最新人教版新目标英语八年级上册第三单元教案
【人教版】新目标八年级英语上册：Unit 3 单元说课稿(2)
【人教版】新目标八年级英语上册：Unit 3 单元说课稿（2）一. 教材分析人教版新目标八年级英语上册Unit 3的主题是“Let’s play sports!”，通过学习本单元，学生能够掌握关于体育运动的词汇和表达方式，学会如何用英语描述自己的兴趣爱好和体育活动。
教材以生活中的体育运动为线索，引导学生运用英语进行交流和表达，培养他们的语言运用能力。
本单元包括两个部分，第一部分是关于体育运动的词汇和短语的学习，第二部分是听力、口语、阅读和写作的训练。
通过本单元的学习，学生能够掌握一定数量的体育运动词汇，提高听说读写的能力，同时培养他们的团队合作精神和体育意识。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句子进行交流。
但是，他们在语言表达的准确性和流畅性方面仍有待提高。
此外，部分学生对体育运动感兴趣，有较强的体育意识，但也有部分学生对体育运动了解不多，可能影响他们对本单元的学习兴趣。
三. 说教学目标1.知识目标：学生能够掌握关于体育运动的基本词汇和短语，如swimming, running, playing basketball等。
2.能力目标：学生能够用英语描述自己的兴趣爱好和体育活动，提高听说读写的能力。
3.情感目标：通过学习本单元，学生能够培养团队合作精神和体育意识，激发他们对英语学习的兴趣。
四. 说教学重难点1.重点：体育运动词汇的掌握和运用，如swimming, running, playingbasketball等。
2.难点：如何用英语准确地描述自己的兴趣爱好和体育活动。
五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、互动交流的方式，让学生在实践中学习英语。
同时，运用多媒体教学手段，如课件、视频等，为学生提供丰富的学习资源，提高他们的学习兴趣。
六. 说教学过程1.热身（5分钟）：引导学生进行简单的体育活动，如跑步、跳绳等，激发学生的体育兴趣。
新版人教版新目标英语八年级上册全册教案
新版人教版新目标英语八年级上册全册教案第一单元: GreetingsLesson 1: Greetings and Introduction- 教学目标：研究如何进行问候和自我介绍。
- 教学内容：- 学生可以运用英语进行日常问候。
- 学生可以用英语介绍自己的名字、年龄、国籍等信息。
- 教学步骤：1. 导入新课，呈现问候语并进行示范。
2. 学生模仿老师进行问候，并互相问候。
3. 引导学生研究介绍自己的基本信息。
4. 学生分组互相介绍，并在班级中展示。
- 教学评价：- 观察学生的口语表达能力和正确使用问候语的情况。
- 评价学生介绍自己的准确性和流利度。
Lesson 2: Daily Routines- 教学目标：研究描述日常活动。
- 教学内容：- 学生能够运用英语描述自己的日常活动。
- 学生可以用英语叙述一天的活动安排。
- 教学步骤：1. 复前一课的内容，引导学生回忆日常活动的英语表达。
2. 引导学生研究新的日常活动的词汇和句型。
3. 学生分组分享自己的一天活动安排，并向全班汇报。
- 教学评价：- 观察学生对日常活动词汇和句型的掌握程度。
- 评价学生的口语表达和沟通能力。
第二单元: Hobbies and Leisure ActivitiesLesson 1: Hobbies- 教学目标：研究谈论自己的兴趣爱好。
- 教学内容：- 学生可以用英语描述自己的兴趣爱好。
- 学生可以运用所学词汇进行对话练。
- 教学步骤：1. 复前一课的词汇和句型。
2. 引导学生研究新的兴趣爱好词汇。
3. 学生分组进行对话练，谈论自己的兴趣爱好。
- 教学评价：- 观察学生对兴趣爱好词汇的掌握情况。
- 评价学生在对话练中的口语表达能力。
Lesson 2: Leisure Activities- 教学目标：研究谈论闲暇活动。
- 教学内容：- 学生能够用英语描述自己的闲暇活动。
- 学生能够与他人交流关于闲暇活动的话题。
- 教学步骤：1. 复前一课的词汇和句型。
【人教版】新目标八年级英语上册：Unit 3 单元教学设计(2)
【人教版】新目标八年级英语上册：Unit 3 单元教学设计（2）一. 教材分析人教版新目标八年级英语上册Unit 3主要话题是关于“节日”，通过学习本单元，学生能够掌握有关节日的词汇和表达方式，了解不同国家和地区的节日习俗，提高跨文化交际意识。
本单元包括三个部分：Section 1-3，每个部分都包括听、说、读、写等方面的训练。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生在口语表达和听力方面仍有困难，需要通过大量的练习来提高。
此外，学生对于不同国家和地区的文化差异认知有限，需要通过本单元的学习来拓宽视野。
三. 教学目标1.知识目标：学生能够掌握有关节日的词汇和表达方式，了解不同国家和地区的节日习俗。
2.能力目标：学生能够在真实语境中运用所学知识进行交流，提高听、说、读、写的能力。
3.情感目标：学生能够尊重和理解不同文化背景下的节日习俗，提高跨文化交际意识。
四. 教学重难点1.重点：学生能够掌握有关节日的词汇和表达方式，了解不同国家和地区的节日习俗。
2.难点：学生能够在真实语境中运用所学知识进行交流，特别是听力理解和口语表达方面。
五. 教学方法1.任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高综合语言运用能力。
2.情境教学法：创设各种节日场景，让学生在真实的语境中学习、实践。
3.文化导入法：介绍不同国家和地区的节日习俗，帮助学生了解文化差异，提高跨文化交际意识。
六. 教学准备1.教师准备：准备好与节日相关的图片、视频、音频等教学资源，以及练习题和作业。
2.学生准备：学生提前预习课文，了解本单元话题。
七. 教学过程1.导入（5分钟）教师通过展示不同节日的图片，如春节、圣诞节、中秋节等，引导学生谈论各自喜欢的节日，激发学生的学习兴趣。
2.呈现（10分钟）教师播放教材中的听力材料，要求学生听后回答相关问题。
八年级人教新目标英语第三单元的教学设计
八年级人教新目标英语第三单元的教学设计八年级人教新目标英语第三单元的教学设计教材分析1．本单元是人教版新目标英语八年级上册的第三单元内容。
它的中心话题是用现在进行时表示将来时的用法。
本课是一节以语法为学习主线，以任务为语言教学模式的起始课，主要教学内容是用现在进行时表达即将发生的事情。
通过教学任务来整体感知进行时用法和语言环境。
引导学生初步学会用进行时表达将来时的用法。
培养学生口语交际水平，提高用英语交流、表达和思维的能力。
使我们的英语教学不再是简单地机械记忆，而是更应注重把词汇教学融入中生活交流环境中。
2．学会用what when how long where等特殊疑问词询问将来计划的内容。
学情分析1、本课以假期活动为主线，通过师生访谈，用问答的形式循序渐进地展开知识基础和能力基础学习。
2、在课堂设计上打造好任务型教学要求，针对学生怕参与交际的情况，鼓励他们大胆尝口语交际，提高学生团体活动效率，激发学生的参与意识。
教学目标1. Knowledge ObjectsA、Words and expressions:?Where are you going for vacation?What are you doing there?When are you going there?How long are you staying? WhatwhenHong Kong, take a vacation sports campbe famous for Go to the beach sounds good . etcB、功能：用现在进行时表过即将发生的事情。
引导启发学生习在新的语言知识学习任务过程中。
增长学生学英语的兴趣。
C、语言结构：1）用现在进行时表示一般将来时。
2）句式结构am/is/are + 现在分词 3）常见的.时态标志词有：now, this time at the moment, listen等D、熟练运用What, Where, When, How long等疑问词对将来的计划提问2、Language skills：培养学生听、说、读、写的能力。
人教版新目标英语八年级上Unit3教案
Unit 3I'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。
人教新目标英语八年级上册Unit3全单元教案
人教新目标英语八年级上册Unit 3 I’m more outgoing than my sister.Section A 1 (1a-2d)一、Teaching aims1. Knowledge Objects：1) Key words：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, winSentence patterns：①Tina is taller than Tara.②Sam has longer hair than Tom.③She also sings more loudly than Tara.2) Grammar：①Comparative forms of adjectives.②Comparative forms of adverbs.2. Moral Objects：To have students understand people have different traits.二、Teaching difficulties and key points1. Teaching important pointsCompartive forms of adj. and adv.2. Teaching difficult points：He has shorter hair than Sam.Is Tom smarter than Tim?She also sings more loudly than Tara.三、Teaching stepsⅠ. Lead-in1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]tall --- short; thin --- heavy, long hair --- short hair, calm --- wild …Give Ss an example by comparing Old Henry and Santa Claus.e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.Henry is younger than Santa Claus. Santa Claus is younger than Henry.Ⅱ. PresentationAsk Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.e.g. The apples are bigger than the pears.The pears are more delicious than the apples.Summarize the Comparatives. Group competition.A + be(V) + 比较级+ than + B.Ⅲ. Game (I and my desk mate)Ask Ss to compare with their partners and find out the differences.e.g. She is heavier than me. I am more outgoing than her.She gets up earlier than me. I run faster than her.Ⅳ. ListeningThen listen to the recording. Ask Ss to number the twins.Check the answers.Ⅴ. Pair workPoint out the sample conversation in activity 1c.Say, now work with a partner. Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Ⅵ. Listening1. Work on 2a:Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.Play the recording and check the answers.Ⅶ. Pair work1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.2. Ss practice their conversations.3. Ask some pairs to act out their conversations.Ⅷ. Role-play1. Read the conversation first and try to match the people with the right things.a. sang betterb. with shorter hairc. practice more and really wanted to wind. sang more clearlye. danced better2. Let Ss read the conversations after the teacher.3. Let Ss practice the conversation.4. Then let some pairs act out their conversations in front of the class.Homework:Write six sentences:Write about the things that are the same and different between you and your best friend.Section A 2 (Grammar focus-3c)一、Teaching aims ：1.Knowledge Objects ：1) Review the comparative forms of adj and adv.2) Listening skill and speaking skill2. Moral Objects ：Learn to how to be friendly to others.二. Teaching difficulties and key points1) not as …as …./ less …than2) more …than / as …as3 ) Know the difference between the adj and the adv.三、Teaching stepsⅠ. Warming- up and revision1. Ask some Ss compare he/she with his/her desk mates.I’m taller than my desk mate. But she runs faster than me.…2. Show some pictures on the big screen. Let some Ss compare the things.3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them. Ⅱ. Grammar Focus(1) 汤姆比萨姆更聪明吗？Is Tom _______ _____ Sam?(2) 不是。
人教新目标版八年级英语上册Unit3(SectionA2d3c)教学设计
3.阅读作业：教师为学生推荐一篇关于实现梦想和目标的英文文章。要求学生在阅读过程中，关注文章中的重点词汇和表达方式，并思考文章的主旨和观点。
任务：阅读文章后，完成以下任务：
a.列出文章中的重点词汇和短语。
b.概括文章的主旨和观点。
c.写一段简短的读后感，谈谈自己阅读后的收获和启示。
3.教师总结学生的回答，引入本节课的主题：“每个人都有自己的梦想和目标，接下来我们将学习如何用英语描述我们的梦想和目标。”
（二）讲授新知
1.教师呈现一段关于描述梦想和目标的对话，引导学生注意其中的重点词汇和短语，如"achieve", "goal", "dream", "work hard", "never give up"等。
3.通过听力训练，培养学生获取关键信息的能力，帮助学生掌握有效的听力策略，提高英语听力水平。
4.鼓励学生在口语交流中大胆尝试，勇于表达，提高学生的口语表达能力。
（三）情感态度与价值观
1.培养学生树立积极向上的人生态度，认识到只要努力，就能实现自己的目标。
2.引导学生学会关心和支持他人的梦想，培养团队合作精神，增强人际交往能力。
（二）教学设想
1.创设情境：为了激发学生的学习兴趣，教师可以创设与学生生活紧密相关的情境，如讨论他们的梦想和目标。通过角色扮演、小组讨论等形式，让学生在真实语境中运用所学知识，提高他们的英语综合运用能力。
2.任务型教学：采用任务型教学法，设计一系列有针对性的任务，如听力训练、口语表达等，引导学生积极参与，培养他们的合作精神和自主学习能力。
1.重点：本节课的重点在于让学生掌握描述目标、梦想以及努力过程的相关词汇和表达方式，如"achieve", "goal", "dream", "work hard", "never give up"等。此外，还需关注一般现在时和一般过去时的运用，让学生能够熟练运用这两个时态描述人物的目标和努力。
【人教版】新目标八年级英语上册：Unit 3 单元教学设计(1)
【人教版】新目标八年级英语上册：Unit 3 单元教学设计（1）一. 教材分析人教版新目标八年级英语上册Unit 3的主题是“What’s the matter?”，主要讨论日常生活中的身体不适和情感问题。
通过本单元的学习，学生将能够掌握关于身体部位、症状和情感状态的词汇，学会询问和描述他人的身体状况和情感问题。
教材包括词汇表、对话、阅读理解和语法讲解等部分，内容丰富，贴近生活，有助于提高学生的学习兴趣和积极性。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，学生在实际运用英语进行交流时，还存在一定的困难，特别是在描述自己的身体状况和情感问题时。
因此，教师需要关注学生的实际需求，通过生动有趣的教学活动，激发学生的学习兴趣，帮助他们提高语言运用能力。
三. 教学目标1.知识目标：学生能够掌握关于身体部位、症状和情感状态的词汇，了解日常生活中的身体不适和情感问题的表达方式。
2.能力目标：学生能够用英语询问和描述他人的身体状况和情感问题，提高口语表达能力。
3.情感目标：学生能够关心他人的身体健康和情感需求，培养良好的情感态度。
四. 教学重难点1.重点：学生掌握关于身体部位、症状和情感状态的词汇，能够用英语询问和描述他人的身体状况和情感问题。
2.难点：学生能够正确运用所学词汇和句型，在实际情境中进行流畅的口语表达。
五. 教学方法1.任务型教学法：通过设定各种真实情境的任务，引导学生运用所学知识进行交流，提高学生的语言运用能力。
2.情境教学法：通过生动有趣的情境模拟，激发学生的学习兴趣，帮助他们更好地理解和学习新知识。
3.合作学习法：鼓励学生之间进行小组讨论和互动，培养学生的团队协作能力和人际交往能力。
六. 教学准备1.教师准备教案、课件和教学素材。
2.学生准备课本、笔记本和文具。
3.教学场所：教室。
七. 教学过程1.导入（5分钟）教师通过与学生谈论日常生活中的身体不适和情感问题，引起学生的兴趣，为新课的学习营造轻松愉快的学习氛围。
人教版新目标 初二英语八年级上册 Unit 3 单元教案
Unit 3I'm more outgoing than my sister.Section A是基本的语言部分，打好本单元目标语言的基础。
运用听力(1b，2a，2b)、pair-work(1c，2c)、role-play (2d)等口语练习活动，层层递进，步步深入，充分培养学生学习目标英语的语感。
目标语言(语法和词汇)是在每个单元的开始通过图片和对话框呈现的。
图片将帮助学生建立一个自然的语境，让学生清晰地理解新的语言目标，熟悉这些语言在日常生活中是怎样使用的。
Section B是比较级的拓展和综合的语言运用。
1a，1b通过讨论在朋友身上什么是最重要的，为后面提供基本句子如makes me laugh等。
1c，1d通过听力继续以朋友为话题以比较级为语法谈论朋友。
2b，3c是通过阅读和写作最后达到综合运用语言的目的，2b培养真实生活中的语言阅读技能。
4通过谈论谁是合适的student helper来继续巩固运用目标语言。
Self Check 2考查五个形容词的用法及区别形容词比较级与原级的使用。
Self Check 3运用比较级对比自己和好友。
第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：outgoing，better，loudly，quietly，hard-working，compet ition，fantastic，which，clearly，winKey phrases：play the drums，more...than，as...as，singing competition，have funKey sentences：1. I'm more outgoing than my sister.2. That's Tara，isn't it？No，it isn't.3. I think she sang more clearly than Nelly.Teaching Key Points【教学重点】The vocabulary：outgoing，better，loudly，quietly，hard-working，competition，fantastic，which，clea rly，win，more...than，as...asTarget language：—Is that Sam？—No，that's Tom. Sam has longer hair than Tom.—That's Tara，isn't it？—No，it isn't. It's Tina. Tina is taller than Tara. And she also sings more loudly than Tara.—Did you like the singing competition yesterday，Anna？—Oh，it was fantastic！Nelly sang so well！Is Tom smarter than Sam?Teaching Difficult Points【教学难点】Oral practice using the target language above.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk a student to introduce herself/himself.★Step 2Pre－taskPage 17，1a.1．Show some pictures to Ss.Say，They are stars. Ask Ss to tell what they see.Ask Ss to use the words：tall，loudly，thin，long hair，short hair，heavy，quietly，short and so on.2．Then ask Ss to repeat these sentences：Yao Ming is taller than Ronaldo.★Step 3W hile－taskPage 17，1c & 1b.1．Call attention to the picture.2．Point out the sample conversation in Activity 1c.Say，Now work with a partner. Make yo ur own conversation about the twins.3．Ask several pairs to say one or more of their conversations.4．Then listen to the recording. Ask Ss to number the twins.5．Check the answers.Page 18，2a.1．Point out the two columns and read the headings：－er，－ier and more. Then point out the words in the box. Read.Say，Now listen and write the“－er”and“－ier”wo rds in the first column and the words that use “more” in the second column.2．Play the recor ding and check the answers.Page 18，2b.1．Point out the picture and the two boxes with the headings Tina and Tara.Say，Listen to the recording. Write sentences in the boxes.2．Play the recording and check the answers.★Step 4Post－taskPage 18，2c & 2d.1．Point out the chart in Activity 2c and on Page 81.Say，Make your own conversati ons according to the information. Ask pairs to continue on their own.2．Correct the answers.3．Make students scan the conversation in 2d.4．Teach and then make Ss role－play the conversation in pairs. In this part，student A will be Julie. Student B will be Anna. As they talk，move around to monitor their work. Offer language or pronunciation support as needed.5．Have a group of students present their conversation to the class.★Step 5Homework1．How are you and your si ster/brother different？Write down.2．Do the exercises on Page 15 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The first period Section A(1a－2d)1．Words：outgoing，better，loudly，quietly，hard－working，competition，fantastic，which，win，clearly2．Target language：①A：That's Tara，isn't it?B：No，it isn't.②A：Is Tom smarter than Sam?B：No，he isn't. Sam is smarter than Tom.第二课时Section A(GF－3c)Teaching Goals【教学目标】Key sentences：1.Is Tara more outgoing than Tina？No，she isn't. Tina is more outgoing than Tara.2．Does Tara work as hard as Tina？Yes，she does.3．Who is smarter，your mother or your father？I think my mother is smarter than my father.Teaching Key Points【教学重点】1.Grammar Focus. The sentences in the box.2.The comparative forms of adjectives and adverbs.Teaching Difficult Points【教学难点】1.The comparative forms of adjectives and adverbs.2．Use some adjectives to describe people and use their comparative forms to compare people.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk，How are you and your mother/father different?Ask some Ss to answer.★Step 2Pre－taskPage 19，Grammar Focus.1．Review the grammar box. Ask Ss to read the sentences to the class.2．Write the phrases “more outgoing than”．Say，When you compare things using words with three or more syllables，you use the word “more”．3．Call attention to the word “friendly”，circle “y” and say，When a word ends in “y”，change “y” to an “i”and add“－er”．4．Practice reading the sentences in the chart.★Step 3While－taskPage 19，3a & 3b.1．Call students' attention to 3a.2．Make students complete the tasks individually.3．Choose Ss to give their answers.4．Correct the answers.5．Practice reading.6．Turn to 3b.And choose a student to answer the five questions according to the example.★Step 4Post－taskPage 19，3c.1．Ask students to read the sample conversation in the box.2．Have students work in pairs to complete the chart.3．Ask some pairs to present their dialogues.★Step 5Homework1．Compare one of your best friends with you. Write down the same and different things between you two.2．Do the exercises on Page 16 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The second period Section A(GF－3c)1．Target language：①A：Is Tara more outgoing than Tina?B：No，she isn't. Tina is more outgoing than Tara.②A：Are you as friendly as your sister?B：No，I'm not. I'm friendlier.③A：Does Tara work as hard as Tina?B：Yes，she does.④A：Who is smarter，your mother o r your father?B：I think my mother is smarter than my father.2．Answers to 3a.第三课时Section B(1a－1e)Teaching Goals【教学目标】Key words & phrases：talented，truly，care，be talented in，the same as，be good at，care about，make sb. laughKey sentences：1.I think a good friend makes me laugh.2．Molly studies harder than her best friend.Teaching Key Points【教学重点】The vocabulary：talented，care，care about，be talented inTarget language：I think a good friend makes me laugh.For me，a good friend likes to do the same things as me.Yes，and a good friend is talented in music，too.That's not very important for me...Molly studies harder than her best friend.Well，Mary and her best friend are both tall.Teaching Difficult Points【教学难点】Use the target language to talk with your classmates about your opinions on what makes a good friend.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Show a maxim to Ss：A friend in need is a friend indeed.2．Ask，What kinds of things are important in a friend?★Step 2Pre－taskPage 20，1a.1．Read each description to the class and ask the Ss to repeat.2．What kinds of things are important in a friend？Rank the things below 1—7(1 is the most important)．3．Ask different Ss to copy the seven phrases on the board. Then read the phrases together.★Step 3While－taskPage 20，1b.1．Say，Now make your own statements about friends using the phrases in Activity 1a.2．Ask some Ss to tell the class what they look for in a friend. And say，Who is your best friend?Page 20，1c.Play the recording and check the answers.Page 20，1d.Play the recording and check the answers.★Step 4Post－taskPage 20，1e.1．Say，Now work with your partner. Make a conversation using information in the chart.2．Ask several pairs to say their conversations to the class.★Step 5HomeworkDo the exercises on Page 17 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The third period Section B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make sb. laugh2．Target language：A：Molly studies harder than her best friend.B：Well，Mary and her best friend are both tall.第四课时Section B(2a－2e)Teaching Goals【教学目标】Key words：serious，mirror，kid，necessary，both，though，grade，should，saying，reach，hand，touch，heart，fact，break，arm，laugh，share，loud，similarKey phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar toKey sentences：1. I'm quieter and more serious than most kids.2．I don't really care if my friends are the same as me or different.3．Huang Lei isn't as good at tennis as Larry.4．A true friend reaches for your hand and touches your heart.Teaching Key P oints【教学重点】The vocabulary：serious，necessary，both，though，should，reach，touch，break，laugh，share，loud，similar，as long as，be different from，the same as，in fact，be similar to Target language：I'm quieter and more serious than most kids. That's why I like reading books and study harder in class.In fact，she's funnier than anyone I know.I know she cares about me because she's always there to listen.Teaching Difficult Points【教学难点】Talk about the famous sayings about friends.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Ask，Should friends be the same or different？Choose 2 or 3 students to talk about their opinions. Say，Today we'll read about what these people think.★Step 2Pre－taskPage 21，2a & 2b.1．Project some famous sayings about friendship on the screen. Ask Ss to guess their meanings and think of more.2．Project these new words on the screen or write them on the board and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.serious adj.严肃的；mirror n．镜子；necessary adj.必需的；both adj. & pron.两个；though adv.不过，可是 conj.虽然；should modal v．应该；reach v．到达；touch v．感动，触摸；fact n．事实；break v．(使)破；laugh v．笑；share v．分享；similar adj.类似的；as long as只要；be different from 与……不同；bring out 使显现；the same as和……相同；in fact事实上；be similar to与……相像的3．Make students scan the three articles first. Ask students to put a mark in contents that are unfamiliar to them. Then the teacher lead Ss to learn them. Pay attention to the new words and phrases on the screen.4．Practice reading.★Step 3While－taskPage 22，2c & 2d.1．Make students read 2b again. Then judge if the eight statements in 2c are true(T)or false(F)．2．Choose students to give their answers.3．Check the answers.4．Ask，How do you and your friends compare with the people in the article？Choose a student to talk about it with five sentences.★Step 4Post－taskPage 22，2e.1．Read the four sayings about friends.2．Talk about these questions with your partner：Which saying about friends is your favorite？Which friend do you think about when you read this saying？Why？Begin your statements according to the example：My favorite saying is...It makes me think about my best friend. She/He is...★Step 5Homework1．Search for five famous sayings about friends. Write them in your exercise books.2．Do the exercises on Page 18 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The fourth period Section B(2a－2e)1．Words：serious，mirror，necessary，both，grade，should，saying，reach，hand，touch，fact，break，laugh，share，loud，similar2．Phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar to3．Sentences：①I'm quieter and more s erious than most kids.②Huang Lei isn't as good at tennis as Larry.③Friends are like books－you don't need a lot of them as long as they're good.④A true friend reaches for your hand and touches your heart.第五课时Section B(3a－Self Check)Teaching Goals【教学目标】Key words & phrases：primary，information，primary school，be good with，call sb. at，have good gradesKey sentences：1.The English Study Center needs a weekend student helper for primary school stude nts.2．Call the English Study Center at 443－5667 for more information.3．So who do you think should get the job，Jenny or Jill?Teaching Key Points【教学重点】The vocabulary：information，primary school，have good grades，be good with，call sb. at...Teaching Difficult Points【教学难点】Writing practice.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Check the homework.★Step 2Pre－taskPage 23，3a.1．Look at the pictures and the information in the chart.2．Compare Wang Lingling with Liu Lili. Write down the results.3．Choose a student to present his or her answers.★Step 3While－taskPage 23，3b & 3c.1．Complete the task in 3b.2．Write two paragraphs describing your friends using the notes you make in 3b.3．Choose 2 or 3 students to read their competitions loudly.4．Correct the mistakes.★Step 4Post－taskPage 24，Part 4.1．Write the names of two outgoing students on the board. Say，Who do you think should get the job，A or B?2．Ask Ss to work in pairs.3．Ask some pairs who they think should get the job and why.★Step 5ExercisePage 24，Self Check.1．Ask students to work on their own.2．Check the answers.★Step 6 Homework1．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 3 I'm more outgoing than my sister.The fifth period Section B(3a －Self Check)1．Key vocabulary ：informat ion ，primary school ，be good with ，call sb. at ＋电话号码，have good grades2．Sentences ：①Call the English Study Center at 443－5667 for more information.②Jenny is smarter，but I think Jill is more outgoing.。
人教新目标八年级英语上unit3教案
Unit 3 What are you doing for vacation ?Teaching goals :1. Words & phrases: babysit ,get back , fishing , rent , think about , decide(on) , tourist etc.2. How to talk about future plans .3. 现在进行时表示将来计划或行动.4. 特殊疑问句（where , when , how long引导）Important and difficult points :Drills :What are you doing for vacation ?I’m watching TV .When are you going ?I’m going … .How long are you staying ?We’re staying for five days .Teaching aids : cards and a tape ,a large wall calendar .Period 1Teaching procedures :Step 1 Leading in1. Free talk .2. Put up the wall calendar .T: I’m staying home on Saturday (pointing to next Saturday ). Ss repeat .Ss: I’m staying home on Saturday .T: OK. Today we’ll learn how to t alk about future plans.Step 2 Pre-taskSB Page 13 , 1a .1. Look at the picture carefully and tell what you see in the picture .2. Write the activities from the pictures in the box and add some more .3. Practice reading .Step 3 While-task1. Using the activities we write in 1a to make conversations .For example :What are you doing for vacation ? I’m visiting my uncle .2. Pairwork .Practice in pairs .3. 用第三人称练习对话.4. Groupwork . Divide the Ss into groups of four or five .Make conversations .5. Listening Page 13,1b. Check the answers .SB Page 14 ,2a & 2b .1. First ,read the names of the people .2. Play the recording and let Ss fill in the chart .3. Check the answers .Step 4 Post-taskSB Page 14,2c .Read the conversations first .Groupwork and fill in the chart .Step 5 Homework1. 如果没填完上面的表格回去接着做完.2. 记单词.教学后记Period 2Teaching procedures :Step 1 Leading in1. Free talk .2. Revise : Make conversations with the setences what are you doing for vacation ?When are you going ?Who are you going with?Step 2 Pre-taskSB Page 14,Grammar focus .1. Call attention to the sentences together .Read them by the Ss .Ask a student to say the question using the word he and then again using a boy’s name .2. Do in the same way with “she” and a girl’s name.Step 3 While-taskSB Page 15, 3a .1. Read the conversation by the Ss and practice reading .2. Listen and fill in the chart .3. Check the answers .SB Page 15, 3b .1. Look at the conversation in the box .2. Practice reading .3. Pairwork . Make conversations using the information in 3b .4. Act out your conversations .Step 4 Post-taskVacation Dreams .Imagine your dream vacation .Write something on a piece of paper using what we learnt .Share the dreams .Step 5 HomeworkWrite 2 conversations about 3b in the exercise books .If you don’t finish your dream writing, do it at home .教学后记Period 3Teaching procedures :Step 1 Leading in1. Free talk .2. Check the homework :Ask one or two Ss to say something about their dream vacation .并给出全适的评价.Step 2 Pre-taskSB Page 16, 1a .1. Say each phrase and ask Ss to repeat .2. Call attention to the pictures .Say something about the pictures .Match each phrase with a picture .3. Check the answers .Step 3 While task1. Make conversation. Work with your partner .Talk about what you would like to do on vacation .2. Share their conversations.SB Page 16 , 2a&2b .1.Read the reporter’s questions together .2. Play the recording and check the answers .Step 4 Post-task1. Find a new partner .Student A is the reporter .Student B is He Yu . A interview B .2. Read the conversation in 2c and with the help of the listening .Step 5 Homework1. Remember the new words .2. Write the conversations about your interview .教学后记Period 4Teaching procedures :Step 1 Leading in1. Greetings .2. Make an interview with a student .Step 2 Pre-taskSB Page 17 ,Part 4 .T: What are you doing this weekend ?1. Ask each other ,write down their answers .2. One student to present his /her exercise .Step 3 While-taskSB Page 17 , 3a .1. Read the article about Ben Lambert’s vacation plans by the Ss .Tick out the new words .2. Read the article to the class .3. Explain the new words .4. Play the tape .Ss listen and repeat .5. Point out the five numbered pictures .Ss identify the items .6. Check the answers .7. Play the tape again .Practice reading .SB Page 17, 3b .T: This is an article about Julia’s vacation plans .Call attention to the blanks in the paragraph .Read the paragraph to the class ,saying blank each time when we come to a bland line .Read the paragraph and fill in the blanks .Step 4 Post-taskSB Page 17 , 3c .T: We read about Julia’s vacation and Ben’s vacation .If you are a famous singer or football player ,What are your vacation plans ?Write about your vacation plans .Give them help if they need .Step 5 HomeworkComplete the Selfcheck .教学后记。
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Unit 3 What are you doing for vacation?一、教学内容分析本单元的核心话题是谈论未来计划，课文始终围绕这一主题展开，我们要学习如何谈论假期的计划（Vacation plans），及对将来的安排（Future plans）。
让学生学会用what询问将要干什么并回答；用when, who, where, how long, how等词围绕未来计划进行提问和回答。
语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听，说，读，写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。
二、教学目标分析1.认知目标：1.学习并掌握本单元词汇：句型：---What are you doing for vacation?---I’m +ving +…---What is she /he doing for vacation?- --She’s/He’s + ving +…2.能力目标：能听懂、说出有关假期活动的词汇和短语以及相关话题的会话。
3、情感目标: 通过学生制定假期计划，培养学生合理安排自己假期和周末，让他们学会学习。
通过合作学习，培养学生的集体意识。
三、教学重难点重点：熟记、运用新学的短语，学习使用“be+doing”结构描述自己及他人的假期计划。
难点：分辨“be+doing”表示“打算做某事”与“正在做某事”的不同。
四、教学准备1. 教师准备：多媒体2. 学生准备：搜集有关“vacation”话题的词汇。
五、学情分析及教学策略在上册书中已学过用一般过去时谈论过去度假的表达，具有了学习本单元知识的认知前提，能自然地与本单元话题进行衔接。
因此，在本单元的对话中，教师可鼓励学生将过去度假的经历结合到本单元的对话中，充实对话内容，同时复习一般过去时（分发辅助资料，让学生分组讨论过去时的用法，小组派代表上台讲解，评出最优秀的一组进行奖励）。
六、教学步骤Step 1 Free talkNice to meet you. What day is it today?How was your weekends? Where did you go last weekend ?... Step 2.Leading_in任务一：复习现在进行时，为第二个任务奠定基础。
-Face to the class and ask : What are you doing now ? Students may be answer : We are looking at the blackboard. Ask some students : What are you doing now ? I’m sitting ./I’m listening to you . Collect their answers.板书---What are you doing now ?--- I’m sitting ./I’m listening to you …Say : This weekend, I’m visiting my friends. Look at the ppt. What are you doing for vacation? Ask some students. Collect their answers.板书---What are you doing for vacation? ---I’m …总结现在进行时的结构：主语+be +v-ing +…Step 3. Presentation任务二：引入现在进行时的形式表示将来要发生的事情Today ,We’re going to learn Unit 3.(板书课题)。
What are you doing for…?用于询问别人的计划、打算等。
Books open, Look at the picture in 1a.Look at the vacation activities in the picture. make a list。
students work in groups, Then check the answer.Step 4. Listening任务三：Step 5. Pair work（以为为第二课时内容）（教师示范） T: What are you doing for vacation?S1: I’m visiting my grandma.S2: I’m going to the beachS3:I’m …(扩展为第三人称单数)T: What is she/he doing for vacation?S2: She is visiting her grandmaS: He is relaxing at home.Get the students to practice in three groups. Offering students some pictures.（展示课件，以图片为背景，使学生从经验和体验出发，在互动中运用语言知识。
）Ask some students to act out in class. （展示成果，使学生体验成就感，培养学生的自信心。
）Step 6 Exercises（任务五：通过做练习，巩固理解本课时的内容。
）Fill in the blanks with the words in the box.1. Mary is________ her little sister.2. My sister is________ time with Aunt Helen.3. Frank is_______ his grandmother.4. My parents are_______ at home.5. And I’m going________.Step 7 HomeworkMake a plan for your summer vocation.板书设计：Unit 3 What are you doing for vacation?News words: A :What are you doing now ? babysit, camp B: I’m sitting.(I’m listening to you .)A :What are you doing this Saturday ?B: I’m visiting my friends.What are you doing for…?用来询问别人的计划、打算等。
教学辅助资料（学生用）一、一般过去时态定义表示在过去某个时间发生的动作、情况或存在的状态，也表示过去经常或反复发生的动作。
二、一般过去时谓语动词的构成be动词的过去式be动词（或系动词be）am, is →was, are→were。
情态动词过去式的构成can→could(注：有时情态动词过去式不表示过去，表示委婉的语气。
)规则行为动词动词过去式的构成行为动词的过去式，其变化分为规则和不规则的两种。
规则动词过去式的构成1、一般词尾加-ed。
如：stay→stayed help -- helpedask -- asked look→looked watch -- watched2、e结尾的只加-d。
如：hope→hoped love -- loveddance -- danced live→lived live -- lived3、辅音字母结尾词，重读闭音节先双写，然后才能加-ed.如：stop→stopped plan(计划) →planneddrop -- dropped beg -- begged4、“辅音字母+y”尾，y改为i, 再加-ed。
carry -- carried study -- studied hurry -- hurried过去式加-ed 的读音1、在清辅音后，读清辅音/ t / 。
worked / kt / helped / pt / passed / st /washed / t / watched / t /2、在浊辅音和元音后，读浊辅音/ d / 。
played / d / carried / id / answered / d /lived / vd / used / zd / called / ld /3、在/ t, d / 音后面, 读/ id / 。
wanted / tid / needed / did /巧记不规则动词过去式1.中间去e，末尾加t 如：keep→kept，feel→felt，sleep→slept，sweep→swept2.结尾d变t 如：build→built，lend→lent，send→sent，spend→spent3.遇见i改为a 如：ring→rang，sit→sat，drink→drank，sing→sang，swim→swam，begin→began，give→gave4.“骑(马)”“开(车)”“写(字)”——把i变o如：ride→rode，drive→drove，write→wrote5.“想”“买”“带来”“打仗”——ought换上如：think→thought，buy→bought，bring→brought，fight→fought6.“教书”“抓住”——aught切莫忘如：teach→taught，catch→caught7.ow/aw 改为ew 是新时尚 如：know →knew ，grow →grew ， throw →threw ，draw →drew 8.“放”“让”“读”过去式与原形一样 如： put →put ，let →let ，read →read/red 练习：写出下列动词的过去式3. 一般疑问句did + 主语 +行为动词原形 was / were + 主语 +其他成分eg. - Did you go shopping yesterday? -Yes, I did. / No, I di dn’t.-Was she 15 years old last year? 4. 特殊疑问句特殊疑问词 +did + 主语 +行为动词原形 特殊疑问词 +was / were + 主语 +其他成分 eg. - Did you go shopping yesterday? When and where were you born? 三、一般过去时基本用法use live wake keep say clean buy play learn see readgo think be happen give become get rain stay pass answerrun borrow grow watch write smile open begin swim carry study finish一般将来时的用法1、表示将来某一时刻的动作或状态：We shall/will come to see you the day after tomorrow.There will be a wonderful show next week.2、表示将来某一段时间内经常的动作或状态：The students will come and work in the lab once a week.We shall/will come and work in this factory in a year.3、be going to + v , 常表示即将发生的动作或打算做的事情：I’m going to revise lessons with Li Ming.They are going to watering the flowers.4、少量动词可以用进行时表将来：go, come, leave, start, stay, return, arrive, begin.I’m taking an exam in October． (我报名了)Bob and Bill are meeting tonight．他们有会面的安排5、表示安排或计划好的确定发生的事，用现在时表未来。