初二英语第3单元教学设计
外研版英语八年级上册Module 3《Sports》全单元教学设计
外研版英语八年级上册Module 3《Sports》全单元教学设计一. 教材分析《Sports》是外研版英语八年级上册Module 3的主题单元，主要介绍体育运动的相关知识。
本单元包括介绍运动项目的短文、运动器材的词汇、以及关于运动的句子。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析八年级的学生对体育运动有较高的兴趣，生活中也经常参与各种运动。
但部分学生在英语表达方面仍有困难，需要教师关注并提供个别辅导。
此外，学生们的团队合作意识和运动知识水平不同，需要在教学过程中加以考虑。
三. 教学目标1.知识目标：学生能掌握本单元的运动项目名称、运动器材词汇以及相关句子。
2.能力目标：学生能运用所学知识进行简单的英语交流，如谈论喜欢的运动、介绍运动项目等。
3.情感目标：培养学生积极参与运动的意识，提高团队合作精神。
四. 教学重难点1.重点：运动项目名称、运动器材词汇以及相关句子的掌握。
2.难点：运动项目名称和运动器材词汇的准确运用，以及句子结构的灵活运用。
五. 教学方法采用任务型教学法、情境教学法和分组合作教学法。
通过设定各种运动情境，引导学生进行英语交流，提高学生的实际运用能力。
同时，分组合作完成任务，培养学生的团队合作意识。
六. 教学准备1.准备运动项目的图片、视频等教学资源。
2.准备运动器材的实物或图片。
3.准备相关句子结构的模板。
七. 教学过程1.导入（5分钟）利用图片或视频展示各种运动项目，引导学生谈论自己喜欢的运动。
同时，询问学生对运动项目的了解，为新课的学习营造轻松的氛围。
2.呈现（10分钟）教师展示运动项目的图片，引导学生用英语说出运动项目的名称。
接着，呈现运动器材的实物或图片，让学生用英语表达。
在此过程中，教师给予鼓励和指导，帮助学生克服恐惧心理。
3.操练（10分钟）教师设立各种运动情境，如篮球比赛、足球比赛等，引导学生运用所学知识进行英语交流。
同时，鼓励学生大胆开口，提高口语表达能力。
人教版八年级英语下册Unit3单元教学设计
1.通过情景教学法，创设真实语境，让学生在实际语境中学习并运用一般过去时；
2.运用任务型教学法，设计各种听说读写活动，提高学生的语言综合运用能力；
3.采用小组合作学习，鼓励学生互相交流，分享自己的经历，培养合作精神；
4.利用多媒体教学资源，如图片、视频等，丰富课堂教学内容，提高学生的学习兴趣；
d.课后布置相关作业，让学生运用所学知识进行写作，提高语言运用能力。
2.针对教学难点，采取以下措施：
a.提供典型例句，分析一般过去时的句子结构，帮助学生掌握语法规则；
b.创设丰富的语境，让学生在情境中进行角色扮演，提高口语表达能力；
c.设计分层教学，针对不同水平的学生提供不同难度的练习，使每个学生都能在原有基础上得到提高；
5.通过学习英语，拓宽视野，增强对世界的认知，树立正确的人生观和价值观。
二、学情分析
八年级下册的学生已经具备了一定的英语基础，对一般现在时和一般将来时有了较好的掌握。在此基础上，本单元的一般过去时对于学生来说是一个新的挑战。学生在学习过程中可能存在以下情况：
1.对一般过去时的理解和运用尚不熟练，需要通过具体实例和反复练习来巩固；
2.学会使用一般过去时描述过去发生的事情，如：I visited my grandparents last week；
3.能够听懂并参与课堂讨论，分享自己的过去经历；
4.提高阅读理解能力，理解并掌握课文中的重点句型和语法结构；
5.提高写作能力，能够运用一般过去时写作文，描述过去发生的事情。
（二）过程与方法
4.教师带领学生进行句型替换练习，巩固一般过去时的用法。
（三）学生小组讨论
1.教师将学生分成小组，要求他们用一般过去时描述过去发生的事情，如：“What did you do last weekend?”
人教版八年级英语上册Unit3优秀教学案例
3.教师鼓励学生在课后与家长进行英语交流，分享所学知识，增进亲子关系。
本节课通过导入新课、讲授新知、学生小组讨论、总结归纳和作业小结等环节，系统地教授了人教版八年级英语上册Unit3的相关知识。教师关注学生的实际需求，采用人性化的教学语言，激发学生的学习兴趣，培养他们的英语综合素质。同时，教师注重教学策略的运用，创设情境，问题导向，小组合作，反思与评价，使学生在积极参与课堂活动的过程中，提高自己的英语水平。
2.提问：“你们平时是怎么去学校的？”让学生用英语表达自己的日常出行方式。
3.教师展示一段关于不同交通方式的短视频，引导学生关注各种交通方式的特点和优势。
（二）讲授新知
1.教师讲解本节课的重点词汇和短语，如bus, train, car, bike, walk, swim等，并示例用法。
2.教师介绍情态动词can的用法，并通过例句让学生理解其表示能力的意思。
人教版八年级英语上册Unit3优秀教学案例
一、案例背景
本案例背景以人教版八年级英语上册Unit3为主题，该单元主要围绕“How do you get to school?”展开，通过学习本单元，学生能够掌握有关交通方式的词汇，如bus, train, car, bike等，同时学会使用一般现在时描述自己的日常出行方式。此外，本单元还重点介绍了情态动词can的用法，培养学生能够准确表达自己的能力。
5.作业小结强化应用：教师在布置作业时，要求学生运用所学知识写一篇关于自己日常出行方式的短文。这种作业设计有助于巩固课堂所学，提高学生的写作能力。同时，教师还鼓励学生在课后与家长进行英语交流，分享所学知识，进一步增进亲子关系，使英语学习更好地融入生活。
八年级上册英语第3单元教学设计2012至2013上[共5篇]
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八年级上册英语第3单元教学设计2012至2013上[共5篇]第一篇：八年级上册英语第3单元教学设计2012至2013上八年级上册英语第3单元教学设计I 教学理念：本节课遵循《新课标》的基本理念，以学生语言技能、语言知识、情感态度、学习策略和文化知识的发展为基础，培养学生英语的综合语言运用能力。
给学生提供贴近生活实际，内容健康的资源，培养他们的积极性，使他们敢于开口，大胆t说英语，大胆用英语交流，帮助他们建立学习的成就感和自信心2.Ability object 1 Listening and speaking skills ② Reading and writing skills ③ T o train students’ ability of making futu re plans 3.Moral object ① Making a good vacation plan can make your trip happy.② Learn to care other people and help othersIII Teaching key point ① Key vocabulary Tibet Hong Kong San Francisco Hawaii How long get back camp ② Important point.(Target language)Where are they going? How long are they staying? What is Dave doing for vacation? I’m going to Hawaii for vacation.I’m going in December and I’m staying for three weeks.Ⅳ Teaching difficulties。
Listening, speaking, reading, and writing practice.V Teaching methods任务型教学(task teaching)1、Listening and speaking methods(能听懂问题并能回答)2、Reading and writing methods(读会对话并能编写对话)3、Pair work.Teach students how to communicate with others 根据《新课标》激发和培养学生的学习兴趣，使学生树立自信心，养成良好的习惯，发展学生自主学习能力和合作精神。
及分析人教版英语八年级下册Unit3大单元教学设计
-定期组织展示活动，让学生在实践中展示自己的学习成果，增强自信心。
4.教学延伸：
-鼓励学生参与学校或社区的实际志愿者活动，将所学知识运用到实践中。
-建立学习小组，利用课后时间进行英语角活动，提高学生的语言实际运用能力。
-结合单元主题，开展跨学科活动，如社会调查、研究报告等，拓宽学生的学习视野。
4.口语作业：与家人或朋友进行一次关于志愿者工作的英语对话，尝试使用本节课学到的词汇和时态，记录下对话内容。
5.研究任务：选择一个感兴趣的志愿者组织或活动，通过网络或图书馆资源，了解该组织或活动的基本信息、活动宗旨和参与方式，下节课向同学分享。
作业布置注意事项：
-确保作业难度适中，既能巩固课堂所学，又不会给学生造成过重的负担。
四、教学内容与过程
（一）导入新课
在这一阶段，教师将运用多媒体资源，以生动有趣的方式导入新课。首先，在大屏幕上展示一组志愿者活动的图片，如环保清洁、帮助老人过马路等，让学生们观察并思考这些图片中的共同点。随后，提出问题：“What are they doing? Why do they do these things?”引导学生展开思考。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法帮助学生达成学习目标：
1.采用任务型教学法，引导学生通过完成具体的任务，如小组讨论、角色扮演等，提高英语实际运用能力。
2.利用多媒体教学资源，如图片、视频等，激发学生的学习兴趣，增强课堂的趣味性。
3.通过小组合作学习，培养学生的团队协作能力和沟通能力。
-通过真实语境的创设，让学生在实践中感受时态的用法，提高口语表达能力。
-引导学生通过预读、细读和总结等步骤，提高阅读理解能力。
人教版初中英语八年级上册Unit 3 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，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：，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 periodSection 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 periodSection 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 ughKey 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 periodSection B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make ugh2．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 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 periodSection 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 grades Key sentences：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 periodSection 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.11 / 11。
(新人教版)英语八年级上册 Unit 3 大单元教学设计
八年级上册Unit 3单元整体教学设计1.单元主题确定本单元的话题是人的个性特征 (Personal traits)属于新课标中“人与自我”范畴内“做人与做事”主题群中的“自我认识、自我管理、自我提升”子主题内容。
2.单元内容分析第一课时（Section A 1a-2d）：初步认识人与人的差异，谈论人物的外貌不同；第二课时（Grammar focus-3c）：梳理形容词与副词的比较级结构以及原级比较，强化句型结构的操练，通过家庭成员比较的练习加强学生语言的自然输出；第三课时（Section B 1a-1e）：围绕my best friend展开讨论，谈论好朋友具备的特质，结合听力材料抓住关键信息，完成听力任务；第四课时（Section B 2a-2e）：三个语篇围绕三对好朋友之间的异同展开，通过阅读活动帮助学生掌握如何描写朋友，并思考友谊的意义；第五课时（3a-self-check）：写作练习以描述好友为主题，运用比较级、原级结构的句子去描写好友特征。
3.单元课时内容Part1:Section A 1a-2d听说课Part2:Grammar focus-3c语法课Part3:Section B 1a-1e听说课Part4:Section B 2a-2e阅读课Part5:3a-self check写作课4.单元教学目标本单元学习结束时，学生能够（1）语音：在朗读中正确把握句子的节奏和重音。
（2）词汇短语句型：正确使用新词汇和短语表达。
（3）语法：正确使用比较级结构谈论人物品质和特性。
（4）能力：提高听说能力；掌握基本的阅读技巧：预测、精读、泛读；结合本单元的语言表达完成基本的写作训练。
第1课时教学设计一、教学内容：Section A 1a-2d二、课型：听说课三、语篇研读What: 谈论人物的个性特征对比，1a主题图是校园乐队演唱会，台下学生对舞台上表演者的外貌特征进行比较和讨论，1a-1c的听力部分呈现出主要话题和外貌的比较，2a-2b的听力内容是一位记者对主题图中双胞胎姐妹Tina和Tara的采访对话，就各自性格等方面的特点进行了对比，回答记者问题。
初二英语第三单元教案模板
初二英语第三单元教案模板你知道怎么写初二英语第三单元教案吗?通过对音乐类型的介绍，让学生学会正确表达自己的情感，激发学生对音乐、对生活的热爱，培养学生健康的情感品质。
一起看看初二英语第三单元教案!欢迎查阅!初二英语第三单元教案1一、教学目标情感目标：通过对音乐类型的介绍，让学生学会正确表达自己的情感，激发学生对音乐、对生活的热爱，培养学生健康的情感品质。
2、知识与技能目标：掌握词汇sweet、everyday、simple,理解词汇jazz、classical、folk;了解音乐的分类;学会用“It’s great! I love it! It’s not my favorite, but I don’t mind it. I hate this kind of music.”等句子表达自己的情感,提高听、说、读、写等综合运用语言的能力。
二、教学重、难点1、教学重点：了解音乐的分类;学会用“It’s great! I love it!/It’s not my favorite, but I don’t mind it./I hate this kind of music.”等句子表达自己的真实情感。
2、教学难点：能用所学知识表达自己对音乐的喜好。
三、教学准备1、根据课文内容准备一个话筒，CAI(课件)，录音机。
2、设计一张对不同音乐喜好的表格，设计两张表达情感的句式卡片。
四、教学过程Step l Leading—in activities用多媒体播放一首学生以前学过的英语歌，让学生共同跟随音乐演唱，营造轻松的学习氛围。
问学生一些问题：Do you like music?Why?/What do you think of the music? Step 2 Role-task(1)Task 1：呈现生词jazz、classical、folk，然后用多媒体播放相对应的音乐，让学生猜测jazz、classical、folk的意思，如有错误加以纠正。
八年级上册英语第三单元教案优秀5篇
八年级上册英语第三单元教案优秀5篇八年级上册英语第三单元教案篇1一、教学目标：1.语言知识目标：1)学习掌握下列词汇：copy, return2)进行一步复习巩固学习Section A部分所学的生词和词组。
3)对询问困难及提出的建议的句型，掌握其规则。
4)通过不同方式的练习，来熟练运用询问及提建议的表达方式。
2.情感态度价值观目标：让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。
二、教学重难点言1.教学重点：1)复习巩固Section A部分所学的生词和词组，达到熟练运用的目标。
2)熟练掌握和运用询问困难和提建议的表达方式。
2.教学难点：1) 总结询问问题和提出建议的句型，掌握规则。
2)练习运用所学的句型。
三、教学过程Step 1 Warming- up and revision1. Have a dictation of the new words learned in the last class.make sth. clear (同义词) ___________talk (同义词) _______________not allow (同义词) ______________worried (同义词) ______________get along with (同义词) ____________communicate (名词)_____________old (比较级) _______________2. Check the homework.3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.八年级上册英语第三单元教案篇2【学习目标】1.学生能掌握六个频率副词的用法。
人教版英语八年级上册Unit3I'mmoreoutgoingthanmysister.大单元教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握并运用以下知识与技能：
1.能够理解并运用比较级的概念，描述人物外貌、性格、能力等方面的差异，如：“I'm more outgoing than my sister.”。
3.部分学生在听力方面存在困难，对日常对话的理解仍有待提高。
4.学生在合作学习过程中，沟通能力、团队协作能力有待加强。
5.部分学生对英语学习缺乏自信，课堂参与度不高。
针对以上学情，教师在教学过程中应关注以下几点：
1.通过生动有趣的课堂活动，激发学生的学习兴趣，提高他们的学习积极性。
2.注重基础知识的教学，帮助学生巩固比较级知识，提高语言表达能力。
4.词汇积累：
学生需要在本章节的基础上，自主查找5个与比较级相关的词汇，并写下它们的英文释义和例句。通过这样的词汇积累活动，学生可以扩大词汇量，提高语言运用能力。
5.自我反思：
学生需完成一份自我反思报告，内容包括对本章节学习过程中的优点和不足的认识，以及下一阶段的学习计划。这样的反思有助于学生形成自主学习意识，培养自我管理能力。
3.采用分层教学，针对不同水平的学生制定合适的教学任务，使每个学生都能在课堂上获得成就感。
4.加强听力训练，提高学生的听力水平，为日常交流打下基础。
5.注重培养学生的合作意识和沟通能力，使他们学会在团队中发挥自己的优势，共同完成任务。
6.关注学生的情感需求，鼓励他们积极参与课堂活动，增强自信心，提高英语学习效果。
c.写作练习：让学生编写一段关于自己和朋友的比较级描述，巩固所学知识。
（五）总结归纳
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Unit3 What are you doing for vacation?
I 教学理念：
本节课遵循《新课标》的基本理念，以学生语言技能、语言知识、情感态度、学习策略和文化知识的发展为基础，培养学生英语的综合语言运用能力。
给学生提供贴近生活实际，内容健康的资源，培养他们的积极性，使他们敢于开口，大胆t说英语，大胆用英语交流，帮助他们建立学习的成就感和自信心
ⅡTeaching aims:
1. Knowledge object
①Key vocabulary
②Target language
2.Ability object
①Listening and speaking skills
②Reading and writing skills
③To train students’ability of making future plans
3. Moral object
①Making a good vacation plan can make your trip happy.
②Learn to care other people and help others
III Teaching key point
①Key vocabulary Tibet Hong Kong San Francisco Hawaii
How long get back camp
②Important point. (Target language)
Where are they going?
How long are they staying?
What is Dave doing for vacation?
I’m going to Hawaii for vacation.
I’m going in December and I’m staying for three weeks.
Ⅳ、Teaching difficulties。
Listening, speaking, reading, and writing practice.
V、eaching methods 任务型教学(task teaching)
1、Listening and speaking methods (能听懂问题并能回答)
2、Reading and writing methods (读会对话并能编写对话)
3、Pair work. Teach students how to communicate with others VI、Studying way（根据新课标的理念，采用合作学习的方法）Role playing. Group work (Learn to how to communicate with others.) Discuss (学会在合作学习中发现问题并能相互讨论,)
VII、Teaching procedures
Step Ⅰ、warming----up
First chant ，Then sing a song
Step Ⅱ、Revision
①Revise the words on page 15
②Group work What are you doing vacation?
③What is he/she doing for vacation?
④Step Ⅲ3a undefined
Ask students to open their books and turn to page 15, look at 3a. First you read by yourselves. Then fill in the chart. After that check the answer. Then read after the tape sentence by sentence. Read it together .Discuss the phrases go hiking, like doing sth…go away…send sb sth or send sth to sb, show sb sth or show sth to sb(This activity provides reading and speaking practice using the target language.) Step Ⅳ3b First let students practice the conversation in 3a. Then use the information below to make their own conversations. Ask two students to read the example m the speech bubbles. Then tell students to use the information in the chart. Point out the example conversation comes from the first information in the chart. Ask students to work in pairs. Take turns to ask and answer. Have different pairs of students perform each of the conversations for class .(This activity provides listening and speaking practive using the target language.)
Step Ⅴ、Grammar Distinguish the present progressive as now and as future Step ⅥVacation dreams! There is a note about a dream vacation .I’ll ask a student to read it to the class. Write about your dream vacation according the pictures on the screen one that you would
love to take .You can make up the answers .please use the note in your books as an example. Then ask some to read their reports.(This activity gives students listening speaking reading and writing practice using the target language)
StepⅦExercise
1. Fill in the blanks using the prepositions in, on, from, etc.
2. Write out your or your family national holiday plan.(If time permits it shows on the screen)
StepⅧ、Conclusion
1. use “be+doing”to talk about future plans
2. go camping spend with friends vacation go hiking have a good time send me a postcard show me your photo
3. That sounds nice./ interesting.
StepⅨ、Homework
Write a diary about your coming vacation. You can use the new words and expressions.
StepⅩ、Blackboard design National Holiday plan
Suppose(假设) we’re going to other countries for vacation. Make a vacation plan. Then give a report: Where to go: When to go: What to take: What to do:。