八年级英语上册 Unit 3 I am more outgoing than my sister教案4 新版人教新目标版.docx

1、八年级英语上册 Unit 3 I am more outgoing than my sister教案4 新版人教新目标版Unit 3 Im more outgoing than my sister.一、教材分析 本单元以“Personal traits”为话题，谈论人物的体貌特点及性格特征。这个话题非常接近学生的生活实际，学生会非常乐于谈论身边的人或朋友，因而极有利于他们开口发言，提高他们的英语口语表达能力。通过这个单元的学习，学生要学会对人物进行比较，正确使用形容词的比较级对人物进行描述。二、教学目标学生能够掌握本单元的单词、短语、句型和语法，能够流利表达人物之间的相同点与不同点。通过本单元

2、的学习，能提高学生的听说读写综合能力，提高分析问题和解决问题的能力。三、课时安排 分四课时进行教学。Period 1 Section A (1a-2d)Target language1. Words and expressions than, taller, shorter, thinner, , more outgoing 2. Key sentences Is that Tara?No, it isnt. Taras shorter than Tina.He Sam.Ability goals Enable students to compare the twins using the t

3、arget language.Teaching important and difficult points The use of comparatives. Teaching procedures and waysStep I Lead-in Ask two tall students and two the screen.Yao Ming is very tall. Mr. Liu is very tall.Xiao Min is very Mr. Liu. (on the Bb) Xiao Min is very Xiao Min. (on the Bb)Show some object

4、s and nicer and bigger.For example: This watch is nicer than that one. (on the Bb) This book is bigger than that one. (on the Bb)Step II Vocabulary (1a)Underline the following sentences on the Bb.1. Yao Ming is taller than Mr. Liu. 2. This watch is nicer than that one.3. Albert is Xiao Min. 4. This

5、book is bigger than that one.T: Look at these sentences. Today well learn use to describe people. Ask students to write the words or expressions on the Bb. This will activity 1a, and other students listen and correct the wrong pronunciation. Then do the match work. T: Please read the instruction, wh

6、at is the meaning of “opposite”?Ss: 反义词。T: Right. “tall” is matched with “short”, “tall” is the opposite of “short”. Can you match the other words with the opposites?After they ask:Who is tall in our class?Who ?Step III Listening and Speaking (1b, 1c)In this step, students will do some listening and

7、 oral practice with the target language.First, let them focus on the picture.T: Look at the picture. We can see six kids, right? They are three pairs of twins. Do you know twins? In fact, the twins were born at the same time to the same parents. Sometimes they look exactly the same, but not always.N

8、ote: Tina is a twin, Tara is Tinas twin sister, and theyre twins. T: You will listen to three conversations, please number the twins (1-3) in the picture.Play the tape. Students listen and number the twins. Play the tape again. And let students repeat the sentences that compare the twins in each con

9、versation. They are:Sam Tom.Tina is taller than Tara.Pedro is Paul. T: Next, look at the conversation in activity 1c. Who would like to read the sample conversation? Hands up!S1: Is that Tara?S2: No, it isnt. Its Tina. Taras shorter than Tina.T: Whod like to talk about Tom and Sam in the same way?S3

10、: Is that Sam?S4: No, thats Tom. Tom Sam, and Sam.T: Hmm. The conversation is in the picture. Use your own words, please.S3: Is that Tom?S4: No, it isnt, its Sam. He Tom.T: Pretty good. Now, work with a partner; make your own conversations about Pedro and Paul. Then ask some pairs to present their c

11、onversations to the class.Note: thisthat用来询问不很熟悉的人，this距离较近，that较远，答时常用it代替。Step IV Listening (2a, 2b)This activity provides listening practice about activity 2a. Before listen to the recording, do you know which words are used with “-er -ier”?Ss: .T: And which words are used with “more”?Ss: .Play t

12、he recording. Let students listen and complete the chart. Check the answers.Play the recording again, and deal with activity 2b. T: Listen again. How are Tina and Tara different? First listen and write down the key words about Tina.Ss: Funnier, more outgoing and more athletic.T: This time, listen an

13、d write down the key words about Tara.Ss: More serious, smarter, and quieter.Step V Pair work (2c, 2d)This activity provides guided oral practice using the target language.Show the chart in activity 2c on the screen. Ask students to focus on the chart.T: Look at the note. Three flowers means Sam is

14、taller than Tom. And what does one flower mean?S: Tom is shorter than Sam.T: Clever! (Point to the word quiet) Is Sam quieter than Tom?S: No. Tom is quieter than Sam.T: I like questions. (Point to the word funny) Can you ask a question?S: Is Sam funnier than Tom? Yes, Sam? No, t. Sam is funnier.Ask

15、Ss to work in pairs. SA look at the chart on page 18. SB look at the chart on page 81. Ask and answer questions about Sam and Tom.T: Now lets read the conversation in 2d. Can you role-play the conversation?S: Yes, we can.T: Ok, lets read it!HomeworkPreview the conversation in 2d on page 18. Period 2

16、 Grammar FocusTarget language1. Words and expressions smarter, more serious, more athletic, note, mean, as, way, both, , more than, in common, be good at 2. Key sentencesIm more outgoing than my sister.Are you more serious than Tina?My friend is the same as me. We are both quiet.I am a little taller

17、 than Check the the chart.T: When we compare Pedro and Paul, Tina and Tara, Tom and Sam, we use the comparative degrees of adjectives like funnier, taller and more athletic. Step III Practice (3a-3b)T: Now lets do the exercises. Can you complete these sentences in 3a?S: Yes, we can. Teacher checks t

18、he answers. T: Ok, now we can think of ourselves two years ago. Can you tell me?S1: Im taller now than I was two years ago.S2: Im funnier now than I was two years ago.S3: T: Yes, lets write them and answer the questions in 3b.Then review the phrase:T: Have you found something new or something diffic

19、ult for you? Pick them out and lets talk about them. We can use these sentences:1. as you can see 正如你所看到的as, conj. 以方式，像那样e.g. As you can see, the British like football very much.2. in some ways 在某些方面e.g. He is better than me in some ways. 3. both pron. 两者都We both speak both English and Spanish.4. W

20、e both enjoy going to parties.enjoy + doing 喜欢做e.g. My sister enjoys going shopping very much. 5. She is a little more outgoing than me. I am a little taller than , far, still, any, a lot表示更的多若句中“of the two”时，形容词比较级前必须“the”。e.g. She is the quieter one of the two.Step IV Pair work (3c)T: Lets compare

21、 our parents. Check () who is smarter, funnier, etc. in the chart in 3c. S: Ok!T: Can you tell me your answers?S: Sure, of course. S1: I think my mother is smarter than my father.S2: I think my father is funnier than my mother.S3: T: OK, you are great! Now your duty is ask your partner about ”. In C

22、hinese, it means “有其父必有其子”. Write about you and your father, telling the things that are the same and different between you. Period 3 Section B (1a-2e)Target language1. Words and expressions schoolwork, make, laugh, for, keep secrets 2. Key sentences For me In my opinion I think.Thats not very impor

23、tant for me.Ability goals Enable students to express their own opinions on a good friend.Teaching important points Expressions used to describe a good friend. Teaching procedures and ways Step I Lead-inT: Who is your best friend, would you like to tell me?S: Yes, Judy. T: Does she like to do the sam

24、e things as you?S: Yes. We always do the same things. T: (Ask another student) Who is your best friend? Is your friend popular in school?S: He is Tom. Everyone likes rank the things (1-7). T: Herere some descriptions of a good friend. Which one do you think is the most important to you? Mark 1 befor

25、e it. Mark 2 before the second most important thing. Mark 3 before the third most important thing . till 7.Students read and rank the descriptions.T: In your opinion, which one is the most important? Now, work in groups of four and talk about what are important in a friend. Before students make thei

26、r own conversations ask four students to read the sample conversation in activity 1b. Then point out the key words and expressions:1. be good at 2. be good at schoolwork = do well in schoolwork 3. make sb laugh (make sb do sth); make sb ask two groups to come to the front and present their opinions.

27、 Step III Listening (1c, 1d & 1e)This activity provides listening practice with the target language.T: You will interview with Molly and Mary. They talk about their best friends. Look at the chart in activity 1a. (Point to the three ways. Call attention to the first column.T: Listen for the first ti

28、me; find out what Molly and Mary like about best friend? Write down the key words.Check the answers. T: Listen again and fill in the second column. Check the answers.Then play the tape a third time and let students fill in the third column. Check the answers.T: Talk about Molly and Mary and their be

29、st friends. There is an example in 1e. You can read the conversation and then make a conversation with you partner.Step IV Reading (2a, 2b, 2c, 2d & 2e)In this step, students will read the article and complete the sentences according to the article in 2b. T: Can you write the comparative forms of th

30、e following adjectives?S: Yes, we can.T: Write down them in the box in 2a. And then use them to write five sentences about you and your friends.T: Should friends be the same or different? Read about what these people think. Underline the comparative words and phrases in the passages.T: Now, lets rea

31、d them together. Check the answers.T: Are the statements in 2c true or false? Who can answer me?S1: S2: T: Good job! How do you and your friends compare with the people in the article? Write five sentences in the box in 2d.T: Who want to read the sentences you ?S1: T: Anyone else?S2: T: Great! Now look at the saying in 2e. Which saying about friends is your favorite? Which friend do you think about when you read this saying? Why?S1: I like the first saying best, because S2: I like the last saying best, because T: Now please tell your partner