八年级上册unit3

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1、Unit 3 Im more outgoing than my sisterI. Teaching article (课题): Unit 3II. Teaching aims and demands (教学目的和要求): Talk about personal traits. Compare people. Is that Sam? No, thats Tom. He has shorter hair than Sam. Hes calmer than Sam.III. Teaching importance and difficulty (教学重难点): Comparative with e

2、r, -ier. More and both.IV. Teaching ways (教学方法): Revision, Learning, Practice and Reading.V. Teaching tools (教学工具): Tape-recorder and Lattern.V. Teaching time (教学时间): Six periodsVI. Teaching procedure (教学过程):The first periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target langu

3、age. 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, thats Tom. He has shorter hair than Sam.And Hes calmer than Sam.Is that Tina?No, it isnt. Its Tina. Ta

4、ras shorter than Tina.III. Teaching MethodsListening and speaking methods. Communicative approach.IV. Teaching AidsA tape recorder.A projector.Some objects.V. Teaching ProceduresStep 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

5、.Judy is tall. Judy is taller than Bobby.Then bring out two rules of different length. Say:This is ruler. Its Bobbys ruler.(longer)This is Judys ruler.(long)Bobbys ruler is longer than Judys.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV

6、1a Ask students to do this activity individually. Then check and answers.Tallshort long hairshort hair thinheavy calmwildStep V 1bFirst tell students what the twins are. Twins are children born at the same time to the same parents, but not always.Step VI 1c Pair workAsk two students to read the samp

7、le conversation to the class.A: Is that Tara?B: No, it isnt. Its Tina. Taras 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. When we sa

8、y the word than, we say it quickly. You dont hear very much of the sound.Step VIII Summary and HomeworkToday weve leant the twins are having a concert. Weve leant how to compare people. After class, give more practice, comparing your school things. Next class Ill ask some of you to say your conversa

9、tions OK? Now, class is over? See you!Step IX Blackboard Design Unit 3 Im 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 periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabula

10、ry. Target language. Oral Practice. Grammar Focus .2. Ability ObjectsLearning skill. Writing skill. Communicative competence .3. Moral ObjectHandsome is that handsome does.II. Teaching Importance and DifficultyOral practice . Grammar Focus .III. Teaching MethodsListening and writing methods. Communi

11、cative approach . Pair work. IV. Teaching AidsA tape recorder. A projector.V. Teaching ProceduresStep 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 严肃的Outgoing （性格）外向的 quiet 安静的Tell students smart and athletic are new words. Expla

12、in 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 Pair workLet students look at the chart in Ac

13、tivity 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 FocusRevi

14、ew 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?B: No

15、, it isnt. Its 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, its not. Its Mary. Mary is thinner than Vera.Step VIII Summary and HomeworkToday weve leant some wo

16、rds 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 Design Unit 3 Im more outgoing than my sisterFunny, funnier More athletic thanMore intelle

17、ctual than More serious thanThe third periodI. Teaching Aims and Demands1. Knowledge ObjectsReading material. Target language. Listening, speaking and writing practice.2. Ability ObjectsLearning and speaking skills. Reading and writing skills.Communicative competence.3. Moral ObjectTo be a brave and

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

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

20、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 have sho

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

22、w you are different from a friend of family member.Step VI The Same and DifferentT: Do you find your partner?T: OK. Now Ill 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

23、 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 similariti

24、es.Step VIII Summary and HomeworkToday weve read and article and known the same and difference between the twinsLiu Ying and Liu Li. And weve done a game. Weve learnt to say the same and difference between you and your partner.homework:(1) Read the letter again. (2) Finish off the exercises of workb

25、ook.Step IX Blackboard Design Unit 3 Im 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 practice. Listening and writing practice

26、.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 practice. Listening and writing practice.III. Teaching MethodsListening and writing methods. Co

27、mmunicative approach. Group work. Pair work. IV. Teaching AidsA projector. A tape recorder.V. Teaching ProceduresStep 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 of yo

28、u 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.

29、Ill show descriptions on the blackboard.Step IV 16 Group workstatements 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 loo

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

31、riend. Different from best friend.Tell students well 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 weve recycled some key vocabulary and learnt some new words. And weve learnt to talk abo

32、ut 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 well do a game.Step IX Blackboard Design Unit 3 Im more outgoing than my sisterA good friend Has cool clothes Is

33、popular in schoolLikes to do the same things as me Is good at sportIs good at school work Makes me laugh The fifth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Reading passage. Oral practice. Reading and writing practice.2. Ability ObjectsReading skill. Writing skill. Commun

34、icative competence.3. Moral ObjectTake an activity part in all kinds of social activities.Get a chance to train your intergrating skills.II. Teaching Importance and DifficultyOral practice. Writing and speaking practiceIII. Teaching MethodsListening and writing methods. Reading and writing methods.C

35、ommunicative approach. Pair work .IV. Teaching AidsA projector. Pieces of paper on which students write the five statements.V. Teaching ProceduresStep 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.

36、Step III 3aIn this activity first read the article to students. Then answer any questions students any ask. For example,S: Whats view?T: Its what you think about something. Its how you feel about something.Step IV 3bFirst let students look at the chart in Activity 2a on page 38. Then ask students to

37、 write their own sentences about Hollys friend and some sentences about Marias 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 this act

38、ivity 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 studen

39、ts if they know the wordabacus. If they dont know, explain it to them. Abacusa frame with balls that was used to do arithmetic, long before calculators.Step VIII Homework and SummaryToday weve reviewed the key vocabulary in this unit by reading practice. And weve learnt to write about our best frien

40、ds. Now homework, write down the words you underlined in Activity 3a in your exercise book.Step IX Blackboard Design Unit 3 Im more outgoing than my sisterSentences students write: The name of a student who should get the job The sixth periodI. Teaching Aims and Demands1. Knowledge ObjectsReviewing

41、the key vocabulary in this unit. Writing pratice. Just for fun.2. Ability ObjectsSelf check skill. Writing skill.3. Moral ObjectStudy hard and make great progress.II. Teaching Importance and DifficultyWriting practice. Reviewing the key vocabulary Quiet, funny, outgoing Kind, athleticIII. Teaching M

42、ethodsSelf check method. Writing method. Communicative method.IV. Teaching AidsA projector. A tape recorder.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Self Check 1After students finish writing their sentences, write a number of students answers on the blackb

43、oard.(1) My friend likes sports. Shes very athletic.(2) Paul is never quiet! He cant stop talking.(3) Mr. Wang is a kind man. He always helps others.(4) Mary is a funny girl. She always makes me laugh.(5) Jane isnt very outgoing. She likes to stay at home and rest.Step III 2First ask different stude

44、nts to read the questions on the left. Students read.Are you taller now? Are you more intellectual? Are you more popular?Are you a better student?Then ask students to think of themselves two years ago. How are they different now?Step IV Just for Fun!Ask two students to read the dialogue to the class

45、. Two students read.A: I think I see the twins. Is that Juva?B: No, thats Jala. Jala has curlier hair than Juva.A: And Juva is taller than Java.Write the words curlycurlier on the blackboard. Explain the words curly to students or draw a simple picture what curlier hair means.Step V WorkbookRead thi

46、s article about Ali and Ahmet. Then answer the questionsStep VI SummaryThis class weve reviewed the key vocabulary of the unit. And weve learnt how to compare our themselves between now and two years ago. I hope you can make great progress.Step VIII HomeworkFinish off the exercises of the WorkbookStep IX Blackboard Design Unit 3 Im more outgoing than my sisterCurly Curlier Curly hair