英语人教版八年级上册Unit 3 Friends.doc

教学设计方案课题名称：Unit 3 Section B 2a-2e姓名：沈美芬工作单位：处州中学学科年级：八年级英语（上）教材版本：人教版新目标一、教学内容分析人教版新目标英语八年级英语（上）Unit3通过让学生为四句描述友情的谚语找出合适的译句来呈现部分新单词，告诉学生除了用谚语来描述朋友，还可以用一些形容词来描述朋友，自然引入Section B 2a 中形容词的比较级，并让学生用这些形容词写下五个关于他们朋友的句子，教师对学生展示的内容作出评价，从而引出新句型: be different from, the same as, similar to. 然后，让学生快速阅读Section B 2b， 找出人们对朋友的不同理解。完成Section B 2c， 培养学生查找细节的能力；然后要求学生把自己和自己的朋友与文章中的人物作比较，完成Section B 2d。二、教学目标1. 语言技能目标：能够运用恰当的形容词和副词描述个人的外貌、性格特征，如：tall, thin, quiet, loudly, clearly, etc. 能够运用形容词或副词的比较级对不同个体的外貌及性格特征进行比较判断，如 My best friend is taller than I am, and he is more outgoing. 进一步提高听力和语言表达能力。2. 语言知识目标：掌握本单元生词，如 outgoing, loudly, hard-working, etc. 能够正确地将形容词和副词的原级与比较级互相转换。并能运用形容词和副词的原级来描述相同点如 the same as, both, asas 或比较事物差异如than3. 情感态度目标：培养学生客观认识自己、正确评价他人、尊重个体差异性的品质，培养学生学习英语的强烈兴趣和乐于参加各种活动的积极情感。4. 文化意识目标：了解不同国家人们的交友观，从而了解英语国家的社会文化，促进对英语的理解和运用，同时提高对本国文化的理解和认识，形成全球意识，培养跨文化交际能力。5. 学习策略目标：（1）认知策略：帮助学生养成善于观察的好习惯。（2）交际策略：从对不同人个性特征的描述到表达交友观，培养学生的 交际能力。6.三、学习者特征分析通过七年级的学习，尤其是下册中对人物外貌特征的描述，部分学生已经具备了较强的听说能力，并期望在课堂上有更多的语言输入和输出。而部分学生可能因基础较差，没有信心开口说英语，教师需要花更多的精力调动其学习热情。针对不同的学习需求，教师在设计课堂教学任务时必须注重基础语言材料并在此基础上作适当拓展。四、教学过程复习 - 导入呈现-阅读-读后讨论输出任务-作业五、教学策略选择与信息技术融合的设计教师活动预设学生活动设计意图Revision (3 minutes)Step 1. Revision.1 Greet the students. Qs: Do you have a good friend? What do you think a good friend should be like? Get some students to say something about their good friend and their English teacher.(use comparative words.) Greet the students and revise the target language we have learned in Section B 1a-1e. Try to get close to the students.Leading-in& Presentation (5 minutes)Step 2. Leading-in & Presentation1.T: Thank you for sharing your ideas with me. Now let me share something I like with you.(Blackboard share) Play my favorite song My Heart Will Go On.T : Listen and answer my questions. Whats the name of the song？(My_ Will Go On)What do you think of the song? ask students to say somethingSs: I think its beautiful/sad2.T: I love it because its beautiful. A beautiful song can touch my heart.Ss: _can touch my heart. (A great movie/ A good book/ Mr. Wang/ An interesting story )3.T: I like music. For me, music is important in my life. Get Ss to give more answers: I think/In my eyes,/ For me _ is important in my life. (health/family/my teacher / my friend/ food /water )When Ss say food /waterpresent “necessary”. I think/In my eyes,/ For me _ is necessary in my life.4.T:For me, friendship is important/necessary in my life. Let me share the photo of my best friend with you. Get the Ss to compare my best friend with me. Introduce the topic: Should friends be the same or different? Ss: I think /For me, friends should be the same as me/ different from me? My friendT: Different people have different opinions.This activity helps students to improve their listening ability. At the same time, it reminds the students that when they are listening to English songs, there are a lot that they can learn.This activity helps the students to improve the understanding of the new vocabularies touch, heart.This activity is to practice the target language in Unit3.At the same time, it helps students to understand different meaning of the same word.Reading(20minutes) & Discussing(10 minutes)Step 3. Reading 1.pre-reading1.T show pictures of three kids, ask who are they? Get Ss find their names on page 21.( Jeff Green/ Huang Lei/ Mary Smith) Introduce “serious” by asking the question: Is Jeff Green outgoing? Ss: No. He is a little shy and serious. Practice serious by talking about their teachers. My Chinese teacher is more serious than my math teacher1. While-reading.a. Get the Ss skim the passages and circle the names of their best friends.(How can you find them quickly? English names begin with capital letters.)b. Different people different opinions. Show the ideas, get the Ss to read the passages and match the persons with the right ideas. (How do you know? Where can you find the sentences?)c. Get the Ss read the passages carefully and compare the people in the article. (Fill in the chart.)3.Post-reading Get the Ss answer the questions and try to tell how they know: Does Jeff have many good friends? Whose friend can help at tennis? Is Marry lucky to have a friend like Carol? How do you know?Step 4 Discussing 1.T: I like the passages because there are some good saying in 2b. A good saying touches my heart.Show: A true friend reaches for your hand and touches your heart.Get the Ss to discuss the meanings. Guide the Ss by asking: Does it mean a real hand/heart? If it is difficult, get Ss to choose the right meaning.A. A true friend moves his/her hands to feel your heart.B. A true friend helps you a lot, and youre moved and thankful.2.Show more examples.a. Mary has a big mouth. Dont tell her your secret. b. All the people laugh from ear to ear.T: Its important for us to know different meanings of a word, such as “ touch”.2. Get the Ss to discuss the sayings. Ask them to try to explain in English.3. Complete the sentences with “touch, be like a mirror, hand, bring out the best”This activity helps students learn to use some reading strategies.( predict, taking notes)The purpose of this step is to let Ss practice talking about different weather, as well as recycling the language learnt in Unit3Section B. Fully use the picture.To motivate the students to use the reading strategies.To provide scanning and practice with the target language.Get Ss to learn more about the culture and the implication of the body word.Speaking(6 minutes)Step 5. Speaking1. Should friends be the same or different? Whats your opinion of a good friend?Say something about you and your good friend. The p