吉林省伊通县实验中学八年级英语上册《Unit-6-I''m-more-outgoing-than-my-sister》教案2-人教新目标版.doc

八年级英语上册《Unit 6 I''m more outgoing than my sister》教案
Step 1: Greet

Step 2: Revision

Stept 3: Listen and Write
1a provides guided looking and writing practice using the target language. The teacher asks students to l ook at the picture on P31, and asks students some questions about the picture
The teacher moves around the room and gives some help as needed. Ask pairs of students to show their works. Praise them for their performance.

Step 4: Practice with pair work
Ask students if they have any twin friends. And ask them how to tell the twin friends from each other. Then students start oral practice using the target language from 1c with the following sample

Step 5: Listen and talk about vacation activities
The teacher explains that 2a provides guided listening practice using the target language. Let students learn to gain information from listening.

Step 6: Group work
2c provides guided oral practice making a comparison.
The teacher asks students to work in pairs. One student looks at the chart in 2c and the other looks at the chart on Page 89. Ask and answer questions about Sam and Tom. Note:*** means Sam is taller than Tom.
Then ask students to work in pairs and make “ask and answer” .

Step 7: Homework
1) Sum up the comparative Degrees of Adjectives.
2) Preview 3a ,3b & 4 on Page 33.
Design on the blackboard

Teaching postscript

第二课时(The Second Period) Grammar Focus for Section A

一、Teaching process design
Step 1: Review and warm up
Greeting.
Step 2: Grammar notes
Remind students they should be careful about the English adjectives and adverbs have three degrees: the original degree, the comparative degree and the superlative degree.
Step 3: Read and Write
3a provides reading and writing practice using the target language.
Step 4: Pair work
3b provides students the oral practice using the target language. The teacher asks students to practice the conversation according to3b. Make a conversation with their partners by bringing some photos with them and showing them to each other.
Then ask pairs of students to show their works. Remember to praise them for their brave performance.
Step 5: Group work: Invite a friend
This activity provides students an opportunity to speak English with target language leant in this unit. E
Step 6: Homework
1) Describe the similarities and differences between you and your friend.
2) Preview Section B
Design on the blackboard
Teaching postscript

第三课时(The Third Period) Look, Listen and write for Section B
一、Teaching process design
Step 1: Lead in
Greeting
Using the target language “A is more…/…-er/…-ier than B”. Ask students to talk about their friends and themselves comparing each other.
Step 2: Look and speak
Review the vocabulary and sentence structure which we have learnt in Section A.
Praise them for their good works.
Step 3: Listen and Tick
2a and 2b provide students with listening practice using the target language. B
As for 2c, ask students to work in pairs to talk about Holly and Maria and their best friends. Give a sample dialogue
Step 4: Read and write
Pre-read “the article” in3a.
Some friends have opposite views and interests, and some like the same things. What is your opinion? Should friends be different or the same? It’s up to 3b. This activity provides students with writing practice using the target language.
Ask students to look at the chart in activity 2a on Page 34 and write about Holly , Maria and their best friends according to imitate the article in 3a.
Step 5: Homework
1) Write about the things that are the same & different between you & a
friend to finish 3c.
2)Preview Part4 on P35& Self check on P36.
Design on the blackboard
Teaching postscript

第四课时(The Fourth Period) Writing and Self check for Section B

一、Teaching process design
Step 1: Review and Lead in
Greeting.
Step 2: Pairwork: Find someone for the job
Ask students to write information about themselves by filling in the forms and put the forms in a bag. T
Step 3: Filling in the blanks
This activity sums up the key words in this unit. Ask students to try to find out the meanings of them with the help of their teacher.
Step 4: Write
Students think of themselves with an old photo taken two years ago. Compare themselve now with the old photo and write about how they are different now. Students show their photos to their group mates and get their opinions. Then write their compositions individually. After that read their compositions to their group mates. The whole group help improve their writing.The teacher moves around the room and give support as needed. Ask students to read their compositions to the class. The teacher comments on students’ work and praise them for their good work.
Step 5: Homework
1) Write a composition about the differences between their past and now.
2) Review the whole Unit 6 to get ready for the test for this unit.
Design on the blackboard
Teaching postscript

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