活动和教师提问的方式进行课堂实时评估；

3.通过学生的作业和考试成绩，对研究效果进行总体评估。

1.教材：新人教版八年级英语上册Unit3；

2.多媒体设备：投影仪、音响等；

3.黑板和白板笔。

通过教材分析，我将采用情境教学法、合作研究法和游戏教学法等多种教学方法，来激发学生研究的兴趣，提高研究效果。同时，将充分利用教学资源，使课堂内容更加生动有趣。在教学评估方面，我将通过多种方式进行评估，既注重课堂实时评估，又注重对研究效果的总体评估。通过不断反思和调整教学策略，我相信能够有效地完成教学目标，提高学生的英语能力。