人教版八年级上册英语Unit 3单元整体教学设计.docx

1、人教版八年级上册英语Unit 3单元整体教学设计1.单元主题确定本单元的话题是人的个性特征 (Personal traits)属于新课标中“人与自我”范畴内“做人与做事”主题群中的“自我认识、自我管理、自我提升”子主题内容。2.单元内容分析第一课时（Section A 1a-2d）：初步认识人与人的差异，谈论人物的外貌不同；第二课时（Grammar focus-3c）：梳理形容词与副词的比较级结构以及原级比较，强化句型结构的操练，通过家庭成员比较的练习加强学生语言的自然输出；第三课时（Section B 1a-1e）：围绕my best friend展开讨论，谈论好朋友具备的特质，结合听力材料

2、抓住关键信息，完成听力任务；第四课时（Section B 2a-2e）：三个语篇围绕三对好朋友之间的异同展开，通过阅读活动帮助学生掌握如何描写朋友，并思考友谊的意义；第五课时（3a-self-check）：写作练习以描述好友为主题，运用比较级、原级结构的句子去描写好友特征。3.单元课时内容Part1:Section A 1a-2d听说课Part2:Grammar focus-3c语法课Part3:Section B 1a-1e听说课Part4:Section B 2a-2e阅读课Part5:3a-self check写作课4.单元教学目标本单元学习结束时，学生能够（1）语音：在朗读中正确把握句

3、子的节奏和重音。（2）词汇短语句型：正确使用新词汇和短语表达。（3）语法：正确使用比较级结构谈论人物品质和特性。（4）能力：提高听说能力；掌握基本的阅读技巧：预测、精读、泛读；结合本单元的语言表达完成基本的写作训练。第1课时教学设计一、教学内容： Section A 1a-2d二、课型：听说课三、语篇研读What: 谈论人物的个性特征对比，1a主题图是校园乐队演唱会，台下学生对舞台上表演者的外貌特征进行比较和讨论，1a-1c的听力部分呈现出主要话题和外貌的比较，2a-2b的听力内容是一位记者对主题图中双胞胎姐妹Tina和Tara的采访对话，就各自性格等方面的特点进行了对比，回答记者问题。2c是

4、关于Sam和Tom的个性特征，从不同方面举例，听力并完成表格信息。2d是角色扮演两名学生对于昨天歌唱比赛的对话。Why: 通过学习比较级结构，让学生学会如何对人物外貌和特性进行对比描写；通过谈论形容词和副词的比较级结构，形成初步的语言结构认识并理解运用。How: 对话涵盖三个听力和两个对话，分别运用比较级结构人物外貌特性和特质展开。语言以谈论不同人物特点的相关词汇和句型为主，突出形容词和副词的比较级用法。四、教学目标通过本课时学习，学生能够：1. 学生能够谈论不同人物之间的不同之处。2. 学生能够掌握形容词和副词的比较级形式以及原级结构。3. 学生能运用目标语言谈论人物的不同特性，并组成对话。

5、【核心词汇及句型】outgoing, loudly, hard-working, fantastic, which, though, asas, the most important thing, learn something new-Thats Tara, isnt it?-Both Sam and Tom can play the drums, but Sam plays them better than Tom.-Is Julie as tall as you?-But the most important thing is to learn something new and hav

6、e fun.五、教学重难点1. 教学重点掌握形容词和副词的比较级形式。2. 教学难点：正确运用比较级结构以及原级结构对比不同人物的特性。六、教学过程 Step1 Lead in1. Show some pictures of twins to Ss and ask them to find differences.（设计意图：通过图片导入，让学生回顾与人物描写的相关的形容词表达。）Step2 Presentation1. Give some pictures to Ss, then ask them to learn new words and phrases.2. Work on 1a: S

7、s look at words in 1a, then match each word with its opposite. 3. Listen to 1b and finish the task, then check the answer with Ss.4. Read and understand the conversation in the picture, then underline the comparatives in this conversation.5. Practice the conversation in 1c by working in pairs.（设计意图:

8、 导入新知，以听力对话的形式让学生从学习掌握形容词和副词的表达，到认识形容词和副词的比较级结构，让学生有初步的印象和认识。）Step3 Listening1. Show Ss the box and then ask Ss to listen to recording carefully. 2. Listen again, and let Ss to complete the chart in 2b.3. Listen for the third time, and pay attention to the pronunciation, and later invite Ss to role

9、play it. 4. Listen 2d and read it loudly, then ask Ss to answer some questions on the screen.5. Ask Ss to translate the conversation one by one, the role play it.（设计意图：培养学生听力技巧，通过范听、精听以及做笔记的方式找到信息，构建完整语篇内容。）Step4 Practice1. Work in groups to talk about the differences between Sam and Tom. Try to mak

10、e a conversation like 2c according to the chart.2. Ask Ss to compare the differences between you and your friend. Then finish the chart like 2c.（设计意图：通过小组合作讨论人物之间特征，运用比较级和原级结构进行对话输出，引导学生正确认识和朋友的区别和共同之处。）Step5 Summary and Homework1. Read the key sentences in the passage, then focus on the language po

11、ints.2. Finish the chart like 2c and write down no less than 5 sentences to compare yourself and your friends similarities and differences.（设计意图：总结本课所学内容，对重点知识进行梳理；对应练习加强知识的巩固比较级的结构和原级比较的结构。）七、板书设计八、教学反思第2课时教学设计一、教学内容： Grammar focus-3c 二、课型：语法课三、语篇研读What: 能通过比较级的特征, 如: -(i)er, more, asas等, 从对话中听取相关信

12、息。能通过归类的方法学习和掌握形容词和副词比较级的构成。Why: 通过谈论不同人物的对比，让学生对朋友有清晰的认识，并思考友谊的意义，同时让学生了解中外青少年对待友谊的态度和看法。How: 通过语法结构归纳和概述让学生有意识操练形容词和副词的比较级用法，3b通过自我比较将学生的关注点由语言结构转为意义表达，3c的口语交际活动旨在通过家庭成员的比较强化目标语言的输出和口语表达能力。四、教学目标通过本课时学习，学生能够：1. 复习巩固形容词的比较形式及对两者进行对比，让学生进一步学习两者进行比较的句式结构。2. 学生能运用形容词和副词的比较及结构对人物的外表、个性进行描绘和比较。3. 学生能运用所

13、学的目标语言，进行说与写的活动，完成相关任务。【核心词汇及句型】asas, outgoing, better, hard-working, fantastic, talented, serious, necessary, both, loud, similar, primary, loudly, quietly, clearly, truly, though，care about, as long as, be different from, bring out, the same as, in fact, be similar to, primary school- Does Tara wo

14、rk as hard as Tina? - Yes, she does.- Is Tom smarter than Sam? - No he isnt. Sam is smarter than Tom.五、教学重难点1. 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。2. 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。六、教学过程 Step1 Lead in1. Ask Ss to match the following adjectives or adverbs with their

15、 comparatives on the screen. （设计意图：通过复习导入，让学生回顾与人物描写的相关的形容词表达。）Step2 Presentation1. Show the sentences in Grammar Focus and ask Ss to read them, then fill in the blanks.2. Show the rules about comparatives to Ss.形容词或副词比较级的构成： a.一般在词尾 + er b.以字母e结尾的+r c.重读闭音节词词尾只有一个辅音字母时，先双写辅音字母，再加-erd.以辅音字母+y结尾的双音节词

16、，变y 为i加-er e.多音节词和部分双音节词前加more不规则变化：good/well betterbad/badly worsemany/much morelittle lessfar farther/further （设计意图：通过总结例句对比，总结出句型特征以及比较级的结构，使学生对该语法结构有基本的认识。）Step3 Practice 1. Work on 3a: Use the words to write questions and answers. 2. Read these sentences and translate them3. Work on 3b: Think o

17、f yourself two years ago. Write about how you are different now. Give an example: T: S1, Are you taller now? S1: Yes, I am. Im taller than I was two years ago. T: Pay attention to the tense. “I was two years ago.”4. Ss work by themselves and write the other four sentences. Then check the answers. （设

18、计意图：通过两个任务操练比较级的用法，并让学生通过自我对比，对个人的特质进行描写，关注个人的变化和成长。）Step4 Production1. Group work: Tell Ss to read the chart first in 3c. Compare your parents. Check () who is smarter, funnier, etc. in the chart. Then ask your partner about his /her parents.Example: A: Who is smarter, your mother or your father？ B

19、: I think my mother is smarter than my father. 2. Ss read the chart and check in the chart.3. Work in groups. Ask and answer the questions with their partners.4. Try to make a report. （设计意图：该步骤以口语交流为主，谈论父母的特质并进行比较，让学生灵活运用比较级结构谈论生活中的人物特质，同时加深学生对父母的了解和关心。）Step5 Summary and Homework 1. Find several stu

20、dents to do a summary about what we have learned.2. Compare one of your best friends with you. Write a passage about the same and different things between you two in about 50 words.3. Preview 1a-1e on page 20.（设计意图：通过总结，让学生回顾与人物描写的相关的形容词表达以及比较级用法，通过作业练习巩固所学知识，加深记忆。）七、板书设计八、教学反思第3课时教学设计一、教学内容： Sectio

21、n B 1a-1e二、课型：听说课三、语篇研读What: 本课时的听力和口语活动集中在谈论“my best friend”的特性，通过对比和朋友之间的异同，加深学生对比较级结构的用法。Why: 本课时围绕着与朋友的相同或不同之处展开，在该主题下，能促进学生对交友有理性的思考，树立正确的友谊观。How: 本课时所涉及的句型和词组均为形容词和副词的比较级结构，内容贴近生活，易于理解，凸显出朋友与自己的个人特性。四、教学目标通过本课时学习，学生能够：1. 能掌握并运用本课时的词汇和句型，以及比较级的语言结构来谈论朋友之间的异同。2. 锻炼学生的泛听、精听等听力技巧，让学生能利用听力技巧完成目标任务。

22、 3.让学生了解人与人之间的差异性，明白自己对朋友的看法，明确自己需要什么样的朋友，树立健康的交友观，并提高英语表达能力。【核心词汇及句型】be talented in, be good at, care about, make sb. Laugh, a good listener.-Thats not very important for me-For me, a good friend likes to do the same things as me.五、教学重难点1. 教学重点：掌握本课时出现的生词及表达方式。2. 教学难点：进行听力训练，提高综合听说能力。六、教学过程 Step1 L

23、ead inPlay a song The More We Get Together for Ss and ask them to fill in the blanks. （设计意图：通过歌曲导入，让学生回顾形容词的比较级表达，同时引出本课时的话题“friend”。）Step2 Presentation1. Free talk: Play a video about friends, ask them to give their ideas about friendship.Q: What kinds of things are important in a friend? 2. Work o

24、n 1a: Rank the things in the box. Later check the answers.3. Talk about what you think a good friend should be like in 1b.（设计意图: 自由讨论环节以学生心中所认为朋友最重要的特质为主题，激发学生的学习兴趣，通过1a和1b中的句型表达，让学生掌握如何用英语谈论朋友的特性。）Step3 Listening1. Give the chart in 1c and ask Ss to listen to recording carefully and finish column o

25、f the chart. 2. Listen again, and let Ss to complete the rest of the chart. 3. Listen for the third time, and pay attention to the pronunciation. Then read it loudly.4. Ask Ss to translate key words and sentences in the conversation.（设计意图：培养学生听力技巧，通过范听、精听以及做笔记的方式找到信息，构建完整语篇内容。）Step4 Practice1. Work

26、in groups to talk about the differences Molly and Mary and their best friends. Try to make a conversation like the listening conversation according to the chart.2. Ask Ss to compare the differences between you and your friend. Then make a short report.（设计意图：通过编写对话讨论朋友之间的特征，运用比较级和原级结构进行对话输出，引导学生运用目标语

27、言表达个人对朋友的认识和看法。）Step6 Summary and Homework1. Read the key sentences in the passage, then focus on the language points.2. Write a short passage to talk about you and your friends friendship, including your similarities and differences.（设计意图：总结本课所学内容，对重点知识进行梳理；对应练习加强知识的巩固比较级的结构和原级比较的结构。）七、板书设计八、教学反思第4

28、课时教学设计一、教学内容：Section B 2a-2e二、课型：阅读课三、语篇研读What: 本课时阅读篇幅为三个小短文，主要是描述自己对友情的认知以及介绍自己的朋友。短篇主要通过与朋友的对比来佐证自己的观点。Why: 本课时均围绕着作者们与朋友的相同或不同之处展开，在该主题下，能促进学生对交友有理性的思考，树立正确的友谊观。How: 三个语篇所涉及的句型和词组均为比较级，重点结构：be like, be different from, the same as,be similar to内容贴近生活，易于理解，展示了如何介绍描述朋友。四、教学目标通过本课时学习，学生能够：1.（学习理解）通过

29、阅读了解三人与其好朋友的异同，复习巩固比较级在具体语境中的灵活运用。2.（应用实践）能在教师的引导和帮助下，围绕相应的主题，学会描写人与人之间相同或不同之处。3.（迁移创新）通过阅读提取、整理、概括语篇的关键信息、主要内容、思想和观点，判断信息的异同，并领会所学语篇的人文精神、感悟诚实、友善等中外社会的传统美德。【核心词汇及句型】mirror, touch, grade, hand, necessary, kid, information, share, laugh, care about, be talented in, the same as, in fact, break ones ar

30、m, be different from, be similar to, bring out-Thats why I like reading books and I study harder in class.-For me, a good friend likes to do the same things as me.-I dont care if my friends are the same as me or different. -Im shy so its not easy for me to make friends.五、教学重难点1. 教学重点：1) 熟练掌握与朋友话题相关的

31、新词汇和表达；熟练运用形容词与副词的比较级和原级结构。2) 掌握阅读技巧，读前预测、略读、跳读等策略完成文本阅读。2. 教学难点：正确表达与朋友的相同点与不同点，发表自己对朋友和友谊的看法，思考朋友的真正意义。六、教学过程 Step1 Lead in1. Review words about how to describe a friend like 2a, then ask Ss to write down their comparatives.（设计意图：通过复习导入，回顾旧知识，并检测学生对比较级结构的掌握程度。）Step2 Pre-reading1. Give three pictur

32、es to Ss, then ask them to read quickly and match the pictures with their friends.（设计意图：通过读前预测，培养学生的阅读技巧。）Step3 While-reading1. Ask Ss to read Jeff Greens part and find his opinion about weather friends should be the same.2. Read Huang Leis part and finish some tasks on the screen.3. Read Mary Smith

33、s part and finish some tasks.4. Fill in the chart with the information given in the article.5. Ask Ss to finish the task in 2c (True or False), then check the answers.（设计意图：培养学生寻读技巧，从段落首句找关键信息和中心思想；任务型阅读有助于引导学生更好地理解文章意义，并形成基本的篇章印象。）Step4 Post-reading1. Ask Ss to underline the sayings about friendshi

34、p in three parts, then read them together.2. Finish the task in 2d. How do you and your friends compare with the people in the article? Write five sentences.3. Retell the passage according to the mind map.4. Discuss and give an oral report.5. Watch a video about friends.（设计意图：关注比较级的使用，对比方式的使用；利用思维导图

35、助于学生对文章进行梳理；通过完成主题任务，拓宽学生对朋友及友谊的理解。）Step5 Summary and Homework1. Read the key sentences in the passage, then focus on the language points.2. Write a short passage to compare yourself and your friends similarities and differences.（设计意图：总结本课所学内容，对重点知识进行梳理；对应练习加强知识的巩固。）七、板书设计八、教学反思第5课时教学设计一、教学内容： 3a-Se

36、lf check二、课型：写作课三、语篇研读What: 语篇描述Wang Lingling和Liu Lili的相同点和不同点，写作任务围绕学生和自己的相似和有差异的朋友展开。Why: 对比朋友之间的相似和差异之处，学生能明白友谊的真正意义，并能建立积极健康的关系。How: 语篇文章以比较级结构为主，整个写作内容围绕形容词和副词和原级和比较级用法展开，采用第一人称和一般现在时。四、教学目标通过本课时学习，学生能够：1. 学生能够掌握下列词汇：primary, primary school, information 2. 带学生一起复习如何对两者进行比较，并且能够综合运用所学的知识来对两个事物或人

37、物进行对比。3. 学生能够学会写描述人的短文。4. 学生能了解人与人之间的差异性，做到相互理解相互学习。5. 帮助学生正确看待自己和他人的优缺点，学人之长，补己之短。【核心词汇及句型】primary schoolbe good witha middle school studenthave good grades in English五、教学重难点1. 教学重点：1) 能运用所学的知识对事物或人物进行对比。2) 写描述人的短文。2. 教学难点：写描述人的短文六、教学过程 Step1 RevisionAsk some Ss to talk about Jeff Green, Huang Lei

38、and Mary Smiths views on friends.（设计意图：复习导入，巩固如何应用比较级结构谈论和朋友的相似和差异之处。）Step2 Pre-writing1. work on 3a. 2. 写作指导：阅读表格中的描述；分析描述词的特点；是用形容词还是用动词进行描述；根据在导入总结的句式结构来对学生们进行描述。相似的地方，可以用both来共同表达出来；不同的地方，可以用比较的句式表达出来。3. Ss try to write these sentences. 4. Check the answers. （设计意图：写前练习，引导学生完成语篇练习，并认识3a语篇的结构，对接下来

39、的写作做好铺垫。）Step3 Writing Work on 3b: 1. Think of your friends. Make notes about two of your friends. One friend should be similar to you. The other friend should be different. A friend who is similar to meA friend who is different from meName: Name: 2. Give some examples: popular, outgoing, serious, h

40、ard-working, tall, thin likes reading/sports, art, music has long/short straight hair 3. Check the answers with each other. Work on 3c: Write two paragraphs describing your friends. 【审清题目】内容：介绍你的两位朋友(一位与你相似，一位与你不同)。文体：描写性质的文体。时态：描述人物现在的情况，用一般现在时。 人称：描述他人时，用第三人称。【头脑风暴】【提供素材】语块1. 外貌：tall, thin, heavy,

41、 strong, of medium height, short straight hair, long curly hair, big eyes, wear glasses2. 性格：outgoing, shy, quiet, funny, serious, smart, clever, friendly, kind (友好的), honest (诚实的), brave (勇敢的)3. 爱好：playing basketball / football / tennis / volleyball ., swimming, reading, writing, dancing, singing,

42、playing chess, playing the piano / violin ., be interested / talented in4. 学习态度：hard-working, careful, careless (粗心的)句型1. We are similar to each other in many ways.2. Both of us like .3. We are different from each other in .4. She / He is more / less . than me.5. She / He likes to do the same things

43、 as me.6. She / He is / likes ., but I am not / dont like .7. Im as . as .谚语Better without gold than without friends.A friend in need is a friend indeed. Good friends are like stars. You dont always see them, but you know theyre always there.（设计意图：引导学生在开始写作时进行构思，采用头脑风暴活动，激发学生写作兴趣，多种多样的语言结构和名人名言为写作提供

44、良好素材，进而减轻学生写作难度。）Step4 Post-writing 1. Ask the questions about the ad. What job is the ad for? What does the English Study Center need the weekend helper for? What kind of person is good for this job? 2. Let Ss think about what the student should be like? Give Ss some examples: He/She should be outg

45、oing. He/She should be good with children. He/She should be good at English 3. Ask Ss to compare two of their classmates. They can use the real names. 4. Self Check： （1）Look at the chart. Let one student read the words in the box first. hard-working, run fast, quiet, serious, jump high, smartWhat pe

46、ople are likeWhat people can do（2）Tell Ss to put the words in the correct columns in the chart. Make they know they should put some adjectives in the first column. In the second column, they should put some “verbs + 副词”。（3）Ss work by themselves and then check the answers with the Ss. （设计意图：通过练习引导学生思考对朋友的正确认识和对友谊的看法，并运用口语活动表达目标话题，提高学生的口语交际能力。）Step6 Summary and Homework Think of your best friend. Write down two ways in which you are similar, and two ways in which you are different.（设计意图：总结本课所学内容，对重点写作句型进行梳理，加强知识的巩固。）七、板书设计八、教学反思第 19 页 共 19 页