英语人教版八年级上册Unit3 SectionA（1a-2d）.docx

Unit3 SectionA（1a-Grammar Focus）教案Teaching Aims1. Knowledge Objects(1)Function: Learn how to compare people.(2)Key Vocabulary: outgoing, better，loudly, quietly, hard-working, competition, fantastic, which, clearly, win.(3)Target Language: Im more outgoing than my sister.Is Tom smarter than Sam?Are you as friendly as your sister?Whos more hard-working at school?(4 ) Structure：comparative+ thanas+ adj/ adv+ as2. Ability Objects(1)Develop the abilities to talk about personal traits.(2)Comparepeople with the comparative forms of adjectives and adverbs.3. Moral Objects(1)Encourage students to discover other students, strong points.(2)Learn from each other and remedy for their weak points. Teaching Key Points1. Vocabulary and Expressions.2. Master the rules of comparative forms of f adjectives and adverbs.Teaching Difficult Points1. How to use the comparative forms of adjectives and adverbs when you want to describe a person or to compare two persons.2. Use as “asas” in a sentence to compare two persons.Teaching Methods1. Task-based language teaching.2. Communicative teaching.Teaching Aids1. Some pictures of twins.2. A tape recorder.Teaching ProceduresStep 1 Leading in (about 7 minutes)T：How often do you exercise?S2：Three times a week.T：Good! Who do you play with?S2：I often play with my friends.T：Do you like him?S2：Yes, of course.T：Can you tell us something about your friend?S2：OK! His name is Tony. He is 12 years old. He is tall and thin. He likes playing basketball. He studies English well. His hair is short. He is my good friend.T：Great! I think everyone has a good friend or a person that you love. Can you write them down? Please try your best to describe them using adjective or adverb words. Lets get started.Ask a student to write on the blackboard.Attentions the teacher can ask more than one student to answer the question, in order to finish next task.Step 2 la, 1b (about 5 minutes)Check the writing.T：Please turn to page 17 and look at the picture.There are three pairs of twins in the picture. Lets listen to the tape then finish la and lb.Object：Let students learn some adjective words.Attention：If students have trouble in “quietly” and “loudly”, the teacher should show them“quiet” and “loud” first.Then correct the answers.Step 3 1c (about 5 minutes)T：Practice the conversations in the picture above. Then make conversations about the other twins.Object：Let students master the new structure.Attention：1. Correct the mistakes.2. Show the structure on the blackboard：be+ comparative adjective form+ than.verb+ comparative adverb form+ than.Step 4 Practice (about 5 minutes)T：Now, lets rewrite the writing about your friends using comparative adjective or adverb forms.Ask a student to rewrite the passage. The other students write on their exercise books.Attention：1. The teacher should circle the main structure in a sentence using a colorful chalk.2. It is difficult for students to use “more + adjectives/adverbs than.”. The teacher should offer some help as needed.Step 5 2a (about 7 minutes)Let students listen to the dialogue in 2a.T：Now listen to the tape. We should find which words are used with er or more. Please write them down.Object：Master the rules of how to change an adjective or adverb into the comparative form.Attention：Introduce the rules and ask students to write the rules on their notebooks.Step 6 2b (about 5 minutes)Play the recording again. Ask students to fill in the boxes.T：There are two friends, Tina and Tara. Lets listen to the tape again. This time we should find out how Tina and Tara are different.T：After finishing the activity, I want to ask someone to share the answer.Objects：1. Train students listening skills.2. Master the new patterns.Attention：The structure “as. as” may be difficult for students, so the teacher should explain the patterns before the practice.Step 7 2c (about 5 minutes)T：Now look at 2c. Student A, look at the chart on the right. Student B, look at the chart on the page 81. Please ask and answer questions about Sam and Tom.Ask two students to read the dialogue on the left.T：Then how many stars should we give Sam? S：Three stars.T：How many stars should we give Tom?S：One star.T：Tom is as smart as Sam, how many stars can Tom get?S：Three stars.T：Well done. They both can get three stars. Just do it like this. Now, lets start.Objects：Train students to master the structures：be+ comparative adjective form+ than.; verb+ comparative adverb form+ thanStep 8 2d (about 5 minutes)First, read the conversation for students.Second, let students get clear on the meanings of every sentence and some important phrases especially “which one” “though”.Third, let students read the conversation for three times.Fourth, show the key words of every sentence on the blackboard and ask students to retell every sentence.At the end, ask several pairs of students to role-play the conversation.T：Lets do 2d together. First, read the conversation by yourselves and find out the meaning of each sentence.T：You can use “which” in questions when there are two or more possible answers or alternatives. For example, “There are so many bikes. Which one is yours?” “One” refers to “bike”. (The teacher can give more examples.)T: “Though” means “but” and it is usually at the end of a sentence. For example, though my shirtis new, I want to buy another one.We may use “although”.T：Then read after me.T：Please retell the sentences using thesewords. (Show the key words on the blackboard: competition, fantastic, sang, clearly, danced, though, important)Give students several minutes to prepare it.Ask several pairs of students to role-play the conversation.Step 9 Grammar Focus (about 3 minutes)Read the grammar box first. Divide the class into two groups. One group read the statements and the other read the responses.Then help the students find out the main structure of each sentence.Step 10 Summary and Homework (about 2 minutes) T：Toda