英語八年級上冊人教新課標(biāo)同步教案：unit6

1、Unit 6 I m more outgoing than my sisterI. Teaching article（ 課題 ）: Unit 6II. Teaching aims and demands（ 教學(xué)目的和要求）:Talk about personal traits.Compare people.Is that Sam?No, that s Tom. He has shorter hair than Sam.He s calmer than Sam.III. Teaching importance and diffculty（ 教學(xué)重難點(diǎn) ）:Comparative with er,

2、 -ier.More and both.IV. Teaching ways（ 教學(xué)方法 ）:Revision, Learning, Practice and Reading.V. Teaching tools（ 教學(xué)工具）:Tape-recorder and Lattern.VI. Teaching time（ 教學(xué)時(shí)間）:Six periodsVII. Teaching procedure（ 教學(xué)過程 ）:The first period1. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target languag

3、e. Oral Practice.2. Ability ObjectsLearning skill. Speaking skill. Communicative competence.3. Moral ObjectLearn to play a musical instrument.II. Teaching Importance and DifficultyIs that Sam?No, that s Tom. He has shorter hair than Sam.And He s calmer than Sam.Is that Tina?No, it isn t. It s Tina.

4、Tara s shorter than Tina.III. Teaching MethodsListening and speaking methods. Communicative approach.IV. Teaching AidsA tape recorder.A projector.Some objects.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackbo

5、ard.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.

6、Step IV 1aAsk students to do this activity individually. Then check and answers.Tall short long hair short hair thin heavy calm wildStep V 1bFirst tell students what the twins are. Twins are children born at the same time tothe same parents, but not always.Step VI 1c PairworkAsk two students to read

7、 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 NoteWrite one of the example sentences from the picture on the board circle the word than say

8、. When we say the word than, we say it quickly. You don t hear very much of the sound.Step VIII Summary and HomeworkToday 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 classI ll ask some of you to sa

9、y your conversations OK? Now, class is over? See you!Step IX Blackboard DesignUnit 6 I m more outgoing than my sisterDraw two people on the blackboard. One is Judy. The other is Bobby.Judy is taller than Bobby. Bobby is shorter than Judy.The second period1. Teaching Aims and Demands2. Knowledge Obje

10、ctsKey vocabulary. Target language. Oral Practice. Grammar Focus.3. Ability ObjectsLearning skill. Writing skill. Communicative competence.4. Moral ObjectHandsome is that handsome does.II. Teaching Importance and DifficultyOral practice. Grammar Focus.III. Teaching MethodsListening and writing metho

11、ds. Communicative approach. Pairwork.IV. Teaching AidsA tape recorder. A projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II 2aRead the words in the box to students.Funny 有趣的 serious 嚴(yán)肅的 Outgoing （性格）外向的 quiet 安靜的Tell students smart and athletic are new wor

12、ds. Explain the new words and tell students what they mean.Step III 2bAsk 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 PairworkLet students look at the chart

13、 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 Foc

14、usReview 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 blackboardConversation 1:A: Is that Mary

15、?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 HomeworkToday we ve le

16、ant 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.Step IX Blackboard DesignUnit 6 I m more outgoing than my sisterFunny,funnier More athletic thanMo

17、re intellectual thanMore serious thanThe third period1. Teaching Aims and Demands2. Knowledge ObjectsReading material. Target language. Listening, speaking and writing pratice.3. Ability ObjectsLearning and speaking skills. Reading and writing skills.Communicative competence.4. Moral ObjectTo be a b

18、rave and hardworking man.II. Teaching Importance and DifficultyListening, speaking and writing pratice.My friend is the same as me. We are both quiet.Do you look the same? No, I m a little taller than her.III. Teaching MethodsListening, speaking and writing pratice. Reading and writing methods.Commu

19、nicative approach.IV. Teaching AidsA projector. Some piece of paper. A paper bag.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II 3aThere s a letter in this activity. Read this letter to students. Answer any questions students nay ask. Then show the five sentences

20、 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 NoteWe are both tall.They are both boys. We both

21、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 PairworkFirst ask two students to read the sample conversation in the speech bubble.Then tell students to work with a partner. Talk a

22、bout how you are different from a friend of family member.Step VI The Same and Different6. 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 d

23、ifferent and same between your partner.Step VII An Optional ActivityStudents 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 si

24、milarities.Step VIII Summary and HomeworkToday 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 exerci

25、ses of workbook.Step IX Blackboard DesignUnit 6 I m more outgoing than my sisterWe are both tall. They are both boys. We both have short hair.They both go to the school.The fourth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral pratice. Listening and writi

26、ng pratice.2. Ability ObjectsLearning skill. Writing skill. Communicative competence.3. Moral ObjectA friend in need is a friend indeed. Wish you to find your real friends.II. Teaching Importance and DifficultyOral pratice. Listening and writing pratice.III. Teaching MethodsListening and writing met

27、hods. Communicative approach. Groupwork. Pairwork.IV. Teaching AidsA projector. A tape recorder.V. Teaching ProcudruesStep 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 Section B 1aT: All

28、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 blackboa

29、rd. I ll show descriptions on the blackboard.Step IV 16 Groupworkstatements 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 describle him or her.Step VI 2aIn this activity first ask students t

30、o 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 2bLet students look at the rest of the chart. Read the heading at the top of each column.The same as b

31、est 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 SummaryToday we ve recycled some key vocabulary and learnt some new words. And we ve learnt to

32、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.Step IX Blackboard DesignUnit 6 I m more outgoing than my sisterA good friend Has cool cl

33、othes Is popular in schoolLikes to do the same things as me Is good at sportIs good at school workMakes me laughThe fifth period1. Teaching Aims and Demands2. Knowledge ObjectsKey vocabulary. Reading passage. Oral pratice. Reading and writing practice.3. Ability ObjectsReading skill. Writing skill.

34、Communicative competence.4. Moral ObjectTake an activity part in all kinds of social activities.Get a chance to train your intergrating skills.II. Teaching Importance and DifficultyOral pratice. Writing and speaking praticeIII. Teaching MethodsListening and writing methods. Reading and writing metho

35、ds.Communicative approach. Pairwork.IV. Teaching AidsA projector. Pieces of paper on which students write the five statements.V. Teaching ProcudruesStep 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 repea

36、t.Step III 3aIn 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 3bFirst let students look at the chart in Activity 2a on page 38. Then ask studen

37、ts to write their own sentences about Holly s friend and some sentences about Maria s friend.Step V 3cIn 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, seriousStep VI 2aIn t

38、his 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 Pairwork Find Someone for the Job!Focus students on the job ad. Ask s

39、tudents 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 SummaryToday we ve reviewed the key vocabulary in this unit by reading pratice. And we ve learnt to write about our be

40、st friends.Now homework, write down the words you underlined in Activity 3a in your exercise book.Step IX Blackboard DesignUnit 6 I m more outgoing than my sisterSentences students write: The name of a student who should get the jobThe sixth period1. Teaching Aims and Demands2. Knowledge ObjectsRevi

41、ewing the key vocabulary in this unit. Writing pratice. Just for fun.3. Ability ObjectsSelf check skill. Writing skill.4. Moral ObjectStudy hard and make great progress.II. Teaching Importance and DifficultyWriting pratice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athleticIII. Teaching MethodsSelf check method. Writing method. Communicative method.IV. Teaching AidsA projector. A tape recorder.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Self Check