八年级上册Unit3I'mmoreoutgoingthanmysister三单元

1、Unit 3 I am more outgoing than my sister.Period 1 Section A (1a-1c听说课 主备人：徐迟教学目标：知识与技能：通过读关于校园乐队演唱会的主题图，引入形容词和副词比较级的基本句型“sb. has longer hair than sb., plays the drums better than sb.” 来比较不同之处，也能both.and. 来表达相同之处。学习策略：观察主题图并获取信息；在听力中捕捉关键词；尝试在语境中运用新的语言结构去对比两者的异同。文化意识：了解国外中学生校园乐队演唱会各种活动仪式和多位表演者的“个性特征”。

2、情感态度：如何客观得体第对比他人外貌和才艺。教学内容：1a:利用主题图中校园乐队演唱会为线索，引入新词汇，并将几组表示相貌特征的反义词配对。1b:以听力形式输入了比较级的基本句型。1c:要求学生模仿主题图中的例句，运用比较级描述主题图中另外两对乐队成员的身高、体重、头发和特长。1a-1c之间的联系：教学过程：Lead in 复习所学外貌描述的形容词，如tall, short, heavy, thin, short hair,long hair等，激活学生相关知识。引入问题介绍主题图：How many pairs are there?Who are they? Who are twin brot

3、hers?Where are they?What are they doing?What else do you do in you school band now? Pre-listening 1a 1.利用主题图完成1a配对。 2.分析3组twins的区别，学生完成后检查答案。 3.观察以上单词可分类：personal appearance 和personal traits两类。 While-listening听前策略：读题明确听力要求，总结听力策略听录音并完成题目要求学生用完整句子回答答案 Post-listening：pair work根据对话分析要点模仿1c进行对话练习 Homewo

4、rk 1. 以问答的形式写下三队双胞胎的异同。 2. 比较你最喜欢的两个人的异同。 教学反思： Period 2 Section A(2a-2d) 听说课 主备人：罗晚秋要点：体会形容词和副词比较级的运用，建立对该结构的初步认识，并比较和讨论外貌，性格，爱好，学习，习惯等个性特征。Teaching goal知识与技能：通过听，说及角色扮演，在口语交流中运用比较级进行两者对比。学习策略：根据常识预测听力内容：通过听辨关键词来获取信息。文化意识：进一步了解英美国家青少年的情况。情感态度：学生学会正视自己和别人的异同，学会自谦。关注语言得体性并明白比赛的真谛。教学内容2a &2b；学习记者对双胞胎姐

5、妹Tina和Tara的采访对话，对话中双胞胎姐妹就各自性格等方面的特点进行了对比，回答记者提问。2c：通过“信息差”的结队口语活动，对Sam和Tom的各种个性特征进行了问答及了解。2d:通过角色扮演练习帮助学生熟读，理解并表演两名学生关于昨天歌咏比赛的对话。各环节之间的关系：听力输入-语言输出-阅读输入-语言输出教学流程一2a1.听前练习:让学生观察图片回答问题1）How many persons are there？2）What does the lady on the left do? Where is she from?3）What are the names of the twins？

6、4）When is it? Where are they?5）What are they talking about?2.听前猜测引导学生猜测这些词的比较级。3.播放录音核对答案4.总结比较级的变化形式 二. 2b1.播放录音完成任务2.讨论：用什么方法让听力变得更简单 预测时观察图片，运用常识3.学生根据听力内容自由问答 三. 2c听后活动结队练习,要求对话双方不看对方的信息进行对话练习。1学生齐读题目要求，明确角色分工2学生面对面坐和老师示范对话3师生合作做示范4学生操练教师巡视5请学生展示几组并评价四 2d1. Pre-reading展示图片为阅读做铺垫。看图片回答：What is sh

7、e doing? Who is she? Why？2. While reading1)学生回答问题：1 Who sang better? 2 Who sang more clearly? 3 Who danced better? 4 What is the most important thing in the singing competition on stage?2)齐读，找出最美的句子：The most important thing is to learn something new and have fun.争取背下来。3)默读2d 找出难点并共同答疑。4)朗读，再次熟悉内容。3表

8、演对话（仿2d进行对话）Homework: 1 熟读2d注意语音语调和语气，并录下来评出最 佳语音奖。 2 模仿2d和同伴编一个新想对话并写下来。教学反思：Period 3 Section A (Grammar Focus 3a3c) 语法课 主备人：覃安玲教学要点：归纳并使用形容词及副词比较级及as.as.句型的疑问句回答结构教学目标:知识与技能：学习英语中两者间进行比较的相关语言结构。主要包括：形容词及副词比较级的结构及发音形式；as.as.结构用来进行比较同级；使用形容词及副词比较级对两者进行比较的疑问句及其回答。学习策略：通过观察，训练学生发现、归纳、总结运用本单元目标语言的能力，培养

9、小组合作学习和探究的能力。文化意识：客观认识自己与别人、现在的自己和过去的自己、父母的角色和性别差异。情感态度：学会客观评价自己和他人，尊重事实。教学内容：Grammar Focus:列出了形容词及副词比较级及as.as.句型的疑问句及回答结构。引导学生关注“系动词+形容词和行为动词+副词”结构。帮助学生具备在疑问句及回答结构中运用be和助动词do/does的意识。3a:谈论你和朋友的比较3b:谈论两年前的你和现在的你的差异3c:口语交流活动，通过对家庭成员的比较，训练运用所学语言结构自然输出及交流表达能力。各环节之间的关系：语言结构总结意义表述语言输出教学流程：Step 1 1. Let t

10、he students read the following sentences silently, then answer the questions1）.What kind of sentences are they?2）.Are they general questions or special questions? 3）.How can you find them out? By focusing on the answers找出五句中的相同点和不同点There is a “than “in No1, 2 ,5There is as .as. in No 3 ,4 up the usa

11、ge of “than” and “as+adj/adv+as.” Ss compare the differences of “smarter” and “more outgoing”理解单音节和多音节形容词和副词的基本概念以及其比较级的变化规则 find out the rules of the comparative and superlative forms of adjectives and adverbs on page 114,then take notes. read them out and remember the regular and irregular ones.St

12、ep 2 3a Use the words to write questions and answers(情景操练) the example first and ask Ss to circle “than”or “as.as.” finish them by themselves,then check the answers . No2 like that: Jack/ runs/ more slowly/ SamStep 3 3b Think of yourself two years about how you are different now Ss make sure the tas

13、k first teacher gives the sample with an excellent student. the different tenses and the structures several students to write their answers on the blackboard and check them.Step 4 3c Compare your who is smarter,funnier, the chart. Then ask your partner about his/her parents.Ss read the sentences fir

14、st,then circle the key points to make sure the taskRead out the words on the left of the column ,then write down the comparative forms of them .Work in pairs Courage Ss to tell us more about the differences between their parentsHomework:Find more similarities and differences about your mother and yo

15、ur father .Write them down and read to your parents.2. 教学反思:Period 4 Section B (1a-1e)听说课主备人：刘庆英要点：以交友的话题为线索，运用比较级来展开对好友标准的讨论及朋友之间的对比二、教学目标：1. 知识与技能： 通过听、读及谈论好朋友标准及朋友之间的对比，既综合运用Section A所学内容，又学习新词汇、短语及套语句型。2. 情感态度：通过了解国外青少年的交友标准让学生有理性择友的意识，思考选择怎样的好朋友。3.文化意识：了解英美国同龄人的交友标准，以及对待友谊的态度和看法。对比自己的交友原则。4. 学习

16、策略：观察表格中的文字信息，进行听前预测；听中捕捉关键信息。三、教学内容1a：通过自由问答引出“好朋友应具备什么特质”，为听力训练做准备。1b：训练学生根据实际情况谈论好朋友应具备的特质。1c/1d：通过听力活动训练学生捕捉关键信息who、why、similarity和difference的能力。1e：让学生利用所听词汇和句型重新组织语言编新对话。各环节之间的联系：听力输入语言输出四、教学过程Step I. Lead-inSay: Friends are very important in our life. Do you have a best friend? Say two or thre

17、e sentences about your friends.( (教师把同学说出的关于好词板书在黑板上，以便下一步需要时参考)教学设计说明：通过同学们谈论自己的好朋友引出重要词汇和短语care about, make me laughStep II. 1a Look at 1a. What kinds of things are important in a friend? Rank the things 1-7 (1 is the most important).Students read the sentences in 1a.Rank the things in 1a.Check th

18、e answers.Explain: be good at; be talented in; truly care abouteg. My best friend is good at math. Miss Zhang always says he is talented in it. eg. My father truly cares about every person around him so he is popular.Step III. 1b. PairworkDraw attention to the conversation in 1b.Students read the co

19、nversation.Practice in pairs.教学设计说明：先让学生标出认为重要的，然后说出自己的择友标准，这种模仿式的表达观点比直接让学生说什么样的朋友才是好朋友降低了难度，让学生有话可说。Step IV. 1C. listening.Draw attention to the chart. Students look at the chart carefully.Ask: 1) How many people are there in the chart? Two. They are Molly and Mary.2) What are they talking about?T

20、hey are talking about “like about their best friend. the same as their best friend, different from their best friend” 3) Who is Mollys best friend? Peter 4) Are they different in any ways? Yes. Molly studies harder. 5) Who is Marys friend? Lisa 6) Are Mary and Lisa the same in any ways? Yes, they ar

21、e both tall. 7) Lisa is quieter. What does Mary like about her? Can you guess?3. Lets listen and find the answer. Fill in the first column of the chart4. Check the answers.Step V. 1d. Listen and complete the rest of the chartStudents listenCheck the answers.听力策略：1. 听前细读表格，获取关键信息，降低难度2. 适当进行听前预测3. 明确

22、听力题目要求Step about Molly and Mary and their best friends.Students read the sentencesPractice in pairsStep VII. HomeworkFind more similarities and differences about you and your best friends. Write down your new dialogue and e-mail it to your best friend.教学反思 ： Period 5 SectionB (2a-2c 阅读课 主备人: 郭俊清Teac

23、hing Goals知识与技能：通过阅读了解Jeff Green, Huang Lei, Mary和他们好朋友之间的异同，复习巩固比较级在具体语境中的灵活运用。情感态度：帮助学生知晓更多的朋友观，思考真正的朋友意义。文化意识：进一步了解中外学生的则有标准。学习策略：通过读图和留意名字的大写字母，能快速着粗关键信息；并能快速找到主旨句；能够运用恰当的形容词和副词的比较级来进行两者的比较。Teaching contents2a: 读前热身，呈现描述人物性格特性的形容词，要求写出比较级，再造句。2b: 通过扫读，找出Jeff Green, Huang Lei, Mary和他们好朋友之间的异同。2c：

24、让学生阅读语篇中的相关信息进行正误判断。教学流程：I. RevisionII. Pre-reading the words in 2a,write their -er forms. sentences about you and your friends using: than, both, asas 1. Fast -reading 1) Read : Should friends be the same or different? Predict: What is the passage about? 2) Pictures: How many students are there? Wh

25、o？How to find the answer quickly?Careful-reading 1) How many paragraphs? 2) Find the topic sentence for each paragraph How can you find it so quickly?Answer: Should friends be the same or different? Jeff: the same Huang Lei : different Mary: can be the same or differentT / F in 2c How to do them qui

26、ckly? Group them.IV. After-reading 1. Fill in the chartName Their friendDifferenceSimilarityInterview: you are a reporter, interview one of the three persons about them and their friends.V. Homework。写出你和你的两个好朋友间的异同。NameFriendDifferenceSimilarity教学反思： Period 6 Section A (2d-2e) 阅读课 主备人：肖家尧教学目标：知识与技能：

27、通过2c, 2d, 2e阅读和语言运用活动，进一步理解2b信息，并拓展对交友的理性思考学习策略：学会在文本中发现每句和谚语文化意识：发表自己对朋友和友谊的看法，思考朋友的真正意义。品味和模仿使用谚语。情感态度：如何客观得体第对比他人外貌和才艺。教学内容：2d:半开放性写作练习。结合自己的实际情况和语篇中人物进行真实对比2e:品味欣赏谚语。环节之间的联系：目标语言的口头及书面拓展读后活动，强化比较级及谚语在语境中的运用教学过程：Review 复习表格中的细节，对2b内容进行深层次挖掘，为后期的写作打基础(给学生时间准备，抽查一组中等生和中等偏下的学生，给学生时间自由问答，eg: Hello, J

28、eff Green, who is your best friend? Should friends be the same or different?) 2dPre-writing: brain storming: How can we compare ourselves with the people in the article?While-writing: how do you and your friends compare with the people in the article with the people in the article?(useful phrases: b

29、e different from, bothand, be similar to, the same as), then read the sentencesPost-writing:学生完成时选取典型错误进行展示，让学生找出问题并让学生进行纠正自我纠错，然后再组内互改，评价，并推荐优美的句子进行展示 2e齐读题目及四个句子，请学生总结什么是谚语（谚语是人们口头流传的固定的语句，用简单、通俗的话来反映深刻的道理）在课文中中找出文本中的句子，齐读并尝试记忆翻译谚语 oral composition选择一句谚语，它让你想到了那个朋友呢，为什么（教师可以口头示范） HomeworkWhich say

30、ing about friends is your favorite? Which friend do you think about when you read this saying? Why? Write similar and differences between you and him or her about your appearance, personality, study, talent, EQ, habit and so on教学反思： Period 7 Section B (3a3c)写作课 主备人：古勤教学目标：1 知识与技能：通过写作，内化本单元所学目标语言-形容

31、词和副词的比较级形式。2 情感态度：通过书面形式介绍自己和好友的异同，怀着宽容的心正确看待人人之间的异同。3学习策略：学习通过先拟提纲，再根据提纲有条理地进行写作。教学内容：3a：控制性写作练习。用含有比较级、both、asas结构的句子介绍一对好朋友，描述他们的特质。帮助学生巩固和积累有关人物比较的词汇和结构。 3b: 在表格中拟出自己和好朋友各自的特：身高、性格、喜好等。3c：根据表格提纲，写出两段描述自己好友的文字。各环节之间的联系： 口头、笔头巩固有关人物比较的词汇和句子结构，提供写作示范思考并拟写提纲笔头输出，检测综合语言运用能力 教学重难点：学生正确使用形容词的比较级来描述自己和好

32、友。教学过程： Step I Pre-writing:1.让学生观察图片及表格中的信息，进行提问：Whats her best friends name?What do they look like？What are they like?2.对3a的表格做深层次的挖掘，抓住人物描写的框架特征。 学生通过观察，在老师引导下总结出，从四个方面描写人物特征：appearance,hobby,characteristic,study.Step II While-writing1.给与写作指导a. 对比两人的异同：外貌，爱好，性格及学习品质。 b. 注意句子结构，介绍发型时，has hair；介绍爱好时

33、，likes ；其他可用 be + 形容词。c. 用含有比较级、both、asas结构的句子介绍 d. 适当运用 and 及 but。 2.学生独立完成课堂写作练习。3.抽一到两人班级分享。教师给与评价。4.根据评价，学生进行自我修改，完善。5.再次请学生全班分享。6.观察3b表格，明确任务。表格分为两栏。描写两位朋友。一位与自己相像，一位与自己不同。在表格中填写写作素材要点。7.写作训练，再次强调写作技巧。时间10 分钟左右。Step III Post-writing1 完成后引导学生总结评价标准：是否有开头？结尾？是否有topic sentence?是否用目标语言描述？有无美词佳句？有无语

34、法错误？2 学生按上述标准自我纠错。3 教师在巡视过程中找出典型错误进行全班讲解。4 选出好的篇章全班展示。家庭作业：教学反思：Period 8 Section B (Self Check)复习课主备人：彭锦虹要点：复习本单元所学目标语言二、教学目标：1. 知识与技能：通过语境复现本单元所学目标语言-谈论朋友的相关语块及固定表达方式，在书面语言和口语中聚焦在意义的表达及交流上。2.情感态度：正确看待好朋友之间的异同，珍惜友谊。3.学习策略：学会在语境中运用语块；培养学生在语境中运用正确使用比较级、as.as.和both句型结构展开朋友间的比较以及其他两者之间的比较。三、教学内容1:自我检测对本

35、单元重点词类的辨析和掌握情况。阅读词语，进行分类2：用所给形容词和副词的正确形式填空3：使用比较级形式分别写出两句你和好朋友之间的异同各环节之间的联系：Self Check1复习本单元重要语块，为下一步写出正确形式做准备。Self Check2复习形容词和副词比较级形式和用法Self Check3学生自查是否能用本单元所学的语言内容四、教学过程Step I. lead in and presentationT：Please look at the box,whats the title of the passage?Ss:Students Helper Wanted!T:So,whats th

36、e passage?Ss:Its a job ad.T:How do you find the answer so quickly?Step II.Have students read the job ad together,then ask and answer:Why is their job wanted?T:If you want to get the job,how many must you should have?S1:If I want to get the job,I must be a middle school student.S2:If I want to get th

37、e job,I mustS3:If I want to get the job,I mustHave students read the job ad together again.Make a model like this:A:So who do you think should get the job,Jenny or Jill?B:Well,Jenny is think she should get the job.A:Jenny is smarter,but I think Jill is more outgoing.(学生准备2人对话)Show-time请一组同学展示他们的对话，然

38、后全班表决谁更合适这个工作，然后让跟多的同学起来对话。以便鼓励同学的创意，让他们的语言更加丰富，对话也会更加真实。Step III. Self Check1考察学生在语境中使用语块的情况Have student read the requirement.T:Pay attention to “be like”.We often use it to describe what?S1:Personal traits.T:Do you know what people can do ?S1:Maybe personal talents.Have students read the words in the box quietly,knowing the meaning and classify them.Check the answers.Competition.给学生30秒时间，写下你所知道的personal traits和perso