Unit 3 Grammar Focus 教案3
英语人教版八年级上册unit3 Grammar focus-3a
Unit3 I’m more outgoing than my sisterSection A (Grammar focus-3c)一、教学目标：1. 语言知识目标：1) 巩固复习形容词、副词比较级的用法。
2) 总结两者进行比较的句式结构。
3) 能运用学过的句型，进行说与写的活动，完成相关任务。
二、教学重难点1. 教学重点：1) 总结形容词及副词比较级的构成方式。
2) 总结对两者进行比较的句式结构。
2. 教学难点：1) 总结形容词及副词比较级的构成方式。
2) 能运用所学的目标语言，进行说与写的活动，完成相关任务。
三、教学过程Step 1. Warming- up and revision完成“四维学案”任务：复习上一课时的单词部分一.复习单词（在“四维学案”上填上所缺单词）1.友好的，外向的(adj)_________2.两个，两个都(adj,pron)_______3.（good和well的比较级）较好的，更好的(adj,adv)_______4.大声地(adv)________5.轻声地(adv)________6.工作努力的(adj)________7.比赛，竞赛(n)__________8.极好的(adj)_________ 9.哪一个,哪一些(pron,adj)__________10. 清楚地，清晰地(adv)_________ 11.不过，可是(adv,conj)___________12..获胜，赢(v)_________过去式形式_________二. 复习形容词和副词比较级的规则形式和不规则形式。
1.形容词和副词比较级的不规则形式。
good / well – better - best bad / badly – worse - worstmany / much – more- most little – less - leastfar – farther / further – farthest/ furthest2.用交互式电子白板复习形容词和副词比较级的规则变化。
Unit3_SectionA(Grammar_Focus-3c)名师教案
T: Jim, are these your erasers?
S4: Yes, they are. They are mine.
T: Here you are.
S4: Thank you.
1.通过实物展示“学习用品”，运用目标词句，询问物品的所属者。
Teacher: And the eraser? ___________?
Anna: Yes, it is.
Teacher: _____________________, Anna.
Anna: You’re welcome.
1.通过教室场景和学生自己的学习用品，营造与学生生活密切相关的语言学习气氛，由实物引出单词，激起学生兴趣。
.那是你的书包吗？__ ____ your schoolbag?
是的。Yes, ___ ___.
不是。是他的。No, __ ____. _____ his.
.这些是你的书吗？____ ______ your books?
是的。Yes, ____ ____.
不是。它们是她的。No, _____ ______. _______ hers.
____ ____ Mike’s ______.
3. That is his photo. (改为复数形式)
_______ ______ their ________.
4. Are these your jackets? (作肯定回答)
_____, ______ _____.
5. Is that Bob’s ruler? (作否定回答)
2.通过读图找出图中学习用品，同时呈现实物，加深学生对单词意义的理解，引导学生在真实语境中感知和模仿新的语言。
新教材人教版七年级上册英语Unit 3 Lesson 3 Grammar Focus (GF-3d)
Yes, there is. / No, there isn’t.
There are some trees in front of the sports field. Are there any trees in front of the sports field? Yes, there are. / No, there aren’t.
5. A: Where __i_s__ the school hall? B: __I_t_is___ between the classroom building and the science building.
6. There __a_r_e__ some pictures of famous people on the wall.
Read the sentences. Underline the verbs in there be structure and circle the prepositions of positions.
W classroom building.
Look at the picture. Ask and answer more questions using the following strcutures:
— Where is / are ...? — It is / They are ... — Is there / Are there ...? — Yes, there is. /
There be各种句型的转换
➢ 一般疑问句 There be句型的一般疑问句是把be动词调整到句首，再在 句尾加上问号。 注意：变为一般疑问句时，肯定句中的some要变为any。
人教版七年级上册英语教案Unit 3 Section A Grammar Focus-3c带教学反思
Step 4
Language points
(PPT 19-29)
1.Explain the usage of possessive case.
a.Is that/this …?
b.Are these/those …?
c.possessive case.
中考链接
(PPT 35)
Do some exercises to practice the words:
mine.
挑选考查中考题的名词性物主代词，练习该词的用法，使学生认识该知识点在中考中的重要性。
Step 7
Summary
(PPT 36)
1. Read the form about thepossessiveobjective.
Step 2
Presentation
(PPT 9-11)
1. Ask one studenttosummarize the sentences.
2. Show thegrammar focusandwork on Grammar Focus.
3.Ask students to read the sentences in this part and pay attention to thepossessive.
2. Practice it.
通过单选和完成句子等形式练习所学的形容词性物主代词。
Step 8
Homework
(PPT 37)
1. Finish the exercises.
2. Preview the new words and expressions.
3. Preview 1a-1e.
人教版英语八年级上册 Unit 3 Section A -Grammar focus 3a—3c-教案
Unit 3 I’m more outgoing than my sister.Section A Grammar Focus一、教学目标1.谈论学生感兴趣的话题，总结如何对两者进行比较，能够综合运用所学的知识来对两个事物或人物进行比对。
2.学生根据班级的真实情况，通过任务和抽号游戏，培养学生的自信心，发现生活的美。
二、学情分析通过前面2个课时的学习，学生已经掌握了如何描述人物，用适当的形容词描述人物之间的对比，本课时对前面所学知识进行总结运用，同时达到价值观的升华。
三、教学重、难点1.Teaching important points（教学重点）：比较级结构的句子描述。
2.Teaching difficult points（教学难点）：能够综合运用所学知识来对两个事物或人物进行对比，注意比较级在使用过程中应该遵循的规则和特殊用法。
四、教学过程活动1. 【导入】城市之声节目导入,呼吁发现生活中的美。
As a radio host, a stranger named sad and fourteen sent me a message. he is unhappy, because his friends are better than him.【设计亮点】:通过电台主持人收到匿名微信，发现本班一个自卑的学生，激发学生兴趣。
活动2. 【引入】视频展示，捕捉信息。
Show why this student is not confident (compare his 4 friends with him) 【设计亮点】: 视频展示教学法是呈现知识最简单有效的方法之一，学生通过视频，能够更直观的理解比较级句型。
活动3. 【讲授】探索任务，逐步深入。
After watching the VCR ask the students to guess who he is and why he is not confident. Ask students to help him by finishing 3 tasks which are behind 3 boxes. Every time they finished, they can get a word on the box. Finally, they can get a big surprise.Task 1: find the differences between his friends and Wang. (Cue word: you)Task 2: find the advantages/beauty of Wang. (Cue word: are)Task 3: find the beauty of “bad” students. (Cue word: beautiful) 【设计亮点】:根据任务探索来复述比较级结构的句子描述①朋友和王同学的差异，②王同学的优点，帮助王同学找回自信。
Unit+3+SectionA+Grammar+Focus-3c+教学设计+2023-2024学年
附件1-3教学设计表姓名学校（片区）年级七年级科目英语教学设计标题：Unit 3 How do you get to school?SectionA（Grammar Focus-3c）学情分析：According to the last lesson,the students initially perceived and tried to use the valence phrases to express the travel mode,and use the English tens and hundreds digits to express the time and distance.Students in Grade7 are highly motivated in class and willing to participate and cooperate actively in learning.They should create specific context .Guide students to further observe and explore language phenomenon, try to sum up some grammar rules actively to form independent learning ability.教学目标：Language ability：1.Phrases: take the bus/subway/train/taxi,ride a bike/walk.2.Sentences:--How do you get to school?--I walk/take the bus…to school.--How long does it take to get home? --It takes ... to get home.--How far is it from here?--It’s about …kilometers/meters.--Do +主语go to school by +交通方式?--Yes, they do./No, they don’t. They go to school by +交通方式…It takes sb. sometime to do sth.Learning skills：According to talking about the travel mode,improve the interest of English learning and independent learning ability.Thinking traits:According to observing the sentences in Grammar Focus and try to sum up some grammar rules actively,improve logical thinking and deep thinking.Cultural awareness：Establish the awareness of green travel教学重难点：Important parts：1.How questions:how/how far/how long2.Expressions about the travel mode.3.It takes sb.sometime to do sth..Difficult parts：1.How questions:how/how far/how long2.Expressions about the travel mode.教学过程：Step 1 .Revision1.Let’s look at the pictures and say the names of vehicles.2.Practice two means of expressing modes of trip.3.Make a summary4.Guessing gamePractice”How, How long, How far”Step 2 .Grammar Focus1.Observe the sentences in Grammar Focus and try to sum up some grammar rules by themselves. They can discuss with their partners. And then share their conclusions in class.nguage points about the sentence pattern：“It takes sb. sometime to do sth.”and How questions:how/how far/how long3.Practice the target sentences.Step 3 .Work on 3a&3b.1.Do activity 3a. Match the questions with the answers.2.Check the answers by asking and answering questions in pairs.3.Do activity 3b. Use the words to make questions. Then answer them.Check the answers by asking and answering questions with partnersStep 4. Work on 3c.1. Read and translate the sentences in the chart.2.Ask and answer these questions with their classmates:Sa: How far is it from your home to school, Peter?Sb: It's about ten kilometers.Sa: Oh, no. How far is it from your home to school, Tina?Sc: It's about five kilometers.Sa: Oh, yeah. …Step 5.SummaryHow questions:“how ”“how far”“how long”.Step 6.Homework1.Students(LevelA): Write about how your friends get to school.2.Students(LevelB): Preview 1a-1e on page 16.3.Students(LevelC): Preview the new words and expressions.Step 7.Blackboard DesignUnit 3 How do you get to school?--How do you get to school?--I walk/take the bus…to school.--How long does it take to get home?--It takes ... to get home.--How far is it from here?--It’s about …kilometers/meters.--Do +主语go to school by +交通方式?--Yes, they do./No, they don’t. They go to school by +交通方式…It takes sb. sometime to do sth.。
度人教版八年级英语上册教案：Unit 3 (Grammar focus3c)第3课
池河中学2017-2018学年度第一学期教学设计年级八年级科目英语任课教师刘子艳授课时间9.27课题Unit 3 Section A Grammar Focus-3c 授课类型语法课课标依据理解附录“语法项目表”中所列语法项目并能在特定语境合作使用;了解常用语言形式的基本结构和常用表意功能;在实际运用中体会和领悟语言形式的表意功能。
教学目标知识与技能1.复习巩固形容词和副词的比较级的构成。
2观察，分析，总结比较级的句式结构和as…as句式结构3.运用所学的目标语言,进行说与写的活动,完成相关任务。
过程与方法通过对话展示、自主探究等活动，熟练使用Grammar Focus 的重点句型情感态度与价值观在小组活动中养成合作探究意识。
教学重点难点教学重点观察，分析，总结比较级的句式结构和as…as句式结构复习巩固形容词和副词的比较级的构成。
教学难点运用所学的目标语言,正确完成说与写的活动。
教学师生活动设计意图编号过程Step1.Warm-up and revision复习上节课的目标句(师生以问答的形式回顾本单元的目标语言。
)Step2. Grammar Focus(1) Read through the sentences.(2) Have Ss focus on the form ,functions.(3)compare the two tenses（学生在小组活动中完成语法任务，教师点拔关键部分。
）Step3.Exercise写出下列形容词的比较tall______ thin_______ loudly______smart______ friendly______ outgoing________hard _____ funny_______ fast________（学生独立完成练习，教师巡视指导。
）Step4. Work on 3a(小组合作完成，然后核对答案）Step5. Work on 3b（同桌完成后表演）Step6. Summary.（学生在教师的引导说出关键内容，教师再补充。
人教版英语八年级上册教案：Unit3 SectionA(Grammar Focus-3c)
Unit3 SectionA（Grammar Focus-3c）教案【教材版本与册数】新目标人教版八年级上册【单元名称】Unit3 I’m more outgoing than my sister.【课时】Section A Grammar Focus-3c （第2课时）【课型】Grammar（语法课）教材分析本单元围绕“personal traits”这一话题，展开形式多样的听、说、读、写学习活动来人物性格并做出比较。
主要学习英语中关于人物个性特征的形容词和副词比较级的表达方式和运用；结合“as … as, than, both”等词汇，学会在情境中正确描述和评价自己及他人。
本节课型定位为以话题为核心的“语法课型”。
主要在以单元话题牵引下，在学生脑海中建立起英语-(i)er和more相当于汉语“更”的概念，同时拓展学生相关的形容词及副词词汇，训练学生比较级句型的运用及培养他们的语言结构意识。
在语言技能上，同时通过问答及表格调查的形式，运用所学知识，学会正确跟同伴谈论自己及家人的个性特征，在情感态度上，学会准确谈论自己及他人并学会关心身边的家人及朋友，在文化意识上，了解个性性格差异，学会尊重，培养社交意识。
语言知识目标：1. 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用含形容词及副词比较级用法的句型：-- Is Tom smarter than Sam?1 / 9第 1 页教学目标-- No, he isn’t. Sam is smarter than Tom.-- Is Tara more outgoing than Tina?-- No, she isn’t. Tina is more outgoing than Tara.-- Are you as friendly as your sister?-- No, I’m not. I’m friendlier.-- Does Tara work as hard as Tom?-- Yes, she does.-- Who’s more hard-working at school?-- Tina thinks she works harder than me.语言技能：2. 通过核心句型的集中学习，学生能正确使用形容词及副词比较级。
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Unit 3 Is this your pencil? Grammar Focus
教案
Teaching aims:
Master the Yes/ No questions sentences.
Teaching keys:
1.The Yes/ No questions sentences.
2.Asking the owner of things.
Teaching difficulties:
1.The usage of “Yes / No” questions sentences.
2.The usage of possessive pronouns.
Teaching methods:
1.Task-based Language Teaching
2.Visual teaching method
3.Situational teaching method
Teaching steps:
Step 1 Warming up
Greet the class and ask some daily questions.
Step 2 Revision
Review the words by asking and answering questions.
T: What’s this?
S1: It’s a pencil.
T: Is this your pencil?
S1: Yes, it is. It’s mine.
T: What’s that?
S2: It’s a dictionary.
T: Is this your dictionary?
S2: No, it isn’t. It’s his.
Step 3 Role-play
1.Have two Ss read the conversation first.
2.Explain the conversation and ask Ss to read by themselves.
3.Several minutes later, call some pairs to practice it.
4.Correct theirs pronunciation if they make mistakes.
Step 4 Grammar Focus
1.Write the sentences on the blackboard and ask Ss to read.
2.Explain the sentences and point the key grammar.
Is this your pencil? Yes, it is. It’s mine. / No, it isn’t. It’s hers.
Are these your books? Yes, they are. / No, they aren’t
3.Make more examples about the usage of the Yes/No questions sentences and possessive
pronouns.
Is that his green pen? No, it isn’t. It’s mine.
Notice: Here mine means my green pen.
Step 5 Practice
1.Work on 3a. Read the instruction to the class and them to finish it by themselves.
2.Ask some students to speak out their answers and check them.
3.Give students some time to practice the conversation and then ask some pairs to practice. Step 6 Work on 3b
1.Give Ss 4 minutes to finish this part.
2.Walk around the classroom and give help if possible.
3.Check the answer and read together.
Step 8 Game
1.Prepare a box and some things and put them into the box.
2.Ss take one thing out of the box and find the owner by asking questions, only twice.
E.g.: Is this your eraser? No, it isn’t.
Is this Li Ming’s eraser? Yes, it is.
Step 9 Homework：
1.Read and copy Grammar Focus twice.
2.Remember the words learned today.
3.Listen to the tape for at least 30 minutes.感谢您的阅读，祝您生活愉快。