英語人教版八年級(jí)上冊(cè)IM MORE OUT GOING THAN MY.doc

Unit 3 Im more outgoing than my sister.教案一、教材分析本單元以“Personal traits”為話題，談?wù)撊宋锏捏w貌特點(diǎn)及性格特征。這個(gè)話題非常接近學(xué)生的生活實(shí)際，學(xué)生會(huì)非常樂于談?wù)撋磉叺娜嘶蚺笥?，因而極有利于他們開口發(fā)言，提高他們的英語口語表達(dá)能力。通過這個(gè)單元的學(xué)習(xí)，學(xué)生要學(xué)會(huì)對(duì)人物進(jìn)行比較，正確使用形容詞的比較級(jí)對(duì)人物進(jìn)行描述。二、教學(xué)目標(biāo)學(xué)生能夠掌握本單元的單詞、短語、句型和語法，能夠流利表達(dá)人物之間的相同點(diǎn)與不同點(diǎn)。通過本單元的學(xué)習(xí)，能提高學(xué)生的聽說讀寫綜合能力，提高分析問題和解決問題的能力。三、課時(shí)安排 分四課時(shí)進(jìn)行教學(xué)。Period 1 Section A (1a-2d)Target language1. Words and expressions than, taller, shorter, thinner, heavier, longer, calmer, wilder, twin, more outgoing 2. Key sentences Is that Tara?No, it isnt. Taras shorter than Tina.He has shorter hair than Sam.Ability goals Enable students to compare the twins using the target language.Teaching important and difficult points The use of comparatives. Teaching procedures and waysStep I Lead-in Ask two tall students and two heavy students to come to the front or draw some sketches, or show the following on the screen.Yao Ming is very tall. / Mr. Liu is very tall.Xiao Min is very heavy. / Albert is very heavy.T: (Make a gesture) Mr. Liu is tall. Yao Ming is taller than Mr. Liu. (on the Bb) Xiao Min is very heavy. Albert is heavier than Xiao Min. (on the Bb)Show some objects and help students learn 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 heavier than Xiao Min. 4. This book is bigger than that one.T: Look at these sentences. Today well learn how to compare people or things. First tell me some words or expressions we can use to describe people. Ask students to write the words or expressions on the Bb. This will help them to recycle the words they have learned before.Deal with activity 1a. Ask one student to read the new words in activity 1a, and other students listen and correct the wrong pronunciation. Then do the match work. T: Please read the instruction, what is the meaning of “opposite”?Ss: 反義詞。T: Right. “tall” is matched with “short”, “tall” is the opposite of “short”. Can you match the other words with the opposites?After they have finished the activity, check the answers. Then ask:Who is tall in our class?Who has long hair and who has short hair?Who is heavy and who is thin?Step III Listening and Speaking (1b, 1c)In this step, students will do some listening and 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.Note: 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 conversation. They are:Sam has longer hair than Tom.Tina is taller than Tara.Pedro is heavier than 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: Is that Sam?S4: No, thats Tom. Tom has shorter hair than Sam, and hes calmer than 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 has longer hair than Tom.T: Pretty good. Now, work with a partner; make your own conversations about Pedro and Paul. Then ask some pairs to present their conversations to the class.Note: this/that用來詢問不很熟悉的人，this距離較近，that較遠(yuǎn)，答時(shí)常用it代替。Step IV Listening (2a, 2b)This activity provides listening practice about how to change the adjectives into their comparative degrees. T: Look at the adjectives in 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 the 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 and 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 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, he is.S: Is Tom funnier than Sam? No, he isnt. Sam is funnier.Ask 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 Grammar FocusTarget language1. Words and expressions smarter, more serious, more athletic, note, mean, as, way, both, hers, physics, however, common, 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 than her.Ability goals Enable students to talk about personal traits with the comparatives of adjectives.Teaching important and difficult pointsComparative with -er, -ier and more. Teaching procedures and waysStep I Revision Check the homework. Step II Grammar focusAsk a student to read the sentences in 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 the 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 difficult 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，像那樣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. 兩者都We both have black eyes = Both of us have black eyes.conj. 常與and 連用 e.g. He can speak both English and Spanish.4. We both enjoy going to parties.enjoy + doing 喜歡做e.g. My sister enjoys going shopping very much. 5. She is a little more outgoing than me. I am a little taller than her. 形容詞比較級(jí)前可以加修飾語表示程度或差別大小。a little (a bit) 表示更一點(diǎn)much, even, far, still, any, a lot表示更的多若句中“of the two”時(shí)，形容詞比較級(jí)前必須“the”。e.g. She is the quieter one of the two.Step IV Pair work (3c)T: Lets compare 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 his/ her parents.HomeworkT: There is a saying “Like father like son”. In Chinese, 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 important 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 same 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 him.T: Is your friend good at sports?S: Yes. He is good at basketball.T: Is your friend good at schoolwork?S: Yes, he is.T: Today we will talk about good friend. What should a good friend be like? Step II Vocabulary and Speaking (1a, 1b)This activity helps Ss recycle vocabulary and introduces some new words. Ask students to read the descriptions of a good friend, then 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 before 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 their 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 happy/sad (make sb + adj.) Then ask two groups to come to the front and present their opinions. Step III Listening (1c, 1d & 1e)This activity provides listening practice with the target language.T: You will hear an interview with Molly and Mary. They talk about their best friends. Look at the chart in activity 1a. (Point to the headings) They talk about their best friends in three ways. Call attention to the first column.T: Listen for the first time; 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 best 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 the 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 read 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 have written?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 about it.Step V HomeworkPreview the article on page 21.Period 4 Section B (3a-4) Self CheckLanguage goals 1. Words and expressionsopposite, view, interest, most of, though, necessary, beat, care, friendship, primary, information, primary school2. Key sentences I like to have friends who are like me.There are some differences, though.I dont really care. Hollys best friend likes to do the same things as she does.Ability goals Enable students to read others opinions on friends and write about the things that are the same and different between friends.Teaching important and difficult pointsUnderstand the words that describe what people are like. Teaching procedures and waysStep I Revision and Lead-in (3a) T: In the last period, we listened to an interview. Molly and Mary talk about their best friends. Can you tell me something about them? S: Sure. They T: Ok, now we will study new lesson about Wang Lingling and Liu Lili. Wang Lingling and Liu Lili are best friends. Look at the chart and compare them.T: You can write some sentences about them. Wang Linglings best friend is Liu Lili. They are both tall, butStep II Writing (3b, 3c)T: I think you all have many friends, dont you?S: Yes!T: Choose two of your friends and make notes in 3b. One friend should be similar to you; the other friend should be different.T: Anyone want to tell us your notes?S: T: Good job! Now we can write two paragraphs describing your friends. What do you like about your best friend? Why?T: Who want to read your writi