Unit3教案人教版英語(yǔ)八年級(jí)上冊(cè)

Unit3單元分析Topic:PersonaltraitsFunction:TalkaboutpersonaltraitsA：IsTaramoreoutgoingthanTina?B:No,sheisn’t.TinaismoreoutgoingthanTara.parepeopleA：IsthatSam?B:No,that’sTom.SamhaslongerhairthanTom.Grammar:1.parativeswith(i)erandmoreA:IsTomsmarterthanSam?B:No,heisn’t.SamissmarterthanTom.A:Who’smorehardworkingatschool?B:Tinathinkssheworksharderthanme.2.bothandasas—Webothlikesports.Heworksashardashisbrother.二、學(xué)情分析StudentshavelearnedhowtodescribetheappearanceandpersonalityinGrade7,butinthisunittheywilllearnmoreexpressions.Besides,theuseofparativeswith(i)erandmoreisthefirsttimeforthemtouse.Byusingit,theycandescribetheirfriendsmorevividly.課時(shí)安排Period1.SectionA,1a—2cPeriod2.SectionA,2d—3cPeriod3.SectionB,1a—1ePeriod4.SectionB.2a—2ePeriod5.SectionB,WritingPeriod1(1a2c)教學(xué)目標(biāo)：TalkaboutpersonaltraitsA：IsTaramoreoutgoingthanTina?B:No,sheisn’t.TinaismoreoutgoingthanTara.parepeopleA：IsthatSam?B:No,that’sTom.SamhaslongerhairthanTom.教學(xué)重點(diǎn):Masterthesentencestructureanduseoutgoing,loudly,quietly,hardworkingcorrectly教學(xué)難點(diǎn):Makethestudentsunderstandthedifferencebetweenthanandas.一次備課二次備課Step1.WarmingupFirst,matcheachwordwithitsoppositeasquicklyaspossible.Step2.LeadinTeachtwinsbyshowingsomepictures.Showthetopicpictureofthisunittofinishthelisteningpractice1b.Thenfinish2a,2bStep3.Learntouse1.StudentA,lookatthechartontheright.StudentB,lookatthechartonpage81.AskandanswerquestionsaboutSamandTom.2.TalkaboutourclassmatesandIbyusingparativedegree.Step4.SummaryConcludethebasicrulesofparativedegreeNote:nicer,taller,thinner,moreoutgoing,earlierIrregularformas+形（原級(jí)）+as作業(yè)設(shè)計(jì)：A：1.Haveadictationofthenewwordsonpage17and18.2.FinishtheexerciseinWBB：1.Haveadictationofthenewwordsonpage17and18.2..FinishtheexerciseinWB3.Introduceoneofyourfriendsforatleast5sentences.Don’tforgettousethanandas.板書(shū)設(shè)計(jì)：Unit3SectionAMysisterisquieterthanme.Mysisterisquieterthanme.I’mmoreoutgoingthanher.Sheisasbeautifulasme/I.BothofuscanspeakEnglishwell.outgoingmoreoutgoinghardworkingmorehardworkingbad/badlyworsegood/wellbettermany/muchmoreshortshortertalltallerfunnyfunnierheavyheavierthinthinnernicenicerfunn教學(xué)反思：Period2(2d—3c)教學(xué)目標(biāo)：1.parativeswith(i)erandmore2.bothandasas—教學(xué)重點(diǎn):Practicethenewwaytointroduceourfriends.教學(xué)難點(diǎn):Writeabouthowthestudentsaredifferentfromtheonestwoyearsago.一次備課二次備課Step1.WarmingupHaveachantIamhappier,Iamhealthier.Icanbetaller,Iwillbestronger.Myhouseisbigger,myroomiscleaner.Myfriendsarefunnier,mygradesarebetter.Myschoolismorebeautiful,mycityismorefortable(舒適的).Wearehappier,ourlifeisbetter.Step2.Leadin2dReadtheconversationandmatchthepeoplewiththerightthings.Thenroleplaytheconversation.Step3,GrammarfocusUsethepicturesofsomesuperstarstoemphasizetheuseofparatives.3b,getthestudentstoanswerthequestionsandorganizetheminashortpassage.作業(yè)設(shè)計(jì)：A：1.Recitetheconversationin2d.2.FinishtheexerciseinworkbookB：1.Recitetheconversationin2d.2.Finishtheexerciseinworkbook.3.Polishthepassagein3b.板書(shū)設(shè)計(jì)：Unit3SectionA(2d3c)1.A+be+1.A+be+形容詞比較級(jí)+than+B2.A+實(shí)義動(dòng)詞+副詞比較級(jí)+than+B3.A+be+as形容詞原形+as+B4.A+實(shí)義動(dòng)詞+as副詞原形+as+B教學(xué)反思：Period3(sectionB1a—1e)教學(xué)目標(biāo)：Getthestudentstoknowwhatkindofpeoplecanbetheirgoodfriends.教學(xué)重點(diǎn):Usemoredetailstointroducetheirgoodfriends.教學(xué)難點(diǎn):Helpthestudentstofindtheirowntasteofgoodfriends.一次備課二次備課Step1.WarmingupTalkabouttheirparentswithboth,than,as—asStep2.LeadinFriendsareveryimportantinourlife.Wemayhavemanyfriends.Somearethesameasus.Somearedifferent.1a.Discuss:Whatkindofthingsareimportantinafriend?Rankthethingsbelow[17](1isthemostimportant).Step3.Listening1cListen.WhatdoMollyandMarylikeabouttheirbestfriends?1dListen.HowareMollyandMarythesameasanddifferentfromtheirbestfriends?1e.TalkaboutMollyandMaryandtheirbestfriends.Step4.GroupworkTalkaboutwhatyouthinkagoodfriendshouldbelike.作業(yè)設(shè)計(jì)：A：1.Finishtheexerciseinworkbook.B：1.Finishtheexerciseinworkbook.2.Writeashortpassageoftheirownopinionsaboutgoodfriends.板書(shū)設(shè)計(jì)：Unit3SectionB(1a—1e)Peterlikesthefriendswholikestodothesamething.Marylikesthefriendswhoaregoodlisteners.Peterlikesthefriendswholikestodothesamething.Marylikesthefriendswhoaregoodlisteners.Ilikethefriendswhocankeepthesecrets.betalentedinbethesameasmakemelaughlooksimilarhavemuchinmon教學(xué)反思：Period4(sectionB2a—2c)教學(xué)目標(biāo)：Getthestudentstolearnreadingstrategies.教學(xué)重點(diǎn):Learningstrategiesanddifferentideasaboutfriends.教學(xué)難點(diǎn):Helpthestudentstofindtheirowntasteofgoodfriends.一次備課二次備課Step1.FreetalkT:Shouldfriendsbethesameordifferent?S1:Iliketomakesfriendswhoarethesameasmesothatwecanplaythesamegames,andhavealotoffun.S2:Iliketomakesfriendswhoaredifferentfromme.Step2.Readingwithsomestrategies1.Findouttheideasofthethreestudents.(Tip1:Atopicsentenceisusuallyatthebeginningorintheend.)2.ReadthepassageaboutJeffGreenandpletethefishbone.(Tip2:Learnsentencepatternbymakingsentences.)3.ReadthepassageaboutHuangLeiandpletethechart.(Tip3:Guessthemeaninginthecontext.)4.ReadthepassageaboutMaryandjudgetrueorfalse.(Tip4:Getthefactsanddetailstosupportanswers.)Differentpeoplehavedifferentideasaboutfriends.Step4.EnjoyapoemaboutfriendswithmusicMakestudentshaveabetterunderstandingofdifferentfriends.作業(yè)設(shè)計(jì)：A:Finishtheexerciseinworkbook.B:1.Finishtheexerciseinworkbook.2.Recitethepassage.Agoodfriendislikeamirror.板書(shū)設(shè)計(jì)：Agoodfriendislikeamirror.Cherishfriendsaroundus.It’snotnecessarytobethesame.Differentpeople,havedifferentideas.Cherishfriendsaroundus.It’snotnecessarytobethesame.Differentpeople,havedifferentideas.Idon’treallycareifmyfriendsarethesameordifferent.Idon’treallycareifmyfriendsarethesameordifferent.教學(xué)反思：Period5Writing教學(xué)目標(biāo)：Getthestudentstowriteapassageaboutabestfriendwithparativedegree.教學(xué)重點(diǎn):Usemoredetailstointroducetheirbestfriends.Learntoevaluatetheirworks.教學(xué)難點(diǎn):Helpthestudentstowriteagoodpassageandlearntoevaluatetheirworks.一次備課二次備課Step1.BrainstormDescribethepic