人教版英语八年级上册教案：Unit3 SectionA(Grammar Focus-3c)
培养学生做题策略||，抓住题目重点信息||，进一步巩固比较级的用法||。
学生应该能通过练习坚实掌握语法点||。
3
深度加工知识
Step 4
Production（输出）(10mins)
1.Group work
(1). Tell Ss to read the chart first in 3c. Make sure they know the meaning of the words in the chart.
教ห้องสมุดไป่ตู้重难点
教学重点：
1)熟记形容词和副词比较级规则变化的结构及用法||。
2)熟记不规则变化的形容词和副词比较级的结构和用法||。
3）熟练运用than||，as…as等连接词||。
教学难点：
1)学会使用形容词和副词的比较级来真实讨论身边的朋友、同学及家人||。
2）学会在真实语境中使用形容词和副词的比较级来客观评价谈论他人||，形成完整真实对话||。
2.学生利用老师提供的信息对老师进行提问||。
2
获取新知识
Step2
Presentation
（呈现新知）(12mins)
1. T：Let's read the sentences of Grammar Focus||，and fill in the blanks.
Ss answer these questions：
1）——汤姆比萨姆更聪明吗？
Is Tom _______ _____ Sam?
——不是||。萨姆比汤姆更聪明||。
No||，he isn’t. Sam is ______ _____ Tom.
2）——塔拉比蒂娜更外向吗？
Is Tara ____ ________ ______ Tina？
——不是||。蒂娜比塔拉更外向||。
学习策略：
3.通过组句训练||，强化本单元重点知识的学习和突破语法难点||。
4.通过开放性的口语活动||，能够在真实的语境中使用目标词汇和句型||。
情感态度价值观目标：
学会正确跟同伴谈论自己及家人的个性特征||，学会准确谈论自己及他人并学会关心身边的家人及朋友||，了解个性性格差异||，学会尊重||，培养社交意识||。
教
学
目
标
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?
-- No||，he isn’t. Sam is smarter than Tom.
No||，she isn’t. Tina is ______ ________ ___Tara.
3）——你和你姐姐一样友善吗？
_____ you _____ friendly _____ your sister?
——不是||。我更友善一些||。
No||，I’m not. I’m ___________.
-- 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.
1.利用一个轻快的chant引入课堂||，呈现语法重点框里的句子||，帮助学生复习之前所学的形容词和副词比较级的用法||，并总结本单元语法重点||。
2.真实情景式导入话题并呈现所需形容词汇||，如：tall||，short||，friendly||，outgoing等||，激发学生的学习兴趣
1.通过课前的预习||，培养学生的预习习惯||。
Unit3SectionA（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）
建议教法
语法课的“3E”教学模式：
E--experience（创设真实语境||，体验语法意义）
E--explore（自主探究规划||，感悟语法体系）
E--express（分层多元表达||，得体运用语法）
以情境为载体||，以探究为手段||，以表达为核心||，帮助学生将语言的形式、意义、和用法紧密联系起来||，提高学生的综合语言运用能力||。
(3). Ss work by themselves. Read the sentences in 3b and write the other four sentences.
(4). Check the answers with the class.
复习巩固目标句型||，如：A is … than B||，A is as ...as B||，让学生牢固掌握语法点||。
S: 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.
-- 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||。
2.Work on 3b:
(1). Ask Ss to think of himself/herself two years ago. Write about how they are different now.
(2). Give an example:
I was shorter and more outgoing two years ago. But now||，I am taller and less outgoing. I am not as funny now as I was two years ago. I sing better now than I did two years ago. I study English harder now than I did two years ago.
(2). Look at the first example. Let a student read the examples and make sure that all the students understand the subject.
(3). Students are guided by the teacher’s way of reading||，and sentence by sentence||，every blank should fill in words.
(2). Ask one student the question:
T: Who is smarter||，your mother or your father？
S1: I think my mother is smarter than my father.
(3). Ss read the chart and check √ in the chart.
教学流程
（详见相应教学设计）
教学评价
1.本课时的目标设计清晰可操作||，活动的设计紧扣目标要求并与目标达成一致||。
2.知识点的呈现遵循语言规律||，由易到难逐层递进||，充分体现语言输入到语言输出的完整过程||。
3.学生评价部分的活动设计体现对文本内容的深度挖掘和文本再构||，在真实语境中正确使用形容词和副词的比较级||，体现了对学生思维品格的训练与培养||。
附：教学活动设计
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
1
预备与激活先期知识
Step 1
Greeting and Leading in ( 3mins )
Greeting: lead in the class with a chant.
1. Ask some Ss compare he/she with his/her desk mates.
(4). Work in groups. Ask and answer the questions with their partners.
(5). Try to make a report.
4）——塔拉与蒂娜工作一样努力吗?
Does Tara work _____ ______ _____ Tina?
5）——谁在学校里更努力一些？
Who’s ______ _____________ at school?
——蒂娜认为她学习比我更努力||。
Tina thinks she ______ _______ than me.
T：Check the answers.
(answers: 1. smarter than; 2. smarter than; 3. more outgoing than; 4. more outgoing than; 5. Are||，as||，as; 6. friendlier; 7. as hard as; 8. more hard-working; 9. works harder.)
2019人教版八年级上册英语全英版教案：Unit3 SectionA(1a-Grammar Focus)精品教育.doc.doc
Unit3 SectionA（1a-Grammar Focus）全英版教案Teaching Aims1. Knowledge Objects(1)Function: Learn how to compare people.(2)Key V ocabulary: outgoing, better，loudly, quietly, hard-working, competition, fantastic, which, clearly, win.(3)Target Language: ①I’m more outgoing than my sister.②Is Tom smarter than Sam?③Are you as friendly as your sister?④Who’s more hard-working at school?(4 ) Structure：①comparative+ than②as+ adj/ adv+ as2. Ability Objects(1)Develop the abilities to talk about personal traits.(2)Compare people with the comparative forms of adjectives and adverbs.3. Moral Objects(1)Encourage students to discover other students, strong points.(2)Learn from each other and remedy for their weak points.Teaching Key Points1. V ocabulary and Expressions.2. Master the rules of comparative forms of f adjectives and adverbs.Teaching Difficult Points1. How to use the comparative forms of adjectives and adverbs when you want to describe a person or to compare two persons.2. Use as “as…as…” in a sente nce to compare two persons.Teaching Methods1. Task-based language teaching.2. Communicative teaching.Teaching Aids1. Some pictures of twins.2. A tape recorder.Teaching ProceduresStep 1 Leading in (about 7 minutes)T：How often do you exercise?S2：Three times a week.T：Good! Who do you play with?S2：I often play with my friends.T：Do you like him?S2：Yes, of course.T：Can you tell us something about your friend?S2：OK! His name is Tony. He is 12 years old. He is tall and thin. He likes playing basketball. He studies English well. His hair is short. He is my good friend.T：Great! I think everyone has a good friend or a person that you love. Can you write them down? Please try your best to describe them using adjective or adverb words. Let’s get started.Ask a student to write on the blackboard.Attentions the teacher can ask more than one student to answer the question, in order to finish next task.Step 2 la, 1b (about 5 minutes)Check the writing.T：Please turn to page 17 and look at the picture.There are three pairs of twins in the picture. Let’s listen to the tape then finish la and lb.Object：Let students learn some adjective words.Attention：If students have trouble in “quietly”and “loudly”, the teacher should show them“quiet” and “loud” first.Then correct the answers.Step 3 1c (about 5 minutes)T：Practice the conversations in the picture above. Then make conversations about the other twins.Object：Let students master the new structure.Attention：1. Correct the mistakes.2. Show the structure on the blackboard：①be+ comparative adjective form+ than...②verb+ comparative adverb form+ than...Step 4 Practice (about 5 minutes)T：Now, let’s rewrite the writing abou t your friends using comparative adjective or adverb forms.Ask a student to rewrite the passage. The other students write on their exercise books.Attention：1. The teacher should circle the main structure in a sentence using a colorful chalk.2. It is difficult for students to use “more + adjectives/adverbs than...”. The teacher should offer some help as needed.Step 5 2a (about 7 minutes)Let students listen to the dialogue in 2a.T：Now listen to the tape. We should find which words are used with er or more. Please write them down.Object：Master the rules of how to change an adjective or adverb into the comparative form.Attention：Introduce the rules and ask students to write the rules on their notebooks.Step 6 2b (about 5 minutes)Play the recording again. Ask students to fill in the boxes.T：There are two friends, Tina and Tara. Let’s listen to the tape again. This time we should find out how Tina and Tara are different.T：After finishing the activity, I want to ask someone to share the answer.Objects：1. Train students’ listening skills.2. Master the new patterns.Attention：The structure “as... as…” may be difficult for students, so the teacher should explain the patterns before the practice.Step 7 2c (about 5 minutes)T：Now look at 2c. Student A, look at the chart on the right. Student B, look at the chart on the page 81. Please ask and answer questions about Sam and Tom.Ask two students to read the dialogue on the left.T：Then how many stars should we give Sam?S：Three stars.T：How many stars should we give Tom?S：One star.T：Tom is as smart as Sam, how many stars can Tom get?S：Three stars.T：Well done. They both can get three stars. Just do it like this. Now, let’s start.Objects：Train students to master the structures：be+ comparative adjective form+ than...; verb+ comparative adverb form+ than…Step 8 2d (about 5 minutes)First, read the conversation for students.Second, let students get clear on the meanings of every sentence and some important phrases especially “which one”“though”.Third, let students read the conversation for three times.Fourth, show the key words of every sentence on the blackboard and ask students to retell every sentence.At the end, ask several pairs of students to role-play the conversation.T：Let’s do 2d together. First, read the conversation by yourselves and find out the meaning of each sentence.T：You can use “which” in questions when there are two or more possible answers or alternatives. For example, “There are so many bikes. Which one is yours?”“One” refers to “bike”. (The teacher can give more examples.)T: “Though” means“but” and it is usually at the end of a sentence. For example, though my shirt is new, I want to buy another one. We may use “although”.T：Then read after me.T：Please retell the sentences using these words. (Show the key words on the blackboard: competition, fantastic, sang, clearly, danced, though, important) Give students several minutes to prepare it.Ask several pairs of students to role-play the conversation.Step 9 Grammar Focus (about 3 minutes)Read the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Then help the students find out the main structure of each sentence.Step 10 Summary and Homework (about 2 minutes)T：Today we have learned the rules of how to change adjectives/ adverbs to comparative adjectives/ adverbs.And we also learned how to make sentences with comparative adjectives/ adverbs.Then remember your homework1. Make conversations with your partner.2. Write a passage about you and another person, you can write about your sister, brother, your friend, your classmate, and so on.Black board DesignUnit 3 I’m more outgoing than my sister.The First Period (Section A la一Grammar Focus) Structure:1. be+ comparative adjective form+ than….2. verb+ comparative adverb form+ than….3. …as+ adj /adv+ as…Key word (2d):…co mpetition...fantastic……sang... clearly ...…danced…win…...important...。
人教版八年级上册英语Unit3_SectionA课件
Is Tom smarter than Sam?
Is Tara more outgoing than Tina? Are you as friendly as your sister? Does Tara work as hard as Tina? Who’s more hard-working at school?
No, he isn’t. Sam is smarter than Tom. No, she isn’t. Tina is more outgoing than Tara. No, I’m not. I’m friendlier.
Yes, she does.
Tina thinks she works harder than me.
smart funny work hard outgoing friendly sing well
Mother
√
Father
Oral practice
将获得的信息以独白的方式进行转述，比一比，看谁说的好
My neighbor is Liu Yang. He thinks…
Exercise
用所给词的适当形式填空。
1. Ann is a very _q_u_i_e_t _( quiet)girl, she hardly makes noise. 2. An elephant is much_h_e_a_v_i_e_r _(heavy)than a horse. 3. I hope our city get s more and _m_o_r_e_b_e_a_u_t_if_u_l(beautiful). 4. The moon looks _b_r_ig_h_t_e_r _(bright)than usual tonight. 5. Who sings _m__o_re__c_le_a_r_ly__(clearly)，Lucy or Julie? 6. My uncle has_l_o_n_g_er_(long) hair than my father.
人教版英语八年级上册Unit3SectionA(GrammarFocus)说课稿
3.定期回顾和总结教学经验，持续改进教学设计，提高教学质量。
二、学情分析
（一）学生特点
本节课所面向的学生为八年级学生，他们正处于青春期，具有以下特点：
1.年龄特征：这个年龄段的学生好奇心强，精力旺盛，但注意力容易分散。他们渴望独立，有一定的自我意识，但情绪波动较大。
2.认知水平：学生在认知方面已经有了一定的基础，能够理解抽象的概念，但仍然需要具体的实例来辅助理解。
1.任务型教学法：通过设计实际的语言任务，让学生在完成任务的过程中自然地学习和使用一般将来时态。这种方法的理论依据是交际语言教学法，强调语言学习的目的是为了交际，通过真实的语言交流活动来提高学生的语言能力。
2.情境教学法：通过创造真实的语言环境，让学生在特定的情境中学习和练习一般将来时态。这种方法的理论依据是情境教学法，认为语言学习应该与具体情境相结合，以提高学生的语言应用能力。
1.使用多种教学资源，如实物、图片、视频等，以增强学生对一般将来时态的理解。
2.设计更多的互动和练习环节，让学生在实际应用中巩固知识。
3.在课后提供额外的学习资料和辅导，帮助有困难的学生。
课后，我将通过学生的课堂表现、作业完成情况和小组反馈来评估教学效果。具体的反思和改进措施包括：
1.分析学生的作业和测试结果，识别普遍存在的问题，针对性地调整教学策略。
板书在教学过程中的作用是提供视觉辅助，帮助学生理解和记忆课程内容。为确保板书清晰、简洁且有助于学生把握知识结构，我会提前规划板书内容，使用简洁的语言，避免冗余信息，并在板书过程中注意留白，以便于学生记录和回顾。
（二）教学反思
在教学过程中，我预见到可能出现的问题包括学生对新时态的理解困难，以及在实际应用中的混淆。为应对这些问题，我会：
【人教版】八年级英语上册 Unit 3 全单元英文教案
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 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 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.。
八年级英语上册Unit3课时2SectionAGrammarFocus_3c新版人教新目标版
一二三四
四、高效练语法 语篇填空。 My name is Julia. I have a twinsister. Her name is Lisa. My
hair is short，but she has 16. longer (long) hair than me. Many people think we must be similar to each other.
UNIT3 I’m more outgoing than my sister. 课时 2 Section A (Grammar Focus-3c)
目 录
CONTENTS
01 1星题 语法通关的适当形式填空。 1. 易错题 After two years’exercise， he is healthier (healthy)
the same. The differences between people make our life 25. more colorful (colorful).
一二三四
than before. 2. Peter is the thinner (thin) one of the two boys. 3. 易错题 It’s better for us to finish the work with less (little)
money and fewer (few) people.
一二三四
4. Someone says “Time is money.” But I think time is more . (much) important than money.
人教八年级英语上册-Unit 3 Section A Grammar Focus-3c(附音频)
The girl in blue has __l_o_n_g_h_a_i_r__, but the girl in white has _s_h_o_r_t_h__a_ir_.
The girl reads __q_u_ie_t_l_y_, but the boy shouts _l_o_u_d_l_y_.
3. Are you more outgoing?
4. Do you study English harder?
5. Do you sing better?
1. Are you taller? _Y_e_s,_I__a_m_._I_’_m__t_a_ll_e_r_n_o_w__t_h_a_n_I__w_a_s_t_w__o_y_e_a_r_s_a_g_o_.__
The man on the left is _f_u_n_n_i_e_r_ than the man on the right.
Grammar Focus
No, he isn’t. Sam is
Is Tom smarter than Sam? smarter than Tom.
Is Tara more outgoing than No, she isn’t. Tina is more
(4)以“辅音字母+ y”结尾的双音节词，先 改y为i，再加-er或-est。 原级 比较级 最高级 easy – easier – easiest happy – happier – happiest angry – angrier – angriest
(5)多音节词和部分双音节词在词前加more或most。 如：delicious – more delicious – most delicious interesting – more interesting – most interesting important – more important – most important
人教版八年级上册英语单元教案(含教材分析)--Unit 3
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：—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 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 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 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 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 inActivity 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，similar Key phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar toKey sentences：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 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 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 gradesKey sentences：1.The English Study Center needs a weekend student helper for primary school 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 period Section 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.。
人教版八年级上册英语全英版教案：Unit3SectionA(1a-GrammarFocus)
Unit3 SectionA ( 1a-Grammar Focus ) 全英版教案Teaching Aims1. Knowledge Objects(1) F unction: Learn how to compare people.(2) K ey Vocabulary: outgoing||，better||，loudly||，quietly||，hard-working||，competition||，fantastic||，which||，clearly||，win.(3) T arget Language: ① I ' m more outgoing than my sister.②Is Tom smarter tha n Sam?③Are you as frie ndly as your sister?④Who' s more ha-Work ing at school?(4 ) Structure：① comparative+ tha n② as+ adj/ adv+ as2. Ability Objects(1) Develop the abilities to talk about personal traits.(2) Compare people with the comparative forms of adjectives and adverbs.3. Moral Objects(1) Encourage students to discover other student，s|| strong points.(2) Learn from each other and remedy for their weak points.Teaching Key Points1. Vocabulary and Expressions.2. Master the rules of comparative forms of f adjectives and adverbs.Teaching Difficult Points1. How to use the comparative forms of adjectives and adverbs when you want to describe a person or to compare two persons.2. Use as “ as…as…” in a sentence to compare two persons.Teaching Methods1. Task-based language teaching.2. Communicative teaching.Teaching Aids1. Some pictures of twins.2. A tape recorder.Teaching ProceduresStep 1 Leading in (about 7 minutes)T ：How often do you exercise?S2：Three times a week.T ：Good! Who do you play with?S2：I often play with my friends.T ：Do you like him?S2：Yes|，| of course.T ：Can you tell us something about your friend?S2：OK! His name is Tony. He is 12 years old. He is tall and thin. He likes playing basketball. He studies English well. His hair is short. He is my good friend.T ：Great! I think everyone has a good friend or a person that you love. Can you write them down? Please try your best to describe them using adjective or adverb words. Let ' s get started.Ask a student to write on the blackboard.Attentions the teacher can ask more than one student to answer the questi，on|in| order to finish next task.Step 2 la||，1b (about 5 minutes)Check the writing.T ：Please turn to page 17 and look at the picture.There are three pairs of twins in the picture. Let and lb.s listen to the tape then finish la Object：Let students learn some adjective words.Attention ：If students have trouble in “ quietly an”d “loudly||，” the teachershould show them “ quiet ” and “loud ” first.Then correct the answers.Step 3 1c (about 5 minutes)T：Practice the conversations in the picture above. Then make conversations aboutthe other twins.Object：Let students master the new structure.Attention ：1. Correct the mistakes.2. Show the structure on the blackboar：d①be+ comparative adjective form+ tha n...②verb+ comparative adverb form+ tha n...Step 4 Practice (about 5 minutes)T：Now||，let 'reswrite the writing about your friends using comparative adjective oradverb forms.Ask a student to rewrite the passage. The other students write on their exercisebooks.Attention：1. The teacher should circle the main structure in a sentence using acolorful chalk.2. It is difficult for students to use “more+ adjectives/adverbs than... T”h.e teachershould offer some help as needed.Step 5 2a (about 7 minutes)Let students listen to the dialogue in 2a.T：Now listen to the tape. We should find which words are used with er or more. Please write them down.Object：Master the rules of how to change an adjective or adverb into the comparative form.Attention ：Introduce the rules and ask students to write the rules on their notebooks.Step 6 2b (about 5 minutes)Play the recording again. Ask students to fill in the boxes.T：There are two friends||，Tina and Tara. Let 's listen to the tape again. This time we should find out how Tina and Tara are different.T：After finishing the activity|| ，I want to ask someone to share the answer.Objects：1. Train students ' listening skills.2. Master the new patterns.Attention : The structure “as..as•…” may be difficult for studentS, so the teacher should explain the patterns before the practice.Step 7 2c (about 5 minutes)T:Now look at 2c. Student A||，look at the chart on the right. Student B，|| look at the chart on the page 81. Please ask and answer questions about Sam and Tom.Ask two students to read the dialogue on the left.T:Then how many stars should we give Sam?S:Three stars.T:How many stars should we give Tom?S:One star.T:Tom is as smart as Sam，|| how many stars can Tom get?S:Three stars.T:Well done. They both can get three stars. Just do it like this. Now，|| let 's start.Objects：Train students to master the structure：sbe+ comparative adjective form+ than …；verb+ comparativeadverb form+ tha n •…Step 8 2d (about 5 minutes)First||，read the conversation for students.Second|，| let students get clear on the meanings of every sentenceand some important phrases especially “which one ” “though ”.Third||，let students read the conversation for three times.Fourth||，show the key words of every sentence on the blackboard and ask students to retell every sentence.At the end||，ask several pairs of students to role-play the conversation.T：Let's do 2d together. F|i|r，st read the conversation by yourselves and find out the meaning of each sentence.T：You can use “which”in questions when there are two or more possible answers or alternatives. For example||，“Thereare so many bikes. Which one is yours? ” “One” refers to “ bike e”r c. a(Tnhgeivt e amcohre examples.) T: “Though”means “but ”and it is usually at the end of a sentence. For example||，though my shirt is new||，I want to buy another one. We may use “although ”.T：Then read after me.T：Please retell the sentences using theswe ords. (Show the key words on the blackboard: competition||，fantastic||，sang||，clearly||，danced|，| though||，important)Give students several minutes to prepare it.Ask several pairs of students to role-play the conversation.Step 9 Grammar Focus (about 3 minutes)Read the grammar box first. Divide the class into two groups. One group read the stateme nts and the other read the resp on ses.The n help the stude nts find out the main structure of each senten ce.Step 10 Summary and Homework (about 2 min utes)T: Today we have learned the rules of how to change adjectives/ adverbs to comparative adjectives/ adverbs.And we also learned how to make sentences with comparative adjectives/ adverbs.The n remember your homework1. Make conv ersati ons with your part ner.2. Write a passage about you and ano ther pers on|| you can write about your sister|, brother|, your frie nd||, your classmate|| and so on.Black board Desig nUnit 3 I ' m more outgoing than my sister.The First Period (Section A la 一Grammar Focus)Structure:1. be+ comparative adjective form+ tha n2. verb+ comparative adverb form+ tha n3. …as+ adj /adv+ as …Key word (2d):•…competiti on ...fa ntastic •……san g... clearly ...…da need… win…...importa nt...。
人教版英语八年级上册 Unit3 SectionA(1a-Grammar Focus)全英版教案
Unit3 SectionA（1a-Grammar Focus）全英版教案Teaching Aims1. Knowledge Objects(1)Function: Learn how to compare people.(2)Key V ocabulary: outgoing, better，loudly, quietly, hard-working, competition, fantastic, which, clearly, win.(3)Target Language: ①I’m more outgoing than my sister.②Is Tom smarter than Sam?③Are you as friendly as your sister?④Who’s more hard-working at school?(4 ) Structure：①comparative+ than②as+ adj/ adv+ as2. Ability Objects(1)Develop the abilities to talk about personal traits.(2)Compare people with the comparative forms of adjectives and adverbs.3. Moral Objects(1)Encourage students to discover other students, strong points.(2)Learn from each other and remedy for their weak points.Teaching Key Points1. V ocabulary and Expressions.2. Master the rules of comparative forms of f adjectives and adverbs.Teaching Difficult Points1. How to use the comparative forms of adjectives and adverbs when you want to describe a person or to compare two persons.2. Use as “as…as…” in a senten ce to compare two persons.Teaching Methods1. Task-based language teaching.2. Communicative teaching.Teaching Aids1. Some pictures of twins.2. A tape recorder.Teaching ProceduresStep 1 Leading in (about 7 minutes)T：How often do you exercise?S2：Three times a week.T：Good! Who do you play with?S2：I often play with my friends.T：Do you like him?S2：Yes, of course.T：Can you tell us something about your friend?S2：OK! His name is Tony. He is 12 years old. He is tall and thin. He likes playing basketball. He studies English well. His hair is short. He is my good friend.T：Great! I think everyone has a good friend or a person that you love. Can you write them down? Please try your best to describe them using adjective or adverb words. Let’s get started.Ask a student to write on the blackboard.Attentions the teacher can ask more than one student to answer the question, in order to finish next task.Step 2 la, 1b (about 5 minutes)Check the writing.T：Please turn to page 17 and look at the picture.There are three pairs of twins in the picture. Let’s listen to the tape then finish la and lb.Object：Let students learn some adjective words.Attention：If students have trouble in “quietly”and “loudly”, the teacher should show them“quiet” and “loud” first.Then correct the answers.Step 3 1c (about 5 minutes)T：Practice the conversations in the picture above. Then make conversations about the other twins.。
人教版八年级上册英语全英版教案：Unit3SectionA(1a-GrammarFocus)
Unit3 SectionA（1a-Grammar Focus）全英版教案Teaching Aims1. Knowledge Objects(1)Function: Learn how to compare people.(2)Key V ocabulary: outgoing, better，loudly, quietly, hard-working, competition, fantastic, which, clearly, win.(3)Target Language:①I’m more outgoing than my sister.②Is Tom smarter than Sam?③Are you as friendly as your sister?④Who’s more hard-working at school?(4 ) Structure：①comparative+ than②as+ adj/ adv+ as2. Ability Objects(1)Develop the abilities to talk about personal traits.(2)Compare people with the comparative forms of adjectives and adverbs.3. Moral Objects(1)Encourage students to discover other students, strong points.(2)Learn from each other and remedy for their weak points.Teaching Key Points1. V ocabulary and Expressions.2. Master the rules of comparative forms of f adjectives and adverbs.Teaching Difficult Points1. How to use the comparative forms of adjectives and adverbs when you want to describe a person or to compare two persons.2. Use as “as…as…” in a sentence to compare two persons.Teaching Methods1. Task-based language teaching.2. Communicative teaching.Teaching Aids1. Some pictures of twins.2. A tape recorder.Teaching ProceduresStep 1 Leading in (about 7 minutes)T：How often do you exercise?S2：Three times a week.T：Good! Who do you play with?S2：I often play with my friends.T：Do you like him?S2：Yes, of course.T：Can you tell us something about your friend?S2：OK! His name is Tony. He is 12 years old. He is tall and thin. He likes playing basketball. He studies English well. His hair is short. He is my good friend.T：Great! I think everyone has a good friend or a person that you love. Can you write them down? Please try your best to describe them using adjective or adverb words. Let’s get started.Ask a student to write on the blackboard.Attentions the teacher can ask more than one student to answer the question, in order to finish next task.Step 2 la, 1b (about 5 minutes)Check the writing.T：Please turn to page 17 and look at the picture.There are three pairs of twins in the picture. Let’s listen to the tape then finish la and lb.Object：Let students learn some adjective words.Attention：If students have trouble in “quietly” and “loudly”, the teacher should show them“quiet” and “loud” first.Then correct the answers.Step 3 1c (about 5 minutes)T：Practice the conversations in the picture above. Then make conversations about the other twins.Object：Let students master the new structure.Attention：1. Correct the mistakes.2. Show the structure on the blackboard：①be+ comparative adjective form+than...②verb+ comparative adverb form+than...Step 4 Practice (about 5 minutes)T：Now, let’s rewrite the writing about yourfriends using comparative adjective or adverb forms.Ask a student to rewrite the passage. The other students write on their exercise books.Attention：1. The teacher should circle the main structure in a sentence using a colorful chalk.2. It is difficult for students to use “more + adjectives/adverbs than...”. The teacher should offer some help as needed.Step 5 2a (about 7 minutes)Let students listen to the dialogue in 2a.T：Now listen to the tape. We should find which words are used with er or more. Please write them down.Object：Master the rules of how to change anadjective or adverb into the comparative form.Attention：Introduce the rules and ask students to write the rules on their notebooks.Step 6 2b (about 5 minutes)Play the recording again. Ask students to fill in the boxes.T：There are two friends, Tina and Tara. Let’s listen to the tape again. This time we should find out how Tina and Tara are different.T：After finishing the activity, I want to ask someone to share the answer.Objects：1. Train students’ listening skills.2. Master the new patterns.Attention：The structure “as... as…” may be difficult for students, so the teachershould explain the patterns before the practice.Step 7 2c (about 5 minutes)T：Now look at 2c. Student A, look at the chart on the right. Student B, look at the chart on the page 81. Please ask and answer questions about Sam and Tom.Ask two students to read the dialogue on theleft.T：Then how many stars should we give Sam?S：Three stars.T：How many stars should we give Tom?S：One star.T：Tom is as smart as Sam, how many stars can Tom get?S：Three stars.T：Well done. They both can get three stars. Just do it like this. Now, let’s start.Objects：Train students to master thestructures：be+comparative adjective form+than...; verb+ comparative adverb form+than…Step 8 2d (about 5 minutes)First, read the conversation for students.Second, let students get clear on the meanings of every sentence and some important phrases especially “which one”“though”.Third, let students read the conversation for three times.Fourth, show the key words of every sentence on the blackboard and ask students to retell every sentence.At the end, ask several pairs of students to role-play the conversation.T：Let’s do 2d together. First, read the conversation by yourselves and find out the meaning of each sentence.T：You can use “which”in questions when there are two or more possible answers or alternatives. For example, “There are so many bikes. Which one is yours?”“One” refers to “bike”. (The teacher can give more examples.) T: “Though” means“but” and it is usually at the end of a sentence. For example, though my shirt is new, I want to buy another one. We may use“although”.T：Then read after me.T：Please retell the sentences using these words. (Show the key words on the blackboard: competition, fantastic, sang, clearly, danced, though, important) Give students several minutes to prepare it.Ask several pairs of students to role-play theconversation.Step 9 Grammar Focus (about 3 minutes)Read the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Then help the students find out the main structure of each sentence.Step 10 Summary and Homework (about 2 minutes)T：Today we have learned the rules of how to change adjectives/ adverbs to comparative adjectives/ adverbs.And we also learned how to make sentences with comparative adjectives/ adverbs.Then remember your homework1. Make conversations with your partner.2. Write a passage about you and another person, you can write about your sister, brother, your friend, your classmate, and so on.Black board DesignUnit 3 I’m more outgoing than my sister.The First Period (Section A la一Grammar Focus)Structure:1. be+ comparative adjective form+ than….2. verb+comparative adverb form+ than….3. …as+ adj /adv+ as…Key word (2d):…competition...fantastic……sang...clearly...…danced…win…...important...。