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1、Unit3 I, m more outgoing than my sisterTopic:人民教育出版Unit3 I m more outgoing than my sisterAuthor and work unit: Lu ZhengpingMaling No. 2 middle school单元整体说明单元教材分析通过近三周较严格的训练，学生积累了一定的英语知识和语言技能，比如能使用一些学过的词 汇进行对话并能就某些浅近的主题进行讨论。大部分学生思维比较活跃，但也有一小部分学生学习 比较被动，课堂不善于表现。单元知识结构Section A所呈现的是人物之间的特征比较，人物的个性比较。通过
2、不同的比较，展现形容词 比较级的一般用法，重读闭音节结尾的，辅音字母加y结尾的、多音节双音节形容加more的用法。 句型A+比较级+than B。. as+形/副+as. . .。be good at等等。借用日常交际用语，层层铺垫， 展开听说读写，培养自主学习的能力。一切的活动设计都围绕比较级展开。Section B具体让学生发表自己对朋友要求的观点，比较朋友和自己的相同点，不同点。谈论 个自的喜好，性格特征。通过比较的方法，达到对人生完美境界的自我追求。教材内容从基本语言 知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的学习程序，引导学生在做事 中有目的地学习语言。单元总体目
3、标根据本单元教学内容和学生知识结构及认知特点，本单元的教学目标确定为：1、掌握词汇及 形容词比较级的形式。2、掌握形容词比较级的一般用法，特殊用法。3、能用比较级的句型表达不 同的或相同的人物、事物的特征。单元教学重难点一览根据学生的学情分析和客观原因的种种限制，本单元确定的重难点如下：重点1、掌握所有词汇。2、比较级形式的变化、句型及用法。I am more outgoing than my sister.as+形/副+as. 1 iu Ying is not as good at sports as her sister. . the same as. My friend is the s
4、ame as me. We are both quiet. 3、日常交际用语。难点1、重读闭音节结尾的，辅音字母加y的形容词的变形，多音节双音节加more的用法。 2、both的用法o单元学情分析调查学生的喜好，从喜欢的话题入手。根据不同的能力布置不同的课前准备。让每一个学生上 课都有出色的表现。让基础较差的学生预习好单词的读法，去了解一下什么是比较级。中等基础的 学生罗列出形容人物特征的形容词。基础教好的去了解自己与他人的相似点，不同点。单元教学建议英语新课程标准提倡的英语课堂，应该是灵活开放，色彩缤纷的舞台，师生，生生的交流 活动丰富多彩，书本应成为提供学生自由交往和实践活动的平台，课堂应
5、给予学生个性发展的平台 与充分创造的空间，要扩大时间和空间的有效性。同时应重视学生自主学习的能力培养，通过学生 参与课堂的准备，课内的主动学习，自我与相互的评价与反思，从而真正提升学习的能力，达到优 化教学的目的。教学内容Unit 3 lz m more outgoing than my sister.（人教新目标八年级上册）Teaching aims:1. General aims: Talk about personal traits.Compare peopleParticular aims:A. Language Focus. Talk about personal traits.Co
6、mpare people.B. Language goals: learn to talk about personal traits.C. Language structures:Pedro is funnier than Paul.Tina is taller than TaraTom is more athletic than Sam.Comparatives with-er, -ier, more and bothUseful words and phrases:Words:outgoing, serious, as, however, laugh, for, interest, th
7、ought,necessary, care, information,Phrases: more than, be good at, primary schoolGrammar language: comparativesD. Learning strategies: a. practice b. listening c. discussing d. survey active, cooperation, Using what you knowEmotion and manner: learn to talk about what people are doing. And Know some
8、thing about the present Progressive tense.Teaching main points:(1)Is that Sam? No, That s Tom. He has shorter hair than Sam.(2)Talk about personal traits.(3)Compare people.Teaching difficult points:(1) Is that Sam? No, That? s Tom. He has shorter hair than Sam.(2)Talk about personal traits.(3)Compar
9、e people.Teaching methods;Teaching EnglishTeaching EnglishinEnglish.Teaching Englishingames.Teaching Englishincircumstances.Teaching Englishincommunications.Teaching aids:radio tapes, pictures.cards, material objects.Teaching procedures:Period 1 ( SAla1c)Step 1 GreetingsGreet students in usual ways
10、and let students prepare to have a English class and check the homework.Step 2 Warming upReview the language points we learned in these days. Such as：(1)What are you doing?(2) Im watching TV.(3) What * s he doing?(4) He s doing his homework.(5) What , s she doing?(6) She s reading.(7) Is he watching
11、 TV show?Yes, he is. / no, He isn t. He is reading. Etc.(8)The present Progressive tense(9)Talk about what people are doing.(10) Revise the short passage on page 35Step3 PresentationDesign a true situation to present the new part we will learn, such as:Write the question: What arc you doing? On the
12、board. Read the question and ask the class to repeat it. Then you might pretend to be reading a book, playing soccer, When the class asks, What are you doing? You answer, I m reading a book, and so forth.Point out the numbered list of words. Say each one and ask students to repeat the words again.Ch
13、eck the answers.Step 4 ExplanationsExplain the language points we meet in this part,n. + ysnowy/ cloudy/ windy/ rainy/ sunny/ foggy.v. +ing adj. / n. rain/ snow.1. How s the weather in + places? It sStep 5 DrillsAsk students to practice the conversation in the picture. And then practice together wit
14、h students in different ways.Practice The conversation together with students, just like give them a model. And then practice it in different ways like these:Step 6 ListeningListen to the tape and write these city names in the boxes above.This activity gives students practice in understanding the ta
15、rget language in spoken conversation.Play the recording the first time. Students only listen. Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.Correct the answers.Step 7 Pair workFirst exp
16、lain the sentences in 1c and let students know the meaning of this part, then practice it for different ways just as give them modals. Ask students do the pair work with their partner.Practice The conversation together with students, just like give them a model. And then practice it in different way
17、s 1 ike these:Say, Now work with a partner. Make your own conversations about the weather in these five places.Step 8 ExplanationExplain the language points we learned in this part and the meaning of this part.How s the weather in Beijing? = What * s the weather like in Beijing?Step 9 SummarySummari
18、ze the important points we learned in this class.1. n. + yadj. snowy/ cloudy/ windy/ rainy/ sunny/ foggy.2. v. +ing adj. / n. rain/ snow.3. How s the weather in + places? It s4. How, s the weather in + places?二What s the weather like in + places?Step 10 Homework1. Finish off the exercises in the workbook.2. Remember some of the new words.