Unit3SectionB3a3c导学设计-人教版八年级英语上册

人教版八年级上册Unit3SameorDifferent?SectionB(3a3c)(读写课)导学设计设计理念以新课标“学习理解、应用实践、迁移创新”的英语学习活动观为指导，结合八年级学生关注友谊、乐于合作分享、喜欢互动竞争的心理特点，通过“读（互动式理解）—悟（合作式体会）—写（互助式表达）—评（竞争式优化）”的递进活动，让学生在多维度互动中学习语言、发展思维，同时渗透“尊重差异、珍视友谊”的积极情感。本课的教学以“以读促写”为指导思想，整合了课本内容，先呈现Rose关于朋友“相似或不同”态度的观点及事例，为学生提供“表达对朋友关系中相似性/差异性看法”的写作范例。引导学生学习如何结合个人经历（朋友的不同特点及相处事例）阐述对友谊中“异同”的观点，传递“真正的友谊在于相互支持、契合”的理念，帮助学生掌握“用具体事例支撑对友谊观点”的写作方法。为了培养学生的阅读思维，在教学中避免了过分强调语言知识而割裂了阅读的整体完整性。写作之后，设计了“评价”的环节，教师先引导学生用“checklist”共同评价，然后再让学生进行小组互评，让学生通过评价能够反思自己学习和写作中的问题，也能够在分享和评价中取长补短。对于词汇的处理，采用将词汇放在语境中，让学生在同一个语境中学习有相互联系的一到两个新词，让学生学习用法的同时，也建立了词汇之间的联系。对于仿写练习，学生的知识内化需要一个过程，写前引导学生用思维导图的形式梳理描写对比两个人需要从哪些方面去写及相关短语、句型的使用及写作框架要点对应的共性的句型的积累，帮助学生降低了仿写的难度。本堂课的设计让学生在阅读、发现、写作、评价、巩固中层层递进，逐步学习“OREO”回复贴文的写作方法，提高语言综合运用能力。课标要求（一）教学内容分析：1.理解和领悟词汇的基本含义，以及在特定语境和语篇中的意义、词性和功能。2.在语篇中围绕相关主题，在语境中运用所学语法知识描述人和物，进行简单的交流。3.梳理书面语篇的脉络、梗概和发展变化，提取关键信息，归纳内容要点。4.以口语或书面的形式简单转述语篇的主要内容和观点。（二）学业质量分析：1.能运用一定阅读策略，借助表格、思维导图等工具梳理语篇主要信息，理解大意。2.能选用正确的词语、句式和时态，通过书面语篇描述、介绍人和事物，表达个人看法，表意清晰，话语基本通水。3.能参照范例，仿写简单的文段，语言准确，表意得体。4.能用所学英语，通过口语或书面语篇介绍中外文化现象，语义基本连贯。教材分析本单元的主题属于“人与自我”范畴，涉及“生活与学习”主题群中的“身边的事物与环境”子主题内容，本单元的主题是“相同与差异”，旨在引导学生探讨人与人之间的相似性和多样性。通过比较人物和事物，讨论朋友间是否应该相似或不同，鼓励学生思考人际关系中的共性与个性，培养他们的批判性思维和社会认知能力，同时促进对多样性的理解和尊重。本节课内容是SectionB(3a3c)，是读写课型，承接前文对朋友话题的讨论与阅读输入，以Rose的帖子为范例，引导学生：学习用比较级和同级比较描述人物特点；在论坛辩论（“朋友应相似还是不同”）中，强化比较级在观点论证中的应用，学习用“观点—理由—例子”的结构表达对友谊的看法。教材既注重语言知识巩固（比较级、同级比较的运用），又关注情感态度的培养（积极友谊观的树立）。学情分析八年级学生通过一年多的初中英语学习，在英语知识方面有了一定的英语学习基础，但是随着知识点的增多和难度的加大，学生对英文写作有畏难情绪；学生学会了基本的描述人物特征的形容词，具备了一定的文本阅读与信息提取能力，但还未掌握比较级、同级比较的基本形式（如funnier,asquietas等）；同时，学生对“友谊”话题兴趣浓厚，乐于通过小组合作、同伴互动分享个人经历。但在语篇中灵活运用比较结构、清晰有条理地阐述“朋友异同”的观点并写作时，可能存在“语言表达不流畅、逻辑不够清晰”的问题，需通过互动式支架活动（如小组互查、同伴互评、组间竞赛）引导。导学目标1.能通过阅读Rose对友谊看法的回复帖文，梳理文章结构，学习“OREO"写作方法，列出Rose在回复贴中对应“观点—理由—示例”的内容要点，体会“朋友无论相似与否都有价值”的内涵。（学习理解）that...example...所学词汇（如funny,quiet）和比较级语法（funnier/quieterthan)及阐述观点（如Ithinkthat...）及举例（如Forexample...）的句型，仿照Rose的分享贴结构，结合自身交友经历表达对友谊的看法，展现思辨能力与语言应用能力。（应用实践）3.能通过组内互助、全班互动，围绕“如何理解朋友的异同”主题，能够结合自身实际，迁移运用“OREO"写作方法，清晰地阐述个人观点和理由并举例论证，完成回帖撰写。（迁移创新）过程方法采用循序渐进的教学模式，让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。因此我采用了“任务探究创造”的教学方法，让学生在有趣、真实、开放的语言环境中，学会观察、思考、讨论和总结。2.利用自主、合作的学习方式，最大限度地调动学生的积极性，发挥教师的指导作用，突出学生的主体地位。通过阅读理解，游戏问答的方式，提高学生驾驭语言的能力。学习重点知道回复贴文“观点—理由—例子”的语篇结构，能从语篇中提取人物特点，性格对比朋友间的异同，模仿该文章进行关于友谊回复贴的写作。学习难点本节课是“以读促写”的课型，读和写都是本堂课的重点内容，既要通过读来发现写的规律，还要通过写来加深对阅读内容的理解；写作过程中熟练提取支撑论点的相关理由及例子的词汇及句型表达。教法学法教法：任务型教学法，情景教学法，读写课型的PWP教学原则。学法：通过教师的引导、小组活动来完成读写的任务；通过同伴互评，在评价中向同伴取长补短。教学过程Teacher’sactivitiesStudents’activitiesThepurposeofdesignStep=1\*ROMANI.Leadin1.Greetings2.Playasongaboutparingfriendsandask.“What’sthevideoabout？”ThenleadtothetopicUnit3SameorDifferent?Thenshowthelearningobjectives.Greetings.Watchavideoandanswer.ReadthelearningobjectivesToarousestudents'interestinEnglishlearning,letthemgetintothebestconditionwitharelaxedcircumstance.2.Tomakethebasisfortheteachingofpassageandnewknowledgethroughasong.3.Watchingavideo,activateculturalbackground,thenleadthenewpointsinanvividlanguagecontext.教学过程Step2.PrereadingShowthepictureonMatt’sandDiana’sopinionsontheforumaboutfriendsshouldbesimilarordifferent,thenleadstudentstoreadRose’spost.Step3.Whilereading1.Fastreading1.Skimming1.ingthetextandfindingoutRose'sopinion.LetstudentswatchavideoaboutRose’spost.Andask“IsRose’sopinionthesameasordifferentfromMatt’sandDiana’s?”Thenletstudentstofindoutthereasonsfromthepassagequicklyandgetthemainideas.Task2.TheteacherleadsstudentstothinkabouthowRosesupport(支持)herownidea,andofferthechoices.2.CarefulreadingTask3.Readthesecondpart,findoutwhatRosesayaboutherfriend,thenfillintheblanks.TheteacherleadsstudentstofindoutRosetakeshertwofriendsforexampletosupportheropiniononshedoesn’tcarethesimilaritiesanddifferencesoffriends,andmakestudentsknowthewaystoparepeoplefrompeople’spersonalityandstrengthTask4Letthestudentsreadthelastparagraphandtranslatethesentencesingroupandaccumulatesomesayings.Task5(1)Offerthestructuraldrawingofthepassagetomakestudentschooseinordertogetthestructureofthepassage.(2)MakestudentsthinkRosehowtoorganizeherpostbyhamburgerdiagramStep4.PostreadingTask6Makestudentsretellthetextaccordingtothekeywords.,andfurtherunderstandthemethodof“OREO”writing.Step5.PrewritingSetupalanguagesituationofschoolradiostationtosharethestorybetweenfriendsandstudents.Task7Makestudentsthinkabouthowtointroduceastoryaboutmindmap.Andriendaccordingtothecontentsaboveandleadthemtoformthethoughtstoparepeoplebymindmap.Andoffersomeusefulphrasespeople.Theningpeople.ThenTheteacherleadsstudentstosingalongwiththevideoinordertoreducethedifficultyofwritingbyask“Whatcanwegetifwearesimilarto/differentfromourfriend?”Step6.WhilewritingTask8finish3b.Theopinion.Forfinish3b.Theteachersettwokindsoftask,forthestudentsoflevelAandlevelB,theyusepersonalexperiencestosupportyouropinion.ForthestudentsoflevelCandlevelD,theycanfillintheblankbythecontentstheteacheroffers.Task9(1)Makestudentsfinish3c.(2)Letthestudentssharetheirwriting.Step7.Postwriting（1）Makestudentstochecktheirarticlesaccordingtothechecklist.（2）Summary.(theteacherleadsstudentstorecallwhattheylearnedthisclassbysketchmap.)(3)Homework①Mustdo必做Finishyourwritingandexchangewithyourpartnertopolishit.②Choosetodo选做Writeashortpassageabout“MyfriendandI?”(Thestudentsneedtoapplypersonalexperiencestosupporttheiropinion,thenfinishthepositionusing“OREO"writingforlevelAandlevelB.Andthestudentsmustwriteasentenceeachatleastforthesentencesofopinion,reason,exampleforlevelCandD.)(4)Makestudents’thoughtsfurtherbytwoshortvideosaboutwhatfriendshipisandacceptingthedifferencesamongfriendsLookatthepicturestoguesswhatMatt’sfriendandDiana’sfriendsarelikeinordertolearntodescribepeople’sappearanceandpersonalityusingparativeforms.(1)WatchavideoandthinkThenanswerthequestionthenstudentsreadthepassagequicklytogetRose’sopiniononfriends.Thenstudentslearnthereadingstrategytogetatopicsentence(2）Thestudentsreadthepassageleftquicklyandchoosethebestanswer,thenfindoutthereasonsbyclues.(3)Studentsreadthesecondpartcarefullyandfinishtheblankaccordingtothewordofferedfillandunderstandhowtouseparativeformstodescribepeople’spersonalityandhowtouseexamplesindetailstodescribepeople’sstrength.Readthelastparagraphandtranslatethemingroups.Accordingtothecontentsabove,thestudentsmakeachoiceandlookatthepictureandmakethestructureofthepassageclear.Retellthetextaccordingtothekeywordsandreadit.Studentswilldiscusswiththeirdeskmates,thenformamindmapaboutparingpeople.Thestudentsaccumulatetheseexpressionsandmaketheirmindclear.SingalongwiththevideoExpandingwritingideasLearntodescribethesimilaritiesanddifferencesbetweenfriendsAccordingtothelevelswherethestudentsare,theychoosethewaytofinishtaskThestudentsusethetableabovetowritetheirreplytothepost.Checktheirarticlesbythemselves,decimatesoringroup,thenchoosethebestonetoshowinclass.Thestudentsrecallwhattheylearnthisclassbymindmap.FinishhomeworkLookatthevideoandformarightopinionoffriendship.Thecontenttodayhavealinktowhatthestudentslearnlastclass.Toreviewtheparativeformsforreadingandwriting.Toshowthemaincharacter,predictRose’sopinion.Todesigndifferentreadingmissionsandproviderelativeguidanceinordertoimprovestudents'readinghabit.Tofosterstudents'abilityoffindingthepassage'sthemethroughfastreading.Toconsolidatestudents'understandingabouttheexpressionofpeople’spersonalityandstrengthtosupportRose’sopinion.Tocheckstudents'abilityoffindingthedetailsthroughallkindsoftasks.Tofosterstudents'cooperationabilitythroughtheexplorationofplexsentences.Accordingtothestructuraldrawingandhamburgerdiagram,thestudentsunderstandthepost’sstructure,knowhowtouse“OREO”writingtoreplythepost.Throughretellingactivities,studentsareencouragedtointernalizethetargetlanguage(parativeexpressionsandsentencepatternsforexpressingopinions)inthediscourse,anddeepentheirunderstandingofMatt'sandDiana'sviewsonfriendship.Discussionsbetweendeskmatescanexpandtheirthinking,allowthemtolearnfromandhelpeachother,forwriting.ThestudentsaccumulatethesephrasesforwritingBecausethestudentshaven’tmasteredtheparativedegree,throughvideothestudentscanhavessenseofthegrammar.Andtheycanremembersomeexpressionsaboutthesimilaritiesanddifferencesbetweenfriendsbyasong.Thereisaninput,thereisanoutput.Underthebasisofstudents'input,letstudentsformastructureofwritingtochecktheirlearningoute.Meanwhile,itcouldletthemknowthepassagedeeply.Improvethestudents'abilitytouselanguagebywritingpracticeBecauseofvocabularyandtheabilitiesthestudentsacceptknowledge,reducethedifficultytofillintheblankCheckthestudentswhetherlearn“OREO”writingandreplyapostaboutparingpeople’ssimilaritiesanddifferences.Usingevaluationscaletowriteproperlywithstandardwaysandmakestudentsknowweathertheyreachtheirgoalsinclass.Thestu