初中英语人教版八年级上册第三单元第一课时教案
初中英语人教版八年级上册第三单元第一课时教案
初中英语人教版八年级上册第三单元第一课时教案第一篇：初中英语人教版八年级上册第三单元第一课时教案初中英语人教版八年级上册第三单元第一课时教案Unite3 What are you doing for vacation?The First Period T eaching aims: 1.learn the new words of this period 2.learn the following sentence patternsWhat + be + 主语+ Ving + for vacation? 回答：主语+be+Ving……When + be + 主语+ Ving？回答：主语+ be+ Ving +时间What are you doing for vacation?I’m spending time with my friendsWhen are you going?I’m going next week.3.现在进行时表示将来现在进行时可用来表示按计划或安排将要发生的动作即“现在进行时表示将来”Teaching proceduresStep1 Leading-in The teacher say “The National Day is coming, we will have a seven-day holiday.What are you doing during the holiday? Before you answer my question, let’s learn some new words first.”Step2 Present the new words The verb babysit can be presented like this: You can show students a short cartoon.In this cartoon, a baby is crying, after hearing this ,a girl comes to look after the baby.She gives the baby some food and make the baby stop crying.After finishing watching this cartoon, you can say to your students “the girl is babysitting the baby”The ways of presenting “camp” and “plan” are the same as babysit Step3 Practice① 根据句意及首字母或汉语提示完成单词1.Jack has to b_____his sister’s baby on Saturday2.He p_____to have a relaxing vacation3.I’m going_____(宿营)with my classmates.②让学生自己用这三个词造句Step4 1a①Ask students to look at the picture in 1a,and have students work in groups of four to discuss and finish it.②Correct the answersStep5 1b ①Display the wall calendar and present the expression: what are you doing for vacation? I’m staying home on Sunday.②let students listen to the recording and ask them to write a conversation number from 1 to 3 in each box.③Check the answersStep6 1c ①Read the sample dialogue in 1c to students ②let students do the pairwork ③let students perform the dialogue in class in different moods such as happy, irritated,bored or in different role relationships such as a parent and child, husband and wife, two friends,etc.④let students ask and answer the questions about the people in the pictureStep7 2a.2b First ask the students to look at the chart.Make them understand the listening task carefully.Second let students predict the content of the listening task, according to the information that the task has given.Third paly the recording for the first time ,point out the sample.Hector is visiting his cousins on Friday.For the second time, let students finish the filling task.Step8 2c ①Ask two students to read the dialogue ②Have students to ask and answer in pairs ③let students talk about their vacation plans④Ask some pairs to say their conversations to the class.Step9 Grammar Focus Review the grammar box①What + be + 主语 + Ving + for vacation?回答：主语+be+Ving……What are you doing for vacation? I am visiting my grandmother What is she doing for vacation? She is going camping What are they doing for vacation? They are relaxing at home When + be + 主语+ Ving 回答：主语+ be+ Ving +时间When are you going? I am going on MondaythWhen is he going? He is going on the 12.When are they going? They are going next week.②解释一下，现在进行时可用来表示按计划或安排将要发生的动作。
初中英语人教版八年级上册unit 3 第一课时 教学设计
教学反思在教学中，我尝试让学生在口语运用中学会表达他们的个人意见，抒发个人的情感。
本课的话题是谈论人物的外貌，比较人们以及事物之间的外貌性格特征。
这与学生的个人生活息息相关，在课前引导得当，极易激发学生的兴趣，开展这一话题的讨论。
1、在学习描述人物外貌特征及性格特征的形容词时，采取图片对比，让学生能清楚直观地表达出来，如：Yao Ming is taller than Liu Xiang. Han Hong is more serious than Li Yong. 开展小组合作竞赛的方式，谈论自己喜欢的明星及原因。
2、在对待开放性话题上，是我与学生最愿意进行的部分。
本课我们选择的开放性话题是：Do you have a friend? Do you think you are different from your friend? Who is taller/`more outgoing?学生通过采访身边的老师和同学，来进一步练习所学知识。
在轻松的谈吐中，他们都能自觉地使用我们学到的语言目标，对重点句型能熟练运用。
本课主要学习形容词的比较级和副词的比较级。
这对学生来说有点难，我要从以下几点入手：第一，先学习形容词和副词比较级的构成。
它有规则变化和不规则变化两种，第二，比较级的用法。
句型是“比较级＋than" 例如：Tina is taller than me. 第三，表示两者在某一方面相同时，用 "as＋形容词或副词原级＋as" . 例如：He works as hard as me.第四，注意在比较级前可以用much ,a little. even, a lot 修饰。
本课的教学任务是训练学生的英语思维，培养学生语言际能力为中心的教学过程，课堂各教学环节条理清晰，目标明确层层递进。
既体现出课标标准中侧面培养学生阅读能力的要求，又兼顾了听、说、读、写的教学原则。
在循序渐近的教学过程中，学生会熟悉本课的整体结构，课文内容和新的语言知识。
人教版八年级英语上册Unit3教学案
人教版八年级英语上册Unit3教学案Unit 3 Section A 1a-1c【Learning objectives】Knowing : 本课的2个单词和8个短语。
Habit----forming: --- A: What are you doing for vacation?---B: I'm babysitting my sister.Practising: 熟练运用本课词汇和句型谈论将来要进行的活动。
.【Important points】利用本课句型谈论自己和朋友的假期活动计划。
【Learning process】(教师寄语: Practice makes perfect)一、自主学习(教师寄语: No pains, no gains)Task 1. 学习1a：掌握本课重点单词和短语单词：临时照顾（小孩）露宿，野营短语：1、拜访你的朋友_______________2、照顾我的妹妹________________3、和朋友一起度过_______________4、在家里放松__________________5、做运动6、举行音乐会7、打篮球8、去野营Task 2. 学习1b,听听力。
1、听录音选出所听到的词与短语a. campb. babysit my sisterc. visit my grandmotherd. relax at homee. spend time with my friends2、再听一遍，完成课本表格。
3、理解下列询问假期将要干什么的句型，并仿照练习A:What are you doing for vacation? B: I'm camping for vacation.A:What is she doing for vacation? B: She is visiting her grandmother.讲解：1、“What are you doing for vacation”时一个现在进行时的句子，但表示的却是将来，意味着动作马上就要发生。
人教版八年级英语上册unit3第一课时集体备课教案
人教版八年级英语上册unit3第一课时集体备课教案八上Unit 3 I'm more outgoing than my sister. Section A （1a-2d）一、课标要求：《英语课程标准》要求学生熟练掌握形容词比较等级的规则变化形式，不规则变化形式，熟练掌握形容词比较等级的的基本句型及基本用法。
二、教材分析SectionA(1a-2d)是Unit 3第一课时的内容，其中心话题围绕表述个人特征，对人物进行比较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，并能初步运用这一语言结构进交谈为后面Section B的学习打下基础，在本单元中起着承上启下的作用。
三、教学目标1知识与能力：掌握单词outgoing loudly quietly hardworking better 的用法；掌握形容词比较级的变化规则；运用比较级谈论人物的个性特征。
2过程与方法：采取“任务引领，活动建构”教学法，采用speaking,reading, writing,，pairwork,groupwork等方法进行读写练习。
3情感态度与价值观：讨论人与人之间的不同和相同点，从而发展学生的观察能力、分析能力和判定能力。
四、教学重难点：学会并能掌握形容词比较级的构成方法和基本用法。
五、教学设计：（一）自学活动预习设计：1、预习任务：Task 1 :打开课本P17，对照1a的单词，自己根据“音、形、义”结合的原则，读单词四遍。
盖住英语单词，在练习本上默写单词，写完核对答案，不会写的再抄上三遍。
然后，同位互相提问反义词。
（备注：小组长负责检查。
）Tsak 2 : 联系所学的知识，，写出下列形容词的比较级：tall(比较级) thin(比较级) long(比较级)short(比较级) heavy(比较级) good(比较级)Task 3:打开教材P18，先认读方框中的单词，整体感知,然后思考这些单词的比较级应该是怎样的。
英语 人教版 八年级上册(电子教案) Unit 3 第一课时 Section A (1a-2d)
第一课时Section A (1a—2d)教学目标通过本课的学习,学生能够:1.进行课前准备、当堂书写、语境识记等活动,听懂、朗读并准确识记本课时重点词汇和常用表达。
(获取信息)2.梳理、总结比较级的用法,提高语言表达能力。
(梳理整合)3.通过独立完成听力练习,能够提取有用信息,提升抓取关键信息的能力,并能在创设的情境下运用比较级创编对话。
(内化应用)4.读懂关于比较级的对话语篇,并使用所学目标语言进行自我描述。
(迁移创新)语篇研读What:本课听力语篇1是关于一对双胞胎外貌的描述。
听力语篇2主要讲述一名记者对姐妹二人Tina和Tara的采访,类型为记叙文。
本课对话语篇是一篇两人针对歌唱比赛的对话。
Why:通过两篇听力语篇和一篇对话语篇,学生学会使用目标语言描述人物的外貌和个性特征,并且进一步描述朋友之间的异同。
How:听力语篇采用对话和采访的方式,使文章结构清晰,读者更易于理解。
对话语篇通过对话形式对比两人的外貌及能力特征。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学习活动效果评价Lead-in通过给学生展示图片,导入新单词The teacher shows students a picture andasks,“What are the differences betweenthem?”教师观察学生回答问题的表现,并根据学生的回答情况给予帮助设计意图通过图片导入创设情境,激发学生的学习兴趣,导入部分生词和比较级的用法。
情境教学法让学生在用中学、学中用Activity1:Pre-listening听前预热,学习快速1.Finish the task in1a on page17.2.Listen.Are the words in the box usedwith-(i)er or more?Complete the chart教师观察学生能否通过听前预测明确听力记录in2a on page18.3.Listen again.How are Tina and Taradifferent?Fill in the boxes in2b on page18.目的、更准确地获取具体信息,并引导学生进行更多的听力技巧的训练设计意图通过观察图片引导学生练习造句,完成该项活动,加深对内容的理解,为听力做铺垫【学习理解】Activity2: While-listening通过听力完成练习1.Let students make sentencesaccording to the pictures in1a on page17.2.Finish the task in1b on page17.Check the answers in class.3.Finish the task in2c on page18.教师观察学生在听力中出现的问题,纠正学生在核对答案后发现的错误设计意图为本单元新课展开话题做准备,同时调动学生的积极性,提高学生的听力水平,为后面的听力活动打好基础【学习理解】Activity3:Presentation通过对话练习,深入了解本课所学Let students practice the conversation inthe picture above.Then make conversations about the other twins.教师观察学生能否正确运用听力中获取的信息完成对话设计意图通过对话展示活动,锻炼学生运用听力信息的能力和语言组织能力【应用实践】Activity4:Reading 通过不同方式引导学生了解文章内容1.Read the conversation in2d on page18and answer the questions.2.The teacher asks students to role-playthe conversation with the partner.3.The teacher explains some languagepoints.教师引导学生带着问题快速阅读,在角色扮演环节中鼓励学生脱稿表演,并模仿地道的语音语调设计意图锻炼学生带着问题快速阅读的能力,学生通过角色扮演模仿地道的语音语调,有利于提高口语表达能力【学习理解、应用实践】Activity5:Group work小组合作探究找出规律Let students work in groups and talkabout what they have learned in thisclass.教师观察学生小组讨论的情况,并给出必要的指导和反馈设计意图通过小组活动,学生相互探讨本课所学,彼此取长补短。
八年级上英语第三单元 第一课时 教学设计
新目标八年级上英语第三单元第一课时教学设计Unit3 What are you doing for vacation?Section A ( 1a -- 1c)白山市第二十二中学刘玲设计理念：以任务为中心的任务型语言教学是目前交际教学思想中的一种新的发展形态。
它倡导“在做中学，在做中用”的教育理念，将语言应用的基本理念转化为具有实践意义的课堂教学方式。
运用学习任务组织教学，强化了语言实践的过程，充分体现了语言的交际本质。
在英语课堂上，实施任务和开展活动具有很大的挑战性，需要在实际操作中对教材进行重新整合，并要根据学生的环境和接受能力来开展行之有效的任务和活动。
同时利用多媒体和网络技术，帮助解决教学难题。
这样，既能为学生创设真实可视的英语学习环境，也能激发学生积极参与的欲望，引起学生的共鸣和兴趣。
教学目标：1 知识目标：通过本节课学习，让学生学会用现在进行时态表示按计划或安排将要发生的动作。
2 能力目标：能用be+doing结构来谈论假期的安排或计划。
3 情感目标：本课时以假期安排为话题，时逢传统节日“中秋节”和“国庆节”，学生们可以走亲访友，出去旅游，贴近学生生活，使学生有话可说，激发了他们学习英语的兴趣。
教学策略和方法：通过pair work, group work，discussion等活动，鼓励学生用be+doing 结构来谈论假期的安排或计划。
教学重点、难点：（1）重点句型：— What are you doing for vacation ?—I’m visiting my friends.—What’s she doing for vacation?—She’s babysitting her sister.( 2）用be+doing结构来谈论假期的安排或计划( 3 ) 听说训练Teaching Procedures：Step 1 Leading inT: We have spent a long summer vacation, are you happy? What did you do on your summer vacation?S1: I did my homework and played football with my friends.S2: …T: Very good! You did really have a good time. And the National Day is coming, what are you doing for vacation?S1:I’m visiting my grandmother.S2: …（设置此情景，学生复习了一般过去时的用法，会很自然的谈论自己的暑假活动，通过联想国庆假期即将来临，用现在进行时表述自己的假期计划，既为下一节课的学习做好了铺垫，又锻炼了学生的口头表达能力）Step 2 Vocabulary presentation1. Learn some new words and phrases with the slides.2. Call attention to the picture at the top of the page and talk about it.3. Group work. Make a list about vacation’s activities.（开展小组活动，使每个学生参与到活动中来，做到让课堂活起来，动起来）Step 3 Pair work1．Study the picture of 1a and talk about what the students doing for their vacation. ( camping , visiting my grandmother , watching TV, spending time with friends, babysitting my sister, etc.) And ask them to make conversions. Then ask a few students to act out their conversions.Sample conversion:T: What are you doing for vacation?S1: I’m going camping.To S2: What’s she doing for vacation?S2: She’s going camping.（进行pair work活动，训练学生对本节课重点句型的反应，以检测当堂的教学效果。
八年级上册英语第三单元教案
八年级上册英语第三单元教案1.八年级上册英语第三单元教案（篇1）第一课时 Section A (1a～2d)【学习目标】1.学生学会形容词或副词比较级形式的构成及两者进行比较的一些常用词汇与句型。
2.通过听对人物的外表进行描绘、个性进行比较的对话，学生学会怎样就两者进行比较。
3.学生学会用比较级进行信息交流，增强自信心，多交益友，快乐生活，快乐学习。
【学习重点】用所学的功能语言交流如何运用比较级描绘人物的外貌与个性。
【学习难点】学习形容词和副词比较级的用法Learning action tips：Accordingto the actual situation of the students in class, create scene to lead in the new course by the way of teacher and student\'squestion and answer：—Which one is more hardworking at their lessons? —Lisa is.And revise the adjectives about describing the appearance and personalityof a person.Learning action tips: Preview the words on Page17-18 in the word list. Students read the words by phonetic symbols, thenunderline new words in the text and mark the Chinese meaning. At last finish thetask in 1a.【知识链接】clearly adv.清楚地;清晰地;明白地【拓展】形容词后加上ly常构成副词。
eg：loud→loudly;quiet→quietly;serious→seriously;usual→usually;different →differently;real→reallyfriendly adj.友好的(1)friendly的比较级是more friendly。
八年级英语上册-人教版-Unit 3 教学设计(1)
八年级英语上册-人教版-Unit 3 教学设计（1）一. 教材分析人教版八年级英语上册Unit 3的主题是“How do you get to school?”，主要让学生掌握常用的交通工具名称及表达方式，学会用一般现在时询问和回答别人是如何去学校的。
本单元还包括了听力、阅读、写作和语法等方面的内容，旨在全面提高学生的英语综合运用能力。
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，部分学生对一些复杂的情态动词短语和一般现在时的用法还不够熟练，需要通过本节课的教学来进一步巩固。
三. 教学目标1.能够听懂、会说、会读、会写本课的生词和短语。
2.能够用一般现在时询问和回答别人是如何去学校的。
3.能够熟练运用情态动词短语和一般现在时进行简单的交流。
4.提高学生的听力、口语、阅读和写作能力。
四. 教学重难点1.重点：掌握本课的生词和短语，学会用一般现在时询问和回答别人是如何去学校的。
2.难点：熟练运用情态动词短语和一般现在时进行交流。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。
2.情境教学法：创设真实的情境，让学生在实际生活中运用英语。
3.交际法：鼓励学生积极参与课堂交际活动，提高口语表达能力。
六. 教学准备1.教材：人教版八年级英语上册Unit 3。
2.多媒体设备：电脑、投影仪、音响等。
3.教学课件：根据教学内容设计的课件。
4.学生活动材料：单词卡片、练习册等。
七. 教学过程1.导入（5分钟）利用课件展示一些交通工具的图片，引导学生谈论他们平时是如何去学校的。
2.呈现（5分钟）老师分别扮演不同的角色，用一般现在时询问和回答别人是如何去学校的，如：“How do you get to school?”“I usually go to school by bus.”等。
同时，板书生词和短语，如：bus, trn, usually, walk等。
人教版英语八年级上册教案：Unit3 SectionA(1a-2d)
教学难点：
1)能准确掌握形容词和副词比较级的结构||。
2）能准确运用目标语言来正确描述人物个性特征||。
建议教
法
情景交际法||，任务型教学法||，听说课的“3P”教学模式：
P--呈现（语言输入）
P--操练（1.机械操练2.听力训练）
P--运用（语言输出）
设置情景意义操练
4.Point out the picture and the two boxes with the headings Tina is and Tara is.
5. T playsthe recording and check the answers.
6. Ss ask and answer in pairs .
-- Ithink Lisa sang better than Nelly.
--Which one was Lisa?
-- The one with shorter hair.Ithink she sang more clearly than Nelly.
学习策略：
2.通过听前的词汇分类与听中聚焦关键信息||，学生能掌握该听力策略||。
--Is that Sam?
--No||，that’s Tom. Sam has longer hair than Tom.
--Both Sam and Tom can play the drums||，but Sam plays them better than Tom.
--Nelly sang so well.
2.真实情景式导入话题并呈现所需形容词汇||，如：tall||，short||，fat||，thin||，outgoing等||，激发学生的学习兴趣
人教八年级英语上册Unit 3第1课时教案
人教八年级英语上册Unit 3第1课时教案第一课时Section A(1a－1c)根据句意及音标提示写出单词及其汉语意思。
1．I'm more outgoing /'aʊtgəʊɪŋ/ than before.外向的；爱交际的_2．Both /bəʊθ/ Sam and Tom are students.两个；两个都3．You need to speak loudly /'laʊdli/ when you give a speech.喧闹地；大声地；响亮地4．My sister studies English better /'betə(r)/ than me.更好地环节1新课导入T：How are you, everyone?Ss：We are fine. And you?T：I'm fine, too.How old are you?S1：I am 14 years old.S2：I am 13 years old.T: S1 is older than S2, but you are both younger than me. Today we will learn how to compare people.设计意图：通过课前的师生互动问答,让学生提前接触本课内容,顺利引入新话题。
环节2学习1a－1c1．让学生朗读1a的词汇,掌握其含义,然后将意思相反的词(组)匹配起来,并核对答案。
2．让学生听一遍录音,完成1b的任务。
3．再听一遍录音,学生跟读对话,整体感知,并核对1b的答案。
4．让学生两人一组练习1a上方图片中的对话,然后模仿该对话,就其他的双胞胎编写对话。
5．邀请两三组学生当堂表演他们的对话。
6．学以致用。
(根据汉语意思完成句子,一空一词)(1)这位秘书既会说英语也会说西班牙语。
The secretary can speak both English and Spanish.(2)他是你的英语老师,不是吗？He's your English teacher,isn't he?设计意图：引导学生运用比较级对人物的特征进行描述,使学生初步感知比较级的用法。
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初中英语人教版八年级上册第三单元第一课时教案
Unite3 What are you doing for vacation?
The First Period
Teaching aims:
1.learn the new words of this period
2.learn the following sentence patterns
What + be + 主语+ Ving + for vacation? 回答：主语+be+Vin g……
When + be + 主语+ Ving？回答：主语+ be+ Ving +时间
What are you doing for vacation?
I’m spending time with my friends
When are you going?
I’m going next week.
3.现在进行时表示将来
现在进行时可用来表示按计划或安排将要发生的动作即“现在进行时表示将来”
Teaching procedures
Step1 Leading-in
The teacher say “The National Day is coming, we will have a seven-day holiday. What are you doing during the holiday? Before you answer my question, let’s learn some new words first.”
Step2 Present the new words
The verb babysit can be presented like this: You can show students a short cartoon. In this cartoon, a baby is crying, after hearing this ,a girl comes to look after the baby. She gives the baby some food and make the baby stop crying. After finishing watching this cartoon, you can say to your students “the girl is babysitting the baby”
The ways of presenting “camp” and “plan” are the same as babysit
Step3 Practice
①根据句意及首字母或汉语提示完成单词
1.Jack has to b_____his sister’s baby on Saturday
2.He p_____to have a relaxing vacation
3.I’m going_____(宿营)with my classmates.
②让学生自己用这三个词造句
Step4 1a
①Ask students to look at the picture in 1a,and have students work in groups of four to discuss and finish it.
②Correct the answers
Step5 1b
①Display the wall calendar and present the expression: what are you doing for vacation? I’m staying home on Sunday.
②let students listen to the recording and ask them to write a conversation number from 1 to 3 in each box.
③Check the answers
Step6 1c
①Read the sample dialogue in 1c
to students
②let students do the pairwork
③let students perform the dialogue in class in different moods such as happy, irritated,bored or in different role relationships such as a parent and child, husband and wife, two friends,etc.
④let students ask and answer the questions about the people in the picture
Step7 2a.2b
First ask the students to look at the chart. Make them understand the listening task carefully. Second let students predict the content of the listening task, according to the information that the task has given.
Third paly the recording for the first time ,point out the sample. Hector is visiting his cousins on Friday. For the second time, let students finish the filling task.
Step8 2c
①Ask two students to read the dialogue
②Have students to ask and answer in pairs
③let students talk about their vacation plans
④Ask some pairs to say their conversations to the class.
Step9 Grammar Focus
Review the grammar box
①What + be + 主语+ Ving + for vacation? 回答：主语+be+Vin g……
What are you doing for vacation? I am visiting my grandmother What is she doing for vacation? She is going camping
What are they doing for vacation? They are relaxing at home When + be + 主语+ Ving 回答：主语+ be+ Ving +时间
When are you going? I am going on Monday
When is he going? He is going on the 12th.
When are they going? They are going next week.
②解释一下，现在进行时可用来表示按计划或安排将要发生的动作。
即“现在进行时表将来”。