第一篇：八上Unit 3 教案

Unit 3 I’m more outgoing than my sister.I.Teaching article: Unit 3 II.Teaching aims : Talk about personal traits.Compare people.III.Teaching importance and difficulty Comparative with –er,-ier.More and both.IV.Teaching ways Revision, Learning, Practice and Reading.V.Teaching aids Tape-recorder and PPT V.Teaching times Six periods

Period 1(Section A 1a-1c)Teaching aims: 1.Enable students to understand new words and sentences.2.Students can talk about with comparatives.Teaching key points and difficult points: That’s Tara, isn’t it? No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings more loudly than Tara.Teaching aids: A tape recorder.PPT Teaching methods: Listening and speaking methods.Communicative approach.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard.Judy is tall.Judy is taller than Bobby.Then bring out two rules of different length.Say: This is ruler.It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1a

Ask students to do this activity individually.Then check and answers.tall—short long hair—short hair thin—heavy quiet---loudly Step V 1b First tell students what the twins are.Twins are children born at the same time to the same parents, but not always.Step VI 1c Pairwork Ask two students to read the sample conversation to the class.A: That’s Tara, isn’t it? B: No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings more

loudly than Tara.Step VI 1c Pairwork Ask two students to read the sample conversation to the class.A: That’s Tara, isn’t it? B: No, it isn’t.It’s Tina.Tina is taller than Tara.And she also sings more

loudly than Tara.Then have students work with a partner.Make conversation work with a partner.Step VII Summary and Homework Today we’ve leant the twins are having a concert.We’ve leant how to compare people.After class, give more practice, comparing your school things.Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!Blackboard design:

Unit 3 I’m more outgoing than my sister

Draw two people on the blackboard.One is Judy.The other is Bobby.Judy is taller than Bobby.Bobby is shorter than Judy Homework: Read the key vocabulary and learn them by heart.Period 2(2a-2d)Teaching aims: 1.Enable students to listen to the material and understand it.2.Enable students to talk about with comparatives.Teaching key points and difficult points: Oral practice Listening Teaching aids: A tape recorder Teaching methods: Listening and writing methods.Communicative approach.Pair work Teaching procedures: Step I Greet the class as usual and check the homework.Step II 2a Read the words in the box to students.funny

serious outgoing hard working

smarrt

lazy fast

high

hard

early Tell students smart and athletic are new words.Explain the new words and tell students what they mean.Step III 2b Ask students to look at the boxes with the headings.Tina is …, Tara is … Listen to the recording again.This time write how Tina and Tara are

different.Please write words in the boxes.Step IV 2c Pair work Let students look at the chart in Activity 2c.Ask two students to read it.Tell students ***means Sam is taller than Tom.Have students know they will talk about Sam and Tom in this activity.Student A: Is Tom smarter than Sam? Student B:(Look at the answer chart on page 81)No,he isn’t.Sam is smarter than Tom.Step VI Role-play 1.Read the conversation by themselves and answer some questions:

How was the singing competition?

What did Lisa look like?

Which one danced better,Lisa or Nelly?

What did you learn from the copetition? 2.Let students read the conversation after the recorder.3.Students work with their partners and act out the conversation.Step VII Summary and Homework Read and act out the converation.Do some exercises.Blackboard design:

Unit 3 I’m more outgoing than my sister funny, funnier

more athletic than

more intellectual than more serious than

Period 3(Grammar Focus-3c)Teaching aims: 1.Enable students to have a better understanding of communicative

competence 2.Enable students to talk about personal traits 3.Enable students to master competence Teaching key points and difficult points: Is Tom smarter than Sam?

No,it isn’t.Sam is smarter than Tom.Are you more outgoing than Tina?

No,she isn’t.Tina is more outgoing

than Tara.Does Tara work as hard as Tina?

Yes,she does.Teaching aids: Some piece of paper.Teaching methods:

Reading and writing methods.Communicative approach.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Grammar Focus Review the grammar box.Ask a student to read the sentences to the class.Write the word funny on the board.Circle the letter y and say, when a word ends y, the y changes to an I when you add –er.For example, friendly– frendlier.Ask students to fill in the blanks on the screen.Students read together.Step III 3a The teacher tells students an example and ask them to use the words to write questiions and answers, Studentd read them together.(Attention: as......as)Step IV 3b Writing Ask students to think of yourself two years ago and write about how you are different now.Ask students to show their answers.Step V Pair work First ask two students to read the sample conversation.Then tell students to work with a partner.Talk about how you are different from a friend of family member.The Same and Different T: Do you find your partner? T: OK.Now I’ll tell you how to do the game.You can ask and answer the same questions as in Activity 3b.Please remember you have three

minutes to write down the things that are the different and same between your partner.Step VII An Optional Activity Students can do a similar activity using information about family members.They can list the ways they are the same as and different from various members of their families.Then they can tell the class about these differences and similarities.Step VIII Summary and Homework 1.Remember the sentences in grammar focus.2.Do some exercises.Blackbored Design:

Unit 3 I’m more outgoing than my sister smarter more outgoing/hard-working as friendly/hard as

Period 4(Sb 1a-1c)Teaching aims: 1.Students can talk about their own ideas about friends.2.Students can listen and speak fluently.3.A friend in need is a friend indeed.Wish you to find your real friends Teaching key points and difficult points:

Oral practice Listening and writing practice.Teaching aids: A tape recorder.Teaching methods: Listening and writing methods.Communicative approach.Group work.Pair work.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III Section B 1a T: All of you have good friends, right? Well, can you tell me the same and difference between you and your friends? Sa: He is quieter than me.Sb: We are both tall.Sc: Her hair is longer than mine.T: Great!And what do you think the most important things are to be your friend? Now, please look at the blackboard.I’ll show descriptions on the blackboard.Step IV 1b Group work

Statements about friends using the phrases 1a.Step V

Ask students to work in small groups.Each and writes down as many sentences as they can to describe him or her.Step VI 1c In this activity first ask students to look at the names and the first column of the table.Tell students they will hear an interviewer talking to Holly and Mary.They are talking about what they like about their best friends.Step VII 1d Let students look at the rest of the chart.Read the heading at the top of each column.The same as best friend.Different from best friend.Tell students we’ll listen again.Ask students to fill in the chart.How are Holly and Mary the same as and different from their best friends? Step VIII Summary Today we’ve recycled some key vocabulary and learnt some new words.And we’ve learnt to talk about our best friends.Homework 1.Write down five statements about what is important in a best friend.2.Talk about your best friends.Blackbored Design:

Unit 3 I’m more outgoing than my sister

A good friend … Has cool clothes Is popular in school Likes to do the same things as me Is good at sport Is good at school work Makes me laugh

Period 5(2a-2d)Teaching aims: 1.Help students to understanding the reading.2.Enable students to learn to read by themselves.3.Take an activity part in all kinds of social activities.Get a chance to train your integrating skills.Teaching key points and difficult points: Oral practice.Writing and speaking practice Teaching aids: Pieces of paper on which students write the five statements Teaching methods:

Reading and writing methods Communicative approach.Pair work.Teaching procedures: Step I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Read the new words to students and ask them to repeat.Step III 2a Ask students to look at activity 2a and write the comparative firms and use them to write five sentences about you and your friends.2b Ask students to read the passage and answer the question:Should friends be the same or different? Ask students to underline the comparative words and phrases.The teacher gives them some explanations.Ask them read loudly.Step IV Exercises Finish 2c and 2d.Step V Pair work Step VI Pair work 2e Step VII Summary and homework Write down the words you underlined in Activity 3a in your exercise book.Blackbored Design:

Unit 3 I’m more outgoing than my sister

popular-

funny-

quiet-

hard-working-serious-

friendly-

outgoing-

smart-

shy-

Period 6(2e-Self check)

Teaching aims:

1.Enable students to understangd the comparatives 2.Enable students to use the comparatives to express their opinions 3.Study hard and make great progress Teaching key points and difficult points: Writing practice.Reviewing the key vocabulary quiet, funny, outgoing , athletic Teaching aids: paper Teaching methods: Self check method.Writing method.Communicative method Teaching procedures: Step I Greet the class as usual and check the homework.Step II Writing 3a Look at the chart below and compare them and write a passage.Then,the teacher gives some advice.3b Make notes about two of your friends should be similar to you and should be different.And then write two paragraphs describing your friends.Step III 2 Group work Ask students to read the job ad and compare two of your classmates.Decide which classmate is better for the job.Step IV

Ask two students to read the dialogue to the class.Two students read.Step V Self Check Ask students to review some points in this unit.Self Check 1 Ask students to read the words in the box.Put the words in the correct columns in the chart.Self Check 2 First,fill in the blanks using the correct forms of the words in brackets.Then check their answers.Read these sentences together.Self Check 3 Writing Write down two ways in which you are similar and two ways in which you are different and use comparatives.Step VI Summary This class we’ve reviewed the key vocabulary of the unit.And we’ve learnt how to compare our themselves between now and two years ago.I hope you can make great progress.Step VIII Homework Finish off the exercises of the Workbook Blackbored Design:

Unit 3 I’m more outgoing than my sister be similar to sb.be different from sb.fun-funnier outgoing-more outgoing serious-more serious

fast-faster friendly-friendlier

第二篇：八上unit3教案

Unit 3What are doing for vacation?Section B(Period 3)

湖北省宜昌市點(diǎn)軍一中秦曉波

Teaching aims:

1.學(xué)會(huì)使用現(xiàn)在進(jìn)行時(shí)態(tài)表示未來(lái)計(jì)劃.2.學(xué)會(huì)使疑問用wh-特殊句

3．運(yùn)用所學(xué)詞匯談?wù)摷倨谟?jì)劃

Important points:

1.phrases: go bike riding, go sightseeing, take walks, go fishing, rent videos.2.Sentences:--Where are you going for vacation?--I’m going bike riding.3.Talk about vacation plans.Difficulty points:掌握新單詞和句型和學(xué)會(huì)科學(xué)安排自己的假期活動(dòng)并能靈活運(yùn)用于生活中。Teaching methods:Speaking，reading，writing.Teaching aids:CAI，video tapes

Teaching procedures: Step 1: Leading in

1.Show students our learning target.2.Show students some pictures about other people’s vacation plans to review some phrases they learned.Step 2: Pre-task

1.Do a chant.2.National Day is coming, discuss our vacation plans.Step 3.Play a game.(Let’s have a competition!)

Please write down your vacation activities on blackboard as many as possible(1minute).Step 4 Presentation

1.Learn 5 new phrases: go bike riding, go sightseeing, take walks, go fishing, rent videos.2.Free talk:--What do you like to do on vacation?--I like to take walks.3.Pairwork : Ss talk about the activities they like to do on vacation.4.Finish 1b.Then check the answer.Step 5 Discussion

Show students a picture, then discuss with the teacher to review the questions they learned.Eg:Where are they going for vacation? What are they doing there? Who are they going with? How long are they staying? What’s it like there? How’s the weather there?

Step 6: Listening: Listen 2a.2b.Then check the answers.Step 7: Fill into the blanks.Step 8: Make a report.Ask your partner’s vacation plans.Then fill in the chart.According to the information

to make a report.Report： National Day is coming!All my classmates have their own vacation plans.Jack/Lucy is

going to….And he/she is going on/next week….He/She is going with….The weather in there is….He/She is staying there for….A great vacation!He/She can’t wait!

Step 9: Homework : Write a short article to talk about your National Day vacation plan.

第三篇：仁愛英語(yǔ)八上Unit3 知識(shí)點(diǎn)

Unit 3 Our hobbies Topic 1 What’s your hobby?

重點(diǎn)詞組：

1.in one’s free time

在某人閑暇的時(shí)間 2.go fishing

釣魚

3.enjoy / be interested in / be fond of/ like/ love/ prefer doing sth

喜歡做某事 4.a movie fan

電影迷

5.do some outdoor activities 做一些戶外活動(dòng) 6.need a change.改變一下

7.why not do sth

為什么不。。8.Sounds good.聽起來(lái)很棒。9.get great fun from……

從……得到樂趣 10.walk a pet dog

遛狗 11.collect stamps

集郵 12.plant flowers

種花 13.not all

不全是。14.learn...from

從。。學(xué)到 15.used to do sth

過(guò)去常常做某事

be used to doing sth.習(xí)慣于做某事 16.more than

超過(guò) 17.get started

開始

start/end with ……

以……開始（結(jié)束）

18.decide to do sth

決定做。。19.Cut out

切掉，剪掉

20.need sth to do sth

需要某物做。。21.stick …to …

把……貼在…… 22.share...with...和。。分享

23.provide.sb.with sth /provide sth for sb 提供某物給某人 24.in one’s life

在某人的生活中 25.take/have a bath

洗澡 26.whether ……or not

是不是 27.be special to sb...對(duì)。。很特別

重點(diǎn)句子

1.Well, what’s your hobby?那么，你的愛好是什么呢？ 2.What a beautiful stamp!多么漂亮的郵票啊！

3.I collected some of them form Cuba.有一些是我從古巴收集過(guò)來(lái)的。

4.We can learn a lot about history and people from stamps.我們可從郵票中學(xué)到很多的歷史和人文。

5.What hobbies did you use to have?你過(guò)去有什么興趣呢？

6.I used to collect baseball cards.But now I’m interested in basketball.我過(guò)去常常收集棒球卡，但是現(xiàn)在我對(duì)籃球感興趣。

7.I love/enjoy/like/hate/prefer/am interested in/am found of/collecting stamps

我愛、享受、喜歡、恨、更喜歡。。收集郵票。

8.It’ll be lots of fun to make your scrapbook and you can share it with your friends.在制作剪貼簿的時(shí)候肯定有很多樂趣，你可以把它與你的朋友分享。9.All pets provides their owners with love and comfort in their lives.所有的寵物把它們畢生的愛和安慰提供給它們的主人。

10.He enjoys eating fruit and vegetables,and he doesn’t mind whether they are good or not.3

他喜歡吃水果和蔬菜，而且它們不會(huì)關(guān)心食物的好壞。

重點(diǎn)語(yǔ)法：

used to do sth.這一結(jié)構(gòu)表示過(guò)去的習(xí)慣（過(guò)去經(jīng)常反復(fù)發(fā)生的動(dòng)作）或狀態(tài)（暗含的意思是現(xiàn)在已不復(fù)存在），只有一種形式，即過(guò)去式，用于所有人稱。否定式：used not to do或didn’t use to do 疑問式：Used you to...? 或 Did you use to...? be used to doing sth “習(xí)慣于…，適應(yīng)于…”

I’m used to doing jogging in the morning now.我習(xí)慣于早上慢跑。be used to do sth.“某物被用來(lái)做某事”。

Wood is used to make paper.木材被用來(lái)生產(chǎn)紙張。

UNIT 3 Topic 2 What sweet music!重點(diǎn)詞組

1.go to a concert

去演唱會(huì)

at the concert

在演唱會(huì)上

give a concert

開演唱會(huì)

2.go on

繼續(xù)

3.come with sb.和。。一起

4.lend sth to sb.=lend sb sth

把某物借給某人

borrow sth from sb

向某人借某物

5.play the violin/ guitar/ drums

彈奏小提琴、吉他、打鼓 6.musical instruments

樂器

7.folk/ classical/ pop/ rock/ country music民俗音樂、古典音樂、流行樂、搖滾樂、鄉(xiāng)村音樂 8.not ……at all

一點(diǎn)也不

9.be popular with sb

受到某人的歡迎 10.be famous for

因……而出名

be famous as

作為……（職業(yè)）而出名 11.be born in/on

出生于…… 12.begin to do sth/ begin doing sth

開始做。。

13.at the age of...在。。的年齡、年紀(jì) 14.give sb.a lesson

給…… 上課

take/ have a lesson

上課 15.as well as...和，還

16.so...that ……

如此。。以至于。。17.by oneself

通過(guò)自己,獨(dú)立地 18.a born musician

天生的音樂家 19.have different tastes

有不同的品味

20.ask sb to do sth

要求、叫某人做。。21.teach sb to do sth

教某人做某事

重點(diǎn)句子

1.How exciting!多么令人興奮啊！

2.And it sounds beautiful.它聽起來(lái)很美妙。3.What a pity!太可惜了。

4.I can lend you some CDs of her songs.我可以借一些她CD的歌給你。5.What kind of music do you like?你喜歡哪一種的音樂呢? 6.It’s hard to say.這個(gè)很難說(shuō)。

7.I think it’s too noisy.我覺得太吵了。

8.I used to enjoy country music,but now I like jazz best.我過(guò)去喜歡聽鄉(xiāng)村音樂，但是現(xiàn)在我喜歡爵士。

9.They are very popular with young people.他們很受年輕人的歡迎。10.Pop music often comes and goes quickly.流行音樂來(lái)得快去得也快。

11.When he was eight,his father asked a music teacher to teach him to play the piano.當(dāng)他8歲的時(shí)候，他的爸爸請(qǐng)了一個(gè)音樂老師來(lái)教他彈鋼琴。

12.He learned so quickly that his father was very happy.他學(xué)得如此快以致于他爸爸非常開心。13.Good music brings people comfort and peace of mind.好的音樂給人們帶來(lái)了安慰和心靈的平靜。

重點(diǎn)語(yǔ)法： 感嘆句

感嘆句一般是用來(lái)表示說(shuō)話時(shí)的喜悅、驚訝等情感。英語(yǔ)感嘆句常用“what”和“how”引導(dǎo),“what”和“how”與所修飾的詞置于句首,其它部分用陳述句語(yǔ)序.結(jié)構(gòu)：

1）what + a / an +adj.+n(單數(shù))+（+主+謂語(yǔ)）！

如： What a stupid question!多么愚蠢的問題啊！

What a clever girl she is!多么聰明的姑娘呀!2）what + adj.+n(復(fù)數(shù)）/ n(不）+（主+謂語(yǔ)）。！

如：What lively boys they are!多么活潑的男孩子們啊！

What good children they are!他們是多么好的孩子呀!

What delicious food it is!多么有味的食物呀!

What heavy snow it is!多么大的雪呀!

3）

How+adj./adv.+（主+謂語(yǔ))!

如：① How cold it is today!今天多么冷呀!

② How nice the pictures are!多么漂亮的圖畫呀!

③ How happy they look!他們顯得多么高興呀!

④ How well she sings!她唱得多好呀!

⑤ How hard they are working now!他們干得多么起勁呀!

三、在表示同一意義時(shí),英語(yǔ)感嘆既可用“what”引導(dǎo),也可用“how”引導(dǎo).如：

① What a hot day it is!= How hot the day is!多么熱的天氣呀!

② What tall buildings they are!= How tall the buildings are!多么高的樓房呀!③ What bad weather it is!= How bad the weather is!多么糟糕的天氣呀!

Topic 3 What were you doing at this time yesterday? 重點(diǎn)短語(yǔ)：

1.hold the line= hold on/ wait a minute.稍等。2.answer the telephone

回電話 3.at this time

當(dāng)時(shí)

4.call sb to do sth.打電話叫某人做某事

5.take a shower

洗澡 6.pass/kill the time

消磨時(shí)間 7.chat with sb

與……聊天 8.listen to the news

聽新聞 9.Beijing roast duck

北京烤鴨

10.agree with sb.同意某人的觀點(diǎn)、意見

agree on/about sth

在某事上意見一致

11、get together

團(tuán)聚 12.In a low voice

低聲地 13.pass by

經(jīng)過(guò) 14.fall down

掉下來(lái)

15.be afraid to do sth.害怕做某事 16.warm sb.up

給某人取暖 17.go out

熄滅

18.hold sb in one’s arms

把某人抱在懷里 19.against the wall

靠著墻

20.knock at the door

敲門

21.wake up

醒來(lái)

22.in the early 1800s

在19世紀(jì)早期 22.stop doing sth.停止做某事 23.the beginning of

開始，起初

24.too...to do sth.太。。而不能。。

三、重點(diǎn)句子

3.--What were you doing at this time yesterday?I called you to go to the English Corner but no one answered.你昨天的這個(gè)時(shí)候你正在做什么？我打電話叫你去英語(yǔ)角，但是沒有人接電話。

--This time yesterday?Oh,I was taking a shower.昨天的這個(gè)時(shí)候？哦，我正在洗澡。3.It’s wonderful!太棒了！

4.No,I don’t hink so..I think it is just so so.不，我不這么認(rèn)為。我覺得一般般。5.I don’t agree with you.我不同意你的觀點(diǎn)。

6.In the early 1800s,Sunday was the “holy day”.在1800年的前期，周日是宗教節(jié)日。7...,and then they felt too tired to work on Monday morning。人們感覺太累了就不想在周一的早上去上班了。

8.To solve the problem of the “blue Mondays”,in 1874 the English made Saturday afternoon a holiday.為了解決這個(gè)憂郁星期一的問題，在1874年的時(shí)候,英國(guó)人把周六下午變成節(jié)假日。重點(diǎn)語(yǔ)法：過(guò)去進(jìn)行時(shí)

一、意義

過(guò)去進(jìn)行時(shí)常表示過(guò)去某一時(shí)刻或過(guò)去某一階段內(nèi)正在進(jìn)行的動(dòng)作。

二、構(gòu)成be(was/ were)+動(dòng)詞現(xiàn)在分詞（-ing形式）

三、與過(guò)去進(jìn)行時(shí)連用的時(shí)間狀語(yǔ)，常見的：

at nine last night;at that time= then;at this time yesterday;at ten yesterday； from nine to ten yesterday;from 4：00 to 6:00 last night;from March to May last year

四、過(guò)去進(jìn)行時(shí)的句型

肯定句：主語(yǔ)+was/were+doing+其它

Eg1.He was cooking at six last night.Eg2.I was reading a book at that time/ then.Eg3.They were writing a report at nine yesterday.否定句：主語(yǔ)+was/were+not+doing+其它

Eg1.He wasn’t cooking at six last night.Eg2.I wasn’t reading a book at that time/ then.Eg3.They weren’t writing a report at nine yesterday.一般疑問句及答語(yǔ)：Was/Were+主語(yǔ)+doing+其它

Eg1.Was he cooking at six last night?

Eg2.Were you reading a book at that time/ then? Eg3.Were they writing a report at nine yesterday?

特殊疑問句：特殊疑問詞+was/were+主語(yǔ)+doing+其它

Eg1.What was he doing at six last night？

Eg2.Where were you reading a book then?

Eg3.Who was talking to the teacher at ten yesterday?

與過(guò)去進(jìn)行時(shí)連用的固定句型（when/while當(dāng)……時(shí)候）：

While只能跟延續(xù)性動(dòng)詞連用，when既能引導(dǎo)延續(xù)性動(dòng)詞，也能引導(dǎo)非延續(xù)性動(dòng)詞。1）過(guò)去進(jìn)行時(shí) + while +過(guò)去進(jìn)行時(shí) 2）過(guò)去進(jìn)行時(shí) + when + 一般過(guò)去時(shí)

3）一般過(guò)去時(shí)+ when/while + 過(guò)去進(jìn)行時(shí)

Eg1.Jim was reading while Kate was watching TV.Eg2.Jim was reading when the teacher came in.Eg3.Jim came in while/when Kate was watching TV 6

第四篇：八上Unit3教學(xué)反思

新目標(biāo)英語(yǔ)八年級(jí)上冊(cè)Unit 3教學(xué)反思

一、教學(xué)設(shè)計(jì)思路

本節(jié)課選自人教版新目標(biāo)英語(yǔ)八年級(jí)（上）Unit3 I’m more outgoing than my sister.的第二課時(shí)，是一節(jié)閱讀課。本節(jié)課主要是圍繞friends這一話題展開各種教學(xué)活動(dòng)，重點(diǎn)學(xué)習(xí)比較級(jí)的知識(shí)，以及目標(biāo)語(yǔ)言的學(xué)習(xí)和運(yùn)用。我將本課時(shí)分為warming-up，before-reading，while-reading，after-reading，summary五個(gè)步驟來(lái)進(jìn)行教學(xué)；把課文中2a，2e的內(nèi)容加以改動(dòng)，作為該閱讀課的導(dǎo)入部分，激發(fā)學(xué)生濃厚的學(xué)習(xí)興趣，讓學(xué)生充分了解話題，為下面的閱讀做好準(zhǔn)備。在閱讀部分，對(duì)課文挖掘得很深，有掃讀、跳讀和細(xì)讀三部分，所設(shè)計(jì)的問題也很細(xì)，學(xué)生通過(guò)這幾個(gè)步驟的閱讀，可以達(dá)到復(fù)述課文的要求。精讀部分是重點(diǎn)，活動(dòng)設(shè)計(jì)由簡(jiǎn)到繁，由易到難，層層深入地將任務(wù)分成若干部分，目的在于訓(xùn)練學(xué)生掌握不同的閱讀技巧，幫助學(xué)生充分地理解材料。最后在after-reading環(huán)節(jié)，學(xué)生通過(guò)仿寫，運(yùn)用本單元所學(xué)的目標(biāo)語(yǔ)言，將現(xiàn)實(shí)生活中的自己和自己的朋友與文中的人物作比較，獲得實(shí)際的體驗(yàn)，能夠?qū)W以致用。

二、教學(xué)內(nèi)容及過(guò)程

Step 1 Warming up Listen to an English song about friends.通過(guò)音樂營(yíng)造一個(gè)輕松、愉快的學(xué)習(xí)氛圍，同時(shí)引出本課時(shí)的話題。

Step 2 Before reading(Work on 2a&2e)活動(dòng)1：Play a guessing game about the teacher and her friend.以老師和她的朋友為例，提供語(yǔ)言交際的背景和內(nèi)容，讓學(xué)生復(fù)習(xí)比較級(jí)的相關(guān)知識(shí)點(diǎn)，并通過(guò)展示實(shí)物和生動(dòng)形象肢體語(yǔ)言學(xué)習(xí)一些生詞，為閱讀環(huán)節(jié)掃除詞匯障礙。同時(shí)，這一活動(dòng)引出活動(dòng)2，Discuss: Should friends be the same or different? 的討論，訓(xùn)練了口頭表達(dá)能力，激活學(xué)生的已有知識(shí)，激發(fā)了學(xué)生濃厚的學(xué)習(xí)興趣，也讓學(xué)生充分了解話題，環(huán)環(huán)相扣，層層鋪墊，從而導(dǎo)入閱讀部分，引出本節(jié)課的學(xué)習(xí)重點(diǎn)。

Step 3 While reading(Work on 2b)第一遍掃讀(skimming)，瀏覽文章，閱讀首尾句，對(duì)文章的內(nèi)容結(jié)構(gòu)有一個(gè)整體的印象，讓學(xué)生在短時(shí)間內(nèi)了解文章的大致內(nèi)容和所要涉及的問題。第二遍跳讀(scanning)，讓學(xué)生很快能抓住中心句，獲得特定的信息，完成“match their opinions about friends and find each of their friend’s name”的任務(wù)。在此過(guò)程中學(xué)生能對(duì)生詞作出猜測(cè)，以提高自學(xué)新單詞的能力。第三遍細(xì)讀(close-reading)，在對(duì)全文有個(gè)整體印象的前提下，讓學(xué)生對(duì)文章進(jìn)行的深入細(xì)致的閱讀，要求了解各段落的主要意思和文章的細(xì)節(jié)，并完成“fill in the charts one by one”的任務(wù)。此環(huán)節(jié)設(shè)計(jì)了三個(gè)有關(guān)文章細(xì)節(jié)內(nèi)容的表格，讓學(xué)生帶著問題仔細(xì)閱讀各段落，然后填表，注重培養(yǎng)學(xué)生的思維能力。

Step 4 After reading(Work on 2d)在讀后設(shè)計(jì)寫作活動(dòng)，Compare: How do you and your friends compare with the people in the article? Then use the two structures to write five sentences and read aloud to the class.給出例子，點(diǎn)撥所用句式，讓學(xué)生運(yùn)用閱讀中新學(xué)的詞匯和句型寫句子。根據(jù)文章內(nèi)容把語(yǔ)言形式和語(yǔ)言意義結(jié)合起來(lái)，讓學(xué)生有話可寫，有助于學(xué)生記憶能力和思維能力的訓(xùn)練。通過(guò)寫作的活動(dòng)，實(shí)現(xiàn)從語(yǔ)言的輸入語(yǔ)言的輸出，達(dá)到學(xué)以致用的目的。

Step 5 Summary 總結(jié)本節(jié)課所學(xué)內(nèi)容，明確重點(diǎn)，提出希望和要求。

三、教學(xué)反思

1、本課的話題與生活密切相關(guān)，讓學(xué)生在歌曲中進(jìn)入英語(yǔ)課堂，創(chuàng)造了輕松愉悅的課堂氣氛；通過(guò)展示實(shí)物和肢體語(yǔ)言學(xué)習(xí)生詞，生動(dòng)形象；運(yùn)用多媒體展示圖片，學(xué)生普遍表現(xiàn)出濃厚的學(xué)習(xí)興趣。在使用多媒體的過(guò)程中，能夠根據(jù)實(shí)際需要篩選，使內(nèi)容充實(shí)豐富而不繁瑣。

2、在英語(yǔ)課堂中盡力用英語(yǔ)去教英語(yǔ)，創(chuàng)造良好英語(yǔ)學(xué)習(xí)氛圍。我在平時(shí)上課注重多說(shuō)多練，所以這節(jié)課上我能用英語(yǔ)熟練的表達(dá)，導(dǎo)致部分口語(yǔ)運(yùn)用的準(zhǔn)確性欠佳。還有，上課的時(shí)候我習(xí)慣用“Do you agree?”，“Yes, good.”，“Any more?”等課堂用語(yǔ)，具有實(shí)效性的評(píng)價(jià)卻是很少。在小組討論環(huán)節(jié)中，學(xué)生有想法但口頭表達(dá)困難。在今后自己具體的教學(xué)實(shí)踐中，我自己要努力改正這些缺點(diǎn)，爭(zhēng)取更大的提高；還幫助學(xué)生克服膽怯害羞心理，大膽開口，創(chuàng)造更多訓(xùn)練英語(yǔ)口語(yǔ)的機(jī)會(huì)。

3、閱讀課教學(xué)相對(duì)來(lái)說(shuō)比較無(wú)聊，難度大，耗費(fèi)時(shí)間長(zhǎng)。本節(jié)課雖然在規(guī)定時(shí)間內(nèi)講完，基本完成教學(xué)目標(biāo)。導(dǎo)入，讀前，讀中等部分的活動(dòng)設(shè)計(jì)合理有效，內(nèi)容豐富，練習(xí)充分。但是，讀后活動(dòng)顯得簡(jiǎn)單，占用時(shí)間少，未能及時(shí)完成寫作。通過(guò)本堂課的探索，我發(fā)現(xiàn)恰當(dāng)?shù)貙⒏鞣N閱讀技巧結(jié)合于各個(gè)學(xué)生活動(dòng)之中，學(xué)生能在不知不覺中領(lǐng)會(huì)了各種閱讀技巧。如果教師能明確閱讀策略，閱讀技巧的訓(xùn)練效果可能會(huì)更好。

4、重難點(diǎn)處理：本節(jié)課通過(guò)師生互動(dòng)，小組討論，閱讀訓(xùn)練等形式反復(fù)操練重點(diǎn)句型，鞏固所學(xué)知識(shí)，實(shí)現(xiàn)對(duì)目標(biāo)語(yǔ)言的理解和運(yùn)用，同時(shí)訓(xùn)練了閱讀技巧和策略，提高閱讀能力。但是由于時(shí)間關(guān)系，沒能詳細(xì)解釋一些知識(shí)點(diǎn)。

5、合作學(xué)習(xí)：學(xué)生樂于在小組中進(jìn)行合作學(xué)習(xí)，積極參與小組對(duì)話或活動(dòng)，相互交流，互幫互助，合作完成任務(wù)，培養(yǎng)團(tuán)隊(duì)精神，更好地掌握本課所學(xué)知識(shí)。從教學(xué)實(shí)踐來(lái)看，效果可以，但是個(gè)別學(xué)困生學(xué)習(xí)意識(shí)不強(qiáng)，不能抓住要點(diǎn)進(jìn)行有效合作，教師要進(jìn)行提示性講解，以使合作有效、深入。師生互動(dòng)較多，學(xué)生之間的互動(dòng)不足。如果采用小組競(jìng)賽的形式，能使小組活動(dòng)效率更高，加強(qiáng)團(tuán)體凝聚力，激發(fā)學(xué)生的求知欲和參與意識(shí)，提高學(xué)生的學(xué)習(xí)熱情。

6、任務(wù)型教學(xué)法：首先，任務(wù)設(shè)計(jì)符合學(xué)生的實(shí)際水平，難度要適中，類型多樣，與教學(xué)目標(biāo)一致，既訓(xùn)練了學(xué)生提取信息的能力，又加強(qiáng)了本節(jié)課重點(diǎn)知識(shí)的練習(xí)。其次，讀前簡(jiǎn)明扼要地揭示閱讀要求和重點(diǎn)，讓學(xué)生帶著任務(wù)有目的地閱讀，在不斷完成一個(gè)個(gè)任務(wù)的課堂學(xué)習(xí)中獲得知識(shí)、技能，提高能力。通過(guò)上課來(lái)看，學(xué)生對(duì)于讀的任務(wù)較有信心，基本能讀懂閱讀材料的主要內(nèi)容，并完成理解練習(xí)，但還不太善于在讀后對(duì)材料進(jìn)行整理歸納。在實(shí)現(xiàn)任務(wù)的過(guò)程中，教師應(yīng)該對(duì)學(xué)生加以引導(dǎo)，簡(jiǎn)單示范，幫助學(xué)生完成學(xué)習(xí)任務(wù)，讓學(xué)生體會(huì)到成功的喜悅。

總之, 本節(jié)課的整體效果還不錯(cuò)，實(shí)現(xiàn)了既定的教學(xué)目標(biāo)，師生互動(dòng)，生生互動(dòng)良好，學(xué)生的積極性比較高，課堂氣氛活躍，是比較成功的一節(jié)課。這節(jié)課中，我注重訓(xùn)練閱讀學(xué)生的技巧，培養(yǎng)學(xué)生的積極思維和閱讀能力，以及深層次理解作者意圖和文章主題思想的能力。通過(guò)這次教學(xué)，我深深地認(rèn)識(shí)到, 扎實(shí)的教學(xué)基本功，靈活的教學(xué)技巧可以極大地調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和積極性，有利于英語(yǔ)教學(xué)成績(jī)的提高。

第五篇：八上教案

八年級(jí)語(yǔ)文學(xué)科上冊(cè)《草》教學(xué)設(shè)計(jì)

主備人：王雁雪

教學(xué)目標(biāo)

1、掌握生字詞，利用工具書解決除課本注釋外的生字詞。

2、整體感知，理清情節(jié)。

3、揣摩人物描寫的方法，體會(huì)動(dòng)作描寫、神態(tài)描寫、心理描寫以及細(xì)節(jié)描寫的表達(dá)作用。

4、體味和推敲重要詞句的深刻含義和作者用詞的精妙。重點(diǎn)難點(diǎn)

1、重點(diǎn)：理清課文的線索。

2、難點(diǎn)：理解文中關(guān)鍵語(yǔ)句的深刻含義。教學(xué)時(shí)數(shù) 二課時(shí) 教學(xué)過(guò)程

第一教時(shí)

一、導(dǎo)入

導(dǎo)語(yǔ)：翻開歷史的畫卷，是無(wú)數(shù)的革命先烈和戰(zhàn)士用生命換來(lái)了今天我們甜蜜而安逸的生活環(huán)境，標(biāo)題“草”所展示的不再是你讀到的富有頑強(qiáng)生命力的草，也不是你看到的滾著晶瑩露珠的草，而是爭(zhēng)奪紅軍戰(zhàn)士生命、展現(xiàn)革命家高尚人格的草。

1、作者簡(jiǎn)介

王愿堅(jiān)，山東省諸城縣相州鎮(zhèn)人。當(dāng)代作家。創(chuàng)作《黨費(fèi)》《糧食的故事》《七根火柴》《普通勞動(dòng)者》等十多篇短篇小說(shuō)。

2、關(guān)于“草地”

課文中的“草地”特指松潘草地，即松潘高原。在四川省阿壩藏族羌族自治州北部。為阿尼瑪卿山、岷山和巴顏喀拉山之間的高原。平均海拔3000米左右。多草甸、沼澤。為四川省主要牧業(yè)基地。1935年中國(guó)工農(nóng)紅軍長(zhǎng)征經(jīng)過(guò)這里。

二、學(xué)生自由朗讀課文。注意讀準(zhǔn)字音

火燒火燎 拽住 抽噎 焦灼 踉蹌 慍怒 霎那 蔫巴

三、整體感知，理清思路 說(shuō)一說(shuō)課文里主要寫了一件什么事。2想一想本文的線索是什么？ 學(xué)生討論、交流、明確：

第一部分（1—5）故事的開端：紅軍過(guò)草地的第四天，二班戰(zhàn)士因誤食有毒草野菜而中毒，二班長(zhǎng)楊光摸黑尋找部分向上級(jí)報(bào)告。

第二部分（6—16）故事的發(fā)展：楊光找到一支紅軍小隊(duì)伍，懇求醫(yī)生前往救人，而醫(yī)生也有緊急任務(wù)在身，于是楊光攔住路口不讓醫(yī)生走，一時(shí)陷入僵局。

第三部分（17—36）故事的進(jìn)一步發(fā)展和高潮：楊光的舉動(dòng)驚醒了昏迷之中的周副主席，周副主席詢問戰(zhàn)士中毒的原因，仔細(xì)觀察并親口咀嚼有毒野菜，提出處理意見。

第四部分（37—結(jié)尾）故事的結(jié)局：楊光和其他戰(zhàn)士聆聽周副主席評(píng)說(shuō)吃草的意義，從中獲得巨大力量，立即執(zhí)行命令。

四、小結(jié)

全文以“草”為線索安排故事情節(jié)：紅軍戰(zhàn)士誤食毒草而中毒——周副主席辨毒草、嘗毒草——周副主席議吃草、紅軍戰(zhàn)士悟真理。這樣寫，結(jié)構(gòu)緊湊，脈絡(luò)分明，有力地刻畫了人物形象，表現(xiàn)了小說(shuō)的中心意思。

五、課時(shí)檢測(cè) 本文的作者是。2 給加點(diǎn)字注音：

火燒火燎 拽住 抽噎 焦灼 踉蹌 慍怒 ．．．．．．．霎那 蔫巴 ．．

第二教時(shí)

一、復(fù)習(xí)舊課

二、閱讀課文，分析人物。

在文中標(biāo)出人物動(dòng)作、神態(tài)、語(yǔ)言、心理描寫的語(yǔ)句，品味作者描寫的精妙。

學(xué)生獨(dú)立標(biāo)畫思考后，討論交流：

（先是“立時(shí)驚住”，接著感到“惶惑”；面對(duì)周副主席的招手，楊光又深感“不安”；當(dāng)眼見周副主席病得十分嚴(yán)重時(shí)，楊光“大吃一驚”，“覺得心頭像刀在絞”，這些描寫心理活動(dòng)的詞語(yǔ)，形象而細(xì)膩地描繪了二班長(zhǎng)楊光邂逅病重中的周副主席那復(fù)雜的感情變化過(guò)程，最后聚焦到對(duì)周副主席病體的關(guān)切和憂慮，充分表現(xiàn)了紅軍戰(zhàn)士對(duì)周副主席的愛戴和敬重之情。

周副主席仔細(xì)觀察有毒野菜時(shí)的神態(tài)：“仰起了頭，眼里浮上了異常的嚴(yán)肅的神情”，詳細(xì)詢問有毒野菜長(zhǎng)在哪里和它的味道，這些都為緊接著周副主席嘗有毒野菜的情節(jié)加大了蓄勢(shì)的力度。

周副主席親自嘗有毒野菜是全文的高潮。作者動(dòng)作一系列描寫周副主席嘗有毒野菜的動(dòng)作和神態(tài)的詞：“舉起”“看了看”“放進(jìn)”“咬下了一點(diǎn)”“干裂的嘴唇閉住了，濃密的胡須不停地抖動(dòng)著，一雙濃眉漸漸皺緊了”“吐掉了殘?jiān)薄斑€給楊光”，這些詞語(yǔ)和句子，充分表現(xiàn)了作為紅軍革命領(lǐng)袖的周副主席雖身患重病仍置個(gè)人安危于不顧，對(duì)紅軍戰(zhàn)士生命和健康高度關(guān)注，對(duì)革命大業(yè)業(yè)極端負(fù)責(zé)、無(wú)比忠誠(chéng)的高尚品質(zhì)和非凡氣度。

接下來(lái)寫周副主席“非常明確”的命令，以及對(duì)年輕衛(wèi)生員驚叫的回答和示意，進(jìn)一步表現(xiàn)了周副主席的高尚品質(zhì)和偉人氣度。）

三、探究

課文中有些話看起來(lái)平淡無(wú)奇，仔細(xì)想想又覺得余味無(wú)窮。閱讀下面的句子，你有怎樣的感受？

1、（他的）語(yǔ)氣里透著深深的感情：“等你們長(zhǎng)大了，就會(huì)想起這些草，懂得這些草；就會(huì)看到：我們正是因?yàn)槌圆莩缘脧?qiáng)大了，吃得勝利了！”

2、就在這一霎，他看到了偉大戰(zhàn)士的那顆偉大的心。學(xué)生討論、交流、明確：

第一句中兩個(gè)“就會(huì)”強(qiáng)調(diào)了青年一代繼承并發(fā)揚(yáng)革命傳統(tǒng)的必要性，強(qiáng)調(diào)了革命精神、革命意志對(duì)于壯大隊(duì)伍、克敵制勝的重要性。

第二句，前一個(gè)“偉大”指周副主席是“全軍都敬愛的人”；后一個(gè)“偉大”，指周副主席關(guān)愛紅軍戰(zhàn)士生命和健康、唯獨(dú)沒有自己的高尚人格，正視困難、藐視困難的大無(wú)畏英雄氣概，以及善于引導(dǎo)、啟迪紅軍戰(zhàn)士的高超領(lǐng)導(dǎo)藝術(shù)。

四、小結(jié)

這篇小說(shuō)描述了長(zhǎng)征過(guò)草地的時(shí)候，重病在身的周副主席得知紅軍戰(zhàn)士因誤食有毒的野菜而中毒的險(xiǎn)情，他置個(gè)人安危于不顧，不僅仔細(xì)辨識(shí)毒草，而且親口咀嚼毒草，果斷作出英明決策，引導(dǎo)紅軍戰(zhàn)士正確對(duì)待困難，從而成功地塑造了以周副主席為代表的老一代無(wú)產(chǎn)階級(jí)革命家的高大形象。

五、課時(shí)檢測(cè)

任意選擇一處描寫人物的詞句，說(shuō)出其表達(dá)作用。