1、 第 1 页 共 3 页 Teaching Plan of Unit 3 (Grade Eight Book) Im more outgoing than my sister. Period One (Section A la to 2c) . The analysis of teaching materials: 1. The main content: Talk about personal traits. Compare people. 2. Target language Words and structure: good-better, outgoing-more outgoing,
2、 hard-working, loudly,quietly subjectbecomparative forms of adjectivesthan Key sentences: Sam has longer hair than Tom. But Sam plays them better than Tom. And she also sings more loudly than Tom. Teaching important and difficult points The rules of changing adjectives and adverbs into their compara
3、tive forms Use comparative forms to compare people. . Teaching goals: (1) Knowledge goals: 1. Master the comparative forms of adjectives and adverbs. 2. Use “subjectbecomparative forms of adjectivesthan” to compare people. (2) Ability goals: To develop the students abilities of listening, speaking,
4、reading and writing. (3) Morality goals: 1. Cultivate the students qualities of co-operation and communication. 2. Improve students abilities of self-awareness and self-improvement. . Teaching time: 451 . Teaching aids: self-made teaching software . Teaching procedures and methods: Step 1. Warm-up a
5、nd leadin Present a short VCR to the student, ask them to think about the traits of the characters, then describe them. Expect to create a real situation to help the students learn to describe things and have a general understanding of how to transit adverbs and adjectives into comparative form. Att
6、ract students attention , activate the atmosphere of the English class and make preparations for the new lesson Step 2. Presentation（1a） 第 2 页 共 3 页 Present some pictures to the students and ask them to write the opposite words. The opposite can help students to compare. Step 3. Listening (1b) First
7、ly, ask students to look at the three pairs of twins in the picture carefully, then ask them to find out differences between each pair of twins. Secondly, look at the conversation in the picture and translate it together, then introduce to the Ss that they will hear three conversations and number 1t
8、o 3 to each pair of twins you heard. Next check the answers. Aim to check if students can hear the main details to describe peoples traits and practice the students listening ability effectively. Step 4. Group work(1c) Firstly, ask two students to read the sample conversation to show how to compare
9、people. Secondly, read the sample conversation in groups. Group A asks and Group B answers. Then present some pictures of famous persons and use comparative forms to compare people. Ask students to make comparison among the classmates. Then ask students to presents their comparison in class. The one
10、 who presents the most will be given a gift. Step 5. Listening (2a&2b) Ask students to look at the words in the left box of Part 2a and then introduce to the Ss that they will hear a conversation between Tina and an interviewer. Ask students to listen carefully to see which words are used with (i)er
11、 and which words are used with more. Complete the chart on the right in 2a. Check the answers. Then ask the Ss to listen again and find the differences between Tina and Tara to fill in the boxes in 2b. Then check the answers. Step 6. Pair work (2c) Let Ss work in pairs. Ask student A in each pair to
12、 look at the chart on page 18. And ask student B to look at the chart on page 81.Remind students not to look at their partners page. Explain to them in the picture means Sam is taller than Tom. Then ask questions about Sam and Tom. Step 7.Exercise Ask students to complete the exercise then check the
13、 answers. Aim to consolidate what they have learned before and check whether students master the main content. Step 8. Homework Let students compare one of his friends with him to find his similarities and differences, then write them down. Expect to develop the students ability of using English fle
14、xibly, raise their interest of learning and use comparative forms to describe personal traits. Part Five: Blackboard design Bb Arrangement 第 3 页 共 3 页 Unit 3 Im more outgoing than my sister. tall-taller heavy-heavier She is tall. Tim is heavy. He is taller than her. Tom is heavier than Tim big-bigge
15、r outgoing-more outgoing Is my bag bigger than his? Chen Luyu is outgoing. Yes, it is./ No, it isnt. Xie Na is more outgoing than Chen Luyu. Part Six: Teaching reflection By learning this lesson, students generally reach three teaching goals. Through group work and pair work, stimulate students inte
16、rest of learning in a good atmosphere. Students perform actively in the class and enjoy the lesson. However, because this is the first period of Unit3, students may have difficulty in mastering the comparative forms. Teacher could offer more examples to present. Besides, for the limitation of the time, teacher cant offer enough time to do more exercise to consolidate the comparative forms.
