人版新目标英语八年级上-Unit3-SectionA1a-1c-教学设计说明
Unit3SectionA(1a~1c)教学设计2024-2025学年人教版英语八年级上册
教学方法与手段
教学方法：
1.情境教学法：通过设置具体的活动场景，让学生在实际情境中运用所学知识，提高他们的语言实践能力。例如，在教学过程中，可以组织学生进行角色扮演，模拟真实场景进行英语对话。
2.任务型教学法：通过设计各种具有挑战性的任务，激发学生的学习兴趣和主动性。例如，可以让学生分组完成一篇关于他们最喜欢的活动的短文，培养他们的合作意识和写作能力。
Unit 3 Section A (1a~1c)教学设计2024-2025学年人教版英语八年级上册
学校
授课教师
课时
授课班级
授课地点
教具
教学内容分析
本节课的主要教学内容为人教版英语八年级上册Unit 3 Section A (1a~1c)。这部分内容主要介绍了一些与日常生活中的活动相关的动词短语，如“play soccer”，“ride a bike”，“swim”等。同时，本节课还会涉及到一些询问活动的一般疑问句，如“Do you like playing soccer?”。
答案：My favorite activity is playing the guitar. I usually play the guitar after school. I often go to the music room to practice.
3.阅读理解题：
题型示例：Read the following passage and answer the questions.
课堂小结，当堂检测
课堂小结：
1.本节课的主要内容：介绍了Unit 3 Section A (1a~1c)中的动词短语和一般疑问句的用法。
八年级英语上册 Unit 3 I'm more outgoing than my sister Section A(1a-1c)教案 (新版)人教新目标版
学
目
标
知识与
技能
1.outgoing，better，loudly，quietly新词的运用（会认读读，在口语中会用他们的比较级。
2.That’sTara, isn’t it?了解其意思。
3.Sam has longer hair than Tom .
Both Sam and Tom can play the drums, but Sam plays them better than Tom
情感态度与价值观
1.学生通过听说，模仿例句，合作交流积极学习体验成功完成任务，增强学习的自信心。
四、教学
重点
难点
教学
重点
教学重点核心句型的学习和运用：Sam has longer hair than Tom .
Both Sam and Tom can play the drums, but Sam plays them better than。
Unit 3 I'm more outgoing than my sister
课标依据
听：
1能听懂接近自然语速、熟悉话题的简单语段、识别主题、获取主要信息。
2.能听懂简单故事的情节发展、理解其中主要人物和事件。
3.能听懂连续的指令并据此完成任务。
说：
1.能引出话题并进行几个话题的交谈。
2.能在老师帮助下或根据图片用简单语言描述自己或他人的经历。
二、学情分析
在初一时学生学习了个人外貌和性格的表达，弹奏乐器的表达，为本单元个性比较的表达奠定了基础。在1c中出现了反义疑问句，但不是本单元的重点，学生只需了解意思，就行。学生在这节课中，可能出现下列一般疑问句语调错误，所以需要跟读录音。本单元的第一节课只需对结构初步的感性认识，初步了解比较级的概念，和模仿例句用基本词汇表达比较级，所以这对学生来说不难。这个班是覃老师带的，在她的课堂上，学生比较活跃，明天她在场，我相信学生会很好的表现给她看的。
人教版八年级上Unit3-SectionA(1a-1c)-教案
Unit 3 I’m more outgoing than my sister.Period 1 Section A（1a-1c）Ⅰ. 学习目标(Learning Aims)一、知识目标：1.掌握描述人的形容词及短语。
2.学会正确运用形容词、副词的比较级以及其结构。
二、知识目标：1. 学习使用形容词的比较级描述人的外貌以及个性特征。
2.能够简单地比较两者的差异。
三、情感目标：生活中，我们要与人为善，不要以貌取人。
Ⅱ.Difficult points（难点）能够正确运用形容词的比较级对人物进行对比，简单地作比较。
Ⅲ. Teaching StepsStep one: warming-up and leading-in.1、Translation these words.tall_____thin_____heavy____short_____long____quiet____loudly____ quietly____ good/well____ outgoing_____二. Introduce yourself.1. 我留着长头发，但是我姐姐是短发。
I____ _____hair, but my sister ___ ____ hair.Step two: Get two students and compare them.tall/short thin/heavy short hair/long hairShow some pictures and compare.比较不同，基本句型He is taller than Tom. ......主语＋ be ＋形容词比较级＋than ＋比较对象动词+ 副词比较级+than+比较对象T: Get ss watch a short vedio and finger out what is this class about. 学生通过听一节微课，得出结论。
新目标人教版初二英语上unit3说课稿(sectionA1a-1c)
Oral Presentation of the T eaching Plan forLesson 1, Unit 3, GO FOR IT Book 2AI. Teaching Material AnalysisThis is the first lesson of 3rd unit in GO FOR IT Book 2a, and the topic is “What are you doing for vacation?”The contents are: word study, speaking, oral practice and presentation. Such a topic is related to our daily life, so it is easy to arouse the Ss‟learning interests and it will be also helpful to improve their spoken English.While I‟m teaching, I‟m also calling their imaging of holidays. What‟s more, it arouses their desires for traveling. By means of group work, I can make them understand the importance of cooperation. Therefore this lesson is in the important position of the teaching material.II. Teaching Objectives1. Language Objectives(1) To make the students know the important words, such as vacation, plan,fishing…(2) To make the students know the important phrases, such asTake a vacation, get back, go sightseeing…Sentence patterns, such asWhat are you doing for vacation?2. Abilities Objectives(1) To develop the Ss‟ abilities of listening, speaking, reading.(2) To train the Ss‟ abilities of cooperation.(3) To develop Ss‟ abilities of communication by learning useful sentence patterns.3. Moral Objectives(1) To enable students know vacation release the pressure of study.(2) To enable students know vacation brings us much pleasure.III. Important pointsThe teaching important and difficult points‟ basis is established according to lesson one in the teaching material‟s position and function.(1) Help students communicate with each other properly.(2) Enable students study in groups and cooperate skillfully.IV.Difficult Points(1) Help students talk with others with newly-learned words and sentence patterns forvacation plans.(2) Help students how to make a vacation plan.V.Teaching Methods(1)The main teaching methods include: Task-based language teaching, activity-basedteaching (individual work, pair work, group work…)According to the teaching material analysis above and the New National English, curricular, I‟ll use explanation to teach the dialogue. In order develop Ss‟communicative and cooperative skills and implement the important points, I‟ll adopt Activity-based teaching methods. To solve the difficult points, I‟ll adopt Task-based language teaching methods to teach them how to use the new words, phrases,sentence patterns.(2)Teaching Aids: Multi-media computer, PowerPoint, pictures, chalk, and blackboard. VI. Learning MethodsIn order to let Ss master more knowledge and promote Ss‟ intelligence, I‟ll teach Ss how to learn, rather than what to learn, so the first thing I should do is to help Ss pick up the skills of study and develop their interests. Second, I should try my best to let them open their mouth to speak. According to these above, I‟ll encourage Ss to use the following learning methods:(1)Picture reading discovery methods:Let the Ss to give the names of vacation activities according to looking at thepictures.(2) Summary methodLet the Ss to give the grammar rule according to the sentence patterns.(3) Communicative and cooperative methodsAsk the Ss to work in pairs and groups to practice their oral English andcommunicative and cooperative abilities.VII. Teaching ProceduresThere are eight steps in my teaching procedures.Step I GreetingsPurpose: Arouse the Ss‟ attentionStep II V ocabulary Learning (3mins)Purpose: Let students learn some new words and know the meaningsOf the wordsStep III Lead in, talk about vacation plans (The whole class, 2mins)First, I‟ll the Ss my vacation plans, then present the sentences on the Bb…What are you doing for vacation? I‟m traveling.‟ Second, I‟ll teach them andask them read following me, and then I will ask the Ss‟ vacation plans usingthe sentence patterns …what are you doing for vacation?‟Purpose: Activate the Ss to realize the topic of “What are you doing forvacation?” and create a relaxing atmosphere.Step IV New sentence patterns learning (12mins)(1) Ask students‟ vacation plans (work in chain)(2) Show some pictures to students and introduce them to students one byone (Let Ss to give grammar rules according the sentence, then write thesentence pattern on the Bb)(3)Show some pictures on screen. To let them imitate the sentence patterns tosay what they see in the pictures.Purpose: Let Ss master the sentence pattern (What are you doing forvacation?)Step V Do exercises in the textbook (16mins)(1)Ask Ss to speak out the names of vacation activities in the page1.activiry1a.The teacher writes the answers on the Bb and tells Ss to write them down.(2)Group work: write down their vacation plans in page2.(3) Read the conversation in the book, and then fill the chart in page3.(4)Make a conversation in the book, role play, and then exchange roles inpage3.Purpose: Let Ss know how to say the name of activities. Through the groupwork, cultivate their communication abilities and the spirit of cooperation.Train the ability of solves problems by themselves. In class, the teacher is justa guide, while the Ss are the center, offering help when they need. Get Ss learnmore useful words phrases and sentence patterns about vacation, such aspostcard, get back, Who are you going with?...Step VI Practice Work (8mins)(1)Make a survey, ask students to make their vacation plans and fill in thechart on the Bb.(2)Ask a student to read a note about vacation plans, and then ask the wholeclass some questions according to the note.Purpose: Let Ss know how to make a vacation plan. Check if they havemastered the sentence patterns, and overcome their shyness.Step VII Grammar Focus and Consolidation (2mins)Stress the important words and phrases on the Bb.Purpose: To let them know these sentence patterns are very important. Step VIII Summary and Homework (2mins)1. Summary: We have learned some important words, phrases, sentencepatterns, ask students if they can make vacation plans.2. Homework: (1) Make a survey. (2) Copy the new words. (3) Recite theconversation in page 3.Purpose: Consolidate the language points, and it is necessary for the Ss todo some extensive exercise after class to consolidate the knowledge theylearned.VIII. Blackboard DesignAs for my blackboard-design, I‟d like to give a brief introduction.It‟s divided into three parts. Title is in the top middle. Left part is important words and phrases. Middle part is important sentence patterns. Right part is homework.So much for my oral presentation, thank you! Bye-bye!Important, words and phrases, sentence patterns: V acation, camp, takes vacation……Unit 3What are you doing for vacation?I‟m traveling.Where are you going for vacation?How long are you staying there?I‟m staying for a week…Homeworka)make a surveyb)copy the newwords andsentence patternsc)recite theconversation。
英语人教版八年级上册Unit3SectionA(1a-1c)
Unit 3 I’m more outgoing than my sister.Period 1 Section A 1a-1c教案一、教学目标（一）、知识目标：1、学习单词，如taller. Shorter more outgoing等等。
2、掌握句子：Is that Tom? No, that’s Sam. Sam has longer hair than Tom.(二)、能力目标：培养学生运用形容词比较级的口头表达能力及知识自学的综合能力。
（三）、情感目标：1、通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会尊重对方欣赏别人中，享受与不同的人交往乐趣。
2、培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
二、教学重点：谈论个性特征学会使用形容词的比较级比较人的个性特征。
三、教学难点：掌握比较级的五种规则变化。
四、教学过程Step1 Lead-in1、personal traits人物特征What do you look like?What are you like?likes and dislikesWhat can you do well ?2、Appearance height: tall , short ,of medium height外表build: fat, thin, heavy , of medium buildothers: have short hair /blue eyeswear glasses/a yellow skirt with glassesin a red shirt ，be beautiful, handsome, cute3、Personality friendly , kind , serious, outgoing, easy-going,性格，个性athletic, shy, quiet, strict4、Likes and dislikes favorite subject/color......like/dislike to do / doing5、abilities ca n/can’t do sth well能力be good at sth/doing sh6、New words•outgoing adj. 外向的，开朗的•quiet adj. 文静的•calm adj. 沉着的，镇定的•wild adj. 鲁莽的，任性的•serious adj. 严肃的，庄重的•athletic adj. 强健的，擅长运动的•weak adj.体质弱的loudly adv. 喧闹地；大声地；响亮地quietly adv. 轻声地；轻柔地；安静地Step2 presentation1、The red apple is big.The green apple is _______the red one.2、两者之间比较，用形容词比较级than 比(conj .连词). Liu Xiang is tall. Pan Changjiang is short.Liu Xiang is taller than Pan Changjiang.Pan Changjiang is shorter than Liu Xiang3、Big smallBall A is ______ _____ Ball B.Ball B is _______ _____ Ball A.4、The purple ruler is long.The blue ruler is short.The purple ruler is longer than the blue ruler.The blue ruler is shorter than the purple ruler.5、hair long hair longer hairLiu Yifei has longer hair than YangMi.6、Na Ying is thinner than Han Hong.Han Hong is heavier than Na Ying.( fatter )7、Cheng Long is outgoing.Li Yong is more outgoing.Li Yong is more outgoing than Cheng long.8、The women are fat. The man and the woman are thin. The women are fatter than the man and the woman.9、The white car is more expensive than the red car.The red car is cheaper than the white car.10、Zhao wei’s eyes are bigger than Zhou xun’s eyes.11、Zhao Benshan is funnier than Bai Y ansong.Bai Yansong is more serious than Zhao Benshan.12、Gao Yuanyuan is as ________ (漂亮) as Sun Li.Sun Li works as _____ (努力) as Gao Yuanyuan.Step3 1a1a Match each word with its opposite.tall loudlythin short hairlong hair heavyquietly shortStep4 1b1b. Listen and number the pairs of twins [1-3] in the picture. Then check the answers:2 .1. 3Step5 Practice1、Task 1 Make conversations with your friends. Example:A: Is that …?B: No, that’s… … has … than …A: Can … play the …?B: Yes, … can play better than …2、Task 2 Use the sentences to compare you with your friends. And compare your past with now.I’m shorter/taller/… than ….I have longer / shorter hair than …… is more outgoing / … than me.…3、Guessing gameWho is he/she?Step6 Grammar形容词和副词的比较级大多数形容词和副词有三个等级：原级、比较级、最高级。
人教版英语八年级上册Unit3SectionA(1a-1c)说课稿教案与反思
Unit3Iammoreoutgoingtysister.人非圣贤，孰能无过？过而能改，善莫大焉。
《左传》原创不容易，【关注】，不迷路！SectionA(1a-1c)说课稿一、教材分析这是第三单元的第一课时的内容，其中心话题围绕Talkaboutpersonaltraitsandcomparepeople这个题材开展多种教学活动，本节课是本单元的重点，通过听、说、读、写来培养学生综合运用知识的能力，通过有限的课堂实践活动，能准确地用英语在交际中运用本单元的话题对自己与他人进行描述，作出比较并进行判断。
并让学生能在“做中学。
”通过听、说、读、写来学习比较等级，加深对比较等级的语法现象的理解和运用，培养学生综合运用知识的能力能初步运用这一语言结构进交谈，为后面SectionB的学习打下基础，在本单元中起着承上启下的用。
通过本课时的学习，能培养同学间的友好相处，规范自己的行为，同时能提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。
在此之前，学生已掌握部分形容词的用法。
所以，这些对学生来说并不难，学生很容易掌握基于上述对教材的分析，我确定本单元的教学重点为词汇、形容词比较级的构成、形容词比较级的用法。
教学难点为tparativeswitore的结构及读音，能在交际中准确地运用本单元的话题对自己与他人进行描述，作出比较并进行判断重点与难点Importantpoints：1形容词比较级的用法Ist?No,t..ert.主语（sb/stparativeswitore二、教学目标分析：1.知识目标：（1）语言知识：掌握本课时的目标词汇：outgoing,more,t,wild,at?No,t.. IsTomsmartert?ert.2.语言技能:能对人物的外表进行描绘，个性进行比较，能在日常生活中恰当理解和运用本单元的话题对自己与他人进行描述，作出比较并进行判断3.情感目标：体会英语学习的乐趣，做到在“用中学，在学中用”4.能力目标：培养学生自学能力，阅读能力，提高听的能力，锻炼学生交际能力与他人合作的能力提高学生听、说、读、写及知识自学的综合能力。
英语人教版八年级上册Unit3SectionA 1a-1c课程教学设计
■ 学生在本节课要达到的课时“双基”目标
注意：课时“双基”目标，即具体的一节课中，学生要完成的学习任务
■ 教学设计
1、落实教学常规，践行学校《教师日常教学行为要求》。
2、优化教学策略，
老师要真正尊重学生的学习主体地位，提升课堂教学的有效性。
提倡“学先教后”，让学生“先看、先想、先说、先做”，老师依学定教，点拨引领，让学生在不断的“思考、交流、展示、应用”中内悟知识。
提倡“当堂训练”，在教学设计中，要将运用知识解决问题形成能力的环节，当堂落实。
力争当堂完成“双基”任务。
■教后反思（主要从学生参与度、“双基”达成度、课堂教学策略等方面反思）。
《Unit 3 Section A 1a-1c》教案人教版英语八年级上册
Homework
(PPT35)
pare one of your friends with you to find your similarities and differences, then write them down.
2.Preview the words of this unit.
5.Check answers.
通过复习描写人物的相貌、性格、爱好和能力的形容词，在轻松的氛围中对不同的人物进行描述并对比。导入本节课的新话题，连接反义词。
Step 2
Listening
(PPT 13-20)
1. Make Ss look at the pictures andtalk about the differences.
5. Show more pictures for Ss to practice thecomparative forms of adjectives.
播放听力一遍后，完成1b。利用该句型比较这三对双胞胎并进行练习。为2a和2b的听力打好基础。
Step 3
Practice
(PPT 21-23)
1.Work on 1c.
What does he look like?
What is he like?
What does he like?
What’s he good at?
parethe two pictures and show the sentences.
4. Lead in 1a.Match each word with its opposite.
学以致用，巩固当堂所学的比较级用法。预习下节课的内容，培养学生的自学能力。
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Unit3 I’m more outgoing than my sister.
Period 1 Section A 1a-1c
一教学目标：
知识目标：
（1）词汇： outgoing, better, loudly,等；
（2）掌握形容词比较级的构成及在句中的运用
能力目标：
理解并能运用所学知识对自己或他人进行描述和比较
情感目标：
尊重他人，接受人与人之间的差异并学习与他人友好相处；在日常生活中善于观察，提高自己的观察能力和判断能力。
二教学重、难点
（1）重点：形容词比较级的用法
主+谓+形容词比较级+than+比较对象
（2）难点：形容词比较级的构成方法
三 Teaching Steps:
Ⅰ.Warming-up
Exchange greetings.
T: Hello！Boys and girls. How are you today?
Ss: I’m fine, thank you. And you？
T: I’m OK, thank you.
Ⅱ. Pre-listening
1.Lead-in& presentation
t oday we are going to learn Unit 3 I’m more outgoing than my sister.
呈现PPT
T: First, please look at the picture. The 2 girls look the same.
They are twins(教授该词)
T: What do they look like?
What are they like? Are they the same?
Listen to what they say.
I’m outgoing.
I’m more outgoing.
(引导学生推测出outgoing 与more outgoing 的含义；再教读一遍)
T: I’d like to invite one student to come here. Any volunteers? Oh, let’s welcome Eric.
T: My class, please look at Eric. What does he look like?
You can also talk about his height, weight, hair and
personal traits.
Ss: Eric is tall and fat. He has short hair. And he is an outgoing boy.
(T 板书tall , fat/ heavy)
以同样的方法请Jerry 同学引出 short , thin
Eric 和Jerry 一同站在讲台上，导出含比较级句子
short shorter tall taller
long longer outgoing more outgoing
thin thinner heavy heavier fat fatter
2.Practice
● Ss 探究发现( find out the rules of comparatives forms)
●Ss do 相关练习
●总结：含adj/ adv 比较级句子结构： A+ 谓语+adj/ adv 比
较级+ B
●PPT 呈现图片： Ss 使用比较级来描述2 persons
3.课本Work on 1a
T: You have learned the new words very well. And now I’ll give you 1 minute to finish 1a. Match each word with its opposite.
‘Opposite’ means 反义词.Go ahead.
T: Have you finished?
Ss: Yes.
T: Let’s check the answers together. Group 1, the opposite of ‘thin’is what? G2, how about ‘long hair’? G3, the last one.
T: Thank you for your answers. One point for each group.
Ⅲ. While-listening
T: Look at the PPT, there are 3 pairs of twins in the picture. Twins means two children were born at the same time to the same mother.
T: But twins also have some differences. Just like Peter and Paul, we can see there are 3 sentences describing their differences .
Please read after me.
T: Excellent. And how about another 2 pairs of twins? Let’s compare them together.
T: Now, please look at screen, think over the changing rules of comparative degrees.
(此环节，教师分别展示每对双胞胎的图片，引导学生进行比较，
学会认读英语双胞胎的names)
T: Here is an exercise for you. The students in this row, please answer these questions one by one.
Work on 1b
T: You did a good job. We are going to listen to the tape and have a further understanding of the 3 pairs of
twins. Are you ready?
Ss: Yes.
T: Good. Here we go.
T: Have you finished? Let’s check the answers together.
Ⅳ. Post-listening
Work on 1c
T: I’m sure you have a better understanding of the 3 pairs of twins. So, let’s role-play the conversation in 1c.
T: First, read this conversation loudly.
T: I’ll give you 4 minutes to talk about the other twins with your partner. Go ahead.
T: Time is up. Who would like to try? Hands up. Oh, Molly and Lucy please.
T: Wonderful. Three points for you. Sit down please. Any volunteers? OK, you two please.
T: Wow, so great. Big hands for them. And I’ll give you 3 points.
A rhythm (Ss 齐读押韵诗)
Ⅴ. Summary
1. 是否知道了：形容词，副词比较级的规则变化。
2. 能否熟练运用： A+谓语+形容词/副词比较级+than + B
Ⅵ. Homework
1. 熟记本课所讲的单词句子。
2.分别用 tall, long hair, loudly, outgoing这四个词的比较级来
描写人。
Ⅵ. Blackboard Design。