Section B(1a-1e) 公开课+公开课一等奖创新教学设计+说课（AI数字人情境教学）

SectionB(1a-1e)公开课+公开课一等奖创新教学设计+说课（AI数字人情境教学）

Unit3

I’mmoreoutgoingthanmysister.

SectionB(1a—1e)

传

承

CHUANCHENG

What’sthenameofthismusic

Highmountainsandflowingwater(高山流水).

Whoisthemusictalkingabout

It’stalkingaboutYuBoyaandZhongZiqi.

What’stherelationshipbetweenthem

Friends.

Language

Competence

Cultural

Awareness

Thinking

Quality

Learning

Ability

Studentswillmastertheusageofcomparativeadjectives(e.g.,taller,moreoutgoing,thinner)toaccuratelydescribeandcomparephysicalappearancesandpersonalitytraits.

Cultivatestudents’respectforindividualdiversity,enablingthemtoappreciatethatvariedtraits—whetherinappearanceorpersonality—contributetoeachperson’suniqueness.Fosteraninclusivemindsetinlanguageinteraction.

Throughactivitieslikepicture-observing(1a),listening-analyzing(1b,1d),andpaired-discussing(1c,1e),developstudents’comparativeandanalyticalthinking.

Encourageactiveparticipationinlearning(e.g.,pairworkandgroupdiscussions)tostrengthencommunicationskills.Guidestudentstoadopteffectivelisteningstrategies.

Learningobjectives

thesameordifferent

friends

提示：Theyarealwaystogetherandhelpful.Theysharetogether、listentoeachotherandcareabouteachother.So,Nomattertheyarethesameordifferent,theyaretrulyfriends.

s

e

d

i

f

r

n

Freetalk

Whatkindofthingsareimportantinafriend？Let’sinterviewsomepeople.

Whatkindsofthingsareimportantinafriend

Greetings,friends!IamLiBai,thewanderingpoetofChina'sTangDynasty.

Whatkindsofthingsareimportantinafriend

I,LiBaisitaboardaboatabouttogo,Whensuddenlyonshoreyourfarewellsongo'erflow.HoweverdeeptheLakeofPeachBlossomsmaybe,Itisnotsodeep,OWangLun,asyourloveforme.

Whatkindsofthingsareimportantinafriend

Greetings,everyone!I’mwangbo,ayoungandtalentedpoetfromChina'sTangDynasty.Peoplecalledmeoneofthe"FourGreatPoetsofEarlyTang"

Whatkindsofthingsareimportantinafriend

You'llleavethetownwalledfarandwide,formist-veiledlandbyriverside.Ifeelonpartingsadanddrear,forbothofusarestrangershere.Ifyouhavefriendswhoknowsyourheart,distancecannotkeepyouapart.Atcrossroadswherewebidadieu,donotshedtearsaswomendo!

Forme,agoodfriendtrulycaresaboutme.

Forme,agoodfriendlikestodothesamethingsasme.

Forme,agoodfriendisagoodlistener.

Ithinkagoodfriend

makesmelaugh.

Agoodfriend…

__a.hascoolclothes.

__b.istalentedinmusic.

__c.likestodothesamethingsasme.

__d.isgoodatsports.

__e.trulycaresaboutme.

__f.makesmelaugh.

__g.isagoodlistener.

1

4

2

3

5

6

7

Whatkindsofthingsareimportantinafriend

Rankthethingsbelow[1-7](1isthemostimportant).

1a

Talkaboutwhatyouthinkagoodfriendshouldbelike.

A:Ithinkagoodfriendmakesmelaugh.

B:Forme,agoodfriendlikestodothesamethingsasme.

C:Yes,andagoodfriendistalentedinmusic,too.

D:That'snotveryimportantforme...

1b

Yourview

Ithink(that)agoodfriend....

Inmyeyes,agoodfriend....

Iagree(that)agoodfriend....

Forme,agoodfriend....

It’simportantformethatagoodfriend....

Structure

IinterviewedMollyandMary

abouttheirbestfriends

Listen

1.WhoisMolly’sbestfriend

2.WhoisMary’sbestfriend

Peter

Lisa

1c

LikeabouttheirbestfriendsThesameastheirbestfriendsDifferentfromtheirbestfriends

MollyPeterlikestodothesamethings.Mollystudiesharder.

MaryThey’rebothtall.Lisaisquieter.

Heispopular,andgoodatsports.

Lisaisagoodlistener.

Listen.WhatdoMollyandMarylikeabouttheirbestfriendsFillinthefirstcolumnofthechart.

1c

Listenagain.HowareMollyandMarythesameasanddifferentfromtheirbestpletetherestofthechartin1c.

LikeabouttheirbestfriendsThesameastheirbestfriendsDifferentfromtheir

bestfriends

Molly

Mary

Peterlikestodothesamethings.

They’rebothtall.

Mollystudiesharder.

Lisaisquieter.

Peterispopularandheisgoodatsports.

They’rebothoutgoing.

Peterplaysbaseballbetterandspeaksmoreloudly.

Lisaisagoodlistener.

Theybothhavelongcurlyhair.

Lisaissmarter.

Marytalksmoreandismoreoutgoing.

Mollyisalittlequieter.

1d

Interviewer:Who’syourbestfriend,Molly

Molly:Peter.

Interviewer:Whydoyoulikehim

Molly:Becausehelikestodo_________things___Ido.

He’spopular,too,andhe’s________sports.

Interviewer:So,ishe_____________youinanyway

Molly:Well,yes.Iliketostudy.Istudy_______thanpeter.

Heplaysbasketball______thanme.

Interviewer:Ok,Isee…

Molly:Oh,andhespeaks___________thanme.I’m_______

quieter.ButI’dsaywe’rebothprettyoutgoing.

thesame

as

goodat

differentfrom

harder

better

moreloudly

a

little

Listenagainandfillintheblanks.

Interviewer:Howaboutyou,MaryWho’syourbestfriend

Mary:MybestfriendisLisa.

Interviewer:Whatdoyoulikeabouther

Mary:Well,she’sagood_______,andthat’simportanttome.

Interviewer:Isshealotlikeyou？

Mary:Somepeoplesaywelook______.We’rebothtall,andweboth

have__________hair.ButLisais______thanme.I’malways

talking.She’salso_______.I’mmoreoutgoing.

listener

similar

long,curly

quieter

smarter

Listenagainandfillintheblanks.

TheClassFriendshipDay

MyfriendMyself

friendly*******

outgoing

beautiful

smart

singwell

getupearly

funny

Compareyourfriendsandyourselfandtellus!(themost*****)

friendly*******

outgoing********

beautiful******

smart******

singwell

getupearly

funny

Jane

TheClassFriendshipDay

JaneisfriendlierthanLucy.

Lucy

LucyismoreoutgoingthanJane.

LucyismuchmorebeautifulthanJane

JaneisalittlesmarterthanLucy.

Showtime

Mygoodfriendis…Wearebothtall/thin/goodatsports/like...

Insomewayswearedifferent.He/Sheisheavier/moreoutgoing/…thanme.However,Iamsmarter/thinner/…thanhim/her…

Report

ChecklistActivity:Giveanoralreport互评师评

ContentsCompareyourselfwithyourgoodfriend

Usethesentenceswehavelearnedtoday

SpeakingSpeakclearlyandfluently

Usetoneandbodylanguageproperly

Excellent___Good

Tobeimprovedpoetry

莫愁前路无知己，天下谁人不识君？——高适

我寄愁心与明月，随君直到夜郎西。——李白

分明小像沉香缕，一片伤心欲画难。——纳兰性德

正是江南好风景，落花时节又逢君——杜甫

同心一人去，坐觉长安空——白居易

Mustdo:

1.Writeapassageaboutyourbestfriendandyouropinionsonfriends;

2.Preview2b;

3.Finishtheexercises.

Trytodo:

Askyourfriendswhattheiropinionsaboutbestfriends.

Homework

Thanksforlistening

新课标核心素养教学评一体化

Unit3

I’mmoreoutgoingthanmysister

SectionB(1a-1e)教学阐释

CONTENTS

目录

AnalysisoftheTeachingMaterial

AnalysisoftheStudents

TeachingObjectives

TeachingPhilosophy

TeachingProcedures

BlackboardDesign

01

02

03

04

05

06

TeachingReflection

07

01

AnalysisoftheTeachingMaterial

（教材分析）

WHAT—WHY—HOW

ThematicContext:

Human&Society

ThematicGroup:

LifeandFriends

What

AnalysisoftheText

01

01

02

03

教材内容

主题内容

主题群

Goforit：

Grade8Volume1—Unit3

主题范畴：人与社会；主题群：人际沟通；

子主题内容：良好的人际关系与交往（比较人物、谈论友谊）

What

AnalysisoftheText

01

01

02

03

教材内容

主题内容

主题群

Themaintextcontentofthislisteningisaninterviewaboutfriendship.TheinterviewerasksMollyandMarywhotheirbestfriendsareandiftheyarethesameasordifferentfromtheirfriends.

Topic:

Activities:

Listening&Speaking

How

AnalysisoftheText

01

How

AnalysisoftheText

01

Why

1.Itguidesstudentstobecomemorefamiliarwiththeuseofsentencescontainingcomparativeformswhendescribingpeople'spersonalitytraits,abilities,interests,andstrengths.

2.Intermsofeducationalvalue,differentpeoplehavedifferentunderstandingsoffriendship.Ithelpsstudentstorecognizetheadvantagesofthemselvesandothersthroughcomparisonswithfriends.

AnalysisoftheText

01

02

Analysisofthestudents

（学情分析）

K-W-L

Analysisofthestudents—

02

They'refamiliarwiththebasicusageofthecomparativeformofadjectivesandadverbs,andknowsomecommonexpressionsforcomparison.Theycanusethelearnedwordsandsentencepatternstotalkaboutpeople'sappearance,personality,andabilities.

WhattheyKnow

KWL

Inlisteningandspeakingactivities,theyhopetoconstructalanguageframeworkfordescribingtherelationshipbetweenfriendsandthemselves.

WhattheyWanttolearn

WhattheywillLearn

Inthislesson,studentsaimtocontinuelearningwordsandphrasesfordescribingpeople.Theywilllearntoidentifyaspectsforcomparingthemselvesandtheirfriends.

03

TeachingObjectives

（教学目标）

TeachingObjectives

03

Attheendoftheclass,studentswillbeableto

04

TeachingPhilosophy

（教学理论）

TeachingPhilosophy

04

OutlookonEnglishLearningActivities

LearningEnglishthroughactivities

LearningEnglishfordevelopingcorecompetence

TeachingApproaches:

Activity-based

Communicative

Situational

05

TeachingProcedures

（教学过程）

Learning&Understanding

EnglishLearningActivityConcept英语学习活动观

Readthelines

基于语篇

Readbetweenthelines

深入语篇

Readbeyondthelines

超越语篇

Knowledge

形成新的知识结构

Ability

将知识转化为能力

Accomplishment

促进能力向素养的转化

Learn&Understand

Apply&Practice

Transfer

&

Create

TeachingProcedures

05

课堂导入Lead-in

设计意图

Toactivatestudents’backgroundknowledgeandleadintothetopic.

Studentscansaysomethingaboutfriendship.

效果评价

TeachingProcedures

05

设计意图

Toactivatestudents’knowledgeandcombinethetextwithChinesepoetry.

StudentscansaysomethingaboutLiBaiandWangBo.

效果评价

Activities1

Learning

&Understanding

TeachingProcedures

05

设计意图

Lookatthepictureandanswerwhatkindsofthingsareimportantinafriend.

Toincreaseinterest,explorethetopicandgetstudentstothink.

效果评价

Activities2

Learning

&Understanding

TeachingProcedures

05

设计意图

Studentscanlearnthestructuretoshareopinionsabouttheirfriends.

Studentsfinishthetaskandtalkaboutwhathethinksafriendshouldbelike.

效果评价

Activities3

Applying

&Practicing

TeachingProcedures

05

设计意图

StudentscanlistenandanswerhowMollyandMaryarethesameasordifferentfromtheirbestfriends.

Studentscanfinishthechartbythemselvestopractiselisteningskills.

效果评价

Activities4

Applying

&Practicing

TeachingProcedures

05

设计意图

Compareyourfriendsandyourselfandtellus.

Activities5

Transfer&Create

效果评价

Toguidestudentstocreatenewideas,expressopinionsinrealsituation.

TeachingProcedures

05

设计意图

Usetraditionalchinesepoetrytoshowdeepaffectiontoourfriends

Conclusion总结

Retell

Act

Create

TeachingProcedures

05

Homework

06

BlackboardDesign

（板书设计）

BlackboardDesign

06

Unit3I’mmoreoutgoingthanmysister.

SectionB（1a-1e）

07

TeachingReflection

（教学反思）

TeachingReflection

07

Theclassshowedhighenthusiasmduringpair-workactivitiesin1a-1e.Forexample,whenstudentswereaskedtocomparepeopleusingadjectives,theyactivelyparticipated,sharingtheiropinionsanddescriptions,whichindicatesthattheteachingmaterialsandtaskswererelevantandinterestingtothem.

Advantages:

Somestudentsstillmademistakesintheformofcomparativeadjectives,especiallyforirregularoneslike"good-better".Thisrevealsthatmorein-depthexplanationandextraexercisesongrammarrulesareneeded.

Disadvantage:

THANKS人教版新目标八年级上册Unit3教学设计

学科英语年级八年级课型新授课设计者刘备

课题Unit3I’mmoreoutgoingthanmysister.课时SectionB(1a-1e)

课标要求《义务教育英语课程标准（2022年版）》要求学生能在具体语境中理解常用比较级形容词的含义，并能运用比较级形容词对人物外貌和性格特征等进行比较准确的描述，同时注重培养学生跨文化交际意识和多元思维能力，以及自主学习能力。

教材分析本单元以“I’mmoreoutgoingthanmysister."为主题，围绕比较级形容词展开教学。SectionB(1a-1e)部分通过听力、对话等活动，进一步深化学生对比较级形容词的运用能力，同时融入了中国古代文化元素“高山流水觅知音”，旨在让学生在语言学习过程中感受文化的魅力，培养跨文化意识和对传统文化的尊重。

学情分析八年级学生已经掌握了一定数量的形容词，并对比较级形容词有了初步认识，但在运用上还不够熟练，特别是在复杂语境中准确使用方面存在困难。同时，学生对中国传统文化有一定了解，但用英语表达和探讨文化主题的能力还需进一步提高，且存在个体差异，部分学生可能在语言输出和思维拓展上较为积极，而部分学生可能较为被动。

核心素养目标语言能力：学生能够掌握比较级形容词（如taller,moreoutgoing,thinner等）的用法，准确描述和比较人物外貌和性格特征，能够听懂并熟练运用相关句型进行交流。2，文化意识：了解中国古代“高山流水觅知音"的文化故事，尊重个体差异，认识到不同特质使每个人独一无二，培养包容心态。3，思维品质：通过观察图片、分析听力内容、讨论等活动，发展比较和分析思维能力。4，学习能力：积极参与学习活动，如Pairwork和Groupdiscussions，提升沟通能力和自主学习能力，掌握有效的听力策略。

教学重点比较级形容词的准确运用，包括其构成、用法以及在描述人物外貌和性格特征时的表达；理解并掌握“高山流水觅知音”的文化内涵及相关表达。

教学难点灵活运用比较级形容词在不同语境中进行准确、恰当的人物比较描述；将文化元素与语言知识有机结合，深入探讨文化背后的价值观和意义。

教学方法听说法、交际法、小组合作学习法、情境教学法

教学过程（教学环节可结合学科特点自行设置）

教学环节教师活动学生活动设计意图

环节一导入播放一段《高山流水》的古琴音乐，引导学生聆听并提问“What’sthenameofthismusic”，引出“Highmountainsandflowingwater”，接着询问“Whoisthemusictalkingabout"和“What’stherelationshipbetweenthem”，介绍俞伯牙和钟子期的故事。认真聆听音乐，积极思考并回答教师提出的问题，初步了解“高山流水觅知音"的文化背景。通过音乐导入，激发学生兴趣，营造轻松愉快的学习氛围，同时引入中国文化元素，为后续教学奠定文化基础，拓宽学生文化视野。

环节二知识呈现展示PPT，呈现一些人物图片，引导学生观察并用所学形容词描述人物外貌和性格特征，如“tall,short,outgoing,shy”等，进而引出比较级形容词，讲解其构成规则（如规则变化：直接加-er，以辅音字母加y结尾的变y为i加-er等，不规则变化：good-better,bad-worse等），并通过例句示范用法，如“AistallerthanB."。观察图片，根据教师引导说出描述人物的形容词，在教师讲解比较级构成和用法时认真听讲，做好笔记，理解并掌握比较级形容词的基本用法。以直观图片呈现，帮助学生复习巩固形容词的同时自然引出比较级，使抽象知识形象化，便于学生理解和接受，为后续听力和口语活动做好知识铺垫。

环节三听力训练播放第一遍听力前，先提出问题“WhoisMolly’sbestfriend”和“WhoisMary’sbestfriend”，让学生带着问题听录音，听完后找学生回答问题，并核对答案；播放第二遍听力时，要求学生完成表格中关于Molly和Mary喜欢她们最好朋友的原因以及与最好朋友的相同点和不同点的内容，听完后组织学生两人一组核对答案，并邀请几组学生分享答案，教师进行点评和总结。第一遍听录音时，集中注意力捕捉关键信息，回答教师提出的问题；第二遍听录音时，仔细辨别细节内容，填写表格，在小组内核对答案，并积极分享自己的答案。通过两次听力任务，训练学生听懂有关人物比较的英语表达，提高学生获