初中英语人教新目标 (Go for it) 版八年级上册Unit 3 I’m more outgoing than my sister.综合与测试教学设计及反思

这是一份初中英语人教新目标 (Go for it) 版八年级上册Unit 3 I’m more outgoing than my sister.综合与测试教学设计及反思，共18页。

















课 题
Unit 3 I’m mre utging than my sister.
课时
第一课时Sectin A(1a-2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
utging, bth, better, ludly, quietly, hard-wrking, cmpetitin, fantastic, which, clearly, win
2. 掌握以下句型:
①Sam is smarter than Tm.
②Tina is mre utging than Tara.
③She wrks harder than me.
能力目标
能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标
通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点
1. Talk abut persnal traits.
2. Cmpare peple by using cmparative frms.
教学难点
1. Cmparative frm f adjectives and adverbs.
2. The use f cmparative frm.
课前预习
Preview the new wrds.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and wrk
n 1a
1. Play the vide abut TFbys.
2. Play the sng:
Gd, better, best.
1. Students watch the vide.
Review wrds:
tall, shrt, thin,
heavy, lng(hair), shrt(hair), quiet etc.
Then wrk n 1a:Match new wrds with its ppsite.
2. Students enjy the sng.
利用学生感兴趣的人物视频, 复习学过的描述人物外貌特征的词汇, 为比较级的学习做铺垫; 并通过视频激发学生的学习兴趣。
Step 2
Listening (1b)
1. Shw pictures f famus peple and teach: tall—taller,
thin—thinner, shrt—shrter,
lng—lnger ect.
2. Let students lk at the pictures abut the three pairs f twins:Tina&Tara; Tm&Sam; Peter&Paul. Then play the tape f 1b.
Students listen t the cnversatins in 1b and number the pairs f twins in the picture.
在语境中呈现和导入目标语言。
Step 3
Practice (1c)
First let students read the cnversatin in 1c. Then ask them t make similar cnversatins abut the ther twins.
Students first read the cnversatin in pairs, then make similar cnversatins abut the ther twins.
通过两人小组对话, 让学生从听对话到模仿对话, 练习比较级的运用。
Step 4
Listening
(2a&2b)
1. Let students read the wrds in the bx in 2a first.
2. Play the tape f 2a.
3. Let students summarize the wrds
with-er/-ier; mre
4. Play the tape f 2b.
1. Students read the wrds in the bx in 2a ludly befre listening t the tape.
2. Listen and cmplete the chart in 2a.
3. Students summarize the rules in grup.
4. Listen t the tape in 2b and fill in the bxes.
通过听力练习和完成表格分类, 在语境中体会形容词、副词比较级的构成规则和运用。
Step 5
Oral Practice
(2c)
1. Let students read the dialgue in 2c in pairs:
—Is Tm smarter than Sam?
—N, he isn’t. Sam is smarter than Tm.
2. Let Student A lk at the chart n page 18, Student B lk at the chart n page 81. Ask and answer questins abut Sam and Tm in pairs.
1. Students read the dialgue in 2c in pairs.
2. Students ask and answer questins in pairs.
通过利用“信息差”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。
Step 6
Rle-Play
(2d)
1. Let students learn abut the backgrund f the cnversatin.
2. Let students read the cnversatin tgether.
3. Explain the difficulties.
4. Let students read in pairs.
5. Let several pairs f students rle play the cnversatin in frnt f the class.
1. Students learn abut the backgrund f the cnversatin by ging thrugh it quickly and accrding t the picture beside it.
2. Students read the cnversatin tgether, then in pairs.
3. Rle play it.
在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。
Step 7
Summarize
1. Guide the students t summarize the rules f the cmparative frm.
2. Guide the students t summarize the sentence structure with “than”.
Summarize the cmparative frm and the sentence structure with “than”.
培养学生探究、归纳总结能力。
Step 8
Cnslidatin
教师设置巩固检测练习:
Ⅰ. 写出下列词的比较级:
smart smarter
thin thinner
funny funnier
hard harder
utging mre utging
imprtant mre imprtant
Ⅱ. 句型转换
1. Jim is utging. Jack is mre utging. (同义句)
Jack is mre utging than Jim.
2. I am tall. My brther is taller. (合并为一句)
My brther is taller than me.
3. Helen studies hard. Mary studies hard, t. (同义句)
Helen studies as hard as Mary.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
教学环节
教师活动
学生活动
备课札记
Step 9
Hmewrk
1. Recite new wrds and phrases.
2. Write a shrt passage abut cmparing yurself with ne f yur friends.
板书设计
Sectin A (1a-2d)
1. New wrds:utging, better, ludly, quietly, hard-wrking, cmpetitin, fantastic, which, clearly, win
2. Structures:
①Tina is taller than Tara.
②Sam has lnger hair than Tm.
③She als sings mre ludly than Tara.
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
课 题
Unit 3 I’m mre utging than my sister.
课时
第二课时Sectin A(Grammar Fcus-3c)
课型
New
教学目标
知识目标
1. 复习巩固形容词的比较形式及对两者进行对比。
2. 进一步总结所学的对两者进行比较的句式结构。
3. 能运用所学的目标语言, 进行说与写的活动, 完成相关任务。
能力目标
能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标
通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点
1. 总结形容词及副词比较级的构成方式。
2. 进一步总结对两者进行比较的句式结构。
教学难点
1. 总结形容词及副词比较级的构成方式。
2. 能运用所学的目标语言, 进行说与写的活动, 完成相关任务。
课前预习
Preview the new wrds.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and revisin
1. Ask sme students cmpare he/she with his/her deskmates.
2. Shw sme pictures n the big screen. Let sme students cmpare the things.
3. Shw sme adjectives r adverbs. Let students add -er, -r r -ier t them.
1. Students cmpare he/she with his/her deskmates.
2. Students cmpare the things.
3. Students add -er, -r r -ier t them.
利用学生感兴趣的内容, 复习学过的句型和比较级。
Step 2
Wrk n
Grammar
Fcus
1. 要求学生阅读Grammar Fcus中的句子, 然后做填空练习。
(1)汤姆比萨姆更聪明吗?
Is Tm __________Sam?
(2)不是。萨姆比汤姆更聪明。
N, he isn’t. Sam is ____ ____Tm.
(3)塔拉比蒂娜更外向吗?
Is Tara ___ _____ ____Tina?
2. 要求学生们完成填空试题后, 可以打开课本检查答案, 对错误的句子, 单独进行强化记忆。
1. Students read the sentences.
2. Finish the sentences.
3. Check the answers.
熟练阅读Grammar Fcus中的句子, 并完成句子填空, 加深记忆。
Step 3
Summarize
Ask students t summarize:
两者进行比较, 表示“一方比另一方更……”的句型:
1. A+be+形容词比较级+than+B
2. A+实义动词+副词比较级+than+B
两者进行比较, 表示“一方与另一方一样……”的句型:
1. A+be+as形容词原形+as+B
2. A+实义动词+as副词原形+as+B
Students summarize and finish the blanks.
通过填空, 引导学生去总结比较级的用法。
Step 4
Wrk n
3a&3b
Wrk n 3a:
1. Let students lk at the cnversatins in 3a.
2. Ask students t finish 3a.
3. Check the answers.
Wrk n 3b:
1. Ask students t think f himself/herself tw years ag. Write abut hw they are different nw.
2. Give an example:
T:S1, Are yu taller nw?
S1:Yes, I am. I’m taller than I was tw years ag.
T:Pay attentin t the tense.
―I was tw years ag.
Check the answers with the class.
1. Finish 3a.
2. Students read the sentences in 3b and write the ther fur sentences.
通过3a和3b的练习, 进一步巩固比较级的用法。
Step 5
Grup wrk
Wrk n 3c
1. Tell students t read the chart first in 3c. Make sure they knw the meaning f the wrds in the chart.
2. Ask ne student the questin:
T:Wh is smarter, yur mther r yur father?
S1:I think my mther is smarter than my father.
3. Ask students t finish the exercise and make a reprt.
1. Students read the chart and check(√)in the chart.
2. Wrk in grups. Ask and answer the questins with their partners.
3. Give a reprt.
利用小组合作, 训练学生知识的同时锻炼学生的合作意识。
Step 6
Exercise
Ask students t finish the blanks. 根据句意填入单词的正确形式
1. My brther is tw years lder(ld) than me.
2. Tm is as fat(fat) as Jim.
3. —Is yur sister yunger(yung) than yu?—Yes, she is.
4. —Wh is thinner(thin), yu r Helen?—Helen is.
5. —Whse pencil-bx is bigger(big), yurs r hers?—Hers is.
6. Mary’s hair is as lng(lng) as Lucy’s.
7. Ben jumps(jump) higher(high) than sme f the bys in his class.
8. —Des Nancy sing better(well) than Helen?—Yes, she des.
9. Fangfang is nt as tall(tall) as the ther girls.
10. My eyes are bigger(big) than hers(she).
11. Which is heavier(heavy), the elephant r the pig?
12. Wh gets up earlier(early), Tim r Tm?
13. —D the girls get up earlier(early) than the bys? —N, they dn’t .
Students finish the exercise.
通过练习, 进一步加深本节课的重点知识。
Step 7
Hmewrk
1. Review the grammar fcus after class.
2. Write dwn the similarities and differences between yu and a friend.
板书设计
Unit 3 I’m mre utging than my sister.
tall—taller heavy—heavier thin—thinner
教学反思
整节课的评价不够丰富, 情感教育没能很好地融入到课堂中。
课 题
Unit 3 I’m mre utging than my sister.
课时
第三课时Sectin B(1a-1e)
课型
New
教学目标
知识目标
1. 能掌握以下单词:talented, truly, care, care abut, laugh
2. 能掌握以下句型:
①I think a gd friend makes me laugh.
②Fr me, a gd friend likes t d the same things as me.
③And a gd friend is talented in music.
能力目标
能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标
通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点
1. 掌握本课时出现的生词及表达方式。
2. 进行听力训练, 提高综合听说能力。
教学难点
完成1d的听力练习。
训练听说能力。
课前预习
Preview the new sentences.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and revisin
1. Daily greeting.
2. Check the hmewrk. Let sme students reprt what his/her father and mther are like.
1. Daily greeting.
2. Students reprt what his/her father and mther are like.
复习前面学过的内容并引领新知。
Step 2
Wrk n 1a
1. Shw a maxim t students:A friend indeed is a friend in need.
Ask, what kind f things are imprtant in a friend?
2. Read each descriptin in 1a t the class and ask the students t repeat.
3. Ask students t rank the things.
4. Check the answers.
1. Students answer the questins and have a free talk.
2. Students rank the things.
利用Free talk的形式引入本课的基本知识, 激发学生的兴趣。
Step 3
Wrk n 1b
1. Ask students t talk abut what yu think a gd friend shuld be like in grups f fur.
2. Ask students t write dwn their sentences.
1. Students talk abut the questins.
2. Students write dwn their sentences.
3. Shw t the class.
通过问答, 进一步巩固在1a中呈现的句型。
Step 4
Listening 1c
1. Ask students t listen t the tape and finish the chart in 1c.
2. Check the answers.
1. Students listen t the tape and fill in the chart.
2. Check the answers.
通过听力练习, 在语境中体会比较级的使用。
Step 5
Listening 1d
1. Ask students t listen t the tape again and finish the rest f the chart in 1c.
2. Check the answers.
1. Students listen and fill in the blanks.
2. Students check the answers.
通过听力练习, 在语境中体会比较级的使用。
教学环节
教师活动
学生活动
备课札记
Step 6
Pair wrk
1e
1. Ask students t wrk in grups. Make a cnversatin using infrmatin in the chart.
2. Teacher can walk arund the classrm, and give sme help t the students.
1. Students wrk in grups and make a cnversatin using infrmatin in the chart.
2. Shw the dialgue t the class.
在听力练习和小对话口语练习的基础上, 进行对话表演, 开展有实际意义的交际运用活动。
Step 7
Summarize
Guide the students t summarize the knwledge f this class.
Summarize this class.
培养学生探究、归纳总结能力。
Step 8
Hmewrk
课后作业设计:
1. Lucy is very shrt, but she is _____than her sister. (A)
A. shrter B. lnger C. taller D. lder
2. Frank is _____friendly than his brther. (A)
A. a little mreB. a few mreC. muchD. a little
3. Sam is _____at Chinese than Jim. (C)
A. gdB. wellC. betterD. gder
4. This ne is t large. Can yu shw me a _____ne?(D)
A. largerB. largeC. smallD. smaller
5. —D yu think March is _______than January? —Yes, it’s _______warmer. (A)
A. better; a little B. well; much
C. wrse; very D. nicer; quite
板书设计
Sectin B (1a-1e)
A gd friend
a. has cl clthes.
b. is talented in music.
c. likes t d the same things as me.
d. is gd at sprts.
e. truly cares abut me.
f. makes me laugh.
g. is a gd listener.
教学反思
兴趣是最好的老师。枯燥的练习和单词的训练将磨灭学生的阅读兴趣, 所以在教学设计时, 我时刻记得激发学生学习的兴趣。
课 题
Unit 3 I’m mre utging than my sister.
课时
第四课时Sectin B(2a-Self Check)
课型
New
教学目标
知识目标
1. 能掌握以下单词:serius, mirrr, kid, necessary, grade, shuld, saying, reach, hand, tugh, heart, fact, break, arm, share, lud, similar, primary, primary schl, infrmatin
2. 能掌握重点句型。
能力目标
能够运用所学的句型谈论和比较外貌特征及性格特征。
情感目标
通过对人物外表及个性比较, 使学生在交流中互相了解, 增进友谊。
教学重点
1. 掌握本课时出现的生词及表达方式。
2. 阅读短文, 获得相关信息, 提高学生们的综合阅读能力。
教学难点
阅读2b部分的短文并完成相关要求。
课前预习
Preview the new wrds.
教学方法
Situatinal apprach; Listening and speaking apprach;
Cmmunicative apprach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and
wrk n 2a.
1. Shw sme pictures f the students f the class. Describe the students.
2. Let sme students describe the student in the big screen.
3. Ask sme students t cmpare themselves and their friends.
Wrk n 2a:
1. Ask students t write the cmparative frms f the fllwing adjectives.
2. Let sme students read their sentences.
1. Describe the student in the big screen.
2. Cmpare themselves and their friends.
3. Students wrk in a grup. Check each ther’s answers.
通过和他人对比等方式复习上节课的基础知识。
Step 2
Reading 2b
1. Let sme students read the passage quickly and underline the differences and circle the similarities. Then let anther students read alud these sentences.
2. Check the answers with the students.
1. Read the passage quickly and underline the differences and circle the similarities.
2. Check the answers.
通过阅读回答问题, 锻炼学生的阅读能力并掌握目标语言。
Step 3
Wrk n 2c
1. Let students read the sentences in 2c. Make sure they knw the meaning.
2. Let students read the passage again and judge these sentences are True r False.
3. Check the answers.
1. Students read the questins.
2. Students read the passage again and judge these sentences are True r False.
3. Check the answers.
通过再读课本回答问题, 锻炼学生的阅读能力并掌握目标语言。
教学环节
教师活动
学生活动
备课札记
Step 4
Wrk n 2d
1. Ask students t write their sentences.
2. Let sme students read alud their sentences t the class.
1. Students write sme new sentences.
2. Read the sentences t the class.
通过写句练习, 巩固比较级的用法。
Step 5
Wrk n 2e
1. Let sme students translate the sentences int Chinese.
2. Give the students an example. students think abut it and try t tell smething.
3. Let sme students talk abut it.
1. Students translate the sentences int Chinese.
2. Students wrk in grups and talk abut it.
通过制作学习一些谚语, 再次巩固比较级的用法。
Step 6
Wrk n 3a
1. T:Wang Lingling and Liu Lili are best friends. Lk at the chart belw and cmpare them.
2. Check the answers.
1. Students try t write these sentences.
2. Check the answers.
利用新的文章再次复习比较级的用法。
Step 7
Wrk n 3b
1. Ask students t think f their friends. Make ntes abut tw f yur friends.
2. Give sme examples:ppular, utging, serius, hard-wrking, etc.
3. Check the answers.
1. Make ntes abut tw f yur friends.
2. Check the answers.
在真实的语境中锻炼学生的语言学习能力。
Step 8
Cnslidatin
根据首字母填空
1. It’s necessary t read English every day.
2. He gt gd grades because f his hard wrk.
3. I want t get mre infrmatin abut the accident.
4. The by is similar t his father.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Hmewrk
1. Review Sectin B.
2. Write abut six sentences abut their parents. Cmpare them.
3. Finish Self Check.
板书设计
Sectin B (2a-Self Check)
primary primary schl infrmatin be gd with call sb. at
I think. . . shuld get the jb.
Wh d yu think shuld get the jb, Jill r Jenny?
教学反思
在3a部分, 根据表格写文章时, 有些同学的内容还是不是很充实。