【精校版】人教版八年级英语上Unit3 单元教案设计
人教版八年级英语上册教学设计《UNIT 3 Period 1 (Section A 1a-2c)》
人教版八年级英语上册教学设计《UNIT 3 Period 1 （Section A 1a-2c）》一. 教材分析人教版八年级英语上册Unit 3的主题是关于一般过去时态的运用。
本节课的主要内容为1a-2c，其中1a是关于一般过去时态的图片和问题，1b是听力练习，2a是关于一般过去时态的对话，2b是关于一般过去时态的阅读材料，2c是关于一般过去时态的写作练习。
二. 学情分析八年级的学生已经学习过一般现在时态，对一般过去时态的概念有一定的了解，但还需要通过大量的练习来熟练运用。
学生的听、说、读、写能力参差不齐，因此在教学过程中需要因材施教，尽量让每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：让学生掌握一般过去时态的构成和用法，能够正确运用一般过去时态描述过去的事情。
2.能力目标：通过听力、口语、阅读和写作的练习，提高学生运用一般过去时态的能力。
3.情感目标：培养学生对英语学习的兴趣，增强学生的自信心。
四. 教学重难点1.教学重点：一般过去时态的构成和用法。
2.教学难点：一般过去时态在实际语境中的运用。
五. 教学方法采用交际法、情境教学法、任务型教学法等多种教学方法，以学生为主体，教师为主导，充分发挥学生的积极主动性，让学生在实践中学习、巩固一般过去时态。
六. 教学准备1.教师准备：提前准备好教学课件、听力材料、练习题等教学资源。
2.学生准备：提前预习本节课的内容，准备好笔记本和文具。
七. 教学过程1.导入（5分钟）教师通过提问学生：“你们最喜欢的过去的事情是什么？”引导学生思考过去的事情，激发学生对一般过去时态的兴趣。
2.呈现（10分钟）教师展示1a的图片和问题，引导学生回答问题，引入一般过去时态的概念。
然后，教师讲解一般过去时态的构成和用法，让学生明确一般过去时态的规则。
3.操练（10分钟）教师播放1b的听力材料，让学生听后回答问题。
听力结束后，教师学生进行角色扮演，模拟对话中的情境，让学生在实际语境中运用一般过去时态。
人教版英语八年级上册Unit3SectionA(GrammarFocus)教学设计
1.培养学生积极向上的学习态度，使他们树立自信心，相信自己能够通过努力掌握英语语法知识。
2.培养学生的合作精神，让他们在小组活动中学会相互尊重、相互帮助，共同完成任务。
3.激发学生对英语学习的兴趣，使他们乐于探索英语语言的魅力，形成持久的学习动力。
4.培养学生的跨文化交际意识，使他们尊重并了解不同国家的文化，为未来的国际交流打下基础。
四、教学内容与过程
（一）导入新课
1.教学活动设计：教师以一个有关旅行的故事引入新课，通过讲述故事中人物的旅行经历，引导学生关注故事中使用的现在完成时态句子。如：“They have already visited the Great Wall.”、“Has she ever been to Hainan?”等。
4.掌握本章节的重点词汇和短语，如already, ever, never, just, yet等，并能在实际语境中正确运用。
5.提高学生的英语语言表达能力，使他们能够运用所学知识进行日方法
1.通过小组合作、讨论、互动等方式，让学生在实际语境中感知、体验和运用现在完成时态。
5.通过英语学习，引导学生树立正确的人生观、价值观，培养他们具有良好的道德品质和人文素养。
二、学情分析
八年级的学生已经具备了一定的英语基础，他们对英语语法知识有初步的了解和认识，尤其是在之前的学习中已经接触过简单时态，如一般现在时、一般过去时等。在此基础上，学生对现在完成时态的学习将更加得心应手。然而，由于现在完成时态涉及时间状语的使用以及对过去和现在关系的理解，学生在实际运用中可能会出现混淆和错误。因此，在教学过程中，教师需要关注以下几点：
b.学生在小组内进行讨论，分享自己的观点和看法。
c.每个小组汇报讨论成果，教师进行点评和指导。
【精校版】人教版八年级英语上Unit3 单元教案设计
人教版精品英语资料（精校版）Unit 3 I’m more outgoing than my sister.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win能掌握以下句型：① Tina is taller than Tara.② Sam has longer hair than Tom.③ She also sings more loudly than Tara.2) 能掌握以下语法：①形容词或副词比较级形式的构成。
②表示两者进行比较的句式结构。
2. 情感态度价值观目标：能对人物的外表进行描绘，个性进行比较。
二、教学重难点1. 教学重点：1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点：He has shorter hair than Sam.Is Tom smarter than Tim?She also sings more loudly than Tara.三、教学过程Ⅰ. Lead-in1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]tall --- short; thin --- heavy, long hair --- short hair, calm --- wild …Give Ss an example by comparing Old Henry and Santa Claus.e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.Henry is younger than Santa Claus. Santa Claus is younger than Henry.Ⅱ. PresentationAsk Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.e.g. The apples are bigger than the pears.The pears are more delicious than the apples.Summarize the Comparatives. Group competition.A + be(V) + 比较级 + than + B.Ⅲ. Game (I and my desk mate)Ask Ss to compare with their partners and find out the differences.e.g. She is heavier than me. I am more outgoing than her.She gets up earlier than me. I run faster than her.Ⅳ. ListeningThen listen to the recording. Ask Ss to number the twins.Check the answers.Ⅴ. Pair workPoint out the sample conversation in activity 1c.Say, now work with a partner. Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Ⅵ. Listening1. Work on 2a:Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.Play the recording and check the answers.Ⅶ. Pair work1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.2. Ss practice their conversations.3. Ask some pairs to act out their conversations.Ⅷ. Role-play1. Read the conversation first and try to match the people with the right things.a.sang betterb.with shorter hairc.practice more and really wanted to wind.sang more clearlye.danced better2. Let Ss read the conversations aft er the teacher.3. Let Ss practice the conversation.4. Then let some pairs act out their conversations in front of the class.Homework:Write six sentences:Write about the things that are the same and different between you and your best friend.板书设计：Section A 2 (Grammar focus-3c)一、教学目标：1. 语言知识目标：1) 复习巩固形容词的比较形式及对两者进行对比。
八年级上册英语第三单元教案优秀5篇
八年级上册英语第三单元教案优秀5篇八年级上册英语第三单元教案篇1一、教学目标：1.语言知识目标：1)学习掌握下列词汇：copy, return2)进行一步复习巩固学习Section A部分所学的生词和词组。
3)对询问困难及提出的建议的句型，掌握其规则。
4)通过不同方式的练习，来熟练运用询问及提建议的表达方式。
2.情感态度价值观目标：让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。
二、教学重难点言1.教学重点：1)复习巩固Section A部分所学的生词和词组，达到熟练运用的目标。
2)熟练掌握和运用询问困难和提建议的表达方式。
2.教学难点：1) 总结询问问题和提出建议的句型，掌握规则。
2)练习运用所学的句型。
三、教学过程Step 1 Warming- up and revision1. Have a dictation of the new words learned in the last class.make sth. clear (同义词) ___________talk (同义词) _______________not allow (同义词) ______________worried (同义词) ______________get along with (同义词) ____________communicate (名词)_____________old (比较级) _______________2. Check the homework.3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.八年级上册英语第三单元教案篇2【学习目标】1.学生能掌握六个频率副词的用法。
人教版八年级英语上册Unit3优秀教学案例
3.教师鼓励学生在课后与家长进行英语交流，分享所学知识，增进亲子关系。
本节课通过导入新课、讲授新知、学生小组讨论、总结归纳和作业小结等环节，系统地教授了人教版八年级英语上册Unit3的相关知识。教师关注学生的实际需求，采用人性化的教学语言，激发学生的学习兴趣，培养他们的英语综合素质。同时，教师注重教学策略的运用，创设情境，问题导向，小组合作，反思与评价，使学生在积极参与课堂活动的过程中，提高自己的英语水平。
2.提问：“你们平时是怎么去学校的？”让学生用英语表达自己的日常出行方式。
3.教师展示一段关于不同交通方式的短视频，引导学生关注各种交通方式的特点和优势。
（二）讲授新知
1.教师讲解本节课的重点词汇和短语，如bus, train, car, bike, walk, swim等，并示例用法。
2.教师介绍情态动词can的用法，并通过例句让学生理解其表示能力的意思。
人教版八年级英语上册Unit3优秀教学案例
一、案例背景
本案例背景以人教版八年级英语上册Unit3为主题，该单元主要围绕“How do you get to school?”展开，通过学习本单元，学生能够掌握有关交通方式的词汇，如bus, train, car, bike等，同时学会使用一般现在时描述自己的日常出行方式。此外，本单元还重点介绍了情态动词can的用法，培养学生能够准确表达自己的能力。
5.作业小结强化应用：教师在布置作业时，要求学生运用所学知识写一篇关于自己日常出行方式的短文。这种作业设计有助于巩固课堂所学，提高学生的写作能力。同时，教师还鼓励学生在课后与家长进行英语交流，分享所学知识，进一步增进亲子关系，使英语学习更好地融入生活。
【人教版】新目标八年级英语上册：Unit 3 单元教学设计(2)
【人教版】新目标八年级英语上册：Unit 3 单元教学设计（2）一. 教材分析人教版新目标八年级英语上册Unit 3主要话题是关于“节日”，通过学习本单元，学生能够掌握有关节日的词汇和表达方式，了解不同国家和地区的节日习俗，提高跨文化交际意识。
本单元包括三个部分：Section 1-3，每个部分都包括听、说、读、写等方面的训练。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生在口语表达和听力方面仍有困难，需要通过大量的练习来提高。
此外，学生对于不同国家和地区的文化差异认知有限，需要通过本单元的学习来拓宽视野。
三. 教学目标1.知识目标：学生能够掌握有关节日的词汇和表达方式，了解不同国家和地区的节日习俗。
2.能力目标：学生能够在真实语境中运用所学知识进行交流，提高听、说、读、写的能力。
3.情感目标：学生能够尊重和理解不同文化背景下的节日习俗，提高跨文化交际意识。
四. 教学重难点1.重点：学生能够掌握有关节日的词汇和表达方式，了解不同国家和地区的节日习俗。
2.难点：学生能够在真实语境中运用所学知识进行交流，特别是听力理解和口语表达方面。
五. 教学方法1.任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高综合语言运用能力。
2.情境教学法：创设各种节日场景，让学生在真实的语境中学习、实践。
3.文化导入法：介绍不同国家和地区的节日习俗，帮助学生了解文化差异，提高跨文化交际意识。
六. 教学准备1.教师准备：准备好与节日相关的图片、视频、音频等教学资源，以及练习题和作业。
2.学生准备：学生提前预习课文，了解本单元话题。
七. 教学过程1.导入（5分钟）教师通过展示不同节日的图片，如春节、圣诞节、中秋节等，引导学生谈论各自喜欢的节日，激发学生的学习兴趣。
2.呈现（10分钟）教师播放教材中的听力材料，要求学生听后回答相关问题。
【人教版】八年级英语上册 Unit 3 全单元英文教案
Unit 3 I'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.Knowledge Goals 【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。
(新人教版)英语八年级上册 Unit 3 大单元教学设计
八年级上册Unit 3单元整体教学设计1.单元主题确定本单元的话题是人的个性特征 (Personal traits)属于新课标中“人与自我”范畴内“做人与做事”主题群中的“自我认识、自我管理、自我提升”子主题内容。
2.单元内容分析第一课时（Section A 1a-2d）：初步认识人与人的差异，谈论人物的外貌不同；第二课时（Grammar focus-3c）：梳理形容词与副词的比较级结构以及原级比较，强化句型结构的操练，通过家庭成员比较的练习加强学生语言的自然输出；第三课时（Section B 1a-1e）：围绕my best friend展开讨论，谈论好朋友具备的特质，结合听力材料抓住关键信息，完成听力任务；第四课时（Section B 2a-2e）：三个语篇围绕三对好朋友之间的异同展开，通过阅读活动帮助学生掌握如何描写朋友，并思考友谊的意义；第五课时（3a-self-check）：写作练习以描述好友为主题，运用比较级、原级结构的句子去描写好友特征。
3.单元课时内容Part1:Section A 1a-2d听说课Part2:Grammar focus-3c语法课Part3:Section B 1a-1e听说课Part4:Section B 2a-2e阅读课Part5:3a-self check写作课4.单元教学目标本单元学习结束时，学生能够（1）语音：在朗读中正确把握句子的节奏和重音。
（2）词汇短语句型：正确使用新词汇和短语表达。
（3）语法：正确使用比较级结构谈论人物品质和特性。
（4）能力：提高听说能力；掌握基本的阅读技巧：预测、精读、泛读；结合本单元的语言表达完成基本的写作训练。
第1课时教学设计一、教学内容：Section A 1a-2d二、课型：听说课三、语篇研读What: 谈论人物的个性特征对比，1a主题图是校园乐队演唱会，台下学生对舞台上表演者的外貌特征进行比较和讨论，1a-1c的听力部分呈现出主要话题和外貌的比较，2a-2b的听力内容是一位记者对主题图中双胞胎姐妹Tina和Tara的采访对话，就各自性格等方面的特点进行了对比，回答记者问题。
八年级英语上册-人教版-Unit 3 教学设计(1)
八年级英语上册-人教版-Unit 3 教学设计（1）一. 教材分析人教版八年级英语上册Unit 3的主题是“How do you get to school?”，主要让学生掌握常用的交通工具名称及表达方式，学会用一般现在时询问和回答别人是如何去学校的。
本单元还包括了听力、阅读、写作和语法等方面的内容，旨在全面提高学生的英语综合运用能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写能力。
但是，部分学生对一些复杂的情态动词短语和一般现在时的用法还不够熟练，需要通过本节课的教学来进一步巩固。
三. 教学目标1.能够听懂、会说、会读、会写本课的生词和短语。
2.能够用一般现在时询问和回答别人是如何去学校的。
3.能够熟练运用情态动词短语和一般现在时进行简单的交流。
4.提高学生的听力、口语、阅读和写作能力。
四. 教学重难点1.重点：掌握本课的生词和短语，学会用一般现在时询问和回答别人是如何去学校的。
2.难点：熟练运用情态动词短语和一般现在时进行交流。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。
2.情境教学法：创设真实的情境，让学生在实际生活中运用英语。
3.交际法：鼓励学生积极参与课堂交际活动，提高口语表达能力。
六. 教学准备1.教材：人教版八年级英语上册Unit 3。
2.多媒体设备：电脑、投影仪、音响等。
3.教学课件：根据教学内容设计的课件。
4.学生活动材料：单词卡片、练习册等。
七. 教学过程1.导入（5分钟）利用课件展示一些交通工具的图片，引导学生谈论他们平时是如何去学校的。
2.呈现（5分钟）老师分别扮演不同的角色，用一般现在时询问和回答别人是如何去学校的，如：“How do you get to school?”“I usually go to school by bus.”等。
同时，板书生词和短语，如：bus, trn, usually, walk等。
【人教版】新目标八年级英语上册：Unit 3 单元教学设计(1)
【人教版】新目标八年级英语上册：Unit 3 单元教学设计（1）一. 教材分析人教版新目标八年级英语上册Unit 3的主题是“What’s the matter?”，主要讨论日常生活中的身体不适和情感问题。
通过本单元的学习，学生将能够掌握关于身体部位、症状和情感状态的词汇，学会询问和描述他人的身体状况和情感问题。
教材包括词汇表、对话、阅读理解和语法讲解等部分，内容丰富，贴近生活，有助于提高学生的学习兴趣和积极性。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，学生在实际运用英语进行交流时，还存在一定的困难，特别是在描述自己的身体状况和情感问题时。
因此，教师需要关注学生的实际需求，通过生动有趣的教学活动，激发学生的学习兴趣，帮助他们提高语言运用能力。
三. 教学目标1.知识目标：学生能够掌握关于身体部位、症状和情感状态的词汇，了解日常生活中的身体不适和情感问题的表达方式。
2.能力目标：学生能够用英语询问和描述他人的身体状况和情感问题，提高口语表达能力。
3.情感目标：学生能够关心他人的身体健康和情感需求，培养良好的情感态度。
四. 教学重难点1.重点：学生掌握关于身体部位、症状和情感状态的词汇，能够用英语询问和描述他人的身体状况和情感问题。
2.难点：学生能够正确运用所学词汇和句型，在实际情境中进行流畅的口语表达。
五. 教学方法1.任务型教学法：通过设定各种真实情境的任务，引导学生运用所学知识进行交流，提高学生的语言运用能力。
2.情境教学法：通过生动有趣的情境模拟，激发学生的学习兴趣，帮助他们更好地理解和学习新知识。
3.合作学习法：鼓励学生之间进行小组讨论和互动，培养学生的团队协作能力和人际交往能力。
六. 教学准备1.教师准备教案、课件和教学素材。
2.学生准备课本、笔记本和文具。
3.教学场所：教室。
七. 教学过程1.导入（5分钟）教师通过与学生谈论日常生活中的身体不适和情感问题，引起学生的兴趣，为新课的学习营造轻松愉快的学习氛围。
【人教版】八年级英语上册：Unit 3 优秀教学案(含答案解析)
Unit 3I'm more outgoing than my sister.Section A (1a－1c)1．重点(zhòngdiǎn)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(rèn zhēn)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。
人教版新目标八年级英语上册Unit3单元优秀教学案例
三、教学策略
（一）情景创设
1. 利用多媒体展示过去进行时态的场景，如“昨天我在家里看电视”等，让学生在真实情境中感受过去进行时态的用法。
2. 通过制作课件，展示过去进行时态的句子，让学生在视觉上对过去进行时态有一个直观的认识。
（二）讲授新知
1. 教师通过PPT展示过去进行时态的构成方式，如“was/were doing”，并举例说明其用法。
2. 教师讲解过去进行时态的规律，如动词第三人称单数形式的变化等，让学生在理解的基础上掌握知识。
3. 教师设计练习题，让学生在课堂上练习过去进行时态的运Fra bibliotek，巩固所学知识。
（三）学生小组讨论
在教学过程中，我将充分发挥教师的主导作用，以学生为主体，注重启发式教学，引导学生通过观察、思考、讨论和实践，主动探究过去进行时态的规律。同时，我将运用多媒体教学手段，创设真实情境，激发学生的学习兴趣，使他们能够在轻松愉快的氛围中学习英语。
针对学生的学习特点和需求，我将设计不同难度的教学活动，充分考虑学生的个体差异。在课堂上，我将鼓励学生积极参与，充分展示自己的才华，培养他们的自信心和自主学习能力。同时，我将注重课堂评价，及时反馈学生的学习情况，鼓励他们不断进步。
4. 反思与评价：教师引导学生对自己的学习过程进行反思，总结过去进行时态的学习心得和方法，提高他们的自我认知能力。此外，学生之间的互相评价和教师的评价也有助于培养学生的评价能力和批判性思维，同时增强了他们的自信心。
5. 教学策略的灵活运用：本案例中，教师灵活运用了情景创设、问题导向、小组合作等多种教学策略，使得课堂教学内容丰富、形式多样，有效地提高了学生的学习效果。同时，教师在教学过程中注重了学生的实际操作和实践，使得学生能够在实践中掌握知识，提高了他们的实际运用能力。
人教版八年级英语上册Unit3教学设计
（二）教学设想
1.创设情境，激发兴趣：利用多媒体、实物等教学资源，创设真实、有趣的情境，让学生在情境中自然地学习英语，提高学习兴趣。
2.分层教学，关注个体差异：针对不同层次的学生，设计不同难度的教学活动和任务，使每个学生都能在原有基础上得到提高。
（五）总结归纳
1.教师引导学生回顾本节课所学的内容，总结一般现在时、现在进行时和一般将来时的用法，以及询问和描述健康问题的表达方式。
2.学生分享学习心得，总结自己在课堂上的收获和不足。
3.教师强调本节课的重点知识，布置课后作业，要求学生在课后继续巩固所学知识。
五、作业布置
1.口语作业：学生以小组为单位，选择一个健康问题进行角色扮演，录制一段医生与患者的对话视频。要求运用本节课所学的词汇和句型，注意时态的运用。此作业旨在提高学生的口语表达能力，培养团队合作精神。
4.词汇巩固作业：学生整理本节课所学的词汇，用单词卡片的形式呈现，包括单词、音标、词性和例句。要求学生课后进行复习，加强词汇记忆。
5.课后总结：学生完成一份课堂学习总结，内容包括本节课的学习收获、未掌握的知识点以及改进措施。此作业旨在帮助学生反思学习过程，提高自主学习能力。
6.家庭作业：教师根据学生的学习情况，设计一份个性化的家庭作业，涵盖词汇、语法、阅读和写作等方面，难度适中。要求学生按时完成，家长协助监督。
2.学生在小组内部分工合作，相互提问、回答，共同完成讨论任务。
3.各小组向全班展示讨论成果，教师给予评价和指导。
（四）课堂练习
1.教师设计多种形式的练习，如填空、选择、连线等，让学生巩固所学知识。
2.学生完成练习后，教师及时给予反馈，针对学生的错误进行讲解和指导。
八年级英语上册-人教版-Unit 3 教学设计(2)
八年级英语上册-人教版-Unit 3 教学设计（2）一. 教材分析人教版八年级英语上册Unit 3的主要内容是关于描述动物特征和动物喜欢的活动。
本单元包括动物的名称、外貌、声音、食物和喜欢的活动等。
通过本单元的学习，学生能够进一步熟悉和掌握日常英语表达，提高听说读写的能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。
但部分学生对英语的学习兴趣不高，英语基础较弱。
因此，在教学过程中，教师需要关注学生的个体差异，激发学生的学习兴趣，提高他们的学习积极性。
三. 教学目标1.知识目标：学生能够掌握描述动物特征和动物喜欢的活动的相关词汇和句型。
2.能力目标：学生能够运用所学知识进行简单的英语交流，提高听说读写的能力。
3.情感目标：培养学生热爱动物，保护动物的意识。
四. 教学重难点1.重点：掌握描述动物特征和动物喜欢的活动的相关词汇和句型。
2.难点：正确运用所学知识进行英语交流，尤其是动词的时态和语态。
五. 教学方法1.任务型教学法：通过设置各种任务，激发学生的学习兴趣，提高学生的参与度。
2.情境教学法：创设各种情境，让学生在实际语境中运用所学知识。
3.合作学习法：引导学生进行小组合作，培养学生的团队意识和沟通能力。
六. 教学准备1.教学素材：教材、多媒体课件、动物图片、视频等。
2.教学工具：投影仪、电脑、音响等。
七. 教学过程1.导入（5分钟）利用多媒体展示一些动物的图片，引导学生谈论他们喜欢的动物，激发学生的学习兴趣。
2.呈现（10分钟）教师通过PPT展示本节课的主要内容，包括动物的名称、外貌、声音、食物和喜欢的活动等，同时教授相关词汇和句型。
3.操练（10分钟）学生分组，每组选择一种动物，用所学词汇和句型描述该动物的特征和喜欢的活动。
教师巡回指导，纠正发音和语法错误。
4.巩固（10分钟）学生进行角色扮演，模拟在动物园中介绍自己喜欢的动物。
教师鼓励学生大胆开口，提高口语表达能力。
八上Unit3教案（五篇范例）
八上Unit3教案（五篇范例）第一篇：八上Unit 3 教案Unit 3 I’m more outgoing than my sister.I.Teaching article: Unit 3 II.Teaching aims : Talk about personal pare people.III.Teaching importance and difficulty Comparative with –er,-ier.More and both.IV.Teaching ways Revision, Learning, Practice and Reading.V.Teaching aids Tape-recorder and PPT V.Teaching times Six periodsPeriod 1(Section A 1a-1c)Teaching aims: 1.Enable students to understand new words and sentences.2.Students can talk about with comparatives.Teaching key points and difficult points: That’s Tara, isn’t it? No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings more loudly than Tara.Teaching aids: A tape recorder.PPT Teaching methods: Listening and speaking municative approach.T eaching procedures: Step I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard.Judy is tall.Judy is taller than Bobby.Then bring out two rules of different length.Say: This is ruler.It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1aAsk students to do this activity individually.Then check and answers.tall—short long hair—short hair thin—heavy quiet---loudly Step V 1b First tell students what the twins are.Twins are children born at the same time to the same parents, but not always.Step VI 1c Pairwork Ask two students to read the sample conversation to the class.A: That’s Tara, isn’t it? B: No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings moreloudly than Tara.Step VI 1c Pairwork Ask two students to read the samp le conversation to the class.A: That’s Tara, isn’t it? B: No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings moreloudly than Tara.Then have students work with a partner.Make conversation work with a partner.Step VII Summary and Homework To day we’ve leant the twins are having a concert.We’ve leant how to compare people.After class, give more practice, comparing your school things.Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!Blackboard design:Unit 3 I’m more outgoing than my sisterDraw two people on the blackboard.One is Judy.The other is Bobby.Judy is taller than Bobby.Bobby is shorter than Judy Homework: Read the key vocabulary and learn them by heart.Period 2(2a-2d)Teaching aims: 1.Enable students to listen to the material and understand it.2.Enable students to talk about with comparatives.Teaching key points and difficult points: Oral practice Listening Teaching aids: A tape recorder Teaching methods: Listening and writing municative approach.Pair work Teaching procedures: Step I Greet the class as usual and check the homework.Step II 2a Read the words in the box to students.funnyserious outgoing hard workingsmarrtlazy fasthighhardearly Tell students smart and athletic are new words.Explain the new words and tell students what they mean.Step III 2b Askstudents to look at the boxes with the headings.Tina is …, Tara is … Listen to the recording again.This time write how Tina and Tara aredifferent.Please write words in the boxes.Step IV 2c Pair work Let students look at the chart in Activity 2c.Ask two students to read it.Tell students ***means Sam is taller than Tom.Have students know they will talk about Sam and Tom in this activity.Student A: Is Tom smarter than Sam? Student B:(Look at the answer chart on page 81)No,he isn’t.Sam is smarter than Tom.Step VI Role-play 1.Read the conversation by themselves and answer some questions:How was the singing competition?What did Lisa look like?Which one danced better,Lisa or Nelly?What did you learn from the copetition? 2.Let students read the conversation after the recorder.3.Students work with their partners and act out the conversation.Step VII Summary and Homework Read and act out the converation.Do some exercises.Blackboard design:Unit 3 I’m more outgoing than my sister funny, funniermore athletic thanmore intellectual than more serious thanPeriod 3(Grammar Focus-3c)Teaching aims: 1.Enable students to have a better understanding of communicative competence 2.Enable students to talk about personal traits 3.Enable students to master competence Teaching key points and difficult points: Is Tom smarter than Sam?No,it isn’t.Sam is smarter than Tom.Are you more outgoing than Tina?No,she isn’t.Tina is more outgoingthan Tara.Does Tara work as hard as Tina?Yes,she does.Teaching aids: Some piece of paper.Teaching methods:Reading and writing municative approach.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Grammar Focus Review the grammar box.Ask a student to read the sentences to the class.Write the word funny on the board.Circle the letter y and say, when a word ends y, the y changes to an I when you add –er.For example, friendly–frendlier.Ask students to fill in the blanks on the screen.Students read together.Step III 3a The teacher tells students an example and ask them to use the words to write questiions and answers, Studentd read them together.(Attention: as......as)Step IV 3b Writing Ask students to think of yourself two years ago and write about how you are different now.Ask students to show their answers.Step V Pair work First ask two students to read the sample conversation.Then tell students to work with a partner.Talk about how you are different from a friend of family member.The Same and Different T: Do you find your partner? T: OK.Now I’ll tell you how to do the game.You can ask and answer the same questions as in Activity 3b.Please remember you have threeminutes to write down the things that are the different and same between your partner.Step VII An Optional Activity Students can do a similar activity using information about family members.They can list the ways they are the same as and different from various members of their families.Then they can tell the class about these differences and similarities.Step VIII Summary and Homework 1.Remember the sentences in grammar focus.2.Do some exercises.Blackbored Design:Unit 3 I’m more outgoing than my sister smarter more outgoing/hard-working as friendly/hard asPeriod 4(Sb 1a-1c)Teaching aims: 1.Students can talk about their own ideas about friends.2.Students can listen and speak fluently.3.A friend in need is a friend indeed.Wish you to find your real friends Teaching key points and difficult points:Oral practice Listening and writing practice.Teaching aids: A tape recorder.Teaching methods: Listening and writing municative approach.Group work.Pair work.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III Section B 1a T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends? Sa: He is quieter than me.Sb: We are both tall.Sc: Her hair is longer than mine.T: Great!And what do you think the most important things are to be your friend? Now, please look at the blackboard.I’ll show descriptions on the blackboard.Step IV 1b Group workStatements about friends using the phrases 1a.Step VAsk students to work in small groups.Each and writes down as many sentences as they can to describe him or her.Step VI 1c In this activity first ask students to look at the names and the first column of the table.Tell students they will hear an interviewer talking to Holly and Mary.They are talking about what they like about their best friends.Step VII 1d Let students look at the rest of the chart.Read the heading at the top of each column.The same as best friend.Different from best friend.Tell students we’ll listen again.Ask students to fill in the chart.How are Holly and Mary the same as and different from their best friends? Step VIIISummary Today we’ve recycled some key vocabulary and learnt some new words.And we’ve learnt to talk about our best friends.Homework 1.Write down five statements about what is important in a best friend.2.Talk about your best friends.Blackbored Design:Unit 3 I’m more outgoing than my sisterA good friend … Has cool clothes Is popular in school Likes to do the same things as me Is good at sport Is good at school work Makes me laughPeriod 5(2a-2d)Teaching aims: 1.Help students to understanding the reading.2.Enable students to learn to read by themselves.3.Take an activity part in all kinds of social activities.Get a chance to train your integrating skills.T eaching key points and difficult points: Oral practice.Writing and speaking practice T eaching aids: Pieces of paper on which students write the five statements Teaching methods:Reading and writing methods Communicative approach.Pair work.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III 2a Ask students to look at activity 2a and write the comparative firms and use them to write five sentences about you and your friends.2b Ask students to read the passage and answer the question:Should friends be the same or different? Ask students to underline the comparative words and phrases.The teacher gives them some explanations.Ask them read loudly.Step IV Exercises Finish 2c and 2d.Step V Pair work Step VI Pair work 2e Step VII Summary and homework Write down the words you underlined in Activity 3a in your exercise book.Blackbored Design: Unit 3 I’m more outgoing than my sisterpopular-funny-quiet-hard-working-serious-friendly-outgoing-smart-shy-Period 6(2e-Self check)Teaching aims:1.Enable students to understangd the comparatives2.Enable students to use the comparatives to express their opinions3.Study hard and make great progress Teaching key points and difficult points: Writing practice.Reviewing the key vocabulary quiet, funny, outgoing , athletic Teaching aids: paper Teaching methods: Self check method.Writing municative method Teaching procedures: Step I Greet the class as usual and check the homework.Step II Writing 3a Look at the chart below and compare them and write a passage.Then,the teacher gives some advice.3b Make notes about two of your friends should be similar to you and should be different.And then write two paragraphs describing your friends.Step III 2 Group work Ask students to read the job ad and compare two of your classmates.Decide which classmate is better for the job.Step IV Ask two students to read the dialogue to the class.Two students read.Step V Self Check Ask students to review some points in this unit.Self Check 1 Ask students to read the words in the box.Put the words in the correct columns in the chart.Self Check 2 First,fill in the blanks using the correct forms of the words in brackets.Then check their answers.Read these sentencestogether.Self Check 3 Writing Write down two ways in which you are similar and two ways in which you are different and use comparatives.Step VI Summary This class we’ve reviewed the key vocabulary of the unit.And we’ve learnt how to compare our themselves between now and two years ago.I hope you can make great progress.Step VIII Homework Finish off the exercises of the Workbook Blackbored Design:Unit 3 I’m more outgoing than my sister be similar to sb.be different from sb.fun-funnier outgoing-more outgoing serious-more seriousfast-faster friendly-friendlier第二篇：八上unit3教案Unit 3What are doing for vacation?Section B(Period 3)湖北省宜昌市点军一中秦晓波Teaching aims:1.学会使用现在进行时态表示未来计划.2.学会使疑问用wh-特殊句3．运用所学词汇谈论假期计划Important points:1.phrases: go bike riding, go sightseeing, take walks, go fishing, rent videos.2.Sentences:--Where are you going for vacation?--I’m going bike riding.3.Talk about vacation plans.Difficulty points:掌握新单词和句型和学会科学安排自己的假期活动并能灵活运用于生活中。
人教版八年级英语上册第三单元教案
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。
人教版的八年级英语上册第三单元教案设计
Unit 3 I’m more outgoing than my sister.Period 1 Section A 1a-2d教学目标：一、知识目标1.Words andexpressions:outgoing,better,loudly,quietly,which,petition,fantastic,hard-working, clearly,win,funny,friendly,smart,lazy,Both...and,as...as... ,Singing, petition.2.Sentences:1>That’s Tara, isn’t it?2>She also sings more loudly than Tara.3>he most important thing is to learn something new and have fun.4>Nelly danced better than Lisa.二、能力目标1、学会比照表达,初步培养学生的语言综合运用能力.2、掌握形容词副词比拟级的用法.三、情感目标逐步培养学生的逻辑表达能力,使学生相互了解,增强人际交往,以形成良好的人际关系.四、语法难点形容词副词的比拟级用法.教学过程：Step1 Presentation1.Ask the students to pare two objects by height /weight and so on.2.List some adjectives and their paratives:good-better funny-more funnier outgoing-more outgoing:and make a sentence like ,She speaks English better than me.3.Let the students make sentences with the words above.Step 2 1a1.Learn new words:outgoing,better loudly quietly which petition fantastic hard-working clearly win funny friendly smart lazy.2.look at the picture in 1a and make a list of the adjectives.Step31b listen and write the number of the pairs.1.Listen again for the students to listen and fill in the chart.2.Check the answers with the class.Step42a 2bListening1.Listen and change the adjectives into paratives by -er/ier/or more.2. Listen again and say:How are Tina and Tara different ?3. Pay attention to: more outgoing,as...as....Step52cPairwork:Fill in the chart first and then make conversations in pairs.Step6 2d Role-play the conversations1.Let the students read the chart and find out the differences between Sam and Tom.2.Explain the paratives of the adjectives:1> smart-smarter2> funny-funnier3> hardworking-more hardworking3.Let the students have five minutes for the students to recite the statements.4.Role-play the conversation in pairs.Step7TestFill in the blanks with the correct forms of the words given.1.Tom is _________ <friendly> than Sam.2.Jodie runs _________ <fast> than Tony.3.He works as __________ <hard> as his twin brother.教学反思：Unit 3 I’m more outgoing than my sister.Period 2 Section AGrammar Focus-Section B 1e教学目标：一、知识目标1.Words and expressions: hard-working,petition,fantastic,which,clearly,win,Talented,truly,care,care about.2.Key structure：1>This is longer than that.2>He sings better than his brother.3>Her mother is tall.4>Her dad is short.二、能力目标1.学会比照表达,初步培养学生的语言综合运用能力.2.掌握形容词副词比拟级的用法.三、情感目标通过讨论生活细节活动的频率,让学生形成健康的生活理念形成积极向上的生活观.四、语法难点频率副词的用法.教学过程：Step1 Revision 写出下面形容词的比拟级形式：white,young,funny,red,west,cloudy,green,windy,happy,blue,curly,busy,y ellow,straight,sorry,big,tall,scary,small,hot,warm,short,cold,strict, long,cool,cheap,terrible,fantastic,colorful,successful,unfriendly,tired,surprised,delicious,relaxed,inte rnational,expensive,sunny.Step2 New words:1. Learn the new words: hard-working,petition,fantastic,which,clearly,win,talented,truly,care,care about.2.Explain the use of them.Step3 Grammar FocusLet the students read the sentences in the box and make sure they understand them.Pay attention to the use of the following sentences:1>Is Tom smarter than Sam?2>Is Tina more outgoing than Tina?3>Are you as friendly as your sister?4>Does Tina work as hard as Tara?5>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.1.无需比拟时,用原级.或两者比拟表示双方在程度、性质、特征等某方面相等时,用原级as-----as : Xiao Wang is as tall as Xiao Liu.This building looks not so〔as〕high as that one.2.两者比拟,一方比另一方更------,用比拟级：比拟级+than3.要注意比拟级的特殊变化和用more /less +原级表示比拟的词.Step4 3a1.Let the students fill in the blanks in the box.2. Check the answers.Step5 3b1.Think of yourself two years ago.2.Write about how you are different now.Step6 3c Practice Fill in the chart.Step 7 Section B 1a 1b Discuss what is important in a good friend. Step 8 Listening 1c 1d1.Read the listening material first and then listen twice for each part.2.Check the answers.Step 9 Test1. My brother is two years __________<old>than me.2. Tom is as ________<fat> as Jim.3. Is your sister __________<young> than you? Yes, she is.4. Who is ___________<thin>,you or Helen? Helen is.5. Whose pencil-box is __________<big>,yours or hers? Hers is.6. Mary’s hair is as __________<long> as Lucy’ s.7.Ben ______ <jump> ________ <high> than some of the boys in his class.8.______ Nancy sing __________ <well> than Helen? Yes, she _____.9.Fangfang is not as _________ <tall> as the other girls.10.My eyes are __________<big> than ________ <she>.教学反思：Unit 3 I’m more outgoing than my sister.Period 3 Section B2a-2b教学目标：一、知识目标1.Words and expressions:be different from,both,bringout,grade,should,the same as,saying,reach,hand ,touch.2.Sentences:1>My mother told me a good friend is like a mirror.2>I’m quieter and more serious than most kids.3>We enjoy studying together.4>It’s not necessary to be the same .5>I always get better grades than he does.6>I don’t really care if my friends are the same as me or different.7>A true friend reaches for your hand and touches your heart.8>She made me laugh and feel better.二、能力目标：1.学会比照表达,初步培养学生的语言综合运用能力.2.掌握形容词副词比拟级的用法.三、情感目标：逐步培养学生的逻辑表达能力,使学生相互了解,增强人际交往,以形成良好的人际关系.四、语法难点形容词副词的比拟级用法.教学过程：Step1 Presentation1.Ask the students to pare two objects List some adjectives and theirpara- tives: good-better funny-more funnier outgoing-more outgoing: and make a sentence like,She speaks English better than me.2.Let the students make sentences with the words above.Step 2 2a1.earn new words :more popular,more hard-working,more serious,more outgoing funnier,quieter,smarter,shier.2. Use to write five sentences about you and your friends.Step3 listen 2b1.Listen again for the students underline the parative words and phrases in the passages.According to 2c .Are the questions true or false?1>Jeff less serious than most kids.2>Jeff and Yuan Li are both quite.3>Larry works harder than Huang Lei.4>Huang Lei is taller than Larry.5>Huang Lei isn’t as good at tennis as Larry.2.Check the answers with the class.Step42b ReadingRead together. Read the short passage in groups.Pay attention to the main sentences:1.My mother told me a good friend is like a mirror.2.I’m quieter and more serious than most kids.3.We enjoy studying together.4. It’s not necessary to be the same .5.I always get better grades than he does.6.I don’t really care if my friends are the same as me or different.7.A true friend reaches for your hand and touches your heart.8.She made me laugh and feel better.Step 5 Read the three passages again. Try to recite the main sentences. Step 6 Test1. Peter is good _____ playing football, so he wants to join the football club.A. toB. withC. forD. at2. Mrs Green has a son and a daughter. And they are _____ students now.A. bothB. allC. everyD. each3. His funny story made all of them _____.A. laughedB. to laughC. laugh4. I don’t think Henry is _____ than TonyA. much popularB. more popularC. popularD. most popular 教学反思：Unit 3 I’m more outgoing than my sister.Period 4 Section B2c-2e教学目标：一、知识目标学习识记: loud, similar, be similar to , primary , primary school information.二、能力目标：1.学会比照表达,初步培养学生的语言综合运用能力.2.掌握形容词副词比拟级的用法.三、情感目标学会与朋友相处,懂得珍惜朋友间的友谊.四、语法难点形容词和副词比拟级前的修饰语教学过程：S tep1Revision1．a good friend like a mirror,2．in class, enjoy studying,3．I’ m shy so it’s not easy for me to make friends4．you don’t need a lot of them as long as they’re good.5．It’s necessary to be the same6．be different from me7．help to bring out the best in me.8．be getting better at tennis9．much less hard-working10．I always get better grades than he does11．A true friend reaches for your hand and touches your heart12．I broke my arm last year but she made me laugh and feel better 13．We can talk about and share everything.Step 2 Finish Section B 2cRead the passage in 2b again, then answer the questions.Check the answers:FTFFTFFFStep 3 plete 2dWrite five sentences. How do they and their friends pare with the people in the article?1.Write sentences by themselves.2.Read in groups to correct.Step 4 Finish 2eTalk about your good friend with your partner.Step 5 Test1．My mother makes me_______<read> English every morning.2．Listening to music makes her very_______<relax>.3．She likes to have friends who are________<difference> from me.4．The train made us________<stay> at home.5．Edison was _______<talent> in science when he was very young.6．Bob’s parents were angry because he_______<break> the windows when he played football in the yard.7．Her illness was ___________<serious> than the doctor first thought.8．Tony is much_________<clever> than Tom.9．The ________<many> books you read, the________<many> you will know. 教学反思：Unit 3 I’m more outgoing than my sister.Period 5 Section B3a-Self Check教学目标：一、知识目标1.词汇: outgoing,better,loudly,quietly,which,petition,fantastic,hard-working, Clearly,win,funny,friendly,smart,lazy,be different from,both,bring out,grade,should,the same as,saying,reach,hand,touch.2.句子:1.My mother told me a good friend is like a mirror.2. I’m quieter and more serious than most kids.3.We enjoy studying together.4.It’s not necessary to be the same .5.I always get better grades than he does.6.I don’t really care if my friends are the same as me ordifferent.7.A true friend reaches for your hand and touches your heart.8.She made me laugh and feel better.二、能力目标：1.学会比照表达,初步培养学生的语言综合运用能力.2.掌握形容词副词比拟级的用法.三、情感目标学会与朋友相处,懂得珍惜朋友间的友谊.四、语法难点形容词和副词比拟级前的修饰语教学过程：Step1 3aWang lingling and Liu Lili are best friends. Look at the chart bclow and pare them.<Wang Liingling’s best friend is Liu LIli. They ar both tall, but Wang Lingling has longer hair than Liu Lili. Wang Lingling likes reading, butLiu Lili likes sports. The are both popular and outgoing. Wang Linglingis more serious than Liu Lili. Wang Lingling is more hard-working thanLiu Lili. Liu Lili is smarter than Wang Lingling.>Step 2 3bMake notes about two of your friends. One friend should be similar to you;the other friend should be different.Step 3 3cWrite two paragraphs describing your friends.Step 4 Self CheckThe answers to 1:people are like < hard-working quiet serious smart > What people can do < run fast jump high>The answers to 2: funnier, more outgoing, serious, faster, less friendly. The answers to 3: I’m as clever as her. I’m as lovely as her. I’m more outgoing than her. I run more fast than her.Step5 Test 根据测评意思完成句子.1.我不在乎你的感受.I don’t _______ _________ your feelings.2.嘲笑处于困境中的人是不礼貌的.It’s impolite to ________ ________ those people in trouble.3.只要你说实话,我会尽力帮助你.______ _______ ________ you tell the truth, I’ll try to help you.4.凌霄和凌鑫一样聪明.Ling Xiao is _________ smart _______ Ling Xin.5.我住在一个带小花园的大房子里.I live in a big house ______ _____ _____ ____.教学反思：。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
人教版精品英语资料（精校版）Unit 3 I’m more outgoing than my sister.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win能掌握以下句型：① Tina is taller than Tara.② Sam has longer hair than Tom.③ She also sings more loudly than Tara.2) 能掌握以下语法：①形容词或副词比较级形式的构成。
②表示两者进行比较的句式结构。
2. 情感态度价值观目标：能对人物的外表进行描绘，个性进行比较。
二、教学重难点1. 教学重点：1) 形容词或副词比较级形式的构成。
2) 表示两者进行比较的句式结构。
2. 教学难点：He has shorter hair than Sam.Is Tom smarter than Tim?She also sings more loudly than Tara.三、教学过程Ⅰ. Lead-in1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]tall --- short; thin --- heavy, long hair --- short hair, calm --- wild …Give Ss an example by comparing Old Henry and Santa Claus.e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.Henry is younger than Santa Claus. Santa Claus is younger than Henry.Ⅱ. PresentationAsk Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.e.g. The apples are bigger than the pears.The pears are more delicious than the apples.Summarize the Comparatives. Group competition.A + be(V) + 比较级 + than + B.Ⅲ. Game (I and my desk mate)Ask Ss to compare with their partners and find out the differences.e.g. She is heavier than me. I am more outgoing than her.She gets up earlier than me. I run faster than her.Ⅳ. ListeningThen listen to the recording. Ask Ss to number the twins.Check the answers.Ⅴ. Pair workPoint out the sample conversation in activity 1c.Say, now work with a partner. Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Ⅵ. Listening1. Work on 2a:Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.Play the recording and check the answers.Ⅶ. Pair work1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.2. Ss practice their conversations.3. Ask some pairs to act out their conversations.Ⅷ. Role-play1. Read the conversation first and try to match the people with the right things.a.sang betterb.with shorter hairc.practice more and really wanted to wind.sang more clearlye.danced better2. Let Ss read the conversations aft er the teacher.3. Let Ss practice the conversation.4. Then let some pairs act out their conversations in front of the class.Homework:Write six sentences:Write about the things that are the same and different between you and your best friend.板书设计：Section A 2 (Grammar focus-3c)一、教学目标：1. 语言知识目标：1) 复习巩固形容词的比较形式及对两者进行对比。
2) 进一步总结所学的对两者进行比较的句式结构。
3) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
2. 情感态度价值观目标：学会与朋友友好相处，培养乐观，积极向上的性格。
二、教学重难点1. 教学重点：1) 总结形容词及副词比较级的构成方式。
2) 进一步总结对两者进行比较的句式结构。
2. 教学难点：1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
三、教学过程Ⅰ. Warming- up and revision1. Ask some Ss compare he/she with his/her desk mates.I’m taller than my desk mate. But she runs faster than me.…2. Show some pictures on the big screen. Let some Ss compare the things.3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them. Ⅱ. Grammar Focus1. 学生阅读Grammar Focus中的句子，然后做填空练习。
(1) 汤姆比萨姆更聪明吗？Is Tom _______ _____ Sam?(2) 不是。
萨姆比汤姆更聪明。
No, he isn’t. Sam is ______ _____ To m.(3) 塔拉比蒂娜更外向吗？Is Tara ____ ________ ______ Tina？(4) 不是。
蒂娜比塔拉更外向。
No, she isn’t. Tina is ______ ________ ___ Tara.(5) 你和你姐姐一样友善吗？_____ you _____ friendly _____ your sister?(6) 不是。
我更友善一些。
No, I’m not. I’m ___________.(7) 塔拉与蒂娜工作一样努力吗?Does Tara work _____ ______ _____ Tina?(8) 谁在学校里更努力一些？Who’s ______ _____________ at school?(9) 蒂娜认为她学习比我更努力。
Tina thinks she ______ _______ than me.3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find总结：两者进行比较, 表示“一方比另一方更……”的句型：1. A + be + 形容词比较级 + than + B2. A + 实义动词 + 副词比较级 + than + B两者进行比较, 表示“一方与另一方一样……”的句型：1. A + be + as 形容词原形 + as + B2. A + 实义动词 + as 副词原形 + as + BⅣ. PracticeWork on 3a:1. 读下列句子，根据提示词完成一般疑问句，并做回答。
2. 看所给的第一例句，让一名学生读例句，确定所有的学生都明白本题的做法。
方法指导：应通读所给的提示词，掌握句子大意；然后，确定进行对比的双方及所给的形容词，根据上一环节中所总结的句式结构来组成正确的一般疑问句。