人教版八上Unit3 Section B 2a —2e.doc

Unit 3 Im more outgoing than my sister.(Section B 2a-2e )I. Teaching aims1.Knowledge goals:(1) Key vocabularies and phrases：mirror, kid, as long as, necessary, be different from, both, bring out, grade, should, the same as, saying, reach, hand, touch, heart, fact, in fact, break ,arm, laugh, share, loud, similar, be similar to (2) Key structures：My mother told me a good friend is like a mirror.Im quieter and more serious than most kids.Friends are like booksyou dont need a lot of them as they are good.Its not necessary to be the same .Larry is quite different from me.I dont really care if my friends are the same as me or different.A true friend reaches for your hand and touches your heart. She made me laugh and feel better.Students can learn and use the phrases and sentences to describe the people.2.Ability goals: Reading skills. Writing skills.Communicative competence.3.Moral goals:A friend in need is a friend indeed. Wish students to find real friends.II. Teaching important points(1) To learn new words and expressions.(2) To learn how to read a passage.(3) To learn how to talk about our friends.III. Teaching difficult points(1)To learn how to read a passage.(2)To learn how to talk about our friends.(3)To learn how to describe a person with comparatives.IV. Teaching methods Reading and writing methods. Communicative approch. Groupwork. Pairwork.V. Teaching tool Multimedia.VI. Teaching proceduresStep 1 Warming upListen to an English song about friends. Step 2 Before reading (Work on 2a&2e)1. Play a guessing game about the teacher and her friend.2. Discuss: Should friends be the same or different?Review the comparative forms of the adjectives. And learn some new words.Step 3 While reading (Work on 2b)1. Skimming: read the passages quickly and underline the comparatives words and phrases.2. Scanning: read the passages again, match their opinions about friends and find each of their friends name. 3. Close-reading: read the passages carefully and fill in the charts one by one. Scan and finish the tasks together and then by their own.Check and then show the correct answers.4. Judge the statements True or False. (2c)Read the sentences in 2c. Make sure they know the meaning of these sentences.Step 4 After reading (Work on 2d)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 .Show the two sentences structures.Step 5 summaryThis class weve learnt some key vocabulary and new phrases. And weve learnt to talk about our best friends. A true friend reaches for your hand and touches your heart. I hope all of you have your own best friends.VII. Homework 1. Read the passages after class.2. Make sentences with the phrases below: as long as; be different from; bring out; be similar to; in fact; make sb. do Its (not) necessary to do VIII. Reflection新目标英语八年级上册Unit 3教学反思一、教学设计思路 本节课选自人教版新目标英语八年级（上）Unit3 Im more outgoing than my sister.的第二课时，是一节阅读课。本节课主要是围绕friends这一话题展开各种教学活动，重点学习比较级的知识，以及目标语言的学习和运用。我将本课时分为warming-up，before-reading，while-reading，after-reading，summary五个步骤来进行教学；把课文中2a，2e的内容加以改动，作为该阅读课的导入部分，激发学生浓厚的学习兴趣，让学生充分了解话题，为下面的阅读做好准备。在阅读部分，对课文挖掘得很深，有扫读、跳读和细读三部分，所设计的问题也很细，学生通过这几个步骤的阅读，可以达到复述课文的要求。精读部分是重点，活动设计由简到繁，由易到难，层层深入地将任务分成若干部分，目的在于训练学生掌握不同的阅读技巧，帮助学生充分地理解材料。最后在after-reading环节，学生通过仿写，运用本单元所学的目标语言，将现实生活中的自己和自己的朋友与文中的人物作比较，获得实际的体验，能够学以致用。二、教学内容及过程 Step 1 Warming up Listen to an English song about friends. 通过音乐营造一个轻松、愉快的学习氛围，同时引出本课时的话题。Step 2 Before reading (Work on 2a&2e) 活动1：Play a guessing game about the teacher and her friend. 以老师和她的朋友为例，提供语言交际的背景和内容，让学生复习比较级的相关知识点，并通过展示实物和生动形象肢体语言学习一些生词，为阅读环节扫除词汇障碍。同时，这一活动引出活动2，Discuss: Should friends be the same or different? 的讨论，训练了口头表达能力，激活学生的已有知识，激发了学生浓厚的学习兴趣，也让学生充分了解话题，环环相扣，层层铺垫，从而导入阅读部分，引出本节课的学习重点。Step 3 While reading (Work on 2b) 第一遍扫读(skimming)，浏览文章，阅读首尾句，对文章的内容结构有一个整体的印象，让学生在短时间内了解文章的大致内容和所要涉及的问题。第二遍跳读(scanning)，让学生很快能抓住中心句，获得特定的信息，完成“match their opinions about friends and find each of their friends name”的任务。在此过程中学生能对生词作出猜测，以提高自学新单词的能力。第三遍细读(close-reading)，在对全文有个整体印象的前提下，让学生对文章进行的深入细致的阅读，要求了解各段落的主要意思和文章的细节，并完成“fill in the charts one by one”的任务。此环节设计了三个有关文章细节内容的表格，让学生带着问题仔细阅读各段落，然后填表，注重培养学生的思维能力。Step 4 After reading (Work on 2d) 在读后设计写作活动，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. 给出例子，点拨所用句式，让学生运用阅读中新学的词汇和句型写句子。根据文章内容把语言形式和语言意义结合起来，让学生有话可写，有助于学生记忆能力和思维能力的训练。通过写作的活动，实现从语言的输入语言的输出，达到学以致用的目的。Step 5 Summary 总结本节课所学内容，明确重点，提出希望和要求。三、教学反思 1、本课的话题与生活密切相关，让学生在歌曲中进入英语课堂，创造了轻松愉悦的课堂气氛；通过展示实物和肢体语言学习生词，生动形象；运用多媒体展示图片，学生普遍表现出浓厚的学习兴趣。在使用多媒体的过程中，能够根据实际需要筛选，使内容充实丰富而不繁琐。 2、在英语课堂中尽力用英语去教英语，创造良好英语学习氛围。我在平时上课注重多说多练，所以这节课上我能用英语熟练的表达，导致部分口语运用的准确性欠佳。还有，上课的时候我习惯用“Do you agree?”，“Yes, good.”，“Any more?”等课堂用语，具有实效性的评价却是很少。在小组讨论环节中，学生有想法但口头表达困难。 在今后自己具体的教学实践中，我自己要努力改正这些缺点，争取更大的提高；还帮助学生克服胆怯害羞心理，大胆开口，创造更多训练英语口语的机会。3、阅读课教学相对来说比较无聊，难度大，耗费时间长。本节课虽然在规定时间内讲完，基本完成教学目标。导入，读前，读中等部分的活动设计合理有效，内容丰富，练习充分。但是，读后活动显得简单，占用时间少，未能及时完成写作。通过本堂课的探索，我发现恰当地将各种阅读技巧结合于各个学生活动之中，学生能在不知不觉中领会了各种阅读技巧。如果教师能明确阅读策略，阅读技巧的训练效果可能会更好。4、重难点处理：本节课通过师生互动，小组讨论，阅读训练等形式反复操练重点句型，巩固所学知识，实现对目标语言的理解和运用，同时训练了阅读技巧和策略，提高阅读能力。但是由于时间关系，没能详细解释一些知识点。5、合作学习：学生乐于在小组中进行合作学习，积极参与小组对话或活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。从教学实践来看，效果可以，但是个别学困生学习意识不强，不能抓住要点进行有效合作，教师要进行提示性讲解，以使合作有效、深入。师生互动较多，学生之间的互动不足。如果采用小组竞赛的形式，能使小组活动效率更高，加强团体凝聚力，激发学生的求知欲和参与意识，提高学生的学习热情。6、任务型教学法：首先，任务设计符合学生的实际水平，难度要适中，类型多样，与教学目标一致，既训练了学生提取信息的能力，又加强了本节课重点知识的练习。其次，读前简明扼要地揭示阅读要求和重点，让学生带着任务有目的地阅读，在不断完成一个个任务的课堂学习中获得知识、技能，提高能力。通过上课来看，学