吉林四平第十七中学 英语 8上-- Unit 3教案

教师活动 Step 1: 2d First, listen to the conversation. Second, let Ss make clear of the meani ngs of the conversation. Third, let Ss read it for three tiome. Fourth, show the key words of every sentence and ask Ss to retell every sentence. Step 2: Grammar Focus T: Who can show us how to make a banana milk shake? (First , Next, Then, Finally) T: We have known the differences between much and many. Who can give me more examples ? Step 3: 3a,3b T: Now, let’s do some exerci ses in 3a. Pay attention to the countable nouns and uncountable nouns . sugar cheese and bread are all uncountable nouns. T: Now look at 3b. First,read the
Unit 8 How do you make a banana milk shake （第 3 课时）
讲课教师： 学科：English 知识 与技 能 过程 与方 法 情感 态度 与价 值观 教学 重点 教材分析 教学 难点 课时：3 总课时数：62
Talk about how to make Russian soup.

八年级英语上册u n i t3教案1-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit 3 What are you doing for vacation教案示例一Period 1学习目标掌握有关假期生活的动词假期里自己打算的简单表达谈论假期要做的事情及可能的情况。

谈论假期时旅游的天气，旅游者以及食物等。

二、学习向导三．主题思维图及任务型活动四．教学步骤：Step 1:Lead in: Listen to the tape of Section A 2a,2bBefore listening, two questions are given:What are they doing on vacation?When are they going on vacation?Step 2:Task one: show one’s own vacation plan.Pair work and presentation.Brain storm: let students speak out the vacation activities they’d like to do.Step 3:Task two: Travel around.Listen to the tape of Section B2a,ab.Step 4:Class work: ask classmates about their vacation plan and fill in a chart.Name Place Weather Activities When How longSample:Step 5:Task three: Venessa’s tour in Beijing.Imagine you are a tourist guide from … agency. You plan the schedules with you group mates for Venessa in Beijing.The schedule must contains:Where are you going?What are you doing there?What should tourists take with them?Where are you leaving from?What time are you leaving?What are you eating?Step 6:Report:Hi, Venessa. I’m glad to tell you the agenda. ...Step7:Homework: write down your schedule and write a letter to her.教学点评及反思：一．环节设计思路：本课以听说为主线，以三个环环相扣，循序渐进的任务展开知识学习。

讲课教师：学科：English 课时：1 总课时数：教学目标知识与技能Talk about pe rsonal traits. Compare people.过程与方法1) Task-based teaching approach2) The cognitive approach3) The oral approach4) The natural approach情感态度与价值观Be practical and realistic evaluation of friends and myself, to cherish friendship.教材分析教学重点1）主语（sb / sth）+ be +形容词比较级 + than +…2）The comparatives with “–er/ier” or “more”教学难点Com parative with -er,-ier教学过程教师活动学生活动备注（教学目的、时间分配等）Step 1: Warming up1.Greetings and brief introduction2.chant(Good,better,best)Step 2: Lead-inT：I have a sister. Can you guess what she looks like and what she is like?S：She is tall. /She is thin. / She has long hair./She is easygoing./…T：Let’s look at our photos. (S how them on the screen.) Please talk about us. S：She is shorter than you. /She has shorter hair than you. /She is thinner than you. /… (Students get information from the photos.)T：I’m more outgoing than my sister.（Lead in the class subject.）Step 3: Revision1.Revise and consolidate the adjective describing people’s appearances and personalities by finding the opposite words.2.check the answers oraly in class.Step4: Presentation Chant it.本阶段的活动是为下面的新课做准备, 起导入话题的作用。

Unit 3 What are you doing for vacation Period one l¡教学内容与分析教学内容： Section A 1a/1b/1c /2c SectionB1a/1b/4教学目标：教学目标：a.掌握新单词：babysit, camp, bike, ride, sightseeing b.掌握新句型：what are you doing for vacation?/ I ‟m visiting my cousin ‟s house. What What‟‟s she doing? She‟s going camping./ What are they doing? They ‟re going fishing. c. learn to talk about future plans. l¡教学重点、难点分析：教学重点、难点分析： 教学重点：教学重点： present progressive as future 教学难点：教学难点： where what questions. l¡ 课前准备教师准备教学课件。

教师准备教学课件。

教师准备磁带和录音机。

教师准备磁带和录音机。

l¡ 教师设计教学步骤 建议和说明 Step 1 lead-in What are you doing for vacation? T: Let ‟s sing a song “what are you doing?”(show flash card) 激发学生兴趣，让每一个学生都动起来。

学生都动起来。

Step 2 Revision(pairwork) Revise something about vacation then ask: Where did you go on vacation? How was your vacation? Let Let‟‟s practice their vacation. 复习一下有关vacation 的内容。

Pairwork.
Do exercises.
2
Unit3 I’m more outgoing than my sister.. Tina is taller than Tara. Tina sings more loudly than Tara.
教学后记：
3
教 学 目 标
教师活动 Step 1: Warming up 1.Greetings and brief introduction 2.chant(Good,better,best) Step 2: Lead-in T：I have a sister. Can you guess what she looks like and what she is like? S：She is tall. /She is thin. / She has long hair./She is easygoing./„ T：Let’s look at our photos. (Show them on the screen.) Please talk about us. S ： She is shorter than you. /She has shorter hair than you. /She is thinner than you. /„ (Students get information from the photos.) T：I’m more outgoing than my sister.（Lead in the class subject.） Step 3: Revision 1.Revise and consolidate the adjective describing people’s appearances and personalities by finding the opposite words.

引导学生独立写作，并给予适当帮助。
两人一组为工作物
色人选，培养学生的分析和判断能力。
习题检验学生本单元掌握情况。
教师活动i
学生活动
备注（教学目的、时间分 配等）
down two ways in which you are
similar, and two ways in which
you are different. Use comparatives,
Step 4. Sew ords in the correct columns in the chart.
hard-working run fast quiet
serious jump high smart
What people aer like
What people can do
Ask students to think of more words and write them down.
2.Fill in the blanks using the correct forms of the words in brackets.
(1). My brother is _____(funny) than me. He makes people laugh a lot.
Step2: Writing
Write two passages describing your best f riends.
( A friens who is similar to you and a friend who is different from you)
Step3. Pairwork
Unit 3 I’m more outgoing than my sister（第7课时）

Step 4. Groupwork
Statements your friends using the phrases in 1a.
Step 5. Listening.
1. In this activity, first ask the students to look at the names and the first column of the table.
(4) How are you different from each other?
Step 7. Homework
Write five statements about w hat is important in a friend.
Discussion
本部分的讨论活动是对前面片段的总结,主要目的是激发学生用所学的句子结构发表自己的意见.
Unit3 I’m more outgoing than my sister..
has cool es to do the same things as me. ( has the same interests)
is good at sports ( athletic)
情感态度与价值观
A friend in need is a friend indeed.
教材分析
教学重点
Oral practice.
教学难点
Listening and writing practice.
教 学 过 程
教师活动
学生活动
备注（教学目的、时间分配等）
St ep 1:Greet the class as usual and check the homework.
Reading
Speaking.

Unit 1 Where did you go on vacation？（第3课时）讲课教师：学科：English 课时：3 总课时数：3教学目标知识与技能1.Grammar Focus.e the words to do some exercise.过程与方法Do some exercise to practice the past tense.情感态度与价值观Learn to communicate with people and love our country.教材分析教学重点Past tense of the verbs and indefinite pronouns.教学难点The use of indefinite pronouns.教学过程教师活动学生活动备注（教学目的、时间分配等）Step 1 Greetings between the teacherand the students.Step 2 Revision1.Revise the past form of the verbs.2.Revise the conversation.Step 3 learningLearn the new words and expressions Learn how to use indefinite pronouns. Step 4 Grammar Focus.--Where did you go on vacation?--I went to New York City.--Did you go out with anyone?-- No. No one was here. Everyone was on vacation./--Did you buy anything special?--Yes, I bought something for my f ather. GreetingRevision.Learn the new words.G rasp th e grammar.No, I bought nothing.--How was the food?--Everything tasted really good!--Did everyone have a good time?--Oh, yes. Everything was excellent.Step 5 3aFill in the blanks with the words in the box and practice the conversation.This activity ca n practice the use ofindefinite pronouns.Students must grasp these indefinite pronouns.The answers are:anything, everything, anyone, something, nothing, anything, anythingStep 6 3b. Fill in the blanks in the e-mai l message with the words in the box.The answers are:anything, anyone, everything, nothing, everyone Fill in the blanks. Do some exercises.教师活动学生活动备注（教学目的、时间分配等）Step 7 3c. Task.Ask your group questions about their last vacation. Then tell the class your results.Di d you....1.Eat anything at a restaurant?2.Read anything interesting?3.Visit anyone in your family?4.Buy anythi ng?5.Keep a diary?Step 8 SummaryStep 9 Homework Practice in pairs. S ummary.Unit 1 Where did you go on vacation?Where did you go on vacat ion? --I went to New York City.--Did you go out with anyone? -- No. No one was here. Everyone was on vacation./ --Did you buy anything special?--Yes, I bought something for my father.No, I bought noth ing.--How was the food? --Everything tasted really good!--Did everyone have a good time? --Oh, yes. Everything was excellent.教学后记：。

八年级上册英语第三单元教案1.八年级上册英语第三单元教案（篇1）第一课时 Section A (1a～2d)【学习目标】1.学生学会形容词或副词比较级形式的构成及两者进行比较的一些常用词汇与句型。

2.通过听对人物的外表进行描绘、个性进行比较的对话，学生学会怎样就两者进行比较。

3.学生学会用比较级进行信息交流，增强自信心，多交益友，快乐生活，快乐学习。

【学习重点】用所学的功能语言交流如何运用比较级描绘人物的外貌与个性。

【学习难点】学习形容词和副词比较级的用法Learning action tips：Accordingto the actual situation of the students in class, create scene to lead in the new course by the way of teacher and student\'squestion and answer：—Which one is more hardworking at their lessons? —Lisa is.And revise the adjectives about describing the appearance and personalityof a person.Learning action tips: Preview the words on Page17-18 in the word list. Students read the words by phonetic symbols, thenunderline new words in the text and mark the Chinese meaning. At last finish thetask in 1a.【知识链接】clearly adv.清楚地;清晰地;明白地【拓展】形容词后加上ly常构成副词。

eg：loud→loudly;quiet→quietly;serious→seriously;usual→usually;different →differently;real→reallyfriendly adj.友好的(1)friendly的比较级是more friendly。

Unit 3 I’m more outgoing than my sister（第2课时）讲课教师：学科：English 课时：2 总课时数：教学目标知识与技能Talk about personal traits. Compare people.过程与方法1) Task-based teaching approach2) The cognitive approach3) The oral approach4) The natural appro ach情感态度与价值观Be practical and realistic evaluation of friends and myself, to che rish friendship.教材分析教学重点1）主语（sb / sth）+ be +形容词比较级 + than +…2）The comparatives with “–er/ier” or “more”教学难点Comparative with -er,-ier教学过程教师活动学生活动备注（教学目的、时间分配等）Step 1:Greet the class as usual and check the homework.Step 2: 2aRead the words in the box to the students. Explain the words and ask the students to tell what they mean.Step 3: 2b1.Ask the students to look at the boxes with the headings.Tina is …, Tara is …2. Listen to the recording again. This time write how Tina and Tara are different. Please write the words in the boxes.Step 4. 2c Pairwork.Let the students look at the chart in activity 2c. Ask two students to read it Tell students ReadingWriting.本活动可以起到衔接上一节课的作用.学生自己探究，并用所学句型自主表达。

Unit 3 I’m more outgoing than my sister（第5课时）讲课教师：学科：English 课时：6 总课时数：教学目标知识与技能Talk about pe rsonal traits. Compare people.过程与方法Speaking and wr iting methods. Communicative approach..Group work. Pairwork.情感态度与价值观A friend in need is a friend indeed.教材分析教学重点Oral practice.教学难点Speaking and writing practice.教学过程教师活动学生活动备注（教学目的、时间分配等）Step 1: Greet the class as usual and check the homework.Step 2: Revision1.Read three passages about Jeff, Mary and Huang Lei again.2. Are the following statements true or false?(1). Jeff is less serious han most kids.(2). Jeff and Yuan Li are both quiet.(3). Jeff thinks it is easy for himTo make friends.(4). Huang Lei is taller than Larry.(5). Huang Lei isn’t sa good at tennis as Larry.(6). Larry works harder than Huang Lei.(7). Mary thinks her friends should be the same as her.(8). Carol broke her arm last year and Mary made her feel better.Step3. 2dT: How do you and y our friends compare with the people in the article? Please write five Recalling the passagesand give judgements.通过再次阅读三段短文，回顾其内容，然后针对陈述做出判断，学生独立完成。

4. 我们可以用电脑来计算。(calculate) __W__e_c_a_n__u_s_e__c_o_m_p_u_t_e_r_s_t_o_c_a_l_c_u_l_a_te_.____________ 5. 此外，电脑还可以担任重要的工作，如操控铁路系统， 开飞机、宇宙飞船等。(in addition) __In__a_d_d_i_ti_o_n_,_c_o_m__p_u_te_r_s__c_a_n_d_o__im__p_o_r_ta_n__t _jo_b_s__li_k_e_ __o_p_e_r_a_ti_n_g__ra_i_lw__a_y_s_a_n_d__fl_y_in_g__p_l_a_n_e_s_a_n_d__s_p_a_c_e_s_h_ips. 6. 你的大脑能够产生出新的理念而电脑不能。(produce) __Y_o_u_r__b_ra_i_n_c_a_n__p_ro_d_u__ce__n_e_w__id_e_a_s__b_u_t _c_o_m_p_u_t_e_r_s__ __c_a_n_n_o_t_. ___________________________________
八年级 上册
Unit 3 Computers
知识导航
关键词汇： 1. 订货；订购 (n.)_____o_r_d_e_r_____ 2. 比较；对比 (v.)____c_o_m__p_a_r_e___ 3. (计算机)显示器 (n.)___m__o_n_it_o_r_____ 4. 扬声器 (n.)____s_p_e_a_k_e_r____ 5. (计算机)鼠标(n.)_____m__o_u_s_e____ 6. 打字( v.)___ty_p__e________ 7. 操作；控制(机器或系统等) (v.)___c_o_n_tr_o_l____

八年级英语上册-人教版-Unit 3 教学设计（2）一. 教材分析人教版八年级英语上册Unit 3的主要内容是关于描述动物特征和动物喜欢的活动。

本单元包括动物的名称、外貌、声音、食物和喜欢的活动等。

通过本单元的学习，学生能够进一步熟悉和掌握日常英语表达，提高听说读写的能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。

但部分学生对英语的学习兴趣不高，英语基础较弱。

因此，在教学过程中，教师需要关注学生的个体差异，激发学生的学习兴趣，提高他们的学习积极性。

三. 教学目标1.知识目标：学生能够掌握描述动物特征和动物喜欢的活动的相关词汇和句型。

2.能力目标：学生能够运用所学知识进行简单的英语交流，提高听说读写的能力。

3.情感目标：培养学生热爱动物，保护动物的意识。

四. 教学重难点1.重点：掌握描述动物特征和动物喜欢的活动的相关词汇和句型。

2.难点：正确运用所学知识进行英语交流，尤其是动词的时态和语态。

五. 教学方法1.任务型教学法：通过设置各种任务，激发学生的学习兴趣，提高学生的参与度。

2.情境教学法：创设各种情境，让学生在实际语境中运用所学知识。

3.合作学习法：引导学生进行小组合作，培养学生的团队意识和沟通能力。

六. 教学准备1.教学素材：教材、多媒体课件、动物图片、视频等。

2.教学工具：投影仪、电脑、音响等。

七. 教学过程1.导入（5分钟）利用多媒体展示一些动物的图片，引导学生谈论他们喜欢的动物，激发学生的学习兴趣。

2.呈现（10分钟）教师通过PPT展示本节课的主要内容，包括动物的名称、外貌、声音、食物和喜欢的活动等，同时教授相关词汇和句型。

3.操练（10分钟）学生分组，每组选择一种动物，用所学词汇和句型描述该动物的特征和喜欢的活动。

教师巡回指导，纠正发音和语法错误。

4.巩固（10分钟）学生进行角色扮演，模拟在动物园中介绍自己喜欢的动物。

教师鼓励学生大胆开口，提高口语表达能力。

八上Unit3教案（五篇范例）第一篇：八上Unit 3 教案Unit 3 I’m more outgoing than my sister.I.Teaching article: Unit 3 II.Teaching aims : Talk about personal pare people.III.Teaching importance and difficulty Comparative with –er,-ier.More and both.IV.Teaching ways Revision, Learning, Practice and Reading.V.Teaching aids Tape-recorder and PPT V.Teaching times Six periodsPeriod 1(Section A 1a-1c)Teaching aims: 1.Enable students to understand new words and sentences.2.Students can talk about with comparatives.Teaching key points and difficult points: That’s Tara, isn’t it? No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings more loudly than Tara.Teaching aids: A tape recorder.PPT Teaching methods: Listening and speaking municative approach.T eaching procedures: 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 1aAsk students to do this activity individually.Then check and answers.tall—short long hair—short hair thin—heavy quiet---loudly 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: That’s Tara, isn’t it? B: No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings moreloudly than Tara.Step VI 1c Pairwork Ask two students to read the samp le conversation to the class.A: That’s Tara, isn’t it? B: No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings moreloudly than Tara.Then have students work with a partner.Make conversation work with a partner.Step VII Summary and Homework To day 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!Blackboard design:Unit 3 I’m more outgoing than my sisterDraw two people on the blackboard.One is Judy.The other is Bobby.Judy is taller than Bobby.Bobby is shorter than Judy Homework: Read the key vocabulary and learn them by heart.Period 2(2a-2d)Teaching aims: 1.Enable students to listen to the material and understand it.2.Enable students to talk about with comparatives.Teaching key points and difficult points: Oral practice Listening Teaching aids: A tape recorder Teaching methods: Listening and writing municative approach.Pair work Teaching procedures: Step I Greet the class as usual and check the homework.Step II 2a Read the words in the box to students.funnyserious outgoing hard workingsmarrtlazy fasthighhardearly Tell students smart and athletic are new words.Explain the new words and tell students what they mean.Step III 2b Askstudents to look at the boxes with the headings.Tina is …, Tara is … Listen to the recording again.This time write how Tina and Tara aredifferent.Please write words in the boxes.Step IV 2c Pair work 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 smarter than Sam? Student B:(Look at the answer chart on page 81)No,he isn’t.Sam is smarter than Tom.Step VI Role-play 1.Read the conversation by themselves and answer some questions:How was the singing competition?What did Lisa look like?Which one danced better,Lisa or Nelly?What did you learn from the copetition? 2.Let students read the conversation after the recorder.3.Students work with their partners and act out the conversation.Step VII Summary and Homework Read and act out the converation.Do some exercises.Blackboard design:Unit 3 I’m more outgoing than my sister funny, funniermore athletic thanmore intellectual than more serious thanPeriod 3(Grammar Focus-3c)Teaching aims: 1.Enable students to have a better understanding of communicative competence 2.Enable students to talk about personal traits 3.Enable students to master competence Teaching key points and difficult points: Is Tom smarter than Sam?No,it isn’t.Sam is smarter than Tom.Are you more outgoing than Tina?No,she isn’t.Tina is more outgoingthan Tara.Does Tara work as hard as Tina?Yes,she does.Teaching aids: Some piece of paper.Teaching methods:Reading and writing municative approach.Teaching procedures: Step I Greet the class as usual and check the homework.Step II 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, friendly–frendlier.Ask students to fill in the blanks on the screen.Students read together.Step III 3a The teacher tells students an example and ask them to use the words to write questiions and answers, Studentd read them together.(Attention: as......as)Step IV 3b Writing Ask students to think of yourself two years ago and write about how you are different now.Ask students to show their answers.Step V Pair work First ask two students to read the sample conversation.Then tell students to work with a partner.Talk about how you are different from a friend of family member.The Same and Different T: Do you find your partner? T: OK.Now I’ll tell you how to do the game.You can ask and answer the same questions as in Activity 3b.Please remember you have threeminutes to write down the things that are the different and same between your partner.Step VII An Optional Activity Students can do a similar activity using information about family members.They can list the ways they are the same as and different from various members of their families.Then they can tell the class about these differences and similarities.Step VIII Summary and Homework 1.Remember the sentences in grammar focus.2.Do some exercises.Blackbored Design:Unit 3 I’m more outgoing than my sister smarter more outgoing/hard-working as friendly/hard asPeriod 4(Sb 1a-1c)Teaching aims: 1.Students can talk about their own ideas about friends.2.Students can listen and speak fluently.3.A friend in need is a friend indeed.Wish you to find your real friends Teaching key points and difficult points:Oral practice Listening and writing practice.Teaching aids: A tape recorder.Teaching methods: Listening and writing municative approach.Group work.Pair work.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III Section B 1a T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends? Sa: He is quieter than me.Sb: We are both tall.Sc: Her hair is longer than mine.T: Great!And what do you think the most important things are to be your friend? Now, please look at the blackboard.I’ll show descriptions on the blackboard.Step IV 1b Group workStatements about friends using the phrases 1a.Step VAsk students to work in small groups.Each and writes down as many sentences as they can to describe him or her.Step VI 1c In this activity first ask students to look at the names and the first column of the table.Tell students they will hear an interviewer talking to Holly and Mary.They are talking about what they like about their best friends.Step VII 1d Let students look at the rest of the chart.Read the heading at the top of each column.The same as best friend.Different from best friend.Tell students we’ll listen again.Ask students to fill in the chart.How are Holly and Mary the same as and different from their best friends? Step VIIISummary Today we’ve recycled some key vocabulary and learnt some new words.And we’ve learnt to talk about our best friends.Homework 1.Write down five statements about what is important in a best friend.2.Talk about your best friends.Blackbored Design:Unit 3 I’m more outgoing than my sisterA good friend … Has cool clothes Is popular in school Likes to do the same things as me Is good at sport Is good at school work Makes me laughPeriod 5(2a-2d)Teaching aims: 1.Help students to understanding the reading.2.Enable students to learn to read by themselves.3.Take an activity part in all kinds of social activities.Get a chance to train your integrating skills.T eaching key points and difficult points: Oral practice.Writing and speaking practice T eaching aids: Pieces of paper on which students write the five statements Teaching methods:Reading and writing methods Communicative approach.Pair work.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III 2a Ask students to look at activity 2a and write the comparative firms and use them to write five sentences about you and your friends.2b Ask students to read the passage and answer the question:Should friends be the same or different? Ask students to underline the comparative words and phrases.The teacher gives them some explanations.Ask them read loudly.Step IV Exercises Finish 2c and 2d.Step V Pair work Step VI Pair work 2e Step VII Summary and homework Write down the words you underlined in Activity 3a in your exercise book.Blackbored Design: Unit 3 I’m more outgoing than my sisterpopular-funny-quiet-hard-working-serious-friendly-outgoing-smart-shy-Period 6(2e-Self check)Teaching aims:1.Enable students to understangd the comparatives2.Enable students to use the comparatives to express their opinions3.Study hard and make great progress Teaching key points and difficult points: Writing practice.Reviewing the key vocabulary quiet, funny, outgoing , athletic Teaching aids: paper Teaching methods: Self check method.Writing municative method Teaching procedures: Step I Greet the class as usual and check the homework.Step II Writing 3a Look at the chart below and compare them and write a passage.Then,the teacher gives some advice.3b Make notes about two of your friends should be similar to you and should be different.And then write two paragraphs describing your friends.Step III 2 Group work Ask students to read the job ad and compare two of your classmates.Decide which classmate is better for the job.Step IV Ask two students to read the dialogue to the class.Two students read.Step V Self Check Ask students to review some points in this unit.Self Check 1 Ask students to read the words in the box.Put the words in the correct columns in the chart.Self Check 2 First,fill in the blanks using the correct forms of the words in brackets.Then check their answers.Read these sentencestogether.Self Check 3 Writing Write down two ways in which you are similar and two ways in which you are different and use comparatives.Step VI Summary This class we’ve reviewed the key vocabulary of the unit.And we’ve learnt how to compare our themselves between now and two years ago.I hope you can make great progress.Step VIII Homework Finish off the exercises of the Workbook Blackbored Design:Unit 3 I’m more outgoing than my sister be similar to sb.be different from sb.fun-funnier outgoing-more outgoing serious-more seriousfast-faster friendly-friendlier第二篇：八上unit3教案Unit 3What are doing for vacation?Section B(Period 3)湖北省宜昌市点军一中秦晓波Teaching aims:1.学会使用现在进行时态表示未来计划.2.学会使疑问用wh-特殊句3．运用所学词汇谈论假期计划Important points:1.phrases: go bike riding, go sightseeing, take walks, go fishing, rent videos.2.Sentences:--Where are you going for vacation?--I’m going bike riding.3.Talk about vacation plans.Difficulty points:掌握新单词和句型和学会科学安排自己的假期活动并能灵活运用于生活中。

八年级上册英语第三单元教案优秀5篇八年级上册英语第三单元教案篇1一、教学目标：1.语言知识目标：1)学习掌握下列词汇：copy, return2)进行一步复习巩固学习Section A部分所学的生词和词组。

3)对询问困难及提出的建议的句型，掌握其规则。

4)通过不同方式的练习，来熟练运用询问及提建议的表达方式。

2.情感态度价值观目标：让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。

二、教学重难点言1.教学重点：1)复习巩固Section A部分所学的生词和词组，达到熟练运用的目标。

2)熟练掌握和运用询问困难和提建议的表达方式。

2.教学难点：1) 总结询问问题和提出建议的句型，掌握规则。

2)练习运用所学的句型。

三、教学过程Step 1 Warming- up and revision1. Have a dictation of the new words learned in the last class.make sth. clear (同义词) ___________talk (同义词) _______________not allow (同义词) ______________worried (同义词) ______________get along with (同义词) ____________communicate (名词)_____________old (比较级) _______________2. Check the homework.3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.八年级上册英语第三单元教案篇2【学习目标】1.学生能掌握六个频率副词的用法。