八年级上册unit3 Period 5教案
八年级英语上第三单元教案
Unit4What’sthebestmovietheater? 板
书
Period1SectionA:1a-1c
设
1)Keywords：theater,comfortable,seat,screen,close,ticket
计
2)Keysentences：----What’sthebestmovietheater?
B:I thinkcomfortableseatsare
themostimportantforme.
C:For me,…and…arethemostimportant
inamovietheater.
D:ButIthink…isthemostimportant.
2.Askseveralgroupstopresenttheirconversationstotheclass.
comfortableseatsbigscreensbestsoundcheap newmoviesclosetohomebuyticketsquicklypopular
Important
NotImportant
Ⅳ.Listening1b
Listenandmatchthestatementswiththemovietheaters.
outgoing–mostoutgoing(多音节词和部分双音节词前加 most)
Ⅶ.Exercise
Givestudentssometimetofinishthefollowingexercises.
用所给词的适当形式填空：
1.Lilygetsup_________(early)thanLucy. 2.Whichgoes_________(slowly),TomorJim? 3.Thisbookis_________(interesting)thanthatone. 4.Sheworks_________(careful)inherschool. 5.Whogoestobed_________(late)Jim,TomorJack? 6.Ithinkturkeyis_________(delicious)ofall. Ⅷ.Summaryandhomework T:Todaywehavelearnedtherulesofhowtochangeadjectives/adverbstos uperlativeadjectives/adverbs.Andwealsolearnedhowtomakesentence swithsuperlativeadjectives/adverbs.Thenrememberyourhomework: 1.Makeconversationswithyourpartnerusingthesuperlativeadjectives/a dverbs. 2.Finishsomeexercisesonyourworkbook.
人教版八年级英语上册第五单元教学设计(教案)
Unit5 Do you want to watch a game show?5. 吉姆认为这是部可怕的恐怖片。
Jim _______this is a_________ _________.Reflectionafterteaching签批Unit5 Do you want to watch a game show?Period 8 Section B 4-self checkTeaching Aims Knowledge Objects:1. Go over the grammar.2.Finish all the Exercise.Ability Objects:1.To be able to talk about future.2.Sovle all the Exercise.3. Moral Object sTo be more interested in English through finishing the ExerciseTeaching Key Points Vocabulary and phrases in this unitTeaching Difficult Points 1.Review the words in Unit52.Learn to write：Teaching Methods Task-based teaching method, discussion,writingTeaching Procedures Teaching NotesstepI. Warming up and greetings.1. Have a dictation of the new words and expressions.2. Go over the Grammer FocusStep II. Activity 4 : Discussion1.what do you and your partner think of these TV shows or movies?2. Write description words for each one.----what do you think os soap aperas? ---- I think they are boring.StepⅢ. Self checkWork on Self check 11. write questions and answers using the words in brackets.2. 方法指导：首先，读懂题意，是确定让你写一般疑问句呢还是特殊疑问句，然后在想想其疑问句的构成，最后填上其恰当的句子。
鲁教版英语(五四制)八年级上册_Unit5_Period3参考教案
Help to revise comparative and superlative of the adj.
Step 2 Watch a video
Play a short video about the Himalayas.
…
Ss finish 3b.
Help the students to learn the useful expressions
People wanttochallenge themselves in the ce of difficulties.
We should never give up trying to achieve our dreams.
We should never give up trying to achieve our dreams.
Humans can sometimes be stronger than the forces of nature.
Teaching aids:
CAI , a recorder,
Teaching procedures:
1.1. Listen and repeat after the tape. Underline some useful expression in the page. Explain the sentence
Help the students to understand the passage in details and get ready for the task below.
dictation
Bb design
Unit5What’ the highest mountain in the world?
【人教版】八年级英语上册 Unit 3 全单元英文教案
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，compet ition，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，clea rly，win，more...than，as...asTarget language：—Is that Sam？—No，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 3W hile－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 yo ur 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”wo rds in the first column and the words that use “more” in the second column.2．Play the recor ding 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 conversati ons 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 si ster/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 period Section 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 period Section 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 o r 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 sb. laughKey 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 period Section B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make sb. laugh2．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，similarKey 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 P oints【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 to Target 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 period Section 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 s erious 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 gradesKey sentences：1.The English Study Center needs a weekend student helper for primary school stude nts.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 period Section B(3a－Self Check)1．Key vocabulary：informat ion，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.。
新人教版八年级上册英语全册教案(51页) 全册
单元课题Unit 4 What’s the best movie theatre?语法归纳Unit 4教学札记形容词的比较级和最高级（二）1. 形容词的比较级和最高级的用法（1）形容词比较级用于两者（人或物）之间的比较，表示一方比另一方“更……”或“较……”，后面通常用比较连词than连接另一方所比较的人或物。
than引导的是比较状语从句，但为了避免重复，从句中有些与主句相同的部分常常省略，而把相比较的部分省略出来。
另外，在上下文明确时，形容词比较级也可以单独使用。
例如：This room is smaller than that one (is). 这个房间比那个房间小。
He is younger than I(am). 他年纪比我小。
His English is better than his brother 's (is). 他的英语比他哥哥的好。
1.形容词最高级用于三者或三者以上的人或事物之间的比较，表示其中一方在三者以上的人或事物中“最……”。
最高级前通常用定冠词the, 并用of或in短语来说明比较的范围。
Of后面一般接表示同类的名词，in接表示范围的名词。
例如：He is the tallest of all. 他是所有人中最高的。
Li Hua is the best student in his class. 李华是他班上最好的学生。
2.比较级与最高级的区别与联系（1）比较级是用来把彼此独立的适合人进行比较；最高级是把一个群体中的一员与整体进行比较，这个群体必须包括这个成员，请看下面例句：（A）Mary is taller than her two sisters. 玛丽比她的两个姐姐高。
(B)Mary is the tallest of the girls. 玛丽是这些女孩中最高的。
【注意】句（A）中玛丽是在另外两个姐妹之外，是玛丽一个人同另外两姐妹（作为一方）来比较，所以用比较级。
八年级上册英语教案【三篇】
⼋年级上册英语教案怎么写？⽆忧考为⼤家准备了⼋年级上册英语教案【三篇】，希望对⼤家有所帮助！新⽬标英语⼋年级（上）Unit 8说课稿⼀、教材分析（⼀）教材的地位及作⽤本课是新⽬标英语⼋年级上册第8单元，教材以 How was your school trip ? 为中⼼话题，围绕着描述“过去发⽣的事情”展开，学习和运⽤⼀般过去时态的⼀般疑问句Did you go/see /buy…? Were there any…?询问过去的事件，让学⽣学会谈论和分享过去发⽣的事件。
本课教学内容与学⽣的实际⽣活密切相关，易于引发学⽣运⽤简单的英语进⾏交际和交流。
在学习活动中，学⽣通过交换对过去发⽣的事情的描述及看法，促进学⽣之间和师⽣之间的情感交流，增进情谊。
Section A的主要学习内容是：复习⼀般过去时态和动词的规则与不规则变化，学习⼀般过去时态的两种⼀般疑问句: Did you…? Were there any …?教材安排了许多听，说，读，写的任务活动，我将灵活运⽤这些活动，将其中的⼀些活动进⾏变化或整合，如：1c,2c和3c 的Pairwork活动内容相似，我将把2c和3c整合成⼀个Interview（采访）的任务活动。
（⼆）教学⽬标根据《英语课程标准》关于总⽬标的具体描述，结合第⼋单元的教材内容，我按语⾔知识、语⾔技能、学习策略、情感态度、⽂化意识五个⽅⾯将本单元的教学⽬标细化：1、知识⽬标：单词：学习掌握词汇aquarium,, gift shop, seal, shark, hang out等。
功能：描述过去发⽣的事情语⾔结构：规则动词和不规则动词的⼀般过去式⼀般过去时的⼀般疑问句句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.2、语⾔技能：听：能识别不同句式的语调，并能根据语调变化，判断句⼦意义的变化；能听懂本课学习活动中的问题，做出较得体的回答。
新人教版初中英语八年级上册Unit 3 教案
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：loudly，quietly，hard-working，competition，fantastic，which，clearly，win，more...than，as...asTarget language：—Is that Sam？—No，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 period Section 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 period Section 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 sb. laughKey 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 inActivity 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 period Section B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make sb. laugh2．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 period Section 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 gradesKey sentences：1.The English Study Center needs a weekend student helper for primary school 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.精品文档用心整理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 period Section 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.资料来源于网络仅供免费交流使用。
人教版八年级英语上册教学设计《UNIT 3 Period 2 (Section A 2d-3c)》
人教版八年级英语上册教学设计《UNIT 3 Period 2 （Section A 2d-3c）》一. 教材分析人教版八年级英语上册Unit 3主要围绕“过去发生的事情”展开，Period 2（Section A 2d-3c）以故事的形式呈现了一个关于两个孩子和他们的父母去野餐的情景。
本节课的主要语言点是过去式的动词运用，以及如何描述过去发生的事情。
教材通过丰富的图片和情景设定，让学生在真实的语境中学习和运用英语。
二. 学情分析八年级的学生已经掌握了基本的英语语法和单词，具备一定的听说读写能力。
但部分学生对过去式的动词运用还不够熟练，尤其是在实际语境中运用。
因此，在教学过程中，教师需要注重引导学生理解和运用过去式，同时激发学生的学习兴趣，让他们在轻松的氛围中学习英语。
三. 教学目标1.知识目标：学生能够熟练运用过去式描述过去发生的事情。
2.能力目标：学生能够在真实语境中运用英语进行交流。
3.情感目标：培养学生热爱生活，珍惜与家人相处时光的情感。
四. 教学重难点1.重点：学生能够运用过去式描述过去发生的事情。
2.难点：学生在实际语境中灵活运用过去式。
五. 教学方法1.情境教学法：通过设定情境，让学生在真实的环境中学习和运用英语。
2.任务型教学法：通过完成任务，培养学生实际运用英语的能力。
3.游戏教学法：通过趣味游戏，激发学生的学习兴趣。
六. 教学准备1.教学课件：制作包含图片、文字和动画的课件，生动展示教学内容。
2.野餐场景道具：准备与野餐相关的实物道具，如食物、饮料、毯子等。
3.任务卡：制作任务卡，引导学生进行小组活动。
七. 教学过程1.导入（5分钟）教师展示野餐场景的图片，引导学生谈论他们和家人一起去野餐的经历。
2.呈现（10分钟）教师通过课件呈现故事情节，引导学生关注故事中人物的过去行动。
同时，教师讲解过去式的动词运用。
3.操练（10分钟）教师学生进行角色扮演，让学生模拟故事中的情节，运用过去式进行交流。
人教版八年级英语上册第三单元教案
Unit 3 I’m more outgoing than my sister.Period 1 (Section A 1a-1c)Teaching Aims:1. Words: outgoing; better: loudly; quietly; hard-working; competition.Language objectives:That’s Tara, isn’t it?Sam has longer hair than Tom .Both Sam and Tom can play the drums, but Sam plays them better than Tom.Tara works as hard as Tina.2.Ability objectives:to talk about personal traits and compare people; to improve Ss’ speaking,listening and writing skills.to grasp the structure of comparatives, e.g. comparatives with –(i)er and more,both and as...as...; to grasp the structure: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原级（adj./adv.）+as+B; to recycle vocabulary about description3. Emotional objectives: to find strengths of somebody else, to explore the beautyof the world.Important and difficult points:1. To talk about personal traits特点; to grasp how to compare people.2. To use target language: A+谓语+比较级（adj./adv.）+than+B, A+谓语+as+原级（adj./adv.）+as+B, comparatives with –(i)er and more.3. To improve Ss’listening, speaking and writing skills; to develop theircommunicative competence.Teaching Procedures:Step 1 Leading-in.To show some pictures to recycle adj. based on some types, and learn some new words.Step 2 1a1 Learn new words:outgoing,better loudly quietly which competition fantastichard-workingclearly win funny friendly smart lazylook at the picture in 1a and make a lis t of the adjectives.Purpose: to make Ss recall some adjectives they have learnt before;Step 3 Presentation1. . To ask Ss the usage of the adj. and show some example sentences aboutcomparative degree.2. To show some adjectives and adverbs with –(i) er, -r, more and some specialwords likebetter, more, worse, etc.. Then ask Ss to discuss the common points of the words.Purpose: to lead in comparative degree; to make Ss summarize the change rules of comparative degree of adj.and adv..1.To make Ss compare two persons or two things with the above adjectives andadverbs; to summarize the pattern of comparative degree.“A+谓语+比较级（adj./adv.）+than+B”2.To show the map of Liaoning Province to guide Ss to compare Chaoyang andDalian in size, climate, slight spots and so on; to show the pictures ofChaoyang fossil to let Ss know Chaoyang is a place where the first flowercomes out.Purpose: to practice comparatives; to show the structure of “A+谓语+as+原级（adj./adv.）+as+B” and complete emotional aims.Step 4.1b listen and write the number of the pairs.Listen again for the students to listen and fill in the chart.Check the answers with the classStep 5 Practice.1. Pair work:Compare two persons.Purpose: to make Ss practice the patterns of comparative degree.Step 6 To sum up.1.To make the Ss summarize what they have learnt in this class.2.Guessing game.;Step 7 Homework.1.Preview 2d2.Writing: The person I respect.Blackboard design：Unit 3 I’m more outgoing than my sister.Section A 1a-1c1.Key words:-(i) er, more-both, as...as...2.Patterns:A+谓语+比较级（adj./adv.）+ than + BA+谓语+as+原级（adj./adv.）+ as + BPeriod 3 (Section A 2a-2d)Teaching Aims:1）Key vocabularies: competition, fantastic, which, clearly, win, though（2）Key structure：Is Tom smarter than Sam. No, he isn’t . He is smarter than Tom.Which one was Lisa? The one with shorter hair.Who is more hard-working at school?Ability aims:Students can use the Comparison of adjectives to compare different persons.Emotional aims:Everyone may has own opinion, different people have different ideas. Teaching important points:(1)To learn how to add –er/-ier/more … after adjectives/adverbs.(2)To learn : S + be + adj./adv.比较级+than+被比较对象S + have/has +adj./adv.比较级+n.+ than+被比较对象(3)To learn: Who+be+adj. 比较级+…?Teaching difficult points:(1)To learn Which/who sentences.Ss can understand and write a short passage between two persons..Teaching procedures:Step 1 Enjoying a movie1.Play a movie and fill in the blanks.2.Review: A +谓语+ as +原级(adj./adv.)+ as +B.3. add –er/-ier/more … after adjectives/adverbs.Step 2 Presentation.Show the pictures, and add –er/-ier/more … after adjectives/adverbs.Then use“B is (not) +as +adj/adv原级+as A.”Step 3: 2a 2b Listening1.Listen and change the adjectives into comparatives by -er/ier/or more.2. Listen again and say:3.How are Tina and tara different ?3. Pay attention to: more outgoing,as...as...Step 4: 2c Pair work:Fill in the chart first and then make conversations in pairs.Step 5: 2d Role-play the conversationsLet the students read the chart and find out the differences between Sam and Tom.Explain the comparatives of the adje ctives1) smart-smarter 2) funny-funnier 3) hardworking-more hardworking3.Let the s tudents h ave five minutes for the students to recite the statements.4.Role-play the conversation in pa irs.Step 6 To sum up.3.To make the Ss summarize what they have learnt in this class.4.Guessing game.;Step 7 Homework.Period 3 (Section A 3a-3c)Teaching Aims:Key structure：Is Tom smarter than Sam?Is Tina more outgoing tha n Tina?Are you as friendly as your sister?Does Tina work as hard as Tara?Who’s more hard-working at school?Ability aims:Students can use the Comparison of adjectives to compare different persons. Emotional aims:Everyone may has own opinion, different people have different ideas.Teaching important points:(1)To learn how to add –er/-ier/more … after adjectives/adverbs.(2)To learn : S + be + adj./adv.比较级+than+被比较对象S + have/has +adj./adv.比较级+n.+ than+被比较对象(4)To learn: Who+be+adj. 比较级+…?Teaching difficult points:(2)To learn Which/who sentences.Ss can understand and write a short passage between two persons.Teaching procedures:Step1 Revision 2，写出下面形容词的比较级形式white young funnyred west cloudygreen windy happyblue curly busyyellow straight sorrybig tall scarysmall hot warmshort cold strictlong cool cheapterrible fantastic colorfulsuccessful unfriendly tiredsurprised delicious relaxedinternational expensive sunnyStep 2 Grammar FocusLet the students read the sentences in the box and make sure they understand them. Payattention to the use of the following sentences:Is Tom smarter than Sam?Is Tina more outgoing tha n Tina?Are you as friendly as your sister?Does Tina work as hard as Tara?Who’s more hard-working at school?要点总结形容词在句中常作表语和定语，也可补充说明宾语；副词的句中主要作状语。
新目标八年级英语上Unit5教案(精选4篇)
新目标八年级英语上Unit5教案（精选4篇）新目标八年级英语上Unit5教案（精选4篇）新目标八年级英语上Unit5教案篇2新目标八年级英语上Unit5教案篇3教案正文随堂记录unit 8 how was your school trip ?teaching goals :1.words phrases : shark , seal , ate , win , won , got , visitor , drive , at the end of .e the past tense to talk about things .3.把握由there be 结构和行为动词构成的一般过去时.4.把握规章和不规章动词的过去时.important and difficult points :how to use the past tense correctly .the form of the past tense .teaching aids : card , picture and a tape recording .period 1teaching procedures :step 1 leading ingreeting : talk about something the ss did last week .step 2 pre-tasksb page 47 , 1a , 1c .t: what did you do on your last school trip ?look at the picture .guess :what did tina do ?教案正文随堂记录pairwork : did tina buy a souvenir ? no , .step 3 while-tasksb page 47 , 1b .listen and check the answers .sb page 48 , 2a , 2b .play the recording and correct the answers.step 4 post-tasksb page 48 , 2c .pairwork : make conversations .ask several students to present their conversations .step 5 conclusiongrammar focus .review the grammar box .ss say the questions and answers .practice reading .教学后记教案正文随堂记录period 2teaching procedures :step 1 leading ingreeting : talk about what last day off was like .was it a good day off or a terrible day off ?step 2 pre-tasksb page 50 , 1a , 1b .look at the pictures .say something about the pictures .point out the five phrases .ss read after teacher .make sure ss understand what they should do .rank them from 1-5 .pay attention to the conversation in the box on the right .read .pairwork : make conversations .share the students conversations .step 3 while-tasksb page 50 , 2a , 2b .say , now you will hear a conversation about what tina and tony did on their last day off .point out the sample answer in 2a .教案正文随堂记录listen carefully twice .fill in the chart.read the sentences in 2b .pay attention to who said these things .play the tape again .listen carefully .check the answers .sb page 49 , 3a .ask one student to read the article .ss read and work : correct the statements below .listen to the recording .read after it .ask ss to read together .step 4 post-taskpairwork: make conversations with your partner using these phrases : were there ? did you see ? did you go ?step 5 homeworkmake up a story .教学后记教案正文随堂记录period 3teaching procedures:step 1 leading infree talk .check the homework .step 2 pre-tasksb page 51, part 4 .say ,here are some photos of your last vacation .what did you do ?ask and answer with your partner .question like this : did ? what ? were there ?where ? how was ?pairwork .step 3 while-tasksb page51 ,3a .read the letter about the things nick did by ss .explain the new words .play the tape .ss listen and repeat .point to the number 1-5 .point out the sample answer.教案正文随堂记录ss work .then check the answers .play the tape again .practice reading .sb page 51 , 3b .say , imagine you are tony and youll give nick a letter .point out the letter .read the letter to the class .saying blank each time when come to a blank line .read the letter and fill in the blank .ask one student to present the answers .step 4 post-tasksb page 51, 3c .say :we read about the things tony and nick did .what did you do on your last day off .lets write a letter about them .give them help if they need .ss work .step 5 homeworkcomplete the selfcheck .教学后记新目标八年级英语上Unit5教案篇4教案正文随堂记录unit 6 im more outgoing than mysister .period1teaching contents : section a 1a , 1b,1c ,2a ,2b ,2c .teaching goals :1. vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .2. pattern: he has shorter hair than sam . is tom smarter than tim ?3. 力量目标:能对人物的外表进行描绘，共性进行比较.teaching procedures:step 1leading inask a student to introduce herself/himself .step 2pre-tasksb page 31 , 1a .show some pictures to ss .say ,they are stars .ask ss to tell what they see .ask ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on . 教案正文随堂记录then ask ss to repeat these sentences :yao ming is taller than ronaldo .step 3while-tasksb page 31 , 1c , 1b .call attention to the picture .point 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 .then listen to the recording .ask ss to number the twins .check the answers .sb page 32 ,2a .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 .play the recording and check the answers .教案正文随堂记录sb page 32 , 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 .step 4post-tasksb page 32 , 2c .point out the chart in activity 2c and on page 89 . say , make your own conversations according to the information. ask pairs to continue on their own .correct the answers .step 5homeworkhow are you and your sister /brother different ?write down . 教学后记教案正文随堂记录period2teaching contents: grammarfocus , 3a , 3b ,4 .teaching procedures:step 1leading inask ,how are you and your mother/father different ?ask some ss to answer .step 2pre-taskgrammar focus . review the grammarbox .ask ss to read the sentences to the class .call attention to the word "funny',circle "y' and say when a word ends iny ,change "y' to an "i' and add er .write the phrases "more athletic than' .say,when you complete things using words with three or more syllables ,you use the word more .practice : happy , outgoing , short , thin , good .step 3while-tasksb page 33 , 3a .call attention to the letter .ask a student to read it to the class .say, now read the article ,then answer the questions . 教案正文随堂记录write if the statements are true ,or false ,or "dont know' if you dont know the answer .check the answers .sb page 33 , 3b .say ,tell your partner about things that are the same and different between you and a member of your family or a friend .you can make a conversation like the example .ask two ss to read the sample conversation in the box .have ss work and ask some pairs to say their dialogues .step 4post-taskread the instruction to the class .ask pairs of ss how many same and different examples they found .work in pairs and ask some pairs to read their lists .step 5homeworkwrite down the same and different between you and a friend . 教学后记教案正文随堂记录period3teaching contents : section b 1a , 1b , 2a , 2b , 2c .teaching procedures :step 1leading inshow a maxim to ss : a friend indeed is a friend in need .ask ,what kind of things are important in a friend ?step 2pre-tasksb page 34 , 1a .read each description to the class and ask the ss to repeat.what kind of things are important in a friend .rank the things below 1-6 (1 is most important )ask different ss to copy the six phrases on the bb .then read the phrases together .step 3while-tasksb page 34 , 1b .say , now make your own statementsabout friends usingthe phrases in activity 1a .ask some ss to tell the class what they look for in a friend .and say ,who is your best friend ? 教案正文随堂记录sb page 34 , 2a .play the recording and check the answers .sb page 34 , 2b .play the recording and check the answers .step 4post-tasksb page 34 , 2c .say , now work with your partner .make a conversation using information in the chart .ask several pairs to say their conversations to the class .step 5homework连词成句:1. tom , sam , intellectual , more , than , is .2. her sister , as as . not, sports , at , good, is ,liu ying.3. me , same , as , the , friend , my , is .4. makes , laugh , a , me , good , i , think , friend .5. outgoing , are , both , we . 教学后记教案正文随堂记录period4teaching procedures :step 1leadingingreeting .step 2pre-tasksb page 35 , 3b .read the instruction to the class .ask ss to look at the chart on page 34 .ask a student to read the example to the class .say ,now write your own sentences .ask students who finish first to write sentences on the bb.ask some ss to read the sentences ,each student read one sentence one by one .step 3while-tasksb page 35 , 3a .read the instruction .point out the sample answer .say , now read the article .explain the words and sentences in your own words .listen to the recording .教案正文随堂记录say ,now read the article again .underline all the words that describe what people are like .check the answers .sb page 35 ,3c .ask ss to choose a friend to write about .ask ss to try to tell the truth .say ,now finish the activity on your own .ask some ss to read their sentences to the class .step 4post-tasksb page 35 ,part 4 .write the names of two outgoing students on the bb .say ,who do think should get the job , a or b ?ask ss to work in pairs .ask some pairs who they thought should get the job and why .step 5exerciseselfcheck .ask ss to work on their你若盛开，蝴蝶自来。
八年级英语上第三单元教案人教版
Unit3 What are you doing for vacation?Period 2Teaching aims: learn to talk about the vacations, use Present Progressive tense as futureTeaching key points: Where are you going for vacation? What are you doing?When are you going/leaving? Who are you going with? How long are you staying?Teaching aids: some papersTeaching procedure:Step I RevisionAsk and answer:A: What are you doing for vacation?B: I’m going to the beach..A: When are you going?B: I’m going on Sunday.Step II Read and speak1. Read the dialogue in 3a, and finish the chart2. Read the dialogue together3. Grammar●forfor three days for a week for two months●send sth to sb / send sb sthe.g. He sent me a letter last week. / He sent a letter to me lastweek.give sb sth show sb sthgive sth to sb show sth to sb4. Role playMake the dialogue between the girls and the boys5. PairworkStep III Vacation dreams1.Write down your dream vacations on a paper, according to thequestions below:1)Where are you going for vacation?2)What are you doing there?3)When are you going/leaving?4)Who are you going with?5)How long are you staying?Example: I’m going to Hawaii for vacation. I’m leaving this weekend with my best friend. We are swimming in the sea, lying on the beach and having some seafood. We are staying there for about two weeks. We are sure we can have a relaxing vacation.2.Procedure:StudentA stands up and tell the class about his dream vacation. Then the teacher can ask the others some questions like: what is he doing for vacation? Where’s going?…or the other students can ask teacher some questions.Step IV Homework1)Finish the exercise book 12)Write a vacation plan课后点评：1）整节课思路清晰，衔接连贯，课堂气氛活跃，达到了很好的教学效果。
新目标英语Goforit八年级上Unit3教案
新目标英语Goforit八年级上Unit3教案新目标英语（Go for it）八年级上Unit 3教案Unit 3 What are you doing for vacation ? Teaching goals : 1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc. 2. How to talk about future plans . 3. 现在进行时表示将来计划或行动. 4. 特殊疑问句（where , when , how long引导） Important and difficult points : Drills :What are you doing for vacation ? I’m watching TV . When are you going ? I’m going … . How long are you staying ? We’re staying for five days . Teaching aids : cards and a tape ,a large wall calendar . 情感、态度与价值观：谈论学生日常生活中的活动、打算与感受，以此激发学生的英语学习兴趣，不断增强他们对生活的热爱与信心。
单元教学建议（方法）：积极创设英语场景，采用角色扮演（Role play ）、练习（Practising ）、大声朗读（Reading loudly）、问与答（Asking and ansering）等方式组织教学，师生互动、生生互动，团结协作。
以此不断提高学生英语动嘴、动手能力；通过播放英语录音帮助学生进一步熟悉英语听力学习技巧，从而引导他们进一步加强英语学习兴趣，爱学英语，善学英语，最终进一步提高他们的`英语听、说、读、写等综合能力。
外研版英语八年级上册Module 5 Unit 3 课件
6
Listen again and check(√)the true sentences.
1 Steve went to Shakespeare's Globe Theatre last night. √□
玲玲主动提出来带我去。 3. We only _p_l_a_n_n_e_d_t_o_w__at_c_h__ for an hour.
我们原计划只看1小时。 4. I __h_o_p_e_t_o_u_n_d__er_s_ta_n_d___ more next time.
我希望下次去能听懂得多一些。
Language practice
—Mary was heard ____ just now . What happened？
—Joe was telling her some jokes. (随州)
A．cry
B．laugh
C．to laugh
D．to cry
解析：此题用词语应用法解答。hear sb. do sth.意为“听到某
（1）都有2个动词 （2）都有 to （3）第2个动词都是原形
你能总结出它们的用法吗？
语法专讲
一、动词不定式 (‘to-infinitives’)？
上面例子中主要行为动词后面的动词都采用“to + 动词原形”的结构，我 们把这种结构称为动词不定式。
动词不定式是一种非谓语动词，在句中能作主语、宾语、定语、表语和宾 语补足语。没有人称和数的变化，构成形式为to＋动词原形。其否定形式 形式是“not+动词不定式”。本模块介绍动词不定式置于谓语动词后作宾 语，表明意图、计划、决定或希望。
跟不定式作宾语的动词:
?
agree，ask，decide，choose，come，expect，hope，fail， happen，help，learn，mean，manage，offer，plan，promise， refuse，seem，wait，wish...
《Integratedskills》优质课教学设计八年级上册牛津译林版初中英语八年级英语教案
8A Unit 3 Period 5Integrated skills 学讲教学设计【教学目标】1.根据上下文以及关键词了解录音的主要内容。
2.学会如何从海报中获取有用的信息。
3.听取细节，提炼信息。
【教学重点、难点】I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. read a poster and get useful information;2. grab details when listening;3. plan a trip.【教学过程】（一）Teaching contents1.New words and phrases: final, support, take place, cheer, reach, halftime, get on, cost, rest,free,2.New structure: Sunshine Middle School gets to the final.With your support, we will win.I don’t think that’s a good idea.What about …?Why don’t we …?（二）. Focus of the lesson and predicted area of difficultyHow to get information while listening.How to plan a trip with your friends.（三）Teaching proceduresA The basketball finalStep 1 LeadinShow some pictures of sports and ask a question.T: Hello! Boys and girls! Do you like sports? Here I have some pictures of sports. (Show the ppt.)What sports are they? They are table tennis, tennis, badminton, football, volleyball and basketball. What’s your favourite sport? Wow, so many students like playing basketball.Step 2 Presentation1.Have a quick review of the new wordsT: Do you know what the most exciting basketball match is? Yes, of course it is the final. If you want to watch a basketball final in a sports center, what do you need? Yes, you need a ticket. What’s the cost of the ticket? (It’s 880 yuan per person.) It’s not free. Where did the final take place? (At Wukesong Sports Centre.) Since you have got a ticket, you can get on a bus to watch the final. Now the bus with the players reaches the sports centre.(“Reach”means get to or arrive at.) A final will take place. (“Take place” means happen.) Look, what are the fans doing when they see their favorite players? They are cheering for their favourite team excitedly. The players are so happy to have their support. With thesupport, the players will try to win. Where are the players? Why can’t we see them now?Oh, they are in the resting room to have a rest because it’s halftime.2. Listen and fill in the blanks(1) Listen and answer two questionsT: The NBA is in America. It’s not easy to watch a final there. So what about watching a final in our book? Here is a poster of the final. Please read it carefully and answer the following questions. Which school is in the final of the basketball match? (Sunshine Middle School.) Where will the match take place? (In Moonlight Town.)(2) Listen, finish A1 on P37 and offer the first listening tipT: Here are two blanks and you can guess what information is missing. (What time? / What place?)Show listening tip 1. Play the tape for the students to fill in the blanks of A1.(3) Listen, finish A2 on P37 and offer the second and third listening tipsT: We have known that the match is on Sunday, 17 October, at the Sports Center. But we still don’t know the exact time and activities. Now the chairperson is giving more information about it. Let’s try to find it out.T: Before listening, let’s take a look at the table. I’ll give you 30 seconds. to read it yourselves, andtry to find as much useful information as you can.T: Twice as much can be achieved with half the effort, if we find a good and easy way to do something. So, I’d like to tell you how to get details easily while listening.Show the students Listening tip 2 and tip 3.3. Play the tape and check the answers4. ExerciseDecide whether the following statements are true or false. Show the students Listening tip 4. 【设计意图】通过图片创设情境，呈现本课生词，扫除听力障碍。
八年级英语上Unit3教案 人教新目标版
Go for it 8A Unit 3What are you doing for vacation?教案一、教学内容分析本单元是Go for it八年级上册中第三单元“What are you doing for vacation?”。
本单元的核心话题是谈论未来计划，课文始终围绕这一主题展开，我们要学习如何谈论假期的计划（Vacation plans），及对将来的安排（Future plans）。
让学生学会用what询问将要干什么并回答；用when, who, where, how long, how等词围绕未来计划进行提问和回答。
语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听，说，读，写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。
我将灵活运用这些活动，并将其中的一些活动进行变化或整合。
二、教学目标分析根据《英语课程标准》关于总目标的具体描述，结合第三单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：1、语言知识1.语音:在日常生活中做到语音、语调基本正确、自然、流畅。
2.词汇:（见教参）3.语法:①现在进行时表示将来用法及去做某事的go doing②用what, when, where, who 等对句中的事件、时间、地点、人物等提问。
4.功能: 谈论未来的计划安排5.话题: 熟悉有关度假的内容。
2、语言技能1.能听懂本单元学习活动中的问题，做出较得体的回答。
2.掌握有关假期生活的动词且能熟练运用；掌握wh-特殊疑问句的运用。
运用所学词汇询问和表达未来打算，学会使用现在进行时态表示未来计划；4.能围绕未来计划这一话题作较具体的描述。
5.能读懂介绍未来打算的文章和日程安排。
6.学会书写即将发生的假期安排或计划和科学安排自己的假期活动.3、情感态度1.运用所学语言，积极投身到实践活动中去，实践自己的价值。
2.能在描述自己的计划和打算时，激起学生更加热爱祖国的美好河山和地球，从而为人类的美好明天贡献自己的一份力量。
人教版英语八年级上册Unit3阅读教案
By reading and writing, students will describe the differences and similarities between themselves and their friends.
3、Emotional objective：
Demonstration method
PPT, the friends’photos
III. Teaching methods
By using task-based teaching method, communicative teaching method and cooperative learning method, demonstration method,students will learn better.
2．The analysis of students：
Students have learned for just few years, they have mastered some basic simple English knowledge , but it is still difficult for them to mater reading skills and write their own articles . So some reading and writing activities will be designed to help to practice their English.
Go For It
Unit 3 I’m more outgoing than my sister? Section B (2a-2e)
八年级英语上册 unit 3 教案
Unit 3 I’m more outgoing than my sister.Period 1一．DirectionalContent of courses: Section A 1a~2cLesson type: Listening and PracticeTeaching Aims1.Knowledge Objects①Key Vocabulary: outgoing, better, loudly, quietly, hard-working,② Target Language: Tina is taller than Tara. Sam has longer hair than Tom.She also sings more loudly than Tara..2.Ability Objects:①.Train students’ listening and speaking skills. ②Train the students’ ability of communication3.Moral ObjectsEncourage students to discover other students’ traits.Teaching Key and Difficult Points:Key vocabulary and target languages.Make conversations freely using the key structures.Teaching Methods: ① Listening and speaking methods. ② Pairwork.③ Communicative approach.二．Interaction1.Interaction between students and textbooks① Let the student to read the book and know what to learn in this period .②Ask 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 …2.Interaction between teachers and students① Lead reading the new words until students can read them fluently.② 1a.Let students match each word with its opposite.③1b.Play the tape for the Ss several times.Let Ss listen and number the pairs of the twins in the picture [1-3]. Make sure Ss know the meaning of these words and phrases.Check the answers.④2a and 2b.Listen and compare the diferences.Then listen to the recording again and fill in the boxes with the differences.3.Interaction among students①1c and 2c.Work in groups. Let the Ss practice the conversations with their partners about the differences of the twins.② Encourage Ss to come to the front to act out their conversations.三. Self-examinationPeriod 2一．DirectionalContent of courses: Section A 2d~3cLesson type: Reading and practiceTeaching Aims1.Knowledge Objects① Key Vocabulary: competition, fantastic, which, clearly, win② Target Language:---Is Tom smarter than Sam?---No,he isn’t. Sam is smarter the Tom.---Are you as friendly as your sister?---No,I’m not. I’m friendlier.---Does Tara work as hard as Tina? ---Yes,she does.---Who’s more hard-working at school?---Tina thinks she works harder than me.2.Ability Objects:① Compare people with the comparative forms of adj and adv. ② Use the pattern “as…as…” to compare two persons.3.Moral ObjectsLearn from each other and remedy for their weak points.Teaching Key and Difficult Points:①Key vocabulary② Train the ability of taking examinations and doing exercises.Teaching Methods: ① Cooperation method. ② Communicative approach. 二．Interaction1.Interaction between students and textbooks①Lead the students to look at the picture and read the conversation in 2d by themselves..②Have students read the grammar box and remind them to pay attention to the main structure of each sentence.③ Ask students to review the drills they’ve learned.2.Interaction between teachers and students① Lead reading the new words until students can read them fluently.②2d.Role-play the conversation.Pay attention to some useful expressions. Play the tape and let the Ss read after it. Then role- play the conversation in pairs . Make sure Ss can use the target language correctly.③3a.Ask students to use the words to write questions and answers. Ask someone to share the answer and check the answer.④3b.Tell students to think of yourself two years ago and write about how you are different now. Then ask and answer them with a partner.Students share their answers. 3.Interaction among students3c. Ask one student the question: T: Who is smarter, your mother or your father？S1: I think my mother is smarter than my father. Ss read the chart and check √ in the chart. Work in groups. Ask and answer the questions with their partners.三.Self-examinationPeriod 3一．DirectionalContent of courses: Section B1a~1eLesson type: Listening and Writing .Teaching Aims1.Knowledge Objects① Key Vocabulary: talented, truly, care, care about,laugh② Target Language: I think a good friend makes me laugh.For me, a good friend likes to do the same things as me.And a good friend is talented in music.2.Ability Objects:Train students’ abilities of comprehension and listening.3.Moral ObjectsLet the students know what a true friend is like.Teaching Key and Difficult Points:Key vocabulary in this period.Learn the target language in this period and improve students’ listening.Teaching Methods: ① Writing and listening. ② Pairwork. 二．Interaction1.Interaction between students and textbooks① Lead the student to look through the pictures in 1a.② Let students read the new words over and over again until they remember them by heart. Then let them preview the new lesson on Page 20. Finish 1a by themselves. Let students check their answers each other.③ Let students read the conversation in 1b by themselves.2.Interaction between teachers and students①1a. Ask students to read the things loudly and get them to know the words,then match the words with the pictures.Check their answers.②1b. Tell students to ask and answer questions using the words from 1a,then practice the conversation and make their own conversations.③1c.Play the recording twice,let students listen and fill in the first column of the chart.What do Molly and Mary like about their best friend.④1d.Listen again and fill in the chart.Check the answers.Ask students to read after the recording and pay attention to the sentence.3.Interaction among students1e.Ask students to talk about Molly and Mary and their best friends.Ask and answer questions.Then write the conversations using the patterns we learned.Encourage students to act out in front.三. Self-examinationPeriod 4一．DirectionalContent of courses: Section B 2a~2cLesson type: Reading and writing.Teaching Aims1.Knowledge Objects①Key Vocabulary: talented, truly, care, care about, serious, mirror, kid, as long as,necessary, be different from, both, though, bring out, grade, should, thesame as, saying, reach, hand, touch, heart, fact, in fact，break,am,share ② Target Language: I think a good friend makes me laugh.You don’t need a lot of them as long as they are good.Larry is quite different from me.2.Ability Objects: Train Ss’ reading and writing abilities.3.Moral Objects: Describe a person’s strong points and weak points.Teaching Key and Difficult Points:Key vocabulary and target language.Understand 2b,improve students’ writing ability.Teaching Methods: ① Reading method ② Writing method 二．Interaction1.Interaction between students and textbooks① Lead the students to read the phrases and get them to understand them.② Let students try to read the new words by themselves.③ Lead students to preview the article,ask them to circle the new words and the words they don’t understand.2.Interaction between teachers and students①2a.Ask the students to write the comparative forms of the following adj..Then use them to write five sentences.②2b.Lead Ss to read 2b,ask,”How do they think of a ‘friend’?Let’s learn the passage one by one.” Ask the students to find the comparative words and phrases,then the important sentences.③2c.Let Ss read the article again and answer the questions.④ Play the recording for Ss and ask them to read after the tape,then ask them to read the article loudly.3.Interaction among studentsRead the article again and try to recite the article.三．Self-examinationPeriod 5一．DirectionalContent of courses: Section B 2d~2eLesson type: Reading and writing.Teaching Aims1.Knowledge ObjectsTarget Language: A good friend is like a mirror.Friends are like books---you don’t need a lot of them as long as they’re good.My best friend helps to bring out the best in me.A true friend reaches for your hand and touches your heart.2.Ability Objects:Train Ss’ reading and writing abilities.3.Moral Objects:Describe a person’s strong points and weak points.Teaching Key and Difficult Points:① Target language. ② Train Ss’ reading and writing skills.Teaching Methods: ① Reading method ② Writing method 二．Interaction1.Interaction between students and textbooks① Let the students read the new words by themselves.② Read the article of 2b.2.Interaction between teachers and students①Review 2a by listening to the tape and asking some questions.②2d.How do you and your friends compare with the people in the article?Ask students to write five sentences.Ask someone to share their answers.Then check the answers.③2e.Which saying about friends is your favorite? Ask Ss to choose a title and discuss in your groups,Then tell me,why you think anize students to say their reasons,then correct the mistakes.3.Interaction among students①Let Ss read the sentences again and again to get them to learn them by heart.A good friend is like a mirror.Friends are like books---you don’t need a lot of them as long as they’re good.My best friend helps to bring out the best in me.A true friend reaches for your hand and touches your heart.②Tell students to do some exercises on Page23.三．Self-examinationPeriod 6一．DirectionalContent of courses: Section B 3a~ 3c.Lesson type: WritingTeaching Aims1.Knowledge ObjectsKey Vocabulary: primary, primary school, information2.Ability Objects:To train Ss’ abilities of writing using the new target language.3.Moral ObjectsEncourage the students to make friends with others.Teaching Key and Difficult Points:Describe a person’s strong points and weak points.Teaching Methods: ① Writing method. ②Practice method. 二．Interaction1.Interaction between students and textbooks① Let the students read the new words by themselves.② Lead students to understand “be similar to” and “be different from”.2.Interaction between teachers and students①3a.Look at the picture in 3a. Compare the two girls. Then finish 3a, like:Wang Lingling is tall.Liu Lili is tall. They both are tall.Wang Lingling has long short hair.Liu Lili has short straight hair.Then ask some students to share their answers.②3b.Ask students to think about two friends, one is similar ot you, and the other is different from you.Make notes of them.Let students know that good friends should help each other. They can be similar or different.③3c.Ask Ss to write two paragraphs about your friends.Describe a friend who is similar to you in the first paragraph. Describe another friend who is different from youu in the second paragraph. Then correct the mistakes.3.Interaction among studentsLet Ss review the target language in this unit.Ask Ss to finish the exercises in Self Check after class.三．Self-examinationPeriod 7一．DirectionalContent of courses: Section B Part 4 and Self Check.Lesson type: Writing and Exercise.Teaching Aims1.Knowledge Objects① Key Vocabulary: Review the words in this unit.② Target Language: Who do you think should get the job?2.Ability Objects:Train Ss’ reading and writing abilities. Train Ss’ practice skill.3.Moral ObjectsEncourage the students to make friends with others.Teaching Key and Difficult Points:Train students’ abilities of communicating and writing .Improve students’ writing ability and reading practice.Teaching Methods: ① Writing method. ②Check method. 二．Interaction1.Interaction between students and textbooks① Review the words in this unit.② Ask some students to read their writing to the class.T may write sample writing on the Bb so that Ss can learn more.③ Finish Self Check by themselves.2.Interaction between teachers and students①4.Every one has his traits. Now read the job ad. Then compare two of yourclassmates. Describe whoch classmate is better for the job.②Self Check 1.Put the words in the correct columns in the chart. The students must clear that which words are afjectives, and which words are adverbs.3.Interaction among students①Self Check 2 and 3.Lead the Ss to do exercises .Check the answers with them. They should pay attention to how to use comparative forms of adj and adv. and how to use “as…as…”② Remind Ss to pay attention to how to use the target language.三．Self-examination。
人教版八年级上册英语单元教案(含教材分析)--Unit 3
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：—Is that Sam？—No，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 period Section 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 period Section 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 sb. laughKey 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 inActivity 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 period Section B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make sb. laugh2．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：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 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 period Section 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 gradesKey sentences：1.The English Study Center needs a weekend student helper for primary school 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 period Section 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.。
人教版英语八年级上册Unit3口语教案
人教版英语八年级上册Unit3口语教案
目标
本课旨在帮助学生掌握以下口语交际能力：
- 询问和描述他人的兴趣爱好
- 询问和回答关于喜欢和不喜欢的问题
- 进行简单的购物对话
教学步骤
步骤一：导入
- 利用一些图片或简短的视频片段向学生引入课题，激发学生对兴趣爱好的讨论。
步骤二：词汇研究
- 引导学生研究相关的词汇，如hobby, like, dislike等。
通过图片、音频或其他互动方式帮助学生理解词汇的意义和用法。
步骤三：对话模仿
- 分组活动：将学生分成小组，让他们根据提供的对话模板进行练和模仿。
教师可以提供一些示范对话，并鼓励学生在实践中进行创造和变化。
步骤四：角色扮演
- 让学生进行角色扮演，演练各种口语对话情景。
鼓励他们使用所学的词汇和句型，并提供必要的反馈和指导。
步骤五：购物对话
- 引入购物对话的话题，向学生展示一些购物场景，并让他们使用口语交际技能进行模拟对话。
步骤六：总结
- 总结本课所学的内容，并鼓励学生在日常生活中积极运用这些口语交际能力。
教学资源
- 课件、图片、音频等素材
- 对话模板和练题
- 角色扮演情景卡片
- 购物对话展示素材。
八年级英语上册Unit集体备课教案
八年级英语上册U n i t集体备课教案Revised by Petrel at 2021单元集体备课Unit 1 Will people have robots本单元作为八年级的第一个单元，具有衔接和导入的作用。
本单元以学生喜爱的激起人为话题，通过对一百年后人类生活的话题，使学生学会使用will + v. 表述自己的推理和猜想，学生通过学习会了解以前并不被看好而现在1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .2. will 构成的一般将来时态的陈述句、否定句、疑问句及回答.3. There be 句型的一般将来时.4. more , less , fewer 的用法.5. 学习一般将来时态的相关知识，学会对未来进行预测.6. 对five years ago ,today ,in five years 简洁回顾与展望的方式，贴近实际符合学生心理，激发学习兴趣.7. 通过时间对比复习一般过去时态、一般现在时态，巩固一般将来时.Important and difficult points :1. will构成一般将来时态的句式。
2. There be 句型的一般将来时态。
3. more , fewer , less 的用法。
4. How to make predictions .The first periodTeaching stepsStep 1 On the blackboard write a simple time line showing four dates: today’ date ; a date exactly one year now; a date five years from now; and a date ten years from now.now in 1 year in 5 years In ten years|________|________________|___________________|Step 2 Point to the date “in 1 year” and ask the studentsWhat will be different in your life one year from now?Will you be at this school in a year?Will you live in the same house in a year?Will you be in my class in a year?Repeat the same procedure with the dates 5 years and 10 years in the future. Ask other questions to help students think ahead Will you live in this town five years from now?Will you be in college?Will you have a college five from now?What job will you have ten years from now?Will you have children ten years from now?After the students’ predictions, Underline the word “will” in each one.Step 3 Introduce th e key vocabulary and the idea of making predictions Then say, in this activity we’re going to talk about more than five years or ten years in the future we’re going to talk about 100 years in the future.Step 4 Let students practise in understanding the target language in spoken conversationStep 5 Play the recording the first time. Students only listen then listen to the conversation again people are making predictions about the future. Circle the predictions they’re talking about on the recording and c orrect the answer.Writing design on the blackboardnow in 1 year in 5 years In ten years|________|________________|___________________|What will be different in your life one year from now?Will you be at this school in a year?Will you live in the same house in a year?Will you be in my class in a year?Will you live in this town five years from now?Will you be in college?Will you have a college five from now?What job will you have ten years from now?Will you have children ten years from now?3)Homework 1 .Recite the new words2. Practise the conversation made in class.4)Summary afte teaching: T he students have learned to make predictionThe second period1)Teaching stepsStep 1 Revise the words and expressions and ask some students to make predictions in the future.Step 2 In 2a point out the list of predictions and ask different students to read the predictions to the class. Read the predictions and point the sample answerStep 3 Play the recording . Students circle the word they hear on the recording in each sentence : more, less, fewer. Then check the answer.Then the students listen to the recording again and check the predictions they hear and check the answersStep 4 Grammer focus : ask the students to say the statements and reponses. Review the concept of countable and uncountable nouns by writing the two words on the blackboard and asking different students to come to the board and write example of each under the heading.Countable nouns uncountable nounseggs watercookies milkapples orange juicebananas meatStep 5 Point to the three pictures and say, this is Sally. This is Sally five years ago, this is Sally now, and this Sally five years in the future. Read the instructions and ask the students to complete the work on their own. Check the answers by calling on different students to make predictions about Sally.2)Writing design on the blackboardCountable nouns uncountable nounseggs watercookies milkapples orange juicebananas meat3) Homework recite 3a4)Summary afte teaching: The students have learned to make predictionThe third period1)Teaching stepsStep 1 Review making predictions about the future.Step 2 Teach: rocket ,astronaut , space station, computure programmer,crazy, live, moon, transportation, petAsk the students to say in their own words what each heading means. And write these words on the blackboard and using a simple drawing or a brief explanationto describe each one.Step 3 Listen to the recording of 2a. Students will hear three conversations. Decide which conversation goes with each picture. Write the number of each conversation next to one of the pictures. Play the recording a second time ,students number the pictures.Step 4 Listen and write using the target language. Write the correct words from the box on the blank lines.Step 5 Reading and writing (3a)First point to the paragraph and say: First read Li Ming’s answer. Then write down any questions you would like to ask about the story. We’ll answer these questions together. Ask students to complete the chart on their own and check the answers:Job: reportPets: parrot, many othersSports: skating swimmingPlace: Shanghai, Hong Kong, AustraliaClothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend)2)Writing design on the blackboardJob: reportPets: parrot, many othersSports: skating swimmingPlace: Shanghai, Hong Kong, AustraliaClothes: smart clothes, to wear a suit (during the week); casual clothes(at the weekend)3)Homework recite 3a4)Summary afte teaching: The students have learned to make predictionThe fourth period1)Teaching stepsStep 1 for self check Ask students to fill in the blanks on their ownand check the answers.Step 2 Task1: Teacher: you all have your childhood. What did you do when you were young Now you ‘re middle schoolI am a middle school student now.I’ll be a teacher….in ….years.Classmates: He was…….He is a…….He’ll be……Task 22008年奥运会时的我Reading strategy:1.Look at the title and picture and predict what you’ll read about.2.This helps you get ready to acquire new information.Find exmples of the following structures in the reading. Then make your own sentensces:….the same as…..….make…do…….to take…time to do sth….to help do….….to help with..2)writing design on the blackboardWork in groups eg: I was a little boy……years agoI am a middle school student now.I’ll be a teacher….in ….years.Classmates: He was…….He is a…….He’ll be……3)Homework: 1. Write a composition to intreduce yourself.fill in the form“2008年奥运会时的我”4)Summary afte teaching: The students have learned to make predictionUnit2 What should I do （预习课暨集体备课）单元教材分析学会should ,Why don’t you和 could在英语中的习惯用法。
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本资料来自于资源最齐全的２１世纪教育网 Topic:Unit 3 I’m more outgoing than my sister.Period: Period5Section B (3b-4)self checkProvider:Teaching aims:Knowledge aims:（1）Key vocabularies and phrases：primary , primary school ,information（2）Key structure：Lisa is the same as me. Peter is different from me.xxx is the same as…xxx is similar to…xxx is different from…xxx is as…as…xxx is talented in …xxx is better at…Ability aims:Students can learn and use the phrases and sentences to describe the people.Emotional aims:To tell the students: Recognize a personTeaching important points:(1)To learn how to recognize a person(2)To learn how to talk about our friends.Teaching difficult points:(1)To learn how to recognize a person(2)To learn how to talk about our friends..Teaching aids:A tape recorder and CAITeaching procedures:Teacher’s activities Students’ activities PurposesStep 1Lead-inWatch a video and say sth. about a true friend. To talk about sth. about afriendLet students talk bythemselves.Step 2PresentationPresent two persons of my best friends.This is my two best friends. They are both middle school students.Lisa is similar to me.Peter is different from me. Students listen and think.One is similar to meAnother is different from me.Think about two persons oneis similar to you and another isdifferent from you.See by themselves and thinkdeeply.Step 3 Let’s talkTalk about the two persons. Lisa is the same as me. We both have long hair . We are both friendly, smart.I am as quiet as her. We are good at singing.She is talented in English, too. Peter is different from me.He is more outgoing.He is much better at sports. He is a little funnier.He speaks more loudly. Students talk about the twopersons according to theforms.To consolidate the speakingskillTo let students think bythemselves.Step 4Practice1.The two persons want tobe the weekend studenthelper for primary schoolin the English StudyCenter.Who is better forthe job , Peter or Lisa? 2.A: Who do you thinkshould get the job, Peter orLisa?B: xxx is… A: ….Students discuss with thepartner.To consolidate the material.Step 5Check and practice1.Check the homework ofperiod 3.2.Make notes about the twoof your friends. One friendshould be similar to you;the other friend should bedifferent.3.Read your paper out.4.Who is better for the job,why?Students present their owntwo friends and talk about whois better for the job.To know their friends moreand deeply.To recognize their friends byheart.To love and know each other.Step 6 Practice1.Put the words in the correct columns in the chart.2.Fill in the blanks using the correct forms of the works in brackets. Do self check 1and 2. andsome exercises.To consolidate thecomparative forms.Homework 1. Review the comparative forms in this unit. 2. Review thesentences ,passages and dialogues in the unit.3. Do the exercise.Bb designUnit 3I’m more outgoing than my sister.Period 5 Sectionb (3b —4)self checkxxx is the same as … xxx is similar to … xxx is different from … xxx is as …as … xxx is talented in … xxx is better at …附 比较级练习一．形容词比较等级讲解大多数形容词（性质形容词）有比较等级的变化，即原级、比较级和最高级，用来表示事物的等级差别。
原级即形容词的原形，比较级和最高级有规则变化和不规则变化两种。
1 规则变化单音节词和少数双音节词，加词尾-er ，-est 来构成比较级和最高级。
其他双音节词和多音节词，在前面加more，most来构成比较级和最高级。
beautiful-more beautiful-most beautiful serious-more serious-most serious2 不规则变化如：good-better-best;bad-worse-worst; many/much-more-most ; little-less-least3 形容词比较等级的用法形容词比较等级通常可分为原级、比较级和最高级三种基本形式。
I原级的用法：1.句型：肯定句：A+动词+as+形容词原级+as B.（表示A和B两者比较，程度相同）Tom is as honest as John. 汤姆和约翰一样诚实。
This jacket is as cheap as that one.这件夹克和那一件一样便宜。
注意:为了避免重复，我们常用that, those和one一类的代词代替as后重复前面出现的名词。
否定句：A…+not +as/so +形容词原级+as B.（表示A、B两者程度不同，即A不如B那么……）He is not as（so）tall as I. 他不如我高。
2.需注意的原级用法:表示倍数的句型基数词+times as +形容词原级+as（是……的几倍）This garden is ten times as large as that one.这个花园是那个的十倍。
注意：在英语中，两倍用twice，而不用two times，三倍以上用three，four…times。
另quite, very, pretty, really 等表示“很，非常”的词也用来修饰形容或副词的原级。
II比较级的用法1.句型：A+动词+形容词比较级+than + B.二者相比较，说明“A比B更……一些”时要用一个连词than引导的从句。
Mary is happier than Jane.玛丽比珍妮幸福。
His brother is younger than I （me）.他哥哥比我小。
注意：than后面接代词时，一般要用主格。
但在口语中也可使用宾格。
than是一个连词，它连接一个状语从句来表示和什么相比，因此than一般都译为“比”。
有时，如果比较的对象显而易见时，往往会将than从句省略。
Are you feeling better?你现在感觉好些了吗？2.需注意的比较级用法1）在形容词比较级前还可以用much, even, still, a little,alot……来修饰，表示“……的多”，“甚至……”，“更……”，“……一些”。
Our city is much more beautiful than yours.我们的城市比你们的漂亮得多。
Japan is a little larger than Germany.日本只比德国大一点儿。
2)比较级+and+比较级译为“越来越……”The earth is getting warmer and warmer.地球变得越来越暖和。