人教版八年级英语上册unit3复习教案

Unit 3I'm more outgoing than my sister.Language Goal 【语言目标】Talk about personal traits and compare people：in this unit，students learn to talk about personal traits and use some adjectives to describe and compare people.KnowledgeGoals 【知识目标】Key Wordsoutgoing，loudly，hard－working，fantastic，which，win，talented，care，serious，necessary，both，though，should，reach，touch，break，laugh，share，similar，informationKey Phrasescare about，as long as，be different from，bringout，the same as，in fact，be similar to，primaryschool，as...as，be good at，have good grades，be good with，call sb. at，be talented inKey Sentences1. I'm more outgoing than my sister.2．I think a good friend makes me laugh.3．Huang Lei isn't as good at tennis as Larry.4．That's Tara，isn't it？No，it isn't.Key Grammar Comparative forms of adjectives and adverbs.Ability Goals 【能力目标】1. Be able to talk about personal traits.2．Use some comparative forms of adjectives and adverbs to describe and compare people's personalities.Moral Goals 【情感目标】Be good with people around you and keep good relationship with them.Teaching Time 【课时】Five periodsPeriod 1 Section A(1a－2d)Period 2 Section A(Grammar Focus－3c)Period 3 Section B(1a－1e)Period 4 Section B (2a－2e)Period 5 Section B (3a－Self Check)Section A是基本的语言部分，打好本单元目标语言的基础。

Unit 3 I’m more outgoing than my sister. (Period 6)单元复习课Ⅰ．阅读理解。

It’s hard when a best friend isn’t around—maybe because you move to a different school or a different class. You may feel left out at break (课间) or lunchtime. You want to have new friends, but how do you make them?Start by looking around your classroom. Think about which kids you’d like to play with at break. Say hello to them, smile, and be friendly. Ask them to enjoy something or talk with them about something they may be interested in. Invite someone to play with you or ask “Do you want to sit here?” in the lunchroom. When you’re at break, walk to kids you want to play with, and say “Hi, can I play, too?” or just join in.If you are feeling shy, ask your teacher to help you make new friends. Teachers are usually good at matching up friends. The best way to make friends is to be a friend. Be kind, be friendly, say nice things and help others—soon you’ll have one, or two, or even more new friends.1．Which of the following can explain the expression “feel left out”?A．Feel homesick.B．Feel lonely.C．Leave home alone.D．Be hungry.2．According to the passage, some kids feel lonely at break because ________.A．they have trouble with their studiesB．they don’t have their best friends aroundC．they need their parents to be with themD．they are too young to look after themselves3．What can NOT you say if you want to make new friends?A．Hi, can I play with you?B．Do you want to sit here?C．What can I do for you?D．You can’t sit on my seat.4．Some kids need help from teachers to make friends because ________.A．they miss their old friends a lotB．they have no time to stay with othersC．teachers are good at making friendsD．they are shy or not good at making friends5．What is the passage mainly about?A．Teaching.B．Working.C．Making friends.D．Learning.Ⅱ．短文填空。

Unit 3 I am more outgoing than my sister?Revision教学设计ⅠAnalysis of the teaching materialThis part is mainly about personal traits and how to compare people.ⅡAnalysis of the teaching aimsⅢTeaching key and difficult pointsing different dimensions to introduce and compare friendsing comparative to discuss and compare character characteristics.ⅣTeaching aids: SeewoⅤTeaching methods: Situational approach, task-based approach, inspirational teachingⅥTeaching procedure(标注中ABC分别代表不同层次的学生，A层较好，B层中等，C层为学困生) TeachingprocedureTeacher’s activities Ss’s activities purposeStep 1Lead-in(ABC)1.Greeting and show thelearning objectives2.A brief introductionabout Xiong Chumo3.Let Ss chant and playgames1.Read and know thelearning objectives2.Watch a short videoabout Xiong Chumo3.Chant and play games1.To introduce the maincharacter of this class andcreate a situation of this class2.Review the rules for thecomparative change ofadjectives and adverbStep 2 Presentation (AB)Present a question and listthe dimensions ofintroducing a friendThink and answer thequestionsEnable students to have acomprehensive understandingof the dimensions ofintroducing friendsStep 3 Appearance (ABC)Present a picture ofXiong Da, Xiong Er andGuang Touqiang and aska questionDescribe and compare twocharacters of the three inappearancePractice positive degree andcomparative sentencestructuresStep 4 Personality (AB)Show some pictures andpresent a questionDescribe and compare twocharacters of the three inpersonalityReview and practice positivedegree and comparativesentence structuresStep 5 Ability (AB)Show some pictures andphrases, present aquestionDescribe and compare twocharacters of the three inabilityTo help Ss understand thedifferences among peopleStep 6 Ask them to do some Discuss and share the Further expansion of theⅦ。

人教版英语八年级上册教案：Unit3 SectionB(2a-2e)一、教学目标1. 知识目标：学生能够掌握本部分的重点词汇和短语，如“talented”“truly”“care about”等；理解课文内容，掌握比较级和最高级的用法。

2. 技能目标：提高学生的阅读理解能力，能够准确地回答问题和完成任务；培养学生的口语表达能力，能够用英语描述人物的特点和品质。

3. 情感目标：引导学生学会欣赏他人的优点，培养学生的合作意识和竞争意识。

二、教学重点与难点1. 教学重点：掌握重点词汇和短语，理解课文内容，掌握比较级和最高级的用法。

2. 教学难点：如何引导学生用英语准确地描述人物的特点和品质；如何让学生在合作学习中提高英语表达能力。

三、教学方法1. 情景教学法：通过创设真实的情景，让学生在情景中学习英语。

比如，可以让学生扮演课文中的人物，进行对话表演。

2. 合作学习法：将学生分成小组，让他们共同完成任务。

比如，可以让小组讨论课文中的问题，然后派代表进行汇报。

3. 任务驱动法：给学生布置具体的任务，让他们在完成任务的过程中学习英语。

比如，可以让学生根据课文内容写一篇短文，介绍自己的好朋友。

四、教学过程（一）导入上课铃响，同学们都坐好后，老师微笑着说：“同学们，咱们今天先来一起看个有趣的小视频咋样？”说完，老师打开多媒体设备，播放一段与朋友之间的不同性格和爱好相关的英文短视频。

视频里，两个好朋友一个喜欢安静地看书，一个喜欢热闹地参加派对，他们虽然性格不同，但感情却特别好。

视频播放完后，老师问：“嘿，同学们，你们觉得视频里的两个好朋友为啥关系那么好呀？”有同学回答：“因为他们能接受彼此的不同。

”老师点头称赞：“非常棒！那咱们今天就来继续学习关于朋友的话题，看看课本里的人是怎么看待朋友的。

”（二）知识讲解1. 背景介绍“同学们，咱们今天要学的这部分内容啊，是关于不同的人对朋友的看法。

在这个部分呢，我们会遇到一些新的单词和语法，别担心，老师会带着大家一起攻克它们。

人教版八年级英语上册 Unit 3 复习教案教学目标：1. 复习并掌握本单元的重点词汇和短语。

2. 复习并掌握本单元的重点语法知识。

3. 提高学生的听、说、读、写能力。

教学准备：教材、课件、多媒体设备、单词卡片、图片等。

教学过程：Step 1: Warm-up1. Greetings.2. Review the vocabulary from Unit3. Divide the class into two groups and have a vocabulary competition. The teacher shows a picture or describes a word, and the students from each group race to say the word first. The group with the most correct answers wins.Step 2: Vocabulary Review1. Review the vocabulary words from Unit 3. Show the word cards one by one and ask students to say the words and give the meanings.2. Play a game of "Guess the Word" to review the vocabulary. The teacher describes a word and the students have to guess what it is.Step 3: Grammar Review1. Review the present continuous tense. Use examples and pictures to elicit the rules of forming and using the present continuous tense.2. Give students a worksheet with sentences in the present continuous tense. Have them complete the sentences by filling in the correct form of the verb in brackets.3. Play a game of "What are they doing?" Show pictures of different activities and ask students to describe what the people are doing using the present continuous tense.Step 4: Listening and Speaking Practice1. Play the recording of the dialogue from Unit 3 and have students listen and answer the questions.2. Pair students up and give them a topic to discuss using the present continuous tense. For example, "What are you doing after school today?" Have them take turns asking and answering questions using the present continuous tense.Step 5: Reading and Writing Practice1. Have students read the passage from Unit 3 and answer the comprehension questions.2. Ask students to write a short paragraph about what they are doing at the moment using the present continuous tense.Step 6: Consolidation1. Review the key points of Unit 3 and ask students if they have any questions.2. Summarize the main grammar points and vocabulary words from the unit.Step 7: Homework1. Assign homework exercises from the textbook or workbook to reinforce the grammar and vocabulary learned in Unit 3.2. Encourage students to practice using the present continuous tense in their daily life and write down what they are doing at different times of the day.教学反思：本节课通过复习本单元的重点词汇和语法知识，巩固学生对所学内容的掌握。

Unit 3I'm more outgoing than my sister.Section A是基本的语言部分，打好本单元目标语言的基础。

运用听力(1b，2a，2b)、pair-work(1c，2c)、role-play (2d)等口语练习活动，层层递进，步步深入，充分培养学生学习目标英语的语感。

目标语言(语法和词汇)是在每个单元的开始通过图片和对话框呈现的。

图片将帮助学生建立一个自然的语境，让学生清晰地理解新的语言目标，熟悉这些语言在日常生活中是怎样使用的。

Section B是比较级的拓展和综合的语言运用。

1a，1b通过讨论在朋友身上什么是最重要的，为后面提供基本句子如makes me laugh等。

1c，1d通过听力继续以朋友为话题以比较级为语法谈论朋友。

2b，3c是通过阅读和写作最后达到综合运用语言的目的，2b培养真实生活中的语言阅读技能。

4通过谈论谁是合适的student helper来继续巩固运用目标语言。

Self Check 2考查五个形容词的用法及区别形容词比较级与原级的使用。

Self Check 3运用比较级对比自己和好友。

第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：outgoing，better，loudly，quietly，hard-working，competition，fantastic，which，clearly，winKey phrases：play the drums，more...than，as...as，singing competition，have funKey sentences：1.I'm more outgoing than my sister.2. That's Tara，isn't it？No，it isn't.3. I think she sang more clearly than Nelly.Teaching Key Points【教学重点】The vocabulary：outgoing，better，loudly，quietly，hard-working，competition，fantastic，which，clearly，win，more...than，as...asTarget language：，that's Tom.Sam has longer hair than Tom.—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.—Did you like the singing competition yesterday，Anna？—Oh，it was fantastic！Nelly sang so well！Is Tom smarter than Sam?Teaching Difficult Points【教学难点】Oral practice using the target language above.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk a student to introduce herself/himself.★Step 2Pre－taskPage 17，1a.1．Show some pictures to Ss.Say，They are stars.Ask Ss to tell what they see.Ask Ss to use the words：tall，loudly，thin，long hair，short hair，heavy，quietly，short and so on.2．Then ask Ss to repeat these sentences：Yao Ming is taller than Ronaldo.★Step 3While－taskPage 17，1c & 1b.1．Call attention to the picture.2．Point out the sample conversation in Activity 1c.Say，Now work with a partner.Make your own conversation about the twins.3．Ask several pairs to say one or more of their conversations.4．Then listen to the recording.Ask Ss to number the twins.5．Check the answers.Page 18，2a.1．Point out the two columns and read the headings：－er，－ier and more.Then point out the words in the box.Read.Say，Now listen and write the“－er”and“－ier”words in the first column and the words that use“more”in the second column.2．Play the recording and check the answers.Page 18，2b.1．Point out the picture and the two boxes with the headings Tina and Tara.Say，Listen to the recording.Write sentences in the boxes.2．Play the recording and check the answers.★Step 4Post－taskPage 18，2c & 2d.1．Point out the chart in Activity 2c and on Page 81.Say，Make your own conversations according to the information.Ask pairs to continue on their own.2．Correct the answers.3．Make students scan the conversation in 2d.4．Teach and then make Ss role－play the conversation in pairs.In this part，student A will be Julie.Student B will be Anna.As they talk，move around to monitor their work.Offer language or pronunciation support as needed.5．Have a group of students present their conversation to the class.★Step 5Homework1．How are you and your sister/brother different？Write down.2．Do the exercises on Page 15 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The first periodSection A(1a－2d)1．Words：outgoing，better，loudly，quietly，hard－working，competition，fantastic，which，win，clearly2．Target language：①A：That's Tara，isn't it?B：No，it isn't.②A：Is Tom smarter than Sam?B：No，he isn't.Sam is smarter than Tom.第二课时Section A(GF－3c)Teaching Goals【教学目标】Key sentences：1.Is Tara more outgoing than Tina？No，she isn't.Tina is more outgoing than Tara.2．Does Tara work as hard as Tina？Yes，she does.3．Who is smarter，your mother or your father？I think my mother is smarter than my father.Teaching Key Points【教学重点】1.Grammar Focus.The sentences in the box.2.The comparative forms of adjectives and adverbs.Teaching Difficult Points【教学难点】1.The comparative forms of adjectives and adverbs.2．Use some adjectives to describe people and use their comparative forms to compare people.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk，How are you and your mother/father different?Ask some Ss to answer.★Step 2Pre－taskPage 19，Grammar Focus.1．Review the grammar box.Ask Ss to read the sentences to the class.2．Write the phrases“more outgoing than”．Say，When you compare things using words with three or more syllables，you use the word “more”．3．Call attention to the word“friendly”，circle“y”and say，When a word ends in“y”，change“y”to an“i”and add“－er”．4．Practice reading the sentences in the chart.★Step 3While－taskPage 19，3a & 3b.1．Call students' attention to 3a.2．Make students complete the tasks individually.3．Choose Ss to give their answers.4．Correct the answers.5．Practice reading.6．Turn to 3b.And choose a student to answer the five questions according to the example.★Step 4Post－taskPage 19，3c.1．Ask students to read the sample conversation in the box.2．Have students work in pairs to complete the chart.3．Ask some pairs to present their dialogues.★Step 5Homework1．Compare one of your best friends with you.Write down the same and different things between you two.2．Do the exercises on Page 16 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The second periodSection A(GF－3c)1．Target language：①A：Is Tara more outgoing than Tina?B：No，she isn't.Tina is more outgoing than Tara.②A：Are you as friendly as your sister?B：No，I'm not.I'm friendlier.③A：Does Tara work as hard as Tina?B：Yes，she does.④A：Who is smarter，your mother or your father?B：I think my mother is smarter than my father.2．Answers to 3a.第三课时Section B(1a－1e)Teaching Goals【教学目标】Key words & phrases：talented，truly，care，be talented in，the same as，be good at，care about，make ughKey sentences：1.I think a good friend makes me laugh.2．Molly studies harder than her best friend.Teaching Key Points【教学重点】The vocabulary：talented，care，care about，be talented inTarget language：I think a good friend makes me laugh.For me，a good friend likes to do the same things as me.Yes，and a good friend is talented in music，too.That's not very important for me...Molly studies harder than her best friend.Well，Mary and her best friend are both tall.Teaching Difficult Points【教学难点】Use the target language to talk with your classmates about your opinions on what makes a good friend.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Show a maxim to Ss：A friend in need is a friend indeed.2．Ask，What kinds of things are important in a friend?★Step 2Pre－taskPage 20，1a.1．Read each description to the class and ask the Ss to repeat.2．What kinds of things are important in a friend？Rank the things below 1—7(1 is the most important)．3．Ask different Ss to copy the seven phrases on the board.Then read the phrases together.★Step 3While－taskPage 20，1b.1．Say，Now make your own statements about friends using the phrases in Activity 1a.2．Ask some Ss to tell the class what they look for in a friend.And say，Who is your best friend?Page 20，1c.Play the recording and check the answers.Page 20，1d.Play the recording and check the answers.★Step 4Post－taskPage 20，1e.1．Say，Now work with your partner.Make a conversation using information in the chart.2．Ask several pairs to say their conversations to the class.★Step 5HomeworkDo the exercises on Page 17 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The third periodSection B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make ugh2．Target language：A：Molly studies harder than her best friend.B：Well，Mary and her best friend are both tall.第四课时Section B(2a－2e)Teaching Goals【教学目标】Key words：serious，mirror，kid，necessary，both，though，grade，should，saying，reach，hand，touch，heart，fact，break，arm，laugh，share，loud，similar Key phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar toKey sentences：1.I'm quieter and more serious than most kids.2．I don't really care if my friends are the same as me or different.3．Huang Lei isn't as good at tennis as Larry.4．A true friend reaches for your hand and touches your heart.Teaching Key Points【教学重点】The vocabulary：serious，necessary，both，though，should，reach，touch，break，laugh，share，loud，similar，as long as，be different from，the same as，in fact，be similar toTarget language：I'm quieter and more serious than most kids.That's why I like reading books and study harder in class.In fact，she's funnier than anyone I know.I know she cares about me because she's always there to listen.Teaching Difficult Points【教学难点】Talk about the famous sayings about friends.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Ask，Should friends be the same or different？Choose 2 or 3 students to talk about their opinions.Say，Today we'll read about what these people think.★Step 2Pre－taskPage 21，2a & 2b.1．Project some famous sayings about friendship on the screen.Ask Ss to guess their meanings and think of more.2．Project these new words on the screen or write them on the board and teach the new words.Ask students to repeat them.And make sure everyone knows the meanings.serious adj.严肃的；mirror n．镜子；necessary adj.必需的；both adj. & pron.两个；though adv.不过，可是conj.虽然；should modal v．应该；reach v．到达；touch v．感动，触摸；fact n．事实；break v．(使)破；laugh v．笑；share v．分享；similar adj.类似的；as long as只要；be different from 与……不同；bring out 使显现；the same as和……相同；in fact事实上；be similar to与……相像的3．Make students scan the three articles first.Ask students to put a mark in contents that are unfamiliar to them.Then the teacher lead Ss to learn them.Pay attention to the new words and phrases on the screen.4．Practice reading.★Step 3While－taskPage 22，2c & 2d.1．Make students read 2b again.Then judge if the eight statements in 2c are true(T)or false(F)．2．Choose students to give their answers.3．Check the answers.4．Ask，How do you and your friends compare with the people in the article？Choose a student to talk about it with five sentences.★Step 4Post－taskPage 22，2e.1．Read the four sayings about friends.2．Talk about these questions with your partner：Which saying about friends is your favorite？Which friend do you think about when you read this saying？Why？Begin your statements according to the example：My favorite saying is...It makes me think about my best friend.She/He is...★Step 5Homework1．Search for five famous sayings about friends.Write them in your exercise books.2．Do the exercises on Page 18 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The fourth periodSection B(2a－2e)1．Words：serious，mirror，necessary，both，grade，should，saying，reach，hand，touch，fact，break，laugh，share，loud，similar2．Phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar to3．Sentences：①I'm quieter and more serious than most kids.②Huang Lei isn't as good at tennis as Larry.③Friends are like books－you don't need a lot of them as long as they're good.④A true friend reaches for your hand and touches your heart.第五课时Section B(3a－Self Check)Teaching Goals【教学目标】Key words & phrases：primary，information，primary school，be good with，call sb.at，have good grades Key sentences：students.2．Call the English Study Center at 443－5667 for more information.3．So who do you think should get the job，Jenny or Jill?Teaching Key Points【教学重点】The vocabulary：information，primary school，have good grades，be good with，call sb.at...Teaching Difficult Points【教学难点】Writing practice.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Check the homework.★Step 2Pre－taskPage 23，3a.1．Look at the pictures and the information in the chart.2．Compare Wang Lingling with Liu Lili.Write down the results.3．Choose a student to present his or her answers.★Step 3While－taskPage 23，3b & 3c.1．Complete the task in 3b.2．Write two paragraphs describing your friends using the notes you make in 3b.3．Choose 2 or 3 students to read their competitions loudly.4．Correct the mistakes.★Step 4Post－taskPage 24，Part 4.1．Write the names of two outgoing students on the board.Say，Who do you think should get the job，A or B?2．Ask Ss to work in pairs.3．Ask some pairs who they think should get the job and why.★Step 5ExercisePage 24，Self Check.1．Ask students to work on their own.2．Check the answers.★Step 6Homework1．Compare two of your best friends.Write five sentences using comparatives.2．Do the exercises on Page 19 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The fifth periodSection B(3a－Self Check)1．Key vocabulary：information，primary school，be good with，call sb.at＋电话号码，have good grades2．Sentences：①Call the English Study Center at 443－5667 for more information.②Jenny is smarter，but I think Jill is more outgoing.11 / 11。

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。

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 能掌握以下句型：①Tina is taller than Tara. ②Sam has longer hair than Tom. 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-inSs: Good afternoon, teacher !T: Good afternoon , students ! Sit down , please ! Today we will learn Unit3 I Unit3 I’’m more outgoing than my sister . At first let m more outgoing than my sister . At first let’’s know about the comparatives.Ⅱ. PresentationAsk Ss to see the pictures about famous stars to see the differences. Then compare them with each other in some ways. e.g. Liu Xiang is taller than Pan Changjiang.Liu Yifei is thinner than Lin Xinru.Li Yong is more outgoing than Cheng long.Summarize the Comparatives. Group competition. 主语+谓语动词+adj./adv. 比较级+ than+ 对比成分Ⅲ. PracticingAsk Ss to fill in the blanks with the correct forms of the words in brackets. 1. Sam has ______ (long) hair than Tom.2. Tom is ______ (calm) than Sam.3. Tina is ______(tall) and _____( wild) than Tara.4. Paul is ______ (short) and __________(heavy) than Peter.5. I’m _______(funny) than Tara.6. Tara is ____________( serious) than Tina.7. Du Jiahao is _______________(athletic) than others in Class 19.8. Mr Cheng is ____________(outgoing) than Miss Qu.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, Say, listen listen listen to to to the the the recording. recording. recording. Write Write Write word word word in in in the the the boxes. boxes. boxes. The The The words words words are are are from from from the the the list list list in 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. Homework:Role-play the conversation in 2d (pay attention to the comparative words.) 板书设计：Section A (1a-2d) outgoing, better, loudly, quietly, hard-working, 句型：句型：①He is taller than me. ②I run faster than her. 。

【人教版新目标】英语八年级上册Unit3单元教案一、教学目标1. 掌握表示性格特点的词汇；2. 研究如何简单叙述人物性格；3. 能够谈论并比较人物性格。

二、教学重点1. 掌握表示性格特点的词汇；2. 学会叙述人物性格。

三、教学难点1. 了解不同性格的人；2. 学会比较人物性格。

四、教学过程1. 导入新课：通过展示一组人物图片，鼓励学生来描述人物的性格特点。

2. 研究新知：让学生听录音，学生听完后，让他们试图按照录音说出其中的内容。

然后再让他们分组讨论和总结出几个常用的性格词汇。

3. 练：让学生两人合作，通过比较两个人的性格来进行对话。

老师可以设定一些场景，让学生进行角色扮演。

4. 家庭作业：让学生编写一篇短文，介绍自己的性格特点，并简单描述自己和至少一位朋友的共同之处和区别。

五、板书设计Lesson 1 PersonalitiesUseful words* outgoing* shy* confident* easygoing* honest* creativeTarget languageWhat's he/she like? He/She is...六、教学反思本课通过多种方式来帮助学生掌握表示性格特点的词汇，学会叙述和比较人物性格。

由于学生们年龄较小，因此在讨论性格的过程中，老师需要引导学生正确和客观的表述。

同时通过引导学生进行小组讨论，让学生们在不同的角度去理解人物性格，对于提高学生的思维能力也有一定的帮助。

总的来说，本课教学收到了很好的效果。

Unit 3 I'm more outgoing than my sister.Section A (1a－1c)1．重点单词：outgoing，better，loudly，quietly2．重点句式：Sam has longer hair than Tom.Sam and Tom can play the drums，but Sam plays them better than Tom.That's Tara，isn't it?Tina is taller than Tara.And she also sings more loudly than Tara.1．形容词比较级的构成及用法2．能用比较级的基本句型来比较两人之间的不同1．形容词比较级的构成及用法2．能用比较级的基本句型来比较两人之间的不同一、预习课本P17新单词并背诵，完成下面的汉译英。

1．外向____________ 2.较好的____________3．大声地____________ 4.轻声的____________二、认真预习1a－1c，找出下列句型。

1．萨姆的头发比汤姆的头发长。

_____________________________________________________________________ ___2．萨姆和汤姆会敲鼓，但是萨姆敲得比汤姆好。

_____________________________________________________________________ ___3．那是塔拉，是吗？_____________________________________________________________________ ___4．蒂娜比塔拉高，而且她唱歌的声音也比塔拉大。

_________________________________________________________________ _______Step 1 情景导入Teacher shows some pictures of famous people，then compare the persons with Comparative Forms of Adjectives and Adverbs.环节说明：通过比较直接引入本节课的学习重点——形容词和副词的比较级。

池河中学2017-2018学年度第一学期教学设计年级八年级科目英语任课教师刘子艳授课时间9.27课题Unit 3 Section A Grammar Focus-3c 授课类型语法课课标依据理解附录“语法项目表”中所列语法项目并能在特定语境合作使用;了解常用语言形式的基本结构和常用表意功能;在实际运用中体会和领悟语言形式的表意功能。

教学目标知识与技能1.复习巩固形容词和副词的比较级的构成。

2观察，分析，总结比较级的句式结构和as…as句式结构3.运用所学的目标语言,进行说与写的活动,完成相关任务。

过程与方法通过对话展示、自主探究等活动，熟练使用Grammar Focus 的重点句型情感态度与价值观在小组活动中养成合作探究意识。

教学重点难点教学重点观察，分析，总结比较级的句式结构和as…as句式结构复习巩固形容词和副词的比较级的构成。

教学难点运用所学的目标语言,正确完成说与写的活动。

教学师生活动设计意图编号过程Step1.Warm-up and revision复习上节课的目标句(师生以问答的形式回顾本单元的目标语言。

)Step2. Grammar Focus(1) Read through the sentences.(2) Have Ss focus on the form ,functions.(3)compare the two tenses（学生在小组活动中完成语法任务，教师点拔关键部分。

）Step3.Exercise写出下列形容词的比较tall______ thin_______ loudly______smart______ friendly______ outgoing________hard _____ funny_______ fast________（学生独立完成练习，教师巡视指导。

）Step4. Work on 3a(小组合作完成，然后核对答案）Step5. Work on 3b（同桌完成后表演）Step6. Summary.（学生在教师的引导说出关键内容，教师再补充。

课题：Unit 3 What are you doing for vacation?教学目标：复习重点词汇和短语，并做一些专项练习以巩固所学知识。

重点：应掌握的词组难点：句型转换教学过程：Step 1【应掌握的词组】1. babysit one’s sister 照顾妹妹2. visit one’s grand mother 看望奶奶3. spend time with friends 和朋友们一起度过时光4. a great vacation 一个愉快的假期5. go to sports camp 去运动野营6. go to the beach 去海滩7. go camping 去野营8. go shopping 去买东西9. go swimming 去游泳10. go boating去划船11. go skating 去溜冰12. go walking去散步13. go climbing 去登山14. go dancing去跳舞15. go hiking 去徒步远足16. go sightseeing 去观光17.go fishing 去钓鱼18. go bike riding 骑自行车旅行，19. do some shopping 买东西20. do some washing 洗衣服21. do some cooking 作饭22. do some reading 读书27.how/what about sth.?how /what about doing sth.?…怎么样？28. how long 多长时间29. how far 多远30. how often 多长时间一次31. how much, how many 多少32.show sb. sth.=show sth. to sb. 出示某物给某人看give me the book=give the book to me 给我书，buy me a book =buy a book for me 给我买书，make me a cake = make a cake for me给我做蛋糕33. an exciting vacation 激动人心的假期34. get back=come back回来35. rent videos租影碟36. take walks=go for a walk散步37. think about 考虑38. decide on= decide upon决定一个计划39. something different 不同的事情40. I can’t wait我等不及了41. the famous movie star 著名的影星42. ask her about her plans 向她询问她的计ask sb. about sth.向某人询问某事43. forget to do sth. 忘记要做某事forget doing sth. 忘记做过某事很难过Step 2单元测试题一、单项选择（）1、Do you have _____ to say? No, I have nothing to say.A. anything differentB. something differentC. different anything（）2、Mr Wang thought about ____ walks but finally decided ____ bike riding.A. to take, onB. taking, onC. taking , to（）3、He says he wants ____ vacation. A. an excited B. an exciting C. really（）4、____ are you staying there? Just for two days. A. How often B. How long C. When （）5、___ are you going with? My parents. A. When B. Who C. Where（）6、He plans ____ a very relaxing vacation. A. to have B. have C. having（）7、He is thinking about ____ to Greece or Japan. A. to go B. goes C. going（）8、Are you going camping ___ Tuesday? A. on B. in C. at（）9、--We plan to visit the Summer Palace tomorrow. --____.A. That's sounds interesting.B. That sounds interestingC. That sound interested（）10、I'm not taking my vacation ____ December. A. for B. to C. until（）11、I'll take a vacation later this month. I ____!A. can't wait B. can wait C. can't waiting （）12、I heard that Xi'an is a good place _____ sightseeing. A. for go B. to going C. to go （）13、____ is Mike going ____ his vacation? A. What, for B. Where, on C. How, for （）14、Sue __ our children last Sunday when we were out. A. babysit B. babysitted C. babysat （）15、I hope ____ a doctor like my mother. A. being B. you to be C. to be（）16、When most people mention Hollywood, they ____ movies.A. think over B. think about C. think of （）17、Mrs Green was an English teacher ____ loved renting vidios. A. who B. whom C. he（）18、He decided ____ the position at the bank. A. on take B. to taking C. on taking（）19、-- Is this book ____? --Yes, I'm very ____ in it.A. interesting, interestedB. interested, interestingC. interesting,interesting（）20、--I'm going to Hawaii with my aunt this month for my holiday.-- ______.A. Have a good timeB. CongratulationsC. Best wishes for you.（）21、He finished _____ before 10:00 yesterday. A. read B. reading C. to read（）22、He plans _____ a very relaxing vacation. A. to have B. having C. to having（）23、We ____ to Nanjing next month. A. will flying B. are flying C. fly（）24、Next time don't forget ____ your son here. A. to take B. bring C. to bring（）25、The headmster stopped ___ to me because there was a call for him.A.talking B. to talk C. to say二、句型转换1、We hope that we can visit Beijing.（同义）. We hope _____ _____ Beijing.2、He decided to buy a new house.（同义）. He decided ____ ____ a new house.3、We are staying for three weeks.（提问）.____ _____ _____ you staying?4、Mary likes going shopping with her sister.（提问）____ ____ Mary like going shopping ____?5、To work in a hospital is interesting.（同义句）______ ______ interesting ______ work in a hospital.6、We are going to stay in Shanghai for a week.（对划线部分提问）______ ______ ______ you going to stay in Shanghai?7、I am going with my uncle.（对划线部分提问）______ _______ you going ______?8、There are many people there. They speak French.（连接为定语从句）There are many people there _____ ______ French.9、Our teacher often has much work to do.(同义)Our teacher often has ____ ____ ____ work to do.10、Don't forget to close the door when you leave the house.(同义)____ ____ close the door when you leave the house.。

附赠材料优秀的教学是练出来的在上一堂课里,你已经学会了区分高效教学法和低效教学法之间的区别。

现在,我们还要继续巩固这一概念。

在高效教学法和低效教学法之间,是否存在一个灰色的中间地带呢?是的,这个灰色地带确实存在。

如果能带领那些还不够高效的教师们进人这一中间地带,那也是很大的进步。

当然,本课的主要目的是发掘出教师的最大潜力,以最终实现高效教学。

如果能成功做到这一点,那么你最终会发现学生的表现有了显著的提高。

显而易见,教师能力的优劣会直接影响到学生的表现。

教师越优秀,学生的表现就越好。

课程：首先,我们回顾一下上一节课所学的如何区分高效和低效教学上一节课,我已经要求你总结出自身存在的弱项,并且在课后进行针对性的练习。

今天,请你仔细思考,在下面列举的教学情景中高效和低效的教师将如何做出不同的应对措施。

高效教学与低效教学实践一个学生在课堂上一直和其他学生聊天。

他这个举动非常明显,必须及时制止。

面对这个情形时,低效的教师会如何应对?高效的教师又会如何应对?一个学生在课堂上不断发出声响,这个声音越来越吵,并且影响到了班级里的其他学生。

低效的教师会如何应对?高效的教师又会如何应对一个学生总是没有完成课后布置的家庭作业。

对这个学生低效的教师会如何应对?高效的教师又会如何应对?一个学生总是随便讲话。

教师在讲课的时候她讲话,同学们在做课堂练习的时候她讲话,午餐之前大家都应该安静等待的时候她也在讲话,在类似的其他场合她也经常随便讲话。

面对这个情形低效的教师会如何应对?高效的教师又会如何应对?学校准备开展一个新的教学项目,大家都不清楚这个项目效果如何。

为了顺利实施该项目,部分教师将被挑选出来进行培训培训过程很可能十分艰苦。

面对新项目的挑战,低效的教师会如何应对?高效的教师又会如何应对?当你回答完这些问题时,你一定会明白:高效的教师一定是个冷静、专业、细心的教师。

你愿意做这样的教师吗?如果愿意,那么就拿出你的实际行动来吧!实践：将你今天的感悟记录下来,这样可以让你意识到,自己之前的处理方式哪些是低效的手段,哪些是高效的手段。