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人教版八年级英语下册教案Unit 3 第2课时

第二课时Section A(3a－4c) 课时目标

自主学习

一、根据句意及首字母或汉语提示写出单词。

1．Would you mind not throwing litter around?

2．Neither(两者都不)of them can speak Japanese.

3．Could I borrow some money from you? I have used up my money.

4．Linda used to hate(讨厌)doing chores.

5．While(当……的时候)we were having dinner，the bell rang.

二、写出下列画线短语的汉语意思。

1．I threw down my bag and went to the living room.扔下

2．Could you please take the dog for a walk? 带……去散步

3．Neither of us did any housework for a week.两者都不

教学过程

环节1新课导入

(教师通过PPT的方式呈现上一课时的关于家务事的图片)

T：Do you remember some expressions about doing chores? What is Peter doing in picture 1? S1：He’s taking out the rubbish.

T：Very good.And what is the girl doing in picture 2?

S2：...

然后让学生两人一组进行对话练习，复习上个课时的重点句型。

设计意图：通过复习的方式让学生巩固对已学知识的掌握，并自然引入本课时话题。

环节2学习3a－3c

1．让学生浏览3a的两个问题，为阅读文章做好准备。

2．让学生快速浏览3a的文章，并回答这两个问题，教师核对答案。

3．让学生精读文章，并勾画出文中的生词、重点短语、句子，教师进行讲解。

4．让学生熟读3a的文章，然后让学生分角色扮演南希和南希的母亲，把文章用对话的形式表演出来。

5．让学生浏览3b的句子，并从3a的文章中找出与之意思相同的句子，教师核对答案。

6．让学生大声朗读3c的句子，并按要求完成练习，教师核对答案。

7．要点点拨。

(1)The minute I sat down in front of the TV，my mom came over.

句中the minute作连词，意为“一……就……”，引导时间状语从句，其后省略了引导词that。the minute还可与the moment、the instant、the second 等互换使用，minute 等词前还可用very修饰以示强调。例：The(very)minute I got there，I heard the bad news.我一到那儿，就听到了那个坏消息。

(2)“Well，I work all day at school，too! I’m just as tired as you are！” I shouted back.

as...as...意为“和……一样……”，表示同级比较。使用时要注意，第一个as为副词，其后接形容词或副词的原级；第二个as为连词，其后接比较的对象或情况。其基本结构为：as＋adj./adv.＋as。其否定形式为not as/so＋adj./adv.＋as。例：This film is as interesting as that one.这部电影和那部电影一样有趣。This dictionary is not as/so useful as you think.这本字典没有你想象的那样有用。

8．学以致用。(根据汉语意思完成句子)

(1)他一到那里，我就告诉他。

I’ll tell him the minute he gets there.

(2)她的法语和英语一样好。

Her French is as good as her English.

(3)她老是忘记关灯。

She forgets to turn off the lights all the time.

设计意图：通过阅读，让学生学会在文中搜寻关键信息，同时学习一些重要知识点并能在实践中灵活运用。

环节3学习Grammar Focus－4c

1．让学生朗读并观察Grammar Focus中的句子，试着分析、总结could的用法规律。

2．教师向学生讲解Grammar Focus中的语法点。

3．让学生完成4a的练习，教师核对答案，并让学生两人一组练习这5个小对话。

4．让学生完成4b的练习，教师核对答案，并让学生分角色朗读对话。

5．小组练习。让学生分组讨论露营前需要做的事以及谁去做，并列出清单，然后仿照4c方框中的对话进行对话练习。教师邀请2至3组学生当堂表演对话。

6．要点点拨。

(1)情态动词could的用法

①could作为can的过去式，在过去时态中表示能力、推测、可能性等。

②在提出请求和征求许可时，could表示委婉的、礼貌的或不确定的语气。其句型为：Could＋主语＋(please＋)动词原形＋其他？此时不能将could看作can的过去式。

③对could引导的一般疑问句的回答：肯定回答常用Yes，I can./Sure./Certainly./Yes，please./Of course(you may/can)．/That’s OK.等。否定回答常用I’m sorry I can’t./I’m really sorry but I．..(先表示歉意，再说明理由)。一般不用No，I/you can’t.因为这样很不礼貌。

(2)I’ll finish my homework while you help me with the dishes.

【辨析】while、when与as

while意为“当……时候”，强调同时性或某一时间段内一种情况发生时，另一种情况出现，与延续性动词连用；when可与延续或非延续性动词连用，在强调“当时，这时”之意时，用when；as强调同时性，意为“一边……一边……”，表示一件事情发生时，另一件事情同时进行。

7．学以致用。(翻译句子)

(1)我正在做家庭作业，而我的父母正在看电视。

I was doing my homework while my parents were watching TV.

(2)在她小的时候，她就能画出很棒的图画。

When she was young，she could draw wonderful pictures.

(3)请把书递给我，好吗？

Could you please pass me the book？

设计意图：通过学习Grammar Focus中的句子，培养学生观察和总结语法规律的能力；然后，通过4a到4c的练习，让学生充分利用语言实践来掌握如何进行礼貌地请求、接受请求以及拒绝请求。

板书设计

练习设计

请完成本课对应训练！

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Unit 3 Where did you go?第一课时一、教学目标 1. 能够听、说、读、写句型：Where did you go ? Did you go to Turpan? Yes,we did.. 二、教学重难点： 1. 本课时的教学重点是句型：Where did you go? Did you go to Turpan? Yes,we did.. 2.本课时的教学难点是在实际情景中正确运用所学对话。三、教学准备 Teacher：录音机及磁带；单词卡片；几张地名卡片；几张照片。四、教学过程： Ⅰ.Warm-up 1. 教师播放课件有关本课时的5个动词词组的原型形式。 Ⅱ.Preview 教师展示本部分的挂图问：Do you like weekend? What do you usually do on your weekend? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。 Ⅲ.Presentation and Practi ce Let’s learn 1.教师问一名学生：What’s yo ur hobby? 引导学生回答。教师指着自己说：I like riding a horse. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书rode a horse和ride a horse，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。 2.I like riding a horse ,I also like riding a bike ,I often ride a bike on the weekend ,I have mangy pictures of riding a bike. 然后拿出一张骑自行车照说：Look at this picture. I rode a bike last week. 教师板书rode a bike e和ride a bike，认真观察并说出两个短语的不同之处，然后指导学生拼写。 3. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到go camping，教师就向学生展示照片：Yes, that’s right. I went camping. 教师板书went camping，带读，引导学生对动词原形和过去式形式进行比较。教师继续问：Have you ever been went camping? Where have you been? 引导学生说：I went camping in the mountain..教师可继续提问：When did you went camping? I went camping in spring/April 8th.

人教版的八年级英语上册第三单元教案设计

Unit 3 I’m more outgoing than my sister. Period 1 Section A 1a-2d 教学目标：一、知识目标 1.Words and expressions:outgoing,better,loudly,quietly,which,competitio n,fantastic, hard-working, clearly,win, funny,friendly,smart,lazy,Both...and,as...as... ,Singing, competition. 2.Sentences: 1)That’s Tara, isn’t it? 2)She also sings more loudly than Tara. 3)he most important thing is to learn something new and have fun. 4)Nelly danced better than Lisa. 二、能力目标 1、学会对比表达，初步培养学生的语言综合运用能力。 2、掌握形容词副词比较级的用法。三、情感目标逐步培养学生的逻辑表达能力，使学生相互了解，增强人际交往，以形成良好的人际关系。四、语法难点形容词副词的比较级用法。教学过程： Step 1 Presentation 1.Ask the students to compare two objects by height /weight and so on. 2.List some adjectives and their comparatives:good-better funny-more funnier outgoing-more outgoing:and make a sentence like ,She speaks English better than me. 3.Let the students make sentences with the words above. Step 2 1a 1.Learn new words:outgoing,better loudly quietly which competition fantastic hard-working clearly win funny friendly smart lazy. 2.look at the picture in 1a and make a list of the adjectives.

八年级英语上册_Unit3教案 (3)

八年级英语上册Unit 3教学设计讲课教师：学科：English 课时：4 总课时数：教学目标知识与技能 Talk about personal traits. Compare people.[ 过程与方法 Listening and writing methods. Communicative approach.. Groupwork. Pairwork. 情感态度与价值观 A friend in need is a friend indeed. 教材分析教学重点 Oral practice. 教学难点 Listening and writing practice. 教学过程教师活动学生活动备注（教学目的、时间分配等） Step 1: Greet the class as usual and check the homework. Step 2: Sho w the new words on the blackboard. Read the new words to students and ask them to repeat. Step 3. Section B 1a T: All of you have good friends, right? Well , Can you tell me the same and di fference between you and your friends? S1: He is quiter than me. S2: We are both tall. S3: Her hair is longer than mine. T: Great! And what do you think the most important things are to be your friends? Step 4. Groupwork Reading Speaking. 重复训练，强化记忆。自由发表见解，引出本课主题内容。

八年级上册英语Unit3知识点

八年级上册英语Unit3知识点八年级上册英语Unit3知识点 SectionA 1....和...都 2.比...唱得更大声 3.这几对双胞胎 4.和...一样... 5.不如...怎么样 6.昨天的歌唱比赛 7.唱得那么好8.比...唱得更好 9.有着更短头发的那个 10.比...唱得更清楚11.比...跳得更好 12.最重要的事情13.学会一些新东西 14.工作得和...一样努力15.两年前 16.比...学习英语更加努力 1.我比我姐姐更外向。 2.萨姆和汤姆都会打鼓。 3.萨姆比汤姆留更长的头发。 4.萨姆比汤姆拉小提琴更好。 5.蒂娜也比塔拉唱得更大声。 6.汤姆比萨姆更勤奋吗？ 7.萨姆比汤姆跑得更快吗？ 8.萨姆比汤姆起床更早吗？

9.皮特和保罗起床一样早。 10.它是极好的。 11.我认为丽萨比内莉唱得更好。 12.哪一个是丽萨？ 13.你可能知道丽萨真地很想赢。 14.每个人都想赢。 15.最重要的事情是学会一些新东西并且玩得开心。 16.你和你妹妹一样友好吗？ 17.塔拉够工作得和蒂娜一样努力吗？ 18.蒂娜认为她比我工作得更加努力。 19.朱丽和你一样高吗？ 20.我现在比两年前更懒了。 21.你学习英语更加努力吗？ 22.你唱得更好吗？ 23.你爸爸和你妈妈相比谁更友好？八年级上册英语Unit3知识点SectionB 1.在某方面有才华 2.和...相同 3.和某人做一样的事情 4.擅长 5.关心我 6.使某人做某事 7.一个好的听众8.像...一样 9.那就是...的原因10.与...不同

11.只要12.使表现出 13.更不勤奋得多14.取得更好的成绩 15.帮助他更多16.我最喜欢的格言 17.事实上18.摔坏我的胳膊 19.觉得更好20.谈论... 21.分享一切22.与...相像 23.小学生24.更多的信息 1.一个好朋友真正关心我。 2.一个好朋友使我发笑。 3.他们俩都很高。 4.莫莉学习比她最好的朋友更努力。 5.一个好朋友就像一面镜子。 6.我比我班里的大多数孩子都严肃。 7.那就是我喜欢读书的原因了。 8.对我来说交朋友并不容易。 9.朋友就像书一样——你不需要许多，只要他们好就行。 10.没有必要相同。 11.我最好的朋友拉里与我大不相同。 12.我们俩都喜欢运动。 13.拉里经常帮助我表现出我最好的一面。 14.我总是比他取得更好的成绩。

(人教pep)英语教案六年级下册unit3(3-6课时)

（人教pep）英语教案六年级下册unit3 Unit3 Last weekend The third period 一、教学内容：Part A Let’s read. Let’s play. Part C Pronunciation 二、教学目标和要求 1、能听、说、认读Let’s read部分的内容，并完成相应活动。 2、能够了解双元音音标的音和形，能够读出例词并选择音标和单词和配图正确连线。三、教学重点 1）理解短文内容，学会描述自己或询问他人的周末生活。 2）was, busy, It was …’s birthday. 四、教学难点 1）理解短文内容，学会描述自己或询问他人的周末生活。 2）was, busy, It was …’s birthday. 五、课前准备 1、教师准备一幅本课时的教学挂图。 2、教师准备一台录音机和相关录音带。 3、学生准备本课时的单词卡片。六、教学过程 1、Warm-up （1）Let’s sing: The days of the week. （2）Ask and answer: What did you do last weekend? What did you do yesterday? I ( did) …last weekend/ yesterday. 2、Preview

结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。 3、Presentation （1）Let’s learn. 从上面的问答中，老师总结并板书呈现：busy, … was busy last weekend. ①根据学生的回答，教师可提出更细节性的问题： T: What did you do last Saturday morning/ last Sunday eve ning…? A: I (did)…last Saturday morning/ last Sunday evening… T 根据学生A的回答，再向其他学生提问： T: What did A do last Saturday morning/ last Sunday evening…? 引导学生将第一人称改为相应的第三人称进行回答，并将学生的回答(选择一个)以短语形式填入课前准备好的表格中。见附录。 ②完成表格后，T 再次重复： A was busy last weekend. ③根据板书及表格，引导其他学生以： ××× was busy last weekend. 为开头转述其他同学上周周末的活动。（2）Presentation of the sentences ①T: A was busy last weekend. B was busy last weekend. And Wu Yifan was busy last weekend, too. ②Now, let’s listen to the short passage and answer some questions.( T 可根据段落内容顺序设计问题) A：What did Wu Yifan do Saturday morning? B: Whom did he visit? Why? C: What did they do together? D: What did they do in the evening? E: What did Wu Yifan do Sunday morning? With whom? F: What did Wu Yifan do in the afternoon? ③听完两遍录音，学生可以同桌讨论并回答问题。如果有不同答案，大家一起讨论，寻求最佳答案。 ④听音跟读，再齐读。 ⑤要求学生独立完成课本中“Finish the sentences”. 再进行组内讨论并校对答案。 1) Let’s play T: Look at the calendar. Today is ( date ). Yesterday was (date). What did you do yesterday? A: I (did) yesterday. 2) Activity 1 :滚雪球 Pronunciation （1）听音模仿. 教师要以夸张的口型带学生跟读。（2）认读双元音音标。说明音标和字母的区别和联系。 (3) 拼读单词。老师请学生自己拼读并读给大家听。

人教版八年级英语unit3教案

Unit 3 I 'm more outgoing than my sister. Period 1 (Section A 1a-2d) Teaching Aims: 1. Words: outgoing,better, loudly, quietly, hard-working, competition, fantastic, which, clearly, win, though Language objects: That 's Tara, isn 't it? Sam has longer hair than Tom . Both Sam and Tom can play the drums, but Sam plays them better than Tom. Tara works as hard as Tina. 2. Ability objects: To talk about personal traits and compare people; to improve Ss' speaking, listening and writing skills. To grasp the structure of comparatives, e.g. comparatives with -i)er and more, both and as...as…；to grasp the structure: A+ 谓语+ 比较级(adj./adv.) +than+B, A+ 谓语+as+原级(adj./adv.) +as+B. To recycle vocabulary about description 3. Moral objects: To find strengths of somebody else, to explore the beauty of the world.