人教版英语八年级上册教案：Unit3 SectionB(3a-Self Check)
【人教版八年级英语上册教案】Unit3SectionB3a~Selfcheck
Unit 3 I ’m more outgoing than my sister.Section A (3a~selfcheck)教课目标：【言知目】1) 掌握以下： like reading, like sports.2) 复如何二者行比。
能合运用所学的知来 Wang Lingling and Liu Lili 行比。
3)回形容或副的比形式，并通不一样形式的来熟掌握所学的知。
【感情度价目】1)能认识人与人之的差异性，能做到互相理解互相学。
2)能正确对待自己和别人的弊端，学人之，己之短。
教课重难点【教课要点】1)能运用所学的知事物或人物行比。
2)能正确运用形容或副的比形式。
【教课点】1. 能依据提示信息，两个人物或事物行比。
2. 复运用形容或副的比形式。
教课过程Step 1. Warming- up and revision1.Have a dictation of the new words and expressions.2.Let some Ss read their passages to the class.3.Ask some Ss to compare themselves and their friends.Step 2. Presentation1.Show some pictures of the students of your class. Describe the Ss.She is tall/short. She is popular/serious/hardworking.→ be + 形容She has long straight hair/ short straight hair.→ have/has ⋯hairShe likes reading/sports⋯→ likes⋯2. Let some Ss describe the student in the big screen.Step 3. Writing1. T: Wang Lingling and Liu Lili are best friends. Look at the chart below and compare them.2.写作指：表格中的描述；解析描述的特色；是用形容是用行描述；依据在入的句式构来学生行描述。
人教版八年级上册英语全英版教案：Unit3 SectionB(3a-Self Check)
Unit3 SectionB（3a-Self Check）全英版教案Teaching Aims1. Knowledge objects(1)Function：Compare two persons. Describe person’s traits.(2)Key V ocabulary：primary, primary school, information(3)Target Language：Who do you think should get the job?(4)Structure:①be similar to②persons be different from2. Ability Objects(1)Learn how to compare two persons.(2)Ask about a job for one’s classmate according to the information.3. Moral ObjectsEncourage the students to make friends with others.Teaching Key Points1. V ocabulary and expressions.2. The word “information” is an uncountable noun.3. Review the grammar “comparative forms of adjectives and adverbs”.Teaching Difficult Points“Information” is an uncountable noun.Teaching MethodsWriting and pair work.Teaching AidsPictures.Teaching ProceduresStep 1 Greeting and Leading in (about 7 minutes)Show two pictures about two boys on the blackboard before class.T：Here are two pictures of my friends. One is Sam and the other is Tony. Now watch them for two minutes. And tell me what they look like.S1：Sam is tall. Tony is short.S2：Sam is fat. Tony is thin.S3：Sam is boy. Tony is boy, too.T：Great! They are both boys. Now go on.S4：Sam is serious but Tony friendly.S5：Sam likes sports. Tony likes reading.T：Yes, but how do you know?S6：I see Sam playing basketball. And Tony is standing with a book.T：Yes, your guess is right.Step 2 3a (about 5 minutes)Look at the pictures in 3a. Compare the two girls. Then finish 3a.S1：Wang Ling ling is tall. Liu Lili is tall. They are both tall.S2：Wang Ling ling has long straight hair. Liu Lili has short straight hair.S3：Wang Ling ling likes reading. Liu Lili likes sports.S4：They are both popular.S5：They are both outgoing.S6：Wang Ling ling is serious. Liu Lili is funny.S7：Wang Ling ling is hard-working. Liu Lili is smart.Object：Describe a person by using adjectives.Step 3 3b (about 10 minutes)T：Do you have a friend who is similar to you, or a friend who is quite different from you? Think about two of them. Make notes of them. I will ask someone to share his/her opinion.Object：Let students know that good friends should help each other. They can be similar or different.Step 4 3c (about 5 minutes)T：Now write two paragraphs about your friends.Describe a friend who is similar to you in the first paragraph. Describe another friend who is similar to you in the second paragraph.Let two students write on the blackboard.Then correct the mistakes.Object：Train the students the skills of writing.Attention：Useful expressions：the same as..., both ..., be similar to..., be like ..., comparative + than…Step 5 4(about 7 minutes)T：Every one has his traits. Now read the job ad. Then compare two of your classmate. Decide which classmate is better for the job.Let’s divide the students into two groups. One group agrees with Jenny and another agrees with Jill, and tell us the reasons. Let’s have a debate competition.Put the words in the correct columns in the chart.Object：The students must clear that which words are adjectives, and which words are adverbs.Attention：run fas t, (fast) jump high (high) belong to “what people can do”.Step 7 Self Check Part 2 (about 2 minutes)Object：1. How to use comparative forms of adjective and adverbs.2. How to use “as…as…”.Attention：Some irregular adjectives and adverbs.Step 8 Self Check Part 3(about 2 minutes)Write down two ways in which you are similar, and two ways in which you are different.Object：1. How to use comparative- forms of adjectives and adverbs.2. How to use “as…as…” and be similar to ....Attention：Use comparative forms of adjectives and adverbs + than to express the different ways. Use “as... as...”and be similar to ...to express the similar ways.Step 9 Summary (about 1 minute)T：We have learned how to use comparative forms of adjectives and adverbs, and how to use “as...as...” to describe a person’s trait.We also learned that the word “information” is an uncountable noun.Step 10 Homework (about 1 minute)Write a passage about your friends. Write down the ways in which you are similar, and the ways in which you are different.Blackboard DesignUnit3 I’m more outgoing than my sister.The Fourth Period (Section B 3a—Self Check)similar to me：different from me：the same as... comparative forms of adjectives / adverbs+ than... as... as... be similar to...be like..。
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.。
人教版八年级英语上册unit 3Section B(3a-Self check)
3. My brother is as _s_e_r_io_u_s__ (serious) as my sister. They both like to study.
Another possible version
My friend A and I are similar. Both of us like swimming and reading. We both go swimming at the weekends and then have lunch together. We often share many interesting books with each other. Both of us are interested in cartoon. So we’re good friends.
—He is ______B____ now. Thank you.
A. more healthier
B. much healthier
C. very healthier
D. healthiest
5. In a soccer game, it is important for players to play
3b Make notes about two of your friends. One friend should
be similar to you; the other friend should be different.
A friend who is similar to me
人教版英语八年级上册Unit3sectionB教学设计
（一）导入新课
1.教学活动：教师播放一段天气预报视频，让学生观看并关注不同城市的天气情况。
2.教学方法：通过提问方式引导学生回顾已学的描述天气的词汇和句型，为新课的学习做好铺垫。
3.教学内容：询问学生：“What's the weather like today?”，引导学生回答：“It's sunny/rainy...”，复习一般现在时态描述天气。
4.学生在口语表达方面较为薄弱，需要教师创设更多的口语实践机会，提高他们的口语表达能力。
5.针对学生情感态度的差异，教师应关注每个学生的成长需求，激发他们的学习兴趣，培养良好的学习习惯。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握描述天气的词汇和句型，如：“What's the weather like?”, “It's sunny/rainy...”, “The temperature is...”等，并能运用一般现在时态描述天气状况。
在此基础上，本章节的学情分析如下：
1.学生在描述天气方面有一定的基础，但词汇和句型掌握程度不一，需要教师在教学中注重分层教学，巩固基础知识。
2.学生在一般现在时态的运用上存在困难，需要通过大量的实例和练习，帮助他们熟练掌握时态用法。
3.学生的阅读理解能力有待提高，教学中应注重培养他们的阅读技巧，提高阅读效率。
3.教师认真批改作业，及时反馈，关注学生的个体差异，给予针对性指导。
人教版英语八年级上册Unit3sectionB教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将掌握以下知识与技能：
1.能够熟练运用本单元所学的词汇和句型，如：“What's the weather like?”, “It's sunny/rainy...”, “The temperature is...”等，描述不同城市的天气情况。
人教版英语八年级上册Unit3 SectionB(3a-Self Check)名师教案
持续性评价
1
预备与激活先期知识
Step 1
Greeting and Leading in ( 3mins )
1.lead in the classwith a poem to review the target languagethey have learned last lesson.
2. Let someSsread the passages of 2b in the class.
3. Ask someSstodiscusswhat a friend shouldbe.
1.课前通过呈现一首诗歌来帮助学生预热本课时目标语言，扎实掌握形容词及副词比拟级的根本构造。
2.真实情景式导入话题并呈现所需形容词汇，如：primary, bring out, break, be similar to等，激发学生的学习兴趣
Guided Writing—(指导性练习)学生模仿范文，使用经过训练的句式尝试写出相似类型的文章。
Free Writing—(自由写作)学生可结合话题进展自由发挥，使得写作技能成为自身技能的一局部，并用于现实写作中。
分享学生作品并总结，设置课后任务提升学生语言运用能力
教学流程
〔详见相应教学设计〕
教
复习稳固目标句型，如：A is … than B, both A and B are …，为写作做准备和积累素材。
【
培养学生写前预测和聚焦关键
信息和关注细节问题的写作策略
能逐步掌握利用写作中聚焦关键信息和关注细节的策略，容易地完成写作任务
局部学生应该能利用此策略获取有效信息.
3
深度加工知识
Step 4
3. LetSsthink about what the studentislike? GiveSssome examples: He/She should be outgoing. He/She should be good with children. He/She should be good at English …
人教版英语八年级上册Unit3SectionB3aSelfcheck优秀教学案例
（三）学生小组讨论
在学生对一般过去时的被动语态有了基本的了解后，我会将他们分成小组，让他们共同完成一个任务。我会给每个小组发放一些图片，每张图片描述了一个过去的事件，学生们需要用一般过去时的被动语态来描述这些事件。例如，一张图片显示了一个男孩在画画，学生们可以说：“The picture was drawn by the boy.”通过这个活动，学生可以在实际情境中运用所学知识，提高语言运用能力。
三、教学策略
（一）情景创设
1.生活情境：通过展示图片或视频，呈现与学生生活相关的情境，激发学生的好奇心，引导学生运用一般过去时的被动语态进行描述。
2.故事情境：编写一个有趣的故事，将学生带入情境中，让他们在听故事的过程中，理解并运用一般过去时的被动语态。
3.角色扮演：学生分组扮演不同角色，进行对话表演，运用所学知识进行真实交流，提高语言运用能力。
（三）情感态度与价值观
1.学生能够积极参与课堂活动，展示自己的学习成果，增强自信心。
2.学生能够在合作学习中，学会尊重他人，培养团队协作精神。
3.学生能够通过学习英语，了解不同文化背景，提高跨文化交际意识。
4.学生能够认识到学习英语的重要性，激发学习兴趣，培养良好的学习习惯。
作为一名特级教师，我深知教学目标的重要性，因此在教学过程中，我会时刻关注学生的学习进度，根据他们的实际情况，调整教学策略，确保每个学生都能达到预期的教学目标。同时，我还会注重培养学生的综合素质，使他们不仅在语言能力上有所提升，还在思维品质、情感态度和价值观等方面得到全面发展。
（二）过程与方法
1.学生能够通过自主学习、合作探究的方式，发现一般过去时的被动语态规律，提高自主学习能力。
2.学生能够在小组讨论中，积极表达自己的观点，提高口语交流能力。
Unit 3 Section B 3a-Self check 课件人教新目标版英语八年级上册
My friend A is quite similar to me_____________
________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________
tall popular outgoing
short straight hair likes sports funny smart
GROUPWORK
7
Relation
Name
topic sentence
I have two best friends Wang Lingling and Liu
Lili. We all study at No.7 Middle School in Shangrao
than the father. [ðæn]
6
3a Wang Lingling and Liu Lili are my best friends. Look at the information below and compare them.
long straight hair likes reading serious hard-working
3b friends. One friend should be
similar to you; the other friend
人教版英语八年级上册Unit3sectionB优秀教学案例
四、教学内容与过程
（一）导入新课
1.利用图片和场景，创设一个生动、真实的课堂情境，引导学生观察并描述图片中的学生正在做什么。
2.引导学生提出问题，如：“这些学生正在做什么？他们为什么要这样做？”激发学生的思考能力，引出过去进行时态的概念。
人教版英语八年级上册Unit3sectionB优秀教学案例
一、案例背景
本案例背景以人教版英语八年级上册Unit3sectionB为例，本节课主要内容是学习过去进行时态，通过描述过去某个时刻正在进行的动作。本节课的重点是帮助学生掌握过去进行时态的构成、标志词以及用法，难点是能够灵活运用过去进行时态描述过去某个时刻的情景。
2.引导学生互相评价、互相学习，提高他们的自我认知能力和反思能力。
3.利用小组合作的机会，关注每一个学生的成长，尊重他们的个性，引导他们树立正确的人生观和价值观。
（四）反思与评价
1.教师在课堂教学过程中，要不断反思自己的教学方法，根据学生的反馈调整教学策略，以提高教学效果。
2.引导学生进行自我评价，培养他们独立思考和自我反思的能力。
3.小组合作：本案例设计了分组活动，让学生在小组内合作完成任务，培养他们的团队协作能力和沟通能力。学生在小组合作的过程中，互相学习、互相帮助，提高了自主学习和解决问题的能力，体现了以学生为主体的教学理念。
4.反思与评价：教师在课堂教学过程中，不断反思自己的教学方法，根据学生的反馈调整教学策略，以提高教学效果。同时，引导学生进行自我评价，培养他们独立思考和自我反思的能力。采用多元化的评价方式，关注学生的语言表达准确性、交际能力以及团队协作能力等方面，全面评估学生的学习成果。
英语人教版八年级上册unit3 3a-selfcheck
Unit3 I’m more outgoing than my sisterSection B(2a-2e)【教学目标】Knowledge and skills :1. 复习巩固掌握本课出现的生词及表达方式。
2. 掌握以下句型：1) A good friend is……2) Friends are like…….3. 进一步练习用比较级对不同的人进行比较。
Pr ocess and methods:通过听、说、读、写的练习，巩固所学知识，提高学生们在实际运用中的综合能力。
【教学重点难点】进一步练习形容词比较级，发现自己朋友的特点并用比较级表达出来。
【教学过程】Task 1: in 3a1. Ask students to look at the chart in 3a, and compare Wang Lingling and Liu Lili, then write some sentences about their personal traits. 【Purpose】: 通过描绘朋友的个性特征，学生能够对自己的朋友有更深层的了解，以便与对方相处融洽。
Task 2: in 3b-3c1. Make notes about two of your friends. One friend should be similar to you; the other friend should be different.2. The two students as a group talk about it.3. Each of them writes two paragraphs to describe your friends.Task 3: in 41. In this part, ask students to perform a role-play in the form of job interview. Suppose a few students are interviewer, one student is an interviewee.2. Decide which classmate is better for the job.【Purpose】: 通过表演，锻炼了学生实际应用能力。
人教版八年级上册英语 Unit 3 Section B (3a-Self Check)
nme.
Sheoftentellsusjokesandm
akesuslaugh.
3c
Writetwoparagraphsdescribingyourfriends.
4
Readthejobad. Thencomparetwoofyourclassmates. Decidewhichclassmateisbetterforthejob.
and________4(有天赋的o）utggiorinl.g
talented
Shelikesvolleyballand__________5（练习）iteveryday.
Shehas______6（赢）manyprizes(奖）in___________7 (不 同的）_____________8p(r比ac赛tic）es.
w_o_n____9 (实际上）,I’mquite_d_if_fe_r_e_n_t_____10(与… 不co同m）petitions
Infact
differentfrom
her. I’mnot___a_s_ta_l_la_s___11(与…一样高）her. Idon’tlikesports. I’mm__o_r_e_se_r_i_o_u_s_12 (更加严肃的）and_m__o_r_e_h_a_r_d_-w__o_r_k_in__g__13 (更加努力的），andI_______________14(取得更好的成绩）. It’snot___________15(必ge要tb的ett）ertgorbaedtheessame. IlikeMarybecnauesceshsaehryelpsme________16 (使表现出） thebestinme. Shecan__b_r_i_n_g_o_u_t____17（让我笑）， andwecan______18 (分享）manythings. AlthmouagkheIm’melnaoutg_h_________19 (与…相似）her，sshhaer_e_____20(真 正）caresaboutme，andthat’sthesmimoisltaimrtpoortantthing.
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.。
八年级英语上第五课时 section b3 (3a-self check)学案
Unit 3 I am more outgoing than my sister.Section B3 (3a-Self check)【学习目标】1.理解并掌握下列词汇及短语：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?4) A friend who is similar to me. A friend who is different from me.2. 并能运用相关知识写出有关好朋友的特征及对人物进行比较的文章。
3. 学会在日常生活中比较身边事物，通过与周围其他人的比较，学会欣赏别人和自己。
【重点和难点】Writing practice: write an article about your friends.【课前预习】一、预习Section B(3a-Self Check)的单词及词组。
1. 小学2. 与某人分享某物3. 善于与某人相处的4. 更多的信息5. 更友好6. 取得好成绩7. 英语学习中心二、根据句意及首字母或汉语提示完成单词。
8. My little brother is eight years old, and he is a p______ school student.9. Please speak l to let everyone hear clearly.10. Can you give me any (信息)about the exam.11. It’s n to have a healthy lifestyle.【合作探究】Step 1Pre-task 3a.1. Look at the pictures and the information in the chart.2. Compare Wang Lingling with Liu Lili. Write down the results.3. A student presents his or her answers.Step 2While－task 3b & 3c.1. Complete the task in 3b.2. Write two paragraphs describing your friends using the notes you make in 3b.探究一如何写描述他人的段落或篇章？写作指导：1) 词汇可分为长相、爱好、性格及学习品质。
人教版英语八年级上册Unit3SectionB3aSelfcheck说课稿
在教学过程中，我预见到可能会出现学生对一般现在时态的用法理解不深和口语表达能力不足的问题。为应对这些问题，我将提供更多的实例和练习，引导学生通过实际操作来加深理解。我还将鼓励学生多参与课堂互动，提供积极的反馈和指导，帮助他们建立自信。
课后，我将通过学生的作业和课堂表现来评估教学效果。如果发现学生对某个知识点掌握不牢固，我将针对性地设计复习和巩固的活动。我会定期进行教学反思，总结经验和不足，不断调整和改进教学方法和策略，以提高教学效果和学生的学习成果。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：1.口语练习：学生分组进行角色扮演，模拟不同的场景，运用一般现在时态进行对话。通过这种方式，学生能够将所学知识运用到实际情境中，提高口语表达能力。2.阅读理解练习：学生阅读一篇关于提高英语口语能力的文章，并回答相关问题。通过这种方式，学生能够提高阅读理解能力，加深对知识点的学习和理解。
（二）教学目标
1.知识与技能：学生能够掌握本节课的主要词汇和语法知识，能够正确运用一般现在时态描述事实和习惯。
2.过程与方法：通过阅读文章，学生能够运用scanning和close reading技巧获取信息，提高阅读理解能力。同时，学生能够在小组讨论中运用所学知识提出建议和表达自己的看法。
3.情感态度与价值观：通过本节课的学习，学生能够激发对提高英语口语能力的兴趣，培养积极的学习态度。同时，学生能够认识到学习英语的重要性，提高自信心。
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾所学知识点，总结自己的学习收获和感悟。然后，我会邀请学生分享自己的学习心得和经验，鼓励他们相互交流和借鉴。最后，我会根据学生的表现和反馈，给予他们具体的建议和指导，帮助他们进一步提高。
八年级英语写作公开课课件Unit 3 SectionB 3a-selfcheck
Wang
Liu
Lingling
Lili
3a：Look at the chart below and compare them.
the same different the same different
Wang Lingling tall long straight hair likes reading popular outgoing serious hard-working
Wang Lingling’s best friend is Liu Lili. They are both tall, but_L_i_n_g_l_i_n_g___h_a_s__l_o_n_g_e_r___h_a_i_r__t_h_a_n___L__il_i_. _L__i_n_g_l_in__g_ _l_ik__e_s__r_e_a_d__in_g__, __b_u_t__L__i_li__l_i_k_e_s__s_p_o_r__ts_.__T__h_e_y___a_r_e__b_o__th__ _p_o__p_u_l_a_r_,__W__a_n_g___L_i_n_g_l_i_n_g__i_s__a_s___o_u_t_g_o_i_n_g__a__s__L_i_u_ Lili. _H__o_w__e_v_e_r_,_L__i_n_g_l_in__g__is__m__o_r_e__s_e_r_i_o_u_s__a_n__d__h_a_r_d__-w__o_r_k__in_g__ _t_h_a_n___L__i_li_,__a_n__d___L_i_li___is___f_u_n_n__ie_r___a_n__d___sm__a__r_te_r___t_h_a_n__ _L__in__g_li_n_g__. ______________________________________________
2020秋七彩课堂初中英语人教版八年级上册教学课件Unit 3 Section B 3a-Self Check
to me
from me
Name:
Name:
3c Write two paragraphs describing your friends.
写作指导
1. 相似的方面: 用be both或 likes句式结构来描述 2. 不同之处: 用形容词或副词的比较级形式，用正
确的句式对比两人的不同 A is more outgoing than B. B works harder than A.
It’s bigger.
It’s heavier. It’s longer.
Who is taller? She is taller.
Who is thinner?
He is thinner.
Which is taller? A horse is taller than a dog .
a dபைடு நூலகம்g
3. Lu Xiang is really s_m__a_r_t_. She is very good at math, physics and chemistry.
4. Mary is a _f_u_n_n_y_ girl. She always makes me laugh. 5. Jane isn’t very _o_u_t_g_o_in_g__ . She likes to stay at home and read.
Exercises
I. 根据句意从方框中选择单词填入句中。
quiet funny outgoing kind athletic 1. My friend likes sports. She’s very a_t_h_l_e_ti_c_. 2. Paul is never q_u__ie_t_ ! He can’t stop talking.
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3. 3c: .
: , . ; ... ... . , a . 3b, , .
: A, , , , , B, , , , A....", , , , , , , ., , , , , , .."
复习巩固目标句型，如：A … B, A B …，为写作做准备和积累素材。
【
培养学生写前预测和聚焦关键
A. B.
C. D.
5)．－, ! I’m .
－’d . ’s .
A. ;
B. ;
C. ;
D. ;
: 1-5
5
1).
2)
, .
逐步引导学生利用所学过句型，词汇恰当地描述自己地同桌并能和同伴分享。
体现基础知识的当堂检测与及时反馈，并让学生能再次巩固本和运用堂课的基础知识。
通过总结写作技巧清晰回顾本堂课的课脉结构，通过课后写作，检测学生在课后是否能基本运用本堂课的目标语言，体现对学生的可持续性评价。
2.复习本单元所学单词和句型，例如：, , ,等
学生能根据写作中的比较级获取关键信息来区分谈论对象。
2
获取新知识
3
（写作中）(20 )
1: . .
(1). :
T：; ; ; . ; .
(2). .
(3). .
[:]’s . . . , . , .
2：3b:
(1). . . . .
(2). : , , , , , … , , … …
3.通过对形容词和副词比较级和句型的复习巩固，部分学生能独立完成一篇叙事性的有关友谊话题的短篇文章。
情感态度价值观目标：
通过教师引导下的学生分享活动，了解不同的交友标准，表达个人观点，培养学生正确的社交
教学重点：
1)正确写出含有形容词或副词比较级的句子。
2)运用含有形容词或副词比较级的句子编写语段来简单描述自己及亲友的性格特征。
90%学生应该能比较轻松容易的完成，
教学目标
语言知识目标：
1.通过半开放式的综合写作训练板块引入，以为话题引领，练习和巩固本单元的目标语言，熟练使用以下词汇、短语和句型：
, , , …, , ,
— ?
I . , I ..
I …
学习策略：
2.通过控制性的仿写活动，能与同伴正确运用比较级的句型合作起草仿写描述关于朋友外貌特征的相同或不同之处的短篇文章并简单表述自己的朋友观。
3（3）教案
【教材版本与册数】新目标人教版八年级上册
【单元名称】3 I’m .
【课时】B3（第5课时）
【课型】（写作课）
教
材
分
析
本课时内容人教社新目标初中英语教材8上3 ,该单元话题是“ ”,功能是“ ”，本节课型定位为以话题为中心的“写作课型”。主要在以单元话题下，引发学生发表自己对朋友和友谊的看法，思考朋友的真正意义。在语言技能上，要求学生理解教材所呈现的谈论朋友的相关语块，如,等，并能套用课本所学的语句或固定表达方式表述自己的交友观点，如, a … I … I ’t …。与此同时，在学习策略上，本课时在带领学生总结本单元的同时，还要注意引导学生熟练地运用所学描述人物个性特征及行为习惯的形容词和副词描述朋友及他人，并能正确运用比较级和……句型结构展开朋友间的比较和其他两者间的比较，仿造书本内容写出简单的描述，比较朋友的短篇文段。在情感态度上，锻炼学生的英语综合应用能力，独立思考，培养学生整体性和逻辑性思维。
2. 2b .
3. a .
1.课前通过呈现一首诗歌来帮助学生预热本课时目标语言，扎实掌握形容词及副词比较级的基本结构。
2.真实情景式导入话题并呈现所需形容词汇，如：, , ,等，激发学生的学习兴趣
学生利用老师提问回忆所学知识。
2
（写前）(5 )
1. . .
. . →
+形容词
. → …
…→…
2 .
1.预习常用句型，如A … B，A B…等，为后续写作活动中抓住关键信息做铺垫。
—(指导性练习)学生模仿范文，使用经过训练的句式尝试写出相似类型的文章。
—(自由写作)学生可结合话题进行自由发挥，使得写作技能成为自身技能的一部分，并用于现实写作中。
分享学生作品并总结，设置课后任务提升学生语言运用能力
教学流程
（详见相应教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
信息和关注细节问题的写作策略
能逐步掌握利用写作中聚焦关键信息和关注细节的策略，容易地完成写作任务
部分学生应该能利用此策略获取有效信息.
3
深度加工知识
4
(7)
：
1. .
①?
②?
2. .
3. ? : . . …
4. . .
5. .
进一步巩固写作内容，拓展学生思维，通过分配的任务，进行小组合作，逐步引导学生思考并总结，培养学生合作意识。
教学难点：
1)能熟练运用形容词和副词的比较级。
2）能在话题下正确运用目标语言进行写作练习。
建
议
教
法
写作课的成果教学法：
—(熟悉范文)选取一篇范文进行讲解，分析目标语言在文中的运用和语篇结构，介绍文中连词等用法。
—(控制性练习)就范文中所体现的相关句式要求学生进行替换练习，并在老师的指导下渐渐过渡到段落写作。
2.写作活动的设计遵循语言规律，由易到难逐层递进，让学生由句到段，注意完整性和逻辑性。
3.写作活动借助课文框架又能跳出课文文本，关注身边的人，激发学生独立思考，培养学生善于思考，积极总结的习惯。
附：教学活动设计
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
1
预备与激活先期知识
1
( 3 )
1. a .
能在老师的引导下进行独立写作，避免语法、单词错误。
4
评价学生学习
5
（5）
6
1..
2. .
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?
I . , I .
I …
3. a .
4’s .
1).’t .
A. ; B. ;
C. ; D.
2). . . .
A. B.
C. D.
3). , ?
. I ’t .
A. B.
C. D.
4). – ’s .
I .