八年级上册unit3教案

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人教版英语八年级上册教案:Unit3 SectionA(1a-2d)

人教版英语八年级上册教案:Unit3 SectionA(1a-2d)
A:Yes.But Lucy dances better than Mary.She practices every day.And she won the last dancing competition last week.4.C
2.预习1a中的词汇,tall–short; thin–heavy; long hair–short hair; quietly - loudly
3.听1b中的录音,并在图中指出所描绘的人物。
4. 1c练习通过观察图片信息,用上一环节中的句型进展对话。
学生能根据所给出的句型来熟悉比拟级的词汇信息。
学生两人一组能利用目的句型进展对话展示
Unit3SectionA〔1a-2d〕教案
【教材版本与册数】新目的人教版八年级上册
【单元名称】Unit3I’m more outgoing than my sister.
【课时】SectionA1a-2d〔第1课时〕
【课型】Listening and Speaking〔听说课〕




本课时内容人教社新目的初中英语教材8上Unit 3 ,该单元话题是“Personal traits〞,功能是“Talk about personal traits and compare people〞,Section A局部从对人物个性特征比照的角度入手,向学生介绍形容词和副词的概念和用法,同时拓展学生相关的形容词和副词词汇,并训练学生比拟级句型的运用及培养他们的语言构造意识。本课是一节“听说课型〞,呈现主要话题词汇,通过听说活动导入比拟急这一语言构造,1a局部通过台下学生对台上的校园乐队演唱会表演者的外貌等特征进展比拟和讨论,引入形容词和副词的比拟级根本构造,并在后面的教学活动中,开展学生听说才能。

牛津译林版八年级英语上册教案Unit3Reading

牛津译林版八年级英语上册教案Unit3Reading

牛津译林版八年级英语上册教案Unit3Reading一、教学内容本节课我们将学习牛津译林版八年级英语上册的Unit 3 Reading 部分,主要围绕“网上交往”这一主题展开。

具体内容包括:教材的Chapter 1,了解网络社交的基本情况,学习网络交友的相关词汇和表达方式。

二、教学目标1. 了解网络社交的基本情况,掌握相关的词汇和表达方式。

2. 提高学生的阅读理解能力,培养他们快速获取文章主旨大意的能力。

3. 培养学生的跨文化交际意识,使他们能够正确对待网络交友。

三、教学难点与重点重点:网络交友的相关词汇和表达方式,阅读策略的运用。

难点:如何正确理解网络社交的利弊,提高阅读理解能力。

四、教具与学具准备1. 教师准备:多媒体教学设备,PPT课件,黑板,粉笔。

2. 学生准备:教材,笔记本,文具。

五、教学过程1. 导入:通过展示一组关于网络社交的图片,引发学生对网络交友的思考,进而引入本节课的主题。

2. 阅读前:教师带领学生回顾网络交友的相关词汇,为新课的学习做好铺垫。

3. 阅读中:学生自主阅读课文,教师提问检查学生对文章的理解,引导学生关注文章的主旨大意。

a. 学生阅读第一段,了解网络社交的普及程度。

b. 学生阅读第二段,了解网络交友的优缺点。

c. 学生阅读第三段,学习如何正确对待网络交友。

4. 阅读后:教师组织学生进行小组讨论,讨论网络交友的利弊以及如何保护自己,然后进行课堂分享。

5. 例题讲解:针对本节课的重点,教师为学生讲解阅读理解题型的解题策略,并进行实际操作演示。

6. 随堂练习:学生完成课后练习题,巩固所学知识。

六、板书设计1. Unit 3 Reading: Online friendship2. 词汇:普及(popular),优点(advantage),缺点(disadvantage),谨慎(cautious)3. 阅读策略:快速浏览,关注文章主旨,关注细节七、作业设计a. What are the advantages of online friendship?b. What are the disadvantages of online friendship?c. How can we protect ourselves when making friends online?2. 答案:见教材课后练习答案。

牛津译林版八年级英语上册教案Unit3Reading

牛津译林版八年级英语上册教案Unit3Reading

牛津译林版八年级英语上册教案Unit3Reading一、教学内容本节课选自牛津译林版八年级英语上册Unit 3 Reading部分,主要内容包括:教材第26页的阅读文章“Alex and his classmates go to a wildlife park”,以及相关的词汇和语法点。

二、教学目标1. 学生能够理解并掌握阅读文章的主旨大意,了解野生动物园的相关信息。

2. 学生能够运用目标词汇和语法知识进行阅读理解和表达。

3. 培养学生的阅读兴趣,提高阅读能力。

三、教学难点与重点1. 教学难点:理解文章中描述野生动物园的细节信息,运用目标词汇和语法进行表达。

2. 教学重点:阅读文章的主旨大意,目标词汇和语法点的掌握。

四、教具与学具准备1. 教具:PPT、黑板、录音机2. 学具:教材、笔记本、字典五、教学过程1. 导入:通过展示野生动物园的图片,引发学生对本节课主题的兴趣。

2. 预习:让学生自主阅读文章,了解文章大意,同时注意目标词汇和语法点。

3. 讲解:针对文章中的重点和难点进行详细讲解,包括词汇、语法和表达方式。

4. 实践:设置实践情景,让学生运用所学知识进行对话练习。

5. 例题讲解:分析教材第27页的练习题,引导学生正确解答。

6. 随堂练习:让学生完成教材第27页的练习题,巩固所学知识。

六、板书设计1. Unit 3 Reading2. 重点词汇:wildlife park, guide, feed, observe, endangered, express3. 重点语法:一般过去时4. 文章结构:引子结尾七、作业设计1. 作业题目:a. What did Alex and his classmates do in the wildlife park?b. Which animals did they see in the park?c. Why did they go to the wildlife park?(2)运用目标词汇和语法,编写一段关于自己去野生动物园的经历。

初中英语八年级上册Unit 3 I'm more outgoing than my sister教案

初中英语八年级上册Unit 3 I'm more outgoing than my sister教案

Unit 3I'm more outgoing than my sisterSection A (2a-2d)学习目标:1.重点单词:hardworking,competition,fantastic,which,clearly,win2.重点短语:run fast,jump high,work hard,the singing competition3.重点句式:Tara works as hard as Tina.—Which one was Lisa?—The one with shorter hair,I think she sang more clearly than Nelly.Everyone wants to win.But the most important thing is to learn something new and have fun.重点:1.熟悉形容词和副词比较级的规则变法及用法2.“as...as”用于比较的使用方法,灵活交叉使用“as...as”等词及比较级来进行比较难点:1.熟悉形容词和副词比较级的规则变法及用法2.“as...as”用于比较的使用方法,灵活交叉使用“as...as”等词及比较级来进行比较热身:一、预习课本P18新单词并背诵,完成下面的汉译英。

1.工作努力的____________________2.比赛____________________3.极好的____________________4.哪一个____________________5.清楚的____________________6.获胜____________________二、认真预习2a-2d,找出下列短语和句型。

1.跑得快____________ 2.跳得高____________3.工作努力____________ 4.歌唱比赛____________5.谁是蒂娜?_____________________________________________________________________ 6.—哪个是丽莎?—头发更短的那个。

新人教版八年级英语上册Unit3 教案

新人教版八年级英语上册Unit3 教案

新人教版八年级英语上册Unit3 教案本教案针对新人教版八年级英语上册Unit3的教学内容。

该单元主要包含以下两大话题:1)时间和频率表达方式;2)日常活动及其规划。

通过教学,学生将能够熟练运用常用的时间和频率表达方式,并能够描述日常活动并做出相应的规划安排。

1.能够运用常见的时间和频率表达方式,如days of the week。

months of the year。

at。

on。

in。

every等;2.能够描述日常活动,并能够就日常活动做出规划安排;3.能够流利地使用所学词汇和句型进行交流。

1.时间和频率表达方式的准确运用;2.描述日常活动的基本句型的运用。

第一课时1.教授并练days of the week;2.学生进行日常活动的描述和规划。

1.复并巩固days of the week;2.教授并练months of the year;3.学生进行月份与日常活动的搭配练。

1.复并巩固days of the week和months of the year;2.教授并练at。

on。

in等时间表达方式;3.学生进行日常活动时间的描述练。

1.复并巩固时间表达方式;2.教授并练every的用法;3.学生进行日常活动规划的练。

1.情境教学法:通过创设真实的情境,让学生在实际生活中应用所学知识;2.合作研究法:通过小组合作研究,鼓励学生相互交流和合作,提高研究效果;3.游戏教学法:通过游戏形式激发学生的兴趣,提高研究积极性。

1.针对每一课时的研究内容,设计相应的练题进行评估;2.利用小组活动和教师提问的方式进行课堂实时评估;3.通过学生的作业和考试成绩,对研究效果进行总体评估。

1.教材:新人教版八年级英语上册Unit3;2.多媒体设备:投影仪、音响等;3.黑板和白板笔。

通过教材分析,我将采用情境教学法、合作研究法和游戏教学法等多种教学方法,来激发学生研究的兴趣,提高研究效果。

同时,将充分利用教学资源,使课堂内容更加生动有趣。

仁爱版八年级上册英语教学设计:Unit3Topic1SectionC

仁爱版八年级上册英语教学设计:Unit3Topic1SectionC
2.家长要关注学生的学习进度,协助教师督促学生完成作业。
3.教师要及时检查作业,了解学生的学习情况,并进行针对性的辅导。
(三)学生小组讨论
1.教学活动:学生分成小组,针对以下问题展开讨论:
a. What are the good manners in public places?
b. Can you give some examples of impolite behavior in public places?
c. How can we improve our behavior in public places?
2.对话编写:以小组为单位,编写一段关于公共场合行为规范的对话,要求运用本节课所学的句型和词汇。各小组将对话表演给全班同学,提高学生的合作意识和口语表达能力。
3.阅读理解:请学生阅读本单元的阅读材料,完成相应的练习题,并针对文章内容提出至少两个问题,培养阅读理解和批判性思维能力。
4.家庭作业:请学生观察家人在公共场合的行为,记录下至少三个良好的行为习惯和三个需要改进的行为。在下节课上分享,以培养学生的观察力和实际应用能力。
2.听力理解能力:本章节的听力材料涉及不同场景下的行为规范,要求学生能够理解并评价人物行为。
-教学设想:采用逐步推进的听力训练方法,先让学生听懂关键词汇,再逐步提高至句子和语篇的理解。同时,提供听力策略的指导,如预测、关键词定位等。
3.阅读理解与批判性思维:要求学生能够从阅读材料中提取信息,对人物行为进行评价,并表达自己的观点。
b.句型学习:通过师生互动、小组活动等形式,学习一般现在时描述人们的行为和习惯,如:“He is always polite to others.”、“They behave well in public places.”等。

英语八年级(初二)上册Unit3-4教案(含答案)

英语八年级(初二)上册Unit3-4教案(含答案)

英语八年级(初二)上册Unit3-4教案(含答案)Unit3 I'm more outgoing than my sister.知识讲解一、语法:形容词、副词的比较级1. 概念:大多数形容词、副词有三个等级:原级、比较级和最高级。

两者比较3. 表示两者在某一方面相同时,用“as+形容词或副词原级+as”的句型。

如:I think science is as important as math.我认为科学和数学一样重要。

4. 表示一方在某一方面不及另一方时,用“not as/so+形容词或副词原级+as”的句型。

如:It is not as/so warm today as yesterday.今天不如昨天暖和。

二、辨析1. be like“就像…”I am like your sister.look like “外貌上的像”I look like my sister.2.both…and…两者都,后面的动词用复数形式Both Tom and Jim are students.3.help sb. to (do) sth. 帮助某人做某事= help sb. with sth. 在某方面帮助某人He often helps me (to)learn English. 他经常帮助我学习英语。

= He often helps me with my English. 他经常在英语方面帮助我。

4. That’s why+句子:那就是…的原因/那就是为什么…That's why I study English hard. 那就是我努力学习英语的原因。

三、短语1. more outgoing 更外向/更开朗2 make friends with sb. 与某人交朋友3. the singing competition 歌咏比赛4. the most important 最重要的5. be talented in music 在音乐方面有天赋6. the same as 与……相同be similar to 与…相似7. care about 关心/留意/关注8. be different from 与…...不同9. be like a mirror 像一面镜子10. as long as 只要;与…...一样长11. bring out 显示/显出12. have fun=Have a good time 玩得开心have fun doing sth 做某事很开心13. reach for 伸手达到/达到14. touch one’s heart 感动15. in fact 事实上16. the other 另一个17. be good with 与…和睦相处同步练习一、根据句意及汉语提示填写单词。

人教版八年级英语上册教案unit3 Unit 3教案

人教版八年级英语上册教案unit3   Unit 3教案

Unit 3 I’m more outgoing than my sister Teaching PlanI 教学内容、目标与要求II 教学内容分析本单元以描述某人的个性特征为中心而展开, 从外表和性格两方面比较人物之间的相同与不同点, 由此引出taller, shorter, thinner, longer, heavier, calmer, wilder, quieter, funnier, more athletic, more popular, more serious, more outgoing 等词汇, 以及“S + be + adj.比较级+than+被比较对象”这个重要的句子结构。

Section A部分重在要求听说读三个方面比较不同双胞胎之间外表和性格的区别, 附带着在3a也提出了as….as 结构the same as结构表达两人的相同之处。

与Section A部分比较, Section B 部分则深入到比较自己和朋友的相同与不同之处, 并提出了“选择朋友”这个话题, 引导学生正确评价朋友, 引导学生结识真正的好朋友。

III 教学过程建议围绕本单元“描述个性特征”这一话题,教师可以在课堂上展开系列的两人一组活动引出本单元的主要单词和句子结构“S + be + adj.比较级+than+被比较对象”。

如任务一:你眼里的我?学生两人一组展开活动,分别在各自的卡片上写下一些形容词,描述对方的身体和性格特点。

任务二:咱们相同吗?学生两人一组展开活动,通过比较各自的卡片,找出自己和对方相同的地方,简单地表述这些相同之处,然后进一步比较这些相同之处,说说它们在程度上的区别。

也可以准备一些教师自己或学生不同时期的照片,先用所学过的形容词描述照片,然后把两类照片进行比较,从而引出本单元所要讲的形容词的比较级。

本单元的听力练习教师可以根据学生的实际情况适当的扩展增加或降低难度。

在“说”方面,教师应尽量选择学生感兴趣的话题,激发学生开口交流。

人教版初中英语八年级上册Unit-3-教案

人教版初中英语八年级上册Unit-3-教案

Unit 3 I'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 fun Key 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 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,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 everyoneknows 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,similar 2.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.。

(新人教版)英语八年级上册 Unit 3 大单元教学设计

(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 Unit3精品教学案(Word版共10课时) 牛津译林版

八年级英语上册 Unit3精品教学案(Word版共10课时) 牛津译林版

8AUnit 3导学案导学案导学案导学案导学案导学案导学案导学案导学案8A Unit 3参考答案导学案 1一、1.boat past 2.coffee 3.president 4.with 5.foreign二、1. How did you arrive at the World Park?2.I took a boat trip under the famous Harbour Bridge and went past the Opera House.3.Did you have a good time when you went out?4.What were they doing when you went past?三、C B C B导学案 2一、略。

三、1.Luckily 2.began 3.chose 4.to visit 5.to lend导学案 3一、略二、1.they their 2. us 3.ourselves 4.yourself 5.my 6.yours 7.themselves8.our 9.hers 10. you your mine导学案 4一、二、1.What do you think of the trip?2.How far is it from the school to the park?3.He often goes to New York by plane.4.I go home on my foot after school every day.5. She sometimes rides a bike to school.三、1.take underground to World Park 2.over hundred places interesthave no idea3.be careful too much traffic4.at the beginning of the meeting, sang5.on English, grades in导学案 5二、1. We can go to the Eiffel Tower or visit the pyramids first.2. The music was great but too loud.3. The Golden Gate Bridge was small and looked just like the one in America.4. Would you like some pears or grapes?5. spent on6.take an underground三、1.to go 2. to go 3.passing 4. not to cross5. play6. to buy7.don’t watch8. have四、1. you can go to Sanya or Guilin in the summer holiday.2. They are planning to go travelling tomorrow.3. Look! The children are playing hide-and-seek.4. Jack taught himself how to make a home page last year.导学案 6一、略二、1.help yourselves to 2.will hurt yourself 3.taught herself4.is pulling himself5.enjoyed ourselves6. by himself四、1.are preparing for 2.to stay at home, of going travelling, too much homework.3.to keep secret for each other4.Jiang Ming is ill now, and he can’t goto school.5.go swimming or fishing6.decided to7.planning for a really interesting trip.8.but he can’t so lve the problem.导学案 7一、1.cheerful 2.winners 3.final 4.supporters 5. receiving 6.cost二、1.more than two 2.cost him 3. which sportswoman to support 4.with many useful5.why not go/what about going三、go go go go going导学案 8三、1.to keep fit 2.taught himself 3. take photos 4.is knocking at5. hide-and-seek四、1.ourselves 2.beginning 3.watched 4.are going to fly 5. unpopular导学案 9一、略二、1.tries his best to 2.taught himself, home page 3.so many places of interest4. want to take, sunset5.climbs the rocks导学案 10一、1. It is sunny and our city looks more beautiful.2. He invited me to the morning assembly but I am too busy to go.3. On Sunday you can go horse riding or listen to pop music at home.4. The little boy is very young but knows more things than the other children.word5. My mother can do cooking for me at home or I can go to the restaurant for supper.二、1.stay 2.to do 3.to bee to treat 4.to go 5.to pull四、略8A Unit441 / 41。

牛津译林版八年级英语上册教案Unit3Reading

牛津译林版八年级英语上册教案Unit3Reading

牛津译林版八年级英语上册教案Unit3Reading一、教学内容本节课选自牛津译林版八年级英语上册Unit3 Reading部分,主要讲解章节为“A day out”,内容详细描述了一家人在公园度过一天的场景,包括描述了公园的自然景观、活动项目以及家庭之间的亲情互动。

二、教学目标1. 能够理解并运用文本中的重点词汇和句型进行日常交流。

2. 能够掌握一般过去时的用法,并运用到实际情境中。

3. 能够理解文本内容,把握文章主旨,提高阅读能力。

三、教学难点与重点1. 教学重点:掌握一般过去时,运用重点词汇和句型进行交流。

2. 教学难点:理解并运用一般过去时描述过去发生的事情。

四、教具与学具准备1. 教具:PPT、黑板、录音机、磁带。

2. 学具:课本、练习本、字典。

五、教学过程1. 导入:通过展示一组公园游玩的照片,引发学生对主题的思考,激发学习兴趣。

2. 阅读前:引导学生预测文章内容,进行头脑风暴,激活背景知识。

3. 阅读中:让学生快速阅读文本,了解文章大意;接着详细阅读,理解文章细节;通过问题链的形式,检查学生对文本的理解。

4. 阅读后:进行小组活动,让学生运用一般过去时,描述自己的一次公园游玩经历。

5. 例题讲解:针对一般过去时进行讲解,并通过例题让学生进行实际操作。

6. 随堂练习:设计练习题,让学生巩固所学知识。

六、板书设计1. Unit3 Reading A day out2. 重点词汇:hill、boating、visit、picnic、enjoy等。

3. 重点句型:We visited the park last weekend. We had a picnic on the hill.4. 一般过去时的构成:主语 + 动词过去式 + 其他。

七、作业设计1. 作业题目:(1)根据课文内容,完成填空题。

(2)运用一般过去时,写一篇关于自己一次公园游玩的短文。

答案:(1)略。

Last weekend, I went to the park with my family. Wevisited the hill and had a picnic there. We also went boating on the lake and enjoyed the beautiful scenery. It was a wonderful day out!八、课后反思及拓展延伸1. 反思:本节课通过实践情景引入、例题讲解和随堂练习,让学生掌握了重点知识。

【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)

【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。

仁爱版八年级上册英语教学设计:Unit3Topic2SectionD

仁爱版八年级上册英语教学设计:Unit3Topic2SectionD
1.环保意识:通过学习本节课的内容,学生能够认识到环境保护的重要性,增强环保意识,自觉参与环保行动。
2.人与自然和谐共处:学生能够理解人类与自然的关系,尊重自然、珍惜资源,树立人与自然和谐共处的观念。
3.社会责任感:学生能够关注社会问题,了解自己在社会中的作用,积极参与社会公益活动,承担起自己的社会责任。
仁爱版八年级上册英语教学设计:Unit3Topic2SectionD
一、教学目标
(一)知识与技能
在本章节的教学中,学生将通过学习仁爱版八年级上册英语Unit3 Topic2 Section D的内容,掌握以下知识与技能:
1.词汇:学生能够掌握本节课的重点词汇,如“concern”、“environment”、“pollution”、“protect”等,并能熟练运用这些词汇进行讨论和写作。
4.自主学习:引导学生进行课前预习、课后复习,培养学生的自主学习能力和习惯。
5.激励性评价:及时对学生的表现给予积极评价,激发学生的学习兴趣和自信心,促进他们的全面发展。
(三)情感态度与价值观
在本章节的教学中,教师将关注学生情感态度与价值观的培养,使他们在学习英语的过程中,形成以下情感态度与价值观:
4.词汇积累:要求学生整理本节课所学的环保词汇,并查找这些词汇的近义词和反义词,以便扩充词汇量,提高词汇运用能力。
5.课后反思:学生撰写一篇不少于50词的课后反思,总结自己在本节课中的收获和不足,以及对未来英语学习的规划。
作业提交与评价:
1.请学生在课后按时完成作业,并于下一节课前提交。
2.教师对学生的作业进行批改,关注作业质量,给予积极的评价和反馈。
然而,学生在英语学习中仍存在以下问题:1.词汇量有限,对一些环保类词汇掌握不足;2.语法知识运用不够熟练,特别是在进行时态的运用上;3.口语表达能力有待提高,部分学生缺乏自信,不敢在课堂上积极参与讨论;4.阅读理解能力有待加强,对文章深层含义的理解存在一定困难。

【人教版】八年级英语上册:Unit 3 优秀教学案(含答案解析)

【人教版】八年级英语上册:Unit 3 优秀教学案(含答案解析)

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

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

1.萨姆的头发比汤姆的头发长。

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

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

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

八年级英语上册 unit 3 教案

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。

人教版八年级英语上册第三单元教案

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。

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八年级上册unit3教案【篇一:2014人教版八年级英语上册 unit3 教案】2014人教版八年级英语上册 unit3 教案unit 3 i’m more outgoing than my sisterpart one key expressions 重点语言点 section a1. 注意点:both...and...连接主语时,谓语动词用eg. both my father and my uncle are verytall.lucy和lily 都是我的好朋友。

我们既学汉语又学英语。

她既美丽又聪明。

2. that’s tara, isn’t it? 考核反义疑问句。

其有两种结构:(1)肯定陈述句加简略否定问句eg. he is a student. isn’t it? 他是学生,不是吗?--yes, he is./ no, he isn’t. 是的,他是。

/ 不,他不是。

gina likes english, doesn’t she? 吉娜喜欢英语,不是吗?--yes, she does. / no, she doesn’t. 是的,她喜欢。

/ 不,她不喜欢。

(2)否定陈述句加简略肯定问句eg. he didn’t go there yesterday, did he? 他昨天没有去那儿,对吧?--yes, he did. / no, he didn’t.注意否定陈述句加简略肯定问句时回答的翻译。

在回答附加疑问句时,不管问题的提法如何,若事实是肯定的,就要用yes,若事实是否定的,就要用no。

3. lisa确实想赢。

though 此处用做副词,意思为:不过,可是,然而;常位于居中或句末,表示一种微弱的转折语气。

eg. he said he would come. he didn’t though. 他说过他要来,不过他并没有来。

though 也可用作连词,意思为:虽然,尽管,不过;用来引导让步状语从句,与although 的用法一致。

4.are you as friendly as your sister?as+ adj/adv 原级+ as 用于两者之间的比较,表示“和。

一样”。

其否定形式为 not +as+ adj/adv 原级+ as,表示:。

不如/没有/不及。

eg。

他和jim一样高。

英语和数学一样重要。

他不如约翰跑得快section b.1. i think a good friend makes me laugh.make sb do sth. make 在此处做使役动词,意思为:使;让。

注意这里没有to(即其实此结构为省略to的动词不定式短语做宾语补足语)eg. 谁把那个男孩弄哭了?妈妈让我做作业。

此外, make后面还可以接形容词或者冰刺做宾语补足语。

eg. 那条消息使我们很高兴。

这种颜色使我感到很兴奋。

2. for me, a good friend like to do the same things as me.the same as 意思为:与。

相同;与。

一致。

the same as可以直接使用,也可以在same 后面加上名词。

eg. 他的答案和我的答案一样。

我妹妹总是和我穿一样的衣服。

注意:比较的对象必须是同一类别的事物。

试判断对错: her pen is the same as me. () her pen is thesame as mine. ()3. that’s why i like reading books and i study harder inclass.that’s why 后面用陈述语序。

eg. that’s why she is later.那就是我喜欢英语的原因。

注意和why开头的特殊疑问句进行比较。

4. you don’t need a lot of them as long as they are good.aslong as 意思为:只要;既然,引导条件状语从句只要你努力学习,你就会取得好成绩。

另外,它还可以表示:和。

一样长。

eg. this line is as long as that one.part two grammar1. 形容词和副词的比较级、最高级大多数形容词和副词有三个等级:1)原级(不作比较),修饰词very,so,too,pretty,really;2)比较级,表示“较……”或“更……”的意思(两者之间进行比较), 标志词than,a or b,of the two, 修饰词much,a lot,a little;3)最高级,表示“最……”的意思(三者或三者以上作比较),形容词最高级前面一般要加定冠词the,后面可带in(of)短语来什么比较的范围。

注意:much, even, far, a little, a lot 用来修饰+ 比较级very, so, too , quite 不能用来修饰形容词/副词比较级。

形容词和副词的比较级和最高级规则变化:…(原级)as与……一样…… not as/so…as不如liming 和jim 一样高 jack 跑得和tom一样快lily 比lucy 矮/ lily不如lucy 高基础巩固练一.写出下列各词的比较级1. long ______2. good ______3. heavy_______4. short_________ 5. tall ______ 6. loudly ______7.thin ______ 8.lazy_______9. outgoing _______10. fast. ______ 11.early ______12. friendly ________13. many/much _________14. funny _______ 15. important________________ 16. clearly _______17. hard-working ___________二.用所给词的适当形式填空18.. this problem is as________ (difficult) as that one.19. john ___________-(win) first prize in the speech competition last week. 20. you must speak ________ (quiet).your mother is sleeping. 21. who’s ________ (tall),lucy or lily?22. sally always makes ________ (few) mistakes than the other students in her class. 三、根据句意及首字母提示完成句子23. my summer camp was f__________ . i made so many friends.24.there is a c________between china and japan this year.25. 1 like talking with others. my mother says i’m an o_____ girl.26. pass me that pair of glasses, please. i can’t see the words c____________. 27. don’t speak so l_________ , because the baby is sleeping now.根据汉语完成句子1对我们来说,学英语是很重要的。

________ __________ for us _________ _________ english. 2.我的确很在意我的成绩。

i really _________ _________ my grades.3.老师说我比玛丽更擅长英语。

the teacher says i am__________ _________ english. 4.“.你喜欢与不同于你的人交朋友吗?do you like to _________ _________ with people who_________ _________ _________ you?5.他总是让我等很久。

he always makes me _________ _________ a long time阅读理解if you go to beijing and shanghai, you can see the same and the different points between them. in some ways they look the same, in some ways they look different. both of them have tall buildings and wide streets, although some buildings in shanghai are taller than in beijing. they are both important in china. beijing is the capital of china, there are more places of interest there, but shanghai is the biggest city in china. now they are becoming more and more important in china.( ) 1. some buildings in __________ are taller than in beijing. a. shanghai b. xi’an c. tianjin d. chongqing() 2. shanghai is the _____city in china.a. tallest b. biggest c. smallest d. busiest() 3. the underlined word “point” means _______.a. 想法 b. 点 c. 内容 d. 主意() 4. beijing has more _________ than shanghai. a. places of interest b. buildings c. wide streets d. people() 5. which of the following statements is right according to the passage? a. shanghai is the capital of chinab. the buildings in beijing are taller than in shanghaic. shanghai is the largest city in china.d. shanghai has more places of interest.【篇二:2016秋人教版八年级英语上册unit3教案】unit 3 im more outgoing than my sister.第一课时 section a (1a~1c)教学设计知识目标课堂环节自主学习案根据句意及首字母提示完成句子。

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