英语人教版八年级上册Unit 3 Section B 4--self check.doc

Im more outgoing than my sister Section B 4 - Self Check”Teaching content Unit Three Im more outgoing than my sister. Section B 4-Self CheckBackground information1. Level: level four2. Period: period five3. Time Duration: forty-five minutes4. Analysis of the Teaching Material:The teaching material is taken from the new target Go for it! Book 3, which is published by Peoples Education Press. The teaching content is from Section B 4 to Self Check of Unit 3. First of all, one of the biggest characteristics of the teaching material is the student-centered teaching philosophy, and the teaching design of each unit will use the task-based language teaching method. As we all know, the contents of this book include much language knowledge, such as present simple, present continuous tense in the future, the general future tense, the past tense, the past, the comparative and superlative degree of adjectives and adverbs, verb infinitive and the usage of modal verbs and so on. Secondly, the teaching material based on the new life, further strengthen the self learning, to improve the skills of listening speaking, reading and writing. The focus of this lesson is about ads and the consolidation of comparative degree of adjective. Therefore, this unit works as a transition effect. Whats more, it lays the foundation for the learning of the superlative degree of adjective in the following units.5. Analysis of students:（1）The teaching objects are students of level four. （2）They have good memory and imitation in learning English. And the psychological characteristics of grade eight students are very curious with new things and they are very different, and they are in the polarization. （3）Though they have learned this knowledge before, most of it they have forgotten. （4）They dont often express themselves and communicate with others in English.Teaching objectives1. Knowledge Goals: （1）Words and Phrasesprimary, primary school, information, be good with，make sb. do sth, laugh at ab. help sb. with sth. /help sb. (to) do sth.must be. ,be good with/at, call sb. at（2）Sentence PatternsMy friend is more than me.My friend is the same as me.The English Study Center need a weekend student helper for primary school students.（3）GrammarThe usage of comparative degreeI am less/more than You are less/more than He/She is less/more than 2. Ability Goals:After the class, students will be able to:（1）improve their reading ability through reading activities.（2）improve their speaking ability through speaking activities.（3）improve their writing ability through writing activities.（4）consolidate use of the comparative degree of adjectives or adverbs.3. Emotional Goals: After the class, students will be able to:（1）cultivate their abilities of reading comprehension and writing and know how to compare with people in English. （2）improve the awareness of competition and cooperationKey and difficult points1. Teaching Important Points:（1）SentencesMy friend is more than me.My friend is .than Samthe English Study Center need a weekend student helper for primary school students. So who do you think should get the job, Jenny or Jill? Jenny is smarter, but I think Jill is more outgoing. Call the English Study Center at 443-5667 for more information. （2）GrammarI am less/more than You are less/more than He/She is less/more than （3）Consolidate the usage of comparative degree of adjective or adverb.2. Teaching Difficult Points:（1）Sentence PatternsMy friend is more than me.My friend is different from/similar to me.（2）GrammarI am less/more than You are less/more than He / she is asas.He/She is less/more than （3）Understand the Part 4（4）Use the comparative forms of adjectives freely to make some sentences and communicate with others in the daily life.Teaching methodsTask-base Language Teaching, Communicative ApproachTeaching aidsa tape recorder; a projector, computerStages and procedureStepsTimeInteraction modelStudents activitiesTeachers activitiesPurpose/roots1 Greeting0.5Class workDaily greetingDaily greetingTo attract students attention to the class.2. Revision10Class work1. Students begin to read the words: heart, fact, in fact, break, arm, laugh, share, loud, similar, be similar to 2. Students take out their dictation books and have a dictation.3.Students quickly finish the task and give the answers:（1）smarter; （2）taller; （3）friendly; （4）more hard-working; （5）longer.1. The teacher asks students to read the words which we have learned last lesson.2. The teacher asks the students to take out their dictation books, and have a dictation: saying, reach, hand, touch, heart, fact, break, arm, share, loud, similar. 3.The teacher shows five sentences which are about the comparatives adjectives on the screen, and ask them to finish them and check the answers. For example, （1）Tom is _ (smart) than Sam. （2）My brother is _(tall) than me. （3）Are you as_ (friend) as than your sister? （4）Lily is _(hard-working) at school.（5）He has_(long) hair than Tina. T: Now finish these five sentences with the knowledge you have obtained, and I will ask one or two students to write down answers on the blackboard.1.Students can make good preparation for class and review the words.2.Students are able to further review and consolidate the words which they have learned.3.To review the comparative forms of adjectives.3.Lead-in4Group work1. Students look at the pictures and answer questions.The teacher ask students something about ads.1.The teacher shows some pictures about ads on the PPT.T: OK, look at these pictures and decide which one is job ad. Go!2.The teacher asks one or two students to answer which one is job ad? T: OK, can you tell me which one is job ad?1.Arouse the students interest of study. Letstudents know what we will learn.2.In order to pave the way for learning new content4. Work on 410Class work and individual work.1.Students follow the teacher to read the new words.2.Students say heshould be a middle school student. And he has good grades in English. And he should be good with children, and last him must be outgoing.3.S:I think Jenny is better for this job, because he is smarter.1.The teacher teach the new words: primary, information:, primary school, be good with. T:Take out your textbooks and learn the new words.2.The teacher asks the students to find out the key information of this ad in their group.T: Now boys and girls, please find out the key information about the student helper. Now, go!3.The teacher asks a student to read this ad and another two students to read the conversation, and decide which classmate is better for the job, Jenny or Jill?T:Now, I will ask some students to read this passage. Lucy, can you try? And who is better for this job.4.The teacher explains the following language points and asks students to take the notes.T: There are some language points of this ad. Please take some notes.（1）Help is verb, but it becomes a noun. Because it add er at last. And help also is a noun, e.g. I need your help. And the grammar using of help are following: help sb. with sth. E.g. Tom helps his mother with housework. help sb. (to) do sth. E.g. Lily helps Sam (to) the room.（2）Need to do sth. E.g. I need to clean my room.（3）Wanted is passive tense, means that sb. is wanted. And the phrase of want is: want to do sth. E.g. I want to eat ice cream.（4）Must is the modal verb. When we use must to make sentence, it needs to follow the infinitive. E.g., You must finish your homework tonight. When it uses in general questions, it must be: Must I clean the room?-Yes, you must. /No, you neednt. The teacher said some students will ask me why dont you use mustnt in this sentence? You must remember that if you use mustnt in this sentence, it means forbid.（5）Be good at is the same as do well in. It means that someone do something very freely. And they must follow the v-ing. E.g. Sally is good at playing guitar./Sally does well in playing guitar.（6）Call sb. at: at is a preposition and when it is used in this sentence it must follow the telephone number. E.g. I call my mother at 0752-1039. Call sb. for sth, E.g. Lucy calls her brother for key. 1.Enlargethe students vocabulary and help them to understand the passage of 4.2.（1）To let students use the target language for speaking practice ; and understand this ad ;（2）Improve the students reading and comprehension ability.3. To help the students improve their oral English and speaking skills.4.Master the sentences pattern and words.5. work on self-check 13class workStudents complete the task:（1）hard- working-more hard-working; （2）run fast- run faster; （3）quietquieter; （4）serious-more serious; （5）jump high-jump higher;（6）smart-smarterWhat people arelikeWhat people can doquiet, serious, smartHard-working, run fast, jump highThe teacher asks the students to write down the comparative degrees of these words which in self check 1 then complete the table of self check 1 and give the answers.T: Now, 2 minutes for you to write down the comparative forms of these words and then complete the table of self check 1. Do it!Enlarge students vocabularies 6. work on self-check 28class work1.Students complete the task and give the answers:1 funnier; 2.more outgoing; 3.serious; 4.faster; 5 .not friendly.2.Students listen carefully and take the notes.1.The teacher gives the students a few minutes to fill in the blanks with the correct forms of the words in brackets, and then check their answers.2.Language points:T:There are some language points, please take the following notes.（1）Make: It is a causative verb, it means let or have. And the phrase of make is that make sb. do sth. E.g. They make the baby laugh.（2）Laugh at sb. e.g. Lily laughs at Sam.（3）A lot is adverb, and the grammar using of it is as same as even, much, a bit. Because they must modify the comparative forms of adjectives, E.g. Tom is much taller than Jim. But the following words are different from a lot, such as too, very, pretty, so. They are just modifying the adjectives words, for example, She is too happy. Or the apple is pretty good.（4）The phrase of asas is put into the affirmative sentences and it matches with the adjective or adverb prototype. E.g Bob is as shy as his brother. But the phrase of soas is put into negative sentence. e.g. She isnt so tall than Tom.（5）Both is a preposition, and when it use in the sentence, it should be put before the verbs or after the be. E.g.They both like bananas. They are both friendly.（6）Friendly is a adjective, not a adverb. And more friendly is the same as friendlier. （7）The most importance point we must remember: when we use the comparative forms of adjectives, only the similar things can be compared. E.g. （1）Toms dog is bigger than mine (I). Here mine means my dog, an animal, not human being. （2）Our room is newer than theirs (they).1.In this part, teacher could clearly understand whether the students master the comparative degree of adjectives or adverbs or not.2.To enlarge students vocabularies and further consolidate and master the comparative degrees of adjectives.7. Work on self check 3the Interview7Group workStudents interview their classmates who are in their groups with the following sentences.For example, whos your best friend? Why do you like him? Is he different from you in any way?S: My friend is as tall as me. My friend is more outgoing than me. The teacher asks students to interview their classmates about their best friends in group. For example: Is your friend as friendly as you? Are your friends taller than you? Are they smarter than you? Students must use the words which they have learned in the self check in this interview. Besides, they can interview the classmates of other groups. And then write down two ways in which they are similar, and two ways in which they are different during the interview. When they finish the interview, they must report their answers in their groups. And the teacher will ask one or two groups to do reports in the class.This part is about comparison between the students and their best friends.Practice the comparatives of adjectives of this lesson.8.homework:translation1Class workThe students finish their homework after class.The teacher shows the homework on the screen, and asks the students to translate them and hand in tomorrow.T:1.Now please translate the following sentences into Chinese:（1）Tom is as fat as I. （2）Toms dog is bigger than mine.（3）Is Tara more outgoing than Tina?（4）My best friend Carol is really kind and very funny.（5）Mary and her best friend are both tall.2.translate the following sentences into English:（1）我们的房间比他们的房间新。（2）她比他重。（3）汤姆需要去做他的他的家庭作业。（4）他们都擅长写作。（5）丽丽和她的姐姐一样胖。Improve students English translation skills End of class summary1.5Class workToday, we have done a lot of activities, we have made a consolidation of comparatives of the words, we have leaned and master some language points. We also have a lot of activities of speaking, reading and writing. In this lesson, we consolidate the language points of unite 3 which is about comparatives of adjective. And you should review them after class.Students know that they have reviewed comparative degree and learned and master some language points. They will have a sense of achievement and be more interested in English.Optional activities and assignmentsGroup workGuessing game: The teacher shows some riddles on the screen, and asks the students to play them.T: Now, we can play a guessing game. But we must following the rules:1. Please answer the questions. 2. One question, one point. 3. The lowest scoring team members will be punished.E.g.（1）A brown animal with horns. Deer （2） What is yours, but it used more by others than by you? Your name. （3） What can go around the earth without rockets? The moon. （4） What goes go and never comes down? Your age. （5） Why did the boy make his dog sit in the sun? Hot dog.etc. Make students more relaxed in the class.Bb design Unit 3 Im more outgoing than my sister The Seventh Period Section B 4 - Self CheckReview: Tom is smarter than Sam. Are you as friendly as your sister ? No, Im not. Im frie