人教版八年级英语上册

Unit 3 I’m more outgoing than my sister. (The First Period)教案

Section A (1a-1c)  

授课教师     河源市源城区源西中学    廖锦华  

 

一、教学目标：

1. 知识与技能：

(1)Master the key words：

Outgoing, better, loudly, quietly, long hair, short hair, tall, short, thin, heavy.

(2)Master the sentences：

①—Is that Sam?

  —No, that’s Tom. Sam has longer hair than Tom.

②–– That’s Tara, isn’t it?

–– No, it isn’t. It’s Tina. Tina is taller than Tara.

(3) Learn to talk about the personal traits and be able to compare people.

(4) Be able to understand the dialogues about personal traits and how to compare people.

2. 过程与方法

(1) Learn the new words and phrases using pictures and word card.

(2)Learn the target language by oral and listening practice.

3. 情感、态度与价值观

Lead the students to know handsome is that handsome does.

 

二、教学重难点

1. 教学重点：

(1) Master the key words and target language. 

(2) Master the language points. 

2. 教学难点：

Lead the students to understand the dialogues about personal traits and how to compare people.

 

三、教学准备

Multimedia Courseware

 

四、教学过程

StepⅠ Warm-up

Greet the class and introduce what to learn in this period.

 

StepⅡ Presentation

1. Learn the new words. Show the class some pictures of twins and ask them:

––What does_____ look like?

––She is/ has________. (tall, short, thin, heavy, long hair, short hair)

Then compare the twins, ask students to repeat the sentences.

  Lucy is____ than Lily. ( taller, thinner)

  Lily is _____ than Lucy. (shorter, heavier)

  Lucy’s hair is ________than Lily’s.

Lily’s hair is ________than Lucy’s.

2. Teach the new words

Show some pictures and fill in the blanks.

(1)Tina reads more (大声地）__________. loudly[laʊdlɪ]

Please eat（安静地）_______ . quietly ['kwaɪətlɪ]

(2)Cheng Long is outgoing.

Li Yong is more outgoing.

Li Yong is more outgoing than Cheng long.

(3) Tina's food looks good.

But Tara's food looks (更好）better['betə(r)] .

Read the new words to students and ask them to repeat.

3. Teach Activity1a.

  Tell students to draw lines between the words with opposite meaning.

  Then check the answers with the class.

 

StepⅢ Listening. (1b)

1. First, tell Ss what the twins are. Twins are children born at the same time with the same parents.

2.Tell Ss to listen to the conversation carefully and number the pairs of twins(1-3) in the picture. Then check the answers.

2. Ask Ss to listen to the conversations one by one and fill in the blanks.

Conversation 1

A: Is that Sam playing the guitar?

B: No, that’s Tom. Sam has ________hair _______Tom.

C: Both Tom and Sam can play the drums, but Sam plays them _____ ________Tom.

Conversation 2

A: That’s Tara, isn’t it?

B: No, it isn’t. It’s Tina. Tina is ____ _______Tara. And she also sings ______ ______ _______Tara.

Conversation 3

A: Is that Paul?

B: No, that’s Peter. Peter’s _____ _______Paul. And Paul’s ______ ______Peter.

Then check the answers.

3. Ask students to read the conversations by looking at the screen.

 

Step Ⅳ Practice.

1.      Ask the Ss look at the picture in1aand fill in the blanks.    

Tina is_____ ________ than Tara.      Tara is ______ than Tina.

Sam is ______ ______than Tom.      Tom is ______ than Sam.

Sam has______ hair than Tom.       Tom has _______ hair than Sam.

Peter is ______ than Paul.           Paul is ______ than Peter.

  Then check the answer by asking some Ss to answer.

2.      Teach Activity2a.

(1). First ask Ss to read the conversation together.

(2). Then let Ss work with a partner. Make conversations about the other twins.

(3). Ask some pairs to act out their conversations to the class.

3. Ask Ss to compare their father with their mother to find differences and similarities, then write them down.

My father has _________ ( short ) hair than my mother. My mother has ________ ( long ) hair than my father. But my father is __________ ( heavy ) than my mother and _______________ ( outgoing ) than her.

   Then check the answer.

 

Step Ⅴ Summary

1. Ask the students to read the words and sum up the comparative degree.

— Let’s see the lions.

—Why do you want to see them?

—Because they’re interesting.   

2.      Ss work in pairs and practice the conversation using the animal in1a.

3.      Let some pairs role-play the conversation.  

 

StepⅥ Exercise

1. Fill in the blanks with proper forms.

2. Choose.

 

Step Ⅶ Homework

 Compare one of your friends with you to find your similarities and differences, then write them down.