英语 八年级上册
Unit 3 I’m more outgoing than my sister. Period 3 Content Section B 1a, 1b, 1c, 1d, 1e
教学目标要求1．能够描述人的个性特点，如：A good friend is talented in music. A good friend truly cares about me. 等。2．能够讨论人物特征并表达自己的观点，如：I think a good friend makes me laugh. That’s not very important for me. 等。3．能够比较人物，如：Molly studies harder than her best friend.4．能够听懂并记录人物个性特点的相同点和不同点，如：They are both tall. Molly studies harder. 等。5．能够掌握更多描述人的个性特点的形容词，如：talented等。6．能认读并能工整书写所学单词，如：truly, care, care about等。7．能模仿目标语的结构和语调进行表达(会话)。如：Molly studies harder than her best friend. Mary and her best friend are both tall.
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习所学目标语。Ask some students to role play the conversation in 2d. And ask some pairs to perform it.让学生表演2d对话。
2 复习谈论人物个性特点的话题，导入谈论朋友个性特点的话题。Do you have a good friend？(Yes.)T: What does your good friend look like S1: He is tall and quiet. …请一名学生描述自己的好朋友。
3 仿照上述对话，组织Pair-work复习活动OK. Let’s do pair-work: Talk about what your good friend looks like. 学生双人活动，教师抽查几对学生 同上
导入时间1 m 4 导入谈论好朋友标准的新课话题。Why do you like your good friend (学生回答)OK, today let’s talk about what a good friend is.
1a时间6 m 5 朗读句子，学习生词，辨别句子汉语意思。First, let’s read the sentences.(教师纠正发音，并随机教授生词talented, truly, care, care about)Do you know what the sentences mean Discuss in groups. 学生小组讨论句子汉语意思。师生共同交流以核对学生的理解。
6 朗读1a活动要求，完成活动，熟悉目标语言。Let’s read the title together. 学生读题目要求，交流自己的观点
1b时间7 m 7 本活动的检查评价，转入下一活动。1. Ask one student what he thinks a good friend should be like.T: Hi, Dick. What do you think a good friend should be like S1: I think a good friend can help me.2. Ask two or three students to say what they think a good friend should be like.Dick thinks…; What’s your idea, Grace Grace says it’s important that a good friend has cool clothes. I can’t agree. Do you agree with me, Larry What’s your opinion …3. Let’s talk about your ideas about a good friend in groups.
8 该活动的检查评价，总结描述自己观点的句型Ask students to say their ideas. Students may answer: I think…; For me, …; In my eyes, …; I guess, …; That’s important for me that…; For me, it’s very important …教师板书上述句型
1c时间6 m 9 听前活动， 明确对话中的人物关系。Look at the chart.How many people are having the conversation Who are they (Molly and Mary.)Who’s Peter (Molly’s best friend.)How do you know that (随机解释生词the first column of the chart)What’s the name of Mary’s best friend (Lisa.)Of the four names here, how many girls and how many boys are there Why do you say so
10 听力实践，从对话中获取信息。Now we will listen to a conversation between Molly and Mary. Fill in the first column of the chart.
1d时间6 m 11 本活动的检查评价，转入下一活动。1．What does Mary like her best friend (核对答案)2．Look at the rest of the column: How is Molly different from her best friend (随机解释生词the rest of the chart.) 同上
12 听力活动，从对话中获取信息，记录目标语言。Listen to the conversation again and complete the rest column of the chart.核对答案
13 进一步体验对话内容；跟读对话中的句子Read and learn.
1e时间5 m 14 对话练习，进一步强化目标语言。Let’s talk about Molly and Mary and their best friends.
小结时间4 m 15 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查两对学生的会话表演2．教师在会话完成后询问几个学生：What does Molly think about a good friend should be What does Mary think about a good friend should be How is your best friend the same or different from you 3．(师生交流)教师在板书上添加：We are both tall.I study harder than my best friend..学生齐读PPT展示句型：I think a best friend can help me. For me, a best friend should be outgoing.In my eyes, a best friend must be fun.I guess, a best friend is talented in music. That’s important for me that a best friend can understand me. For me, it’s very important a best friend truly care about me.We are both tall.I study harder than my best friend..
作业时间1 m 16 Homework(布置作业)1．听教材会话录音并进行模仿朗读。2．工整抄写并熟读记忆本课出现的单词。3．工整抄写并熟读记忆表达自己观点的句子。英语 八年级上册
Unit 3 I’m more outgoing than my sister. Period 5 Content Section B 3a, 3b, 3c, 4 Self Check 1, 2
教学目标要求1．能够写出描述、比较人物的短文段。2．能够运用所学描述人物个性特征及行为习惯的相关形容词和副词描述朋友及他人。3．复习本单元所学描述人物个性特点的词汇，如：hard-working, run fast等。4．复习形容词和副词比较级的运用，如：funnier, more outgoing等。5．复习运用描述人物个性特征及行为习惯的相关形容词和副词描述朋友及他人。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间2 m 1 复习已学目标语。Let’s talk about your favorite sayings about friend.
导入时间1 m 2 导入新课话题Look at the photos, this is Wang Lingling and this is Liu Lili. They are best friends. Let’s compare them two.
3a时间5 m 3 读表格，听范本，明确表格内容Look at the chart. Wang Lingling’s best friend is Liu Lili. They are both tall, but Wang Lingling likes reading, Liu lili likes sports. They both have straight hair, but Wang Lingling’s hair is longer than Liu Lili’s. They are both popular and outgoing, but Wang Lingling is more serious, and Liu Lili is funnier. Wang Lingling is more hard-working than Liu Lili, and Liu Lili is smarter than Wang Lingling.
4 完成书写，运用比较级对人物进行描述1．Talk about Wang Lingling and Liu Lili with your partner.2．Write down the sentences.3．Check and correct each other’s sentences.4．教师抽一两名学生朗读语段。 同上
3b时间3 m 5 填表罗列提纲，为写作做准备。We all have many friends. Think about your friends. Who is similar to you Who is different from you Make note about them in the chart.学生自己完成表格If you have some difficulties, you can go back 2b and look at the chart for help. 对水平所限有填表困难的学生，引导其参考2b阅读活动的表格
3c时间8m 6 完成写作，掌握本单元目标语言的运用Now write two paragraphs describing your friends, using the information in the chart in 3a.学生自主完成3b写作练习
7 小组内交换修改，提高目标语使用的正确率。Change your passages in your group. Read your partner’s passage and give him or her some advice.小组交流修改。
8 分享作文，相互借鉴学习。Ask some students to read their passages.
4时间5 m 9 阅读广告，明确广告信息，理解广告内容Who is wanted What does the English Study Center need the weekend helper for What kind of person is suitable for this job
10 列举人物，为口语活动做准备Which classmate do you think is good for this job Why 学生列举名字，教师板书：Student A: Good grades, outgoingStudent B: Good with childrenStudent C: …
11 明确要求，进行针对目标语言的口语练习1．教师示范T: So who do you think should get the job, Jenny or Jill S1: Well, Jenny is smarter. I think she should get the job.S2: Jenny is smarter, but I think Jill is more outgoing.2．学生两人一组进行口语训练。Now work in pairs.3．学生交流展示。Ask two or three pairs to share their conversations.
Self-check1时间3 m 12 朗读词汇，了解所给词汇。Read the words loudly.
13 词语分类，自我反馈本单元重点词类辨析和掌握情况Now put the words in the correct columns.学生交流核实。 同上
14 增添词汇，进一步复习词汇。Can you add more word in each column 学生互评
2时间5 m 15 完成填空，自检形容词和副词比较级的掌握情况。1．Fill in the blanks using the correct forms of the words in brackets.2．Ask students to read and check answers.
16 转写句子，进一步反馈目标语的主要句型结构My brother is funnier / more fun than me.=I’m not so / as funny as my brother.=I’m less funny than my sister.Now rewrite the other four sentences.抽取几位学生朗读所写句子进行交流。
3时间5 m 17 运用表格引导学生回忆复述课文，为写作做铺垫。 Let’s remind the students’ ideas about friends in 2b.
18 书写练习，检查综合运用目标语言的能力1．读题，明确书写内容。Now think about your best friend. Write down two ways in which you are similar, and two ways in which you are different. Use comparatives.2．学生独立完成写作。3．小组交流修改。
小结时间2 m 19 本活动的检查评价；归纳反馈强化本节课学习目标选取一两个学生全班分享交流。
作业时间1 m 20 Homework（布置作业）1．完善关于朋友的写作英语 八年级上册
Unit 3 I’m more outgoing than my sister. Period 2 Content Section A 2d, Grammar Focus, 3a, 3b, 3c
教学目标要求1．能够进一步掌握谈论人的个性特点的句型，如：Sam has longer hair than Tom.2．能够比较人物特征，如：Is Tom smarter than Sam No, he isn’t. Sam is smarter than Tom.3．能够正确认读人名Nelly.4．能用-(i)er和more对形容词和副词进行比较，并学习了解形容词和副词比较级的构成规则，如：smart / smarter; friendly / friendlier; outgoing / more outgoing等。5．掌握形容词副词比较级的特殊变形，如：good / better; well / better等。6．能认读并能工整书写所学单词：competition, fantastic, which, clearly, win等。7．能模仿录音正确朗读和表演教材上的对话。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语及描述人物个性特点的单词。Look at the pictures and compare the twins.A: Is this Tina B: No, it isn’t. Tina is taller than Tara.
2 仿照上述对话，组织Pair-work复习活动OK. Let’s do pair-work. Work in pairs and make conversations.
导入时间2 m 3 导入新课话题Please open your book and turn to page 18. Look at the girl. Do you know what she is doing (She is singing in a competition.) What do you think of the competition (学生答案不一，随机教授单词competition.)
4 引入本课内容Now Julie and Anna are talking about the singers in the competition.
1d时间6 m 5 朗读对话，整体感知对话内容Let’s read the conversation. 学生齐读对话，教师留意学生对生词的发音，及时纠正。(反馈评价)Now we know both Nelly and Lisa sang at the competition. And both of them danced, too. But who sang more clearly And who danced better Who really want to win (随机教授单词win.)
6 朗读对话，纠正语音语调，理解对话，深化对对话的印象。Now let’s read it again, pay attention to the pronunciation and tunes and think about the questions.Who thought the singing competition was fantastic Which girl was Lisa Who sang more clearly Who danced better Why did Lisa practice a lot more (课件显示答案)学生朗读对话，教师纠正语音语调。
7 跟读，模仿纠正语音语调。Now let’s imitate the conversation.学生跟读模仿。
8 通过朗读操练，进一步熟悉课文Now, boys, you are Julie. Girls, you are Anna, let’s read the conversation.(集体朗读)Work in pairs and role play the conversations. 学生两人一组分角色朗读对话至熟练，再交换角色朗读对话至熟练.Now who can perform the conversation 请几组同学给全班分角色朗读(也可要求程度较好的学生在2d对话的基础上进行创造性的改编并表演)
Grammar Focus时间5 m 9 学习并了解形容词和副词的比较级1．Let’s read these words.(学生齐读单词)2．Match the words with their comparatives.3．What are the differences of the comparatives
10 观察单词，总结形容词和副词比较级构成规律Let’s observe the comparatives. What are the same in these words 教师引导学生总结形容词副词比较级变化：一般情况在词尾加-er；以e结尾的单词在词后直接加-r；以辅音字母加y结尾的双音节词先把y变成i再加-er；重读闭音节词词尾只有一个辅音字母，先双写该辅音字母再加-er；多音节词和部分双音节词在词前加more；不规则变化。
11 朗读Grammar Focus，掌握目标语。Let’s read the sentences together.
12 找出形容词和副词，总结形容词和副词的用法1．Now read the sentences by yourself again, underline the adjectives and circle the adverbs.2．How to use the adjectives and adverbs 学生总结
13 朗读Grammar Focus，掌握as … as结构表示比较Let’s read the sentences again. 学生齐读。We often use “than” to compare. But look! What do we use “as…as” to do (compare)What are the differences 引导学生达成共识：比较级语句多会由than接入比较的对象；as … as之间为原级的形容词或副词。
3a时间6 m 14 读题，朗读示范，明确要求Ask one student to read the words and sentences.
15 书写语句，巩固目标语的句型结构。Now use the words to write questions and answers. Pay attention to the sentence structure.学生写句子。学生小组讨论核对答案。全班核对答案。
16 讨论共性错误，分析成因并予以纠正。Let’s look at these sentences:教师板书：(板书内容为学生答案中出现的共性错误，以下仅为学生有可能出现的错误。)Is Jack run as fast as Sam Does Jack runs as fast as Sam Does Jack run as faster as Sam Does Paul is as funny as Carol He’s more funnier than Carol. …师生讨论学生的共性错误，分析成因，引导学生纠正。
17 朗读，进一步加强对目标语句型结构的理解。Read the sentences together loudly.
3b时间8 m 18 写自己的变化，练习目标语。Read the title of 3b.Ask one student to read the questions.Now write about how you are different now.学生独立完成，教师巡视指导。学生进行同伴评改。
19 课堂朗读，点评提高。Ask some students to read their sentences.请一部分水平一般的学生进行课堂朗读。教师进行适度点评。
3c时间6 m 20 针对目标语言进行控制性的实践活动1．T: Who is smarter, your mother or your father S1: I think my mother is smarter than my father. (教师根据情况在相应的空格内画√，之后教师继续提问演示如何填表。)2．Then give us a report to introduce your parents like this: I think my mother is smarter than my father, but my father is funnier …
小结时间3 m 21 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查三位学生对自己父母的描述。2．齐读Grammar Focus.3．总结形容词和副词比较级的变化规律。
作业时间1 m 22 Homework(布置作业)1．听教材会话录音并进行模仿朗读2d。2．工整抄写并熟读记忆Grammar Focus 中的句子。英语 八年级上册
Unit 3 I’m more outgoing than my sister. Period 1 Content Section A 1a, 1b, 1c; 2a, 2b, 2c
教学目标要求1．能够谈论人的个性特点，如：Sam has longer hair than Tom.2．能够简单比较人物特征，如：Is Tom smarter than Sam No, he isn’t. Sam is smarter than Tom.3．能听懂并指认所学人名，如：Tara, Tina, Tom, Sam, Peter, Paul等。4．能初步用-(i)er和more对形容词和副词进行比较并学习了解形容词副词比较级的构成规则，如：smart / smarter; friendly / friendlier; outgoing / more outgoing等。5．能在教师指导下了解形容词副词比较级的特殊变形，如：good / better; well / better等。6．能认读并能工整书写所学单词：outgoing, better, loudly, quietly, hard-working等。7．能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)。如：That’s Tara, isn’t it No, it isn’t. It’s Tina. Tina is taller than Tara.
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语和导入谈论人物个性特点的话题(指向一名学生)Look at him and answer my questions.What does he look like （He is tall and thin. He has short hair.）
2 仿照上述对话，组织Pair work复习活动OK. Now let’s see two pictures. Let’s do pair work: Describe the people in the pictures about their height, build and hair.学生双人活动，教师抽查几对学生Well, let’s read the words together.学生齐读单词(强化)
导入时间1 m 3 导入新课话题Well, we’re going to learn Unit 3 I’m more outgoing than my sister.
4 引入单元标题教师板书或课件显示：Unit 3 I’m more outgoing than my sister. Period 1教师询问几个学生：Are you outgoing
1a时间6 m 5 读图，了解主题图—场景和人物First, look at the picture. Please watch and read. Then, answer: Who are the pupils What are they doing on the stage (They’re some twins. They’re performing.)You may answer either in English or in Chinese.OK. Answer my questions.(点击中间女孩)Who is the girl What does she look like (Tara. She is not very tall but her hair is long.)She is singing loudly. (随机教授单词loudly.)(点击左上女孩)Who is the girl (随机教授名字Tara) What does she look like She is playing the electronic organ quietly. (随机教授单词quietly)(点击右上男孩)Who is the boy (随机教授名字Sam) What does he look like
6 运用课件，激活学生曾学过的谈论人物特点的词汇Now, Let’s describe the pupils in the picture.学生描述途中人物的特点。教师给予评价(肯定或“纠正”，即让他们初步接触未学的描述人物个性特点的单词)
7 理解辨认有关描述人的个性特点的单词Please open your books and turn to page 17. Look at 1a. Match each word with its opposite.(教师点击，示范tall的反义词short)学生个人活动，复习已知的单词，接触未知的生词Now, let’s check.核对1a任务的答案，学生进行自我评价。
8 学习并复习副词的形式Let’s learn these words. Listen and repeat, please.让学生观察loudly和quietly的共同特征，教师随即小结：大部分的副词都是以 -ly结尾。
1b时间7m 9 听前活动，了解对话谈论的人物。There are three pairs of the twin brothers and sisters in the picture. Let’s observe the names.(学生齐读名字猜测孪生兄弟或姐妹，教师纠正发音。)Why do you say Tom and Sam are twins Why are Tina and Tara twin sisters (学生能说出名词的特点)Both Tara and Tina have “T” and “a”;Tom and Sam both have three letters in the name and they both have “m”.(让学生初步接触单词both)
10 通过听力导入比较人物特征的功能项(目标语)Let’s do listening practice. Don’t look at your books. Listen carefully. Then answer:How many pairs of twins do you hear
11 听辨对话，感受目标语Now open your books and look at 1b. Listen again and number the pairs of twins in the picture.核对答案。
12 视听会话的动画，并模仿跟读会话Look, listen, watch and repeat.
13 初步了解形容词、副词的比较级形式Now please read the comparatives of the words in 1a.
14 进一步体验对话内容；跟读对话中的句子。Read and learn.
1c时间5 m 15 组织Pair-work，学生扮演角色模仿1a图片中的会话Please practice the conversations in pairs.总结1a会话中对比人物特征的词语和句型
16 针对目标语进行控制性的实践活动Work in pairs. Make conversations about the twins.学生双人活动，教师抽查几对学生
2a时间5 m 17 听前预热，熟悉听力中的重点词汇Please take out your exercise book and do a dictation:1．funny, friendly, outgoing, hard-working. smart, lazy2．run fast, jump high, work hard, get up early学生对照课本核对答案。Let’s read the words together. (纠正发音，随机教授单词hard-working)
18 在语境中听辨形容词和副词的比较级1．Are the words in the box used with -(i)er or more Predict by yourself.2．Now we’ll listen to a conversation, check if you are right.核对答案
19 朗读各词的比较级形式，进一步熟悉词汇读音。 同上
2b时间5 m 20 听前活动，了解听力策略：边听边记录How can you take notes quickly when you are listening 学生总结：运用首字母或首尾字母代表相关词汇是听力中能够快速记录的一种手段。如：h=hard, hw=hard-working
21 听力策略演练：学习快速记录。I will read some words quickly, and you take notes quickly, and then tell me the order of my words.教师打乱顺序快速读出1a的词汇。核对答案
22 听力实践，从对话中获取信息OK. Listen to the conversation. How are Tina and Tara different Fill in the boxes.核对答案
23 进一步体验对话内容；跟读对话中的句子。Read and learn.
2c时间4 m 24 结对口语活动，练习目标语言句型1．教师扮演Student A，一学生为Student B，师范表演：Student A: Is Tom smarter than Sam Student B: No, he isn’t. Sam is smarter than Tom. Is Sam taller than Tom Student A: Yes, he is. Sam is taller than Tom.2．将学生分为Student A和Student B。3．Student A, look at the chart on the right. Student B, look at the chart on Page 81. Ask and answer the questions about Sam and Tom.
小结时间3 m 25 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查两对学生的会话表演2．Read the sentences together.3．When we compare people, we should use comparatives. Read the words.
作业时间1 m 26 Homework(布置作业)1．听教材会话录音并进行模仿朗读。2．工整抄写并熟读记忆本课出现的描写人的个性特点的单词。3．写几句话比较你和你的朋友。英语 八年级上册
Unit 3 I’m more outgoing than my sister. Period 4 Content Section A 2a, 2b, 2c, 2d, 2e
教学目标要求1．能够运用比较级对人物进行对比，如：My friend David is more hardworking than me, but I’m funnier than him.2．能够快速搜寻课文获取所需信息。3．能够通过寻读获取文章细节信息。4．能够正确理解课文细节信息。5．能结合自己的实际情况和语篇中的人物进行对比，如：I’m different from Jeff because I’m louder than the other kids in my class.6．能理解关于友谊的名言警句。7．能模仿录音正确朗读课文。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间4 m 1 复习已学目标语和导入谈论朋友的话题— What do you think a good friend should be like — I think a good friend makes me laugh. That’s not very important for me.
2 仿照上述对话，组织Pair work复习活动OK. Let’s do pair work: Talk about what you think a good friend should be like.学生双人活动，教师抽查几对学生。 同上
3 复习描述人的个性特点的词汇。1．Please take out your exercise book or a piece of paper. Let’s write some words: (教师说1a词汇的汉语，学生写单词)2．Open your books and check your words.3．We use these words to describe people.
导入时间1 m 2 导入新课话题Today we are going to talk about our friends.
2a时间6 m 3 读前热身，写出形容词的比较级形式。1．Please write the comparative forms of the adjectives.2．核对答案。3．齐读。
4 运用形容词的比较级形式造句，练习目标句型并为课文理解做好准备。教师展示句子以便学生参考：Read the sentences together.同伴互评，互改。抽取部分学生朗读自己的句子，全班分享学习。
2b时间7 m 5 快速寻读，找出相关信息Look at the photos. What are the names of these three students (学生回答)Good. But what are their friends’ names Now I’d like you to read the passage very quickly and find out the answers. Let’s see who can be the first few ones to give us the names. Go!
6 师生交流结果，总结阅读策略How can you know the answers so quickly 利用专有名词（名字）首字母大写的特点快速搜寻，从而快速获取答案。
7 完成题目要求，找出“差异”和“共性”。Should friends be different or the same (随机教授词汇be different from 和the same as) Read about what these people think and fill in the chart. (解释单词differences和similarities.)小组交流，全班核对答案。
2c时间7 m 7 再读课文，通过正误判断进一步了解文章细节。Now please read the passage carefully and judge the statements in 2c.学生独立完成任务。Now let’s check the answers. 教师请学生逐个判断句子正误，遇到错误陈述要求学生说出正确的陈述，如：If the statement is false, what is the truth
8 朗读课文，加深理解。Now read the text together. (纠正语音语调，并进行必要的讲解和词汇学习，如：Larry is much less hard-working, though. 然而，拉里远不那么用功。与more递增、提升等级相反，英语用less来减弱、削减比较的等级。这时less并不是little的比较级形式，而是独立地用作一个副词，意为“不那么……”)
9 跟读课文，进一步加深对课文的理解。Now listen and repeat.
2d时间5 m 10 朗读观察例句，总结句型结构，进行语言学习及准备。Let’s read the sentences in 2d together. Can you find out the sentence structures to talk about differences and similarities (be different from…; the same as…) Can you find the word to tell reasons (because) (课件呈现句型)
11 运用目标语言完成造句，练习巩固目标句型。How do you and your friends compare with the people in the article Write five sentences.教师选取部分学生已写的单句读给全班听，提供更多例句。全班分享句子。
2e时间6 m 12 集体朗读课文，找出描写朋友的警句。Let’s read the article together, and underline the sayings in the article while reading.找不同学生朗读找出来的警句。
13 熟读警句，初步理解警句。1．Read the sayings together.2．Do you want to know some other sayings Now I read the sayings and you try to write out.A friend in need is a friend indeed.You can’t go very far without any friends.核对答案。
14 模仿示例进行描述，进一步理解警句。找一名学生朗读示例。Dave, can you read the sentences 找两名学生模仿示例说三五句话。Which saying is your favorite Which friend do you think about when you read these sayings Why 小组讨论自己喜欢的警句Now talk about your favorite saying in groups.
小结时间3 m 15 本活动的检查评价；归纳反馈强化本节课学习目标1．抽查两名学生的描述。2．What did you learn in this class
作业时间1 m 16 Homework(布置作业)1．听教材2b录音并进行模仿朗读。2．仿照2e的示例就关于朋友的警句写几句连贯的话语。
