新版新目标八年级上英语教案Unit 3 Im more outgoing than my si

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教学目标:Talk about personal traits. Compare people. Is that Sam?

No, that’s Tom. He has shorter hair than Sam. He’s calmer than Sam. 教学重点：Talk about personal traits. 教学难点：Comparative with –er, -ier. More and both.

教学方法:Revision, Learning, Practice and Reading. 授课时间：9.14——9.23 课时安排：8课时 教学过程：

Period 1

Teaching article Teaching aims Unit 3 Section A Teaching type Speaking Knowledge Key vocabulary. Target language. Oral Practice. object Ability oblect Moral object Learning skill. Speaking skill. Communicative competence Learn to play a musical instrument. Is that Sam? No, that’s Tom. He has shorter hair than Sam. Teaching key points And He’s calmer than Sam. and difficult points Is that Tina? No, it isn’t. It’s Tina. Tara’s shorter than Tina. Teaching aids Teaching methods A tape recorder. A projector. Some objects. Listening and speaking methods. Communicative approach. Step I Greet the class as usual and check the homework. Step II Make a simple drawing of a boy and a girl on the blackboard. Judy is tall. Judy is taller than Bobby. Then bring out two rules of different length. Say: This is ruler. It’s Bobby’s ruler.(longer) This is Judy’s ruler.(long) Bobby’s ruler is longer than Judy’s. Step III Show some new words on the blackboard. Read the new words to students and ask them to repeat. Step IV 1a Teaching procedures Ask students to do this activity individually. Then check and answers. Tall—short long hair—short hair thin—heavy calm—wild Step V 1b First tell students what the twins are. Twins are children born at the same time to the same parents, but not always. Step VI 1c Pairwork Ask two students to read the sample conversation to the class. A: Is that Tara? B: No, it isn’t. It’s Tina. Tara’s shorter than Tina.. Then have students work with a partner. Make conversation work with a partner. Step VII Pronunciation Note Write one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound. Step VIII Summary and Homework Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you! Today we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you! Homework 板书设计： Unit 3 I’m more outgoing than my sister Blackboard design Draw two people on the blackboard. One is Judy. The other is Bobby. Judy is taller than Bobby. Bobby is shorter than Judy. Period 2 Teaching article Knowledge object Unit 3 Section A 2a-2c Teachingtype Speaking and listening Key vocabulary. Target language. Oral Practice. Grammar Focus. Learning skill. Writing skill. Communicative competence Handsome is that handsome does. Ability Teaching oblect aims Moral object Teaching key points Oral practice.. and difficult points Grammar Focus Teaching aids Teaching methods A tape recorder. A projector. Listening and writing methods. Communicative approach. Pair work Step I Greet the class as usual and check the homework. Step II 2a Read the words in the box to students. Funny 有趣的 serious 严肃的Outgoing （性格）外向的 quiet 安静的 Tell students smart and athletic are new words. Explain the new words and tell students what they mean. Teaching procedures Step III 2b Ask students to look at the boxes with the headings. Tina is …, Tara is … Listen to the recording again. This time write how Tina and Tara are different. Please write words in the boxes. Step IV 2c Pair work Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom. Have students know they will talk about Sam and Tom in this activity. Student A: Is Tom more intellectual than Sam? Student B: (Look at the answer chart on page 97) No, Sam is smarter than Tom? Step VI Grammar Focus Review the grammar box. Ask a student to read the sentences to the class. Write the word funny on the board. Circle the letter y and say, when a word ends y, the y changes to an I when you add –er. For example, funny – funnier. Step VII Show some dialogue on the blackboard Conversation 1: A: Is that Mary? B: No, it isn’t. It’s Peter. Peter is more carful than Mary. A: Yes, Mary is more careless than Peter. Conversation 2: A: Is it Zoe? B: No, it Wendy. Wendy is shorter than Zoe. Conversation 3: A: Is it Vera? B: No, it’s not. It’s Mary. Mary is thinner than Vera. Step VIII Summary and Homework Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart. Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress. After class, read the key vocabulary and learn them by heart. Homework

板书设计：

Unit 3 I’m more outgoing than my sister Blackboard design Funny, funnier More athletic than More intellectual than More serious than Period 3

Teaching article Knowledge object Unit 3 Section A 3a-4 Teaching type Reading Reading material. Target language. Listening, speaking and writing practice. Learning and speaking skills. Reading and writing skills. Communicative competence To be a brave and hardworking man Ability Teaching oblect aims Moral object Listening, speaking and writing practice. Teaching key points My friend is the same as me. We are both quiet. and difficult points Do you look the same? No, I’m a little taller than her Teaching aids A projector. Some piece of paper. A paper bag Listening, speaking and writing practice. Teaching methods Reading and writing methods. Communicative approach. Step I Greet the class as usual and check the homework. Step II 3a Teaching procedures There’s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences on the blackboard. 1. Liu Li has more than one sister. 2. There are some similarities between Liu Li and Liu Ying. 3. Liu Ying is not as good at sport as her sister. 4. Liu Ying talks more than Liu Li. 5. Both girls go to lots of parties. Step III Grammar Note We are both tall. They are both boys. We both have short hair. They both go to this school. Circle the word both in the four sentences. Ask students: Does the word both come before or after the word are? Step IV 3b Pair work First ask two students to read the sample conversation in the speech bubble. Then tell students to work with a partner. Talk about how you are different from a friend of family member. Step VI The Same and Different T: Do you find your partner? T: OK. Now I’ll tell you how to do the game. You can ask and answer the same questions as in Activity 3b. Please remember you have three minutes to write down the things that are the different and same between your partner. Step VII An Optional Activity Students can do a similar activity using information about family members. They can list the ways they are the same as and different from various members of their families. Then they can tell the class about these differences and similarities. Step VIII Summary and Homework Today we’ve read and article and known the same and difference between the twins—Liu Ying and Liu Li. And we’ve done a game. We’ve learnt to say the same and difference between you and your partner. homework: (1) Read the letter again. (2) Finish off the exercises of workbook. Homework 板书设计： Unit 3 I’m more outgoing than my sister Blackboard design We are both tall. They are both boys. We both have short hair. They both go to the school. Period 4

Teaching article Knowledge object Unit3 Section B 1a-2c Teaching type Speaking and listening (1) Read the letter again. (2) Finish off the exercises of workbook. Key vocabulary. Target language. Oral practice. Listening and writing practice. Learning skill. Writing skill. Communicative competence. A friend in need is a friend indeed. Wish you to find your real friends Ability Teaching oblect aims Moral object Teaching key points Oral practice. and difficult points Listening and writing practice. Teaching aids Teaching methods A projector. A tape recorder. Listening and writing methods. Communicative approach. Group work. Pair work. Step I Greet the class as usual and check the homework. Teaching procedures Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat. Step III Section B 1a T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends? Sa: He is quieter than me. Sb: We are both tall. Sc: Her hair is longer than mine. T: Great! And what do you think the most important things are to be your friend? Now, please look at the blackboard. I’ll show descriptions on the blackboard. Step IV 16 Group work Statements about friends using the phrases 1a. Step V An activity Who is it? Ask students to work in small groups. Each and writes down as many sentences as they can to describe him or her. Step VI 2aIn this activity first ask students to look at the names and the first column of the talbe. Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends. Step VII 2b Let students look at the rest of the chart. Read the heading at the top of each column. The same as best friend. Different from best friend. Tell students we’ll listen again. Ask students to fill in the chart. How are Holly and Maria the same as and different from their best friends? Step VIII Homework and Summary Today we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends. After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game. After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game. Homework 板书设计： Unit 3 I’m more outgoing than my sister A good friend … Has cool clothes Is popular in school Blackboard design Likes to do the same things as me Is good at sport Is good at school work Makes me laugh

Period 5

Teaching article Knowledge object Unit 3 Section B 3a-4 Teaching type Reading and writing Key vocabulary. Reading passage. Oral practice. Reading and writing practice. Reading skill. Writing skill. Communicative competence Take an activity part in all kinds of social activities. Get a chance to train your integrating skills. Ability Teaching oblect aims Moral object Teaching key points Oral practice. and difficult points Writing and speaking practice Teaching aids Teaching methods A projector. Pieces of paper on which students write the five statements Listening and writing methods.

Reading and writing methods Communicative approach. Pair work. Step I Greet the class as usual and check the homework. Step II Show the new words on the blackboard. Read the new words to students and ask them to repeat. Step III 3a In this activity first read the article to students. Then answer any questions students any ask. For example, S: What’s view? T: It’s what you think about something. It’s how you feel about something. Step IV 3b First let students look at the chart in Activity 2a on page 38. Then ask students to write their own sentences about Holly’s friend and some sentences about Maria’s friend. Teaching procedures Step V 3c In this activity first ask students to say some of the words and phrases from this unit they can use. For example, Tall, short, thin, heavy Athletic, intellectual, shy Outgoing, serious Step VI 2a In this activity first ask students to look at the names and the first column of the table. Tell students they will hear an interviewer talking to Holly and Maria. They are talking about what they like about their best friends. Step VII Pair work Find Someone for the Job! Focus students on the job ad. Ask students if they know the word—abacus. If they don’t know, explain it to them. Abacus—a frame with balls that was used to do arithmetic, long before calculators. Step VIII Homework and Summary Today we’ve reviewed the key vocabulary in this unit by reading practice.. And we’ve learnt to write about our best friends. Now homework, write down the words you underlined in Activity 3a in your exercise book. Today we’ve reviewed the key vocabulary in this unit by reading practice.. And we’ve learnt to write about our best friends. Now homework, write down the words you underlined in Activity 3a in your exercise book. Homework 板书设计： Unit 3 I’m more outgoing than my sister Blackboard design Sentences students write: The name of a student who should get the job

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