1、 Unit 3 Im more outgoing than my sister Reading ( 2a-2e) Should friends be the same or different? 一一 教案背景教案背景 1. 面向学生：初中二年级 2. 课题：人教版八年级上学期 Unit 3 Im more outgoing than my sister Reading (2a-2e) 3课时数：1 课时 4学情分析与课前准备： 学情分析学情分析 Analysis of students 本课时是 Unit 3 的第 5 课时，通过前面 4 个课时的学习，同学们已经比较好地掌握了比较级 的结构
2、，变化规律，并能运用比较级进行有效的阅读，以及口头书面的表达 课前准备课前准备 Preparations： a. 教师准备心形的彩色卡纸，用于学生活动：制作朋友圈 Friend Circle b. 布置学习英文歌曲: You Raise Me Up c. 收集同学们平时相处的照片，制作成精美的幻灯片 d. 准备一面镜子，用于帮助同学们理解：A good friend is like a mirror. 二二 教学目标教学目标 Teaching aims 1知识目标：知识目标： 1） 能掌握以下单词和词组：serious, mirror, kid, as long as, necessary,
3、be different from, bring out the best in, grades, should, the same as, saying, reach for hands, touch your heart, in fact, break-broke arm, thats why 2） 能掌握以下句型： My mother told me a good friend is like a mirror. Its not necessary to be the same. You dont need a lot of them as long as they are good.
4、My best friend helps to bring out the best in me. 3） 能学会用多种表达方式表达自己的观点： In my eyes, In my opinion, In my view， As for me, From my point of view, As far as Im concerned 2语言技能目标语言技能目标： 1）学生通过感知，实践 skimming，能够迅速地找到文章的 main idea. 2）学生通过筛选 key words, 感知实践 scanning, 能查找并整理文章的具体信息 3）学生通过模仿，体验，合作，能够用英语表达自己的
5、择友观 3情感态度目标：情感态度目标： 学生通过讨论，感知文章，欣赏歌曲和英文诗能学会尊重人与人之间的异同，并建立健康向 上的择友观 4学习策略目标：学习策略目标：通过观察，讨论，实践，与同学合作探究，掌握简单的阅读技巧，积极运 用所学的语言进行表达和交流；注意观察课文，歌曲，诗歌中使用的英语； 5文化意识目标文化意识目标：感受友情之美：帮助朋友，理解朋友，珍爱朋友 三三 教学重难点分析教学重难点分析 Teaching key points and difficultiesTeaching key points and difficulties 重点重点: Teaching key point
6、s： 通过本课，同学们能掌握本课出现的生词和表达方式 通过本课，同学们能掌握 Skimming，Scanning 的阅读技巧，提高同学们的综合阅读能力。 难点难点: Teaching difficulties： 通过观察，讨论，体验，同学们能理解文章的更深层的意义 通过讨论，模仿，体验，合作探究，同学们能用英语表达自己的交友观 四四 教学策略教学策略 Teaching & Learning Methods 师生交互、生生交互，让学生在协作活动中充分运用探究方式自主学习。任务型教学途径、 情境教学法等。 1）任务型教学途径 The Task-based Language Teaching App
7、roach 2）情境教学法 The Situational Teaching Approach 3）自然教学法 The Natural Approach 4）整体语言教学法 The Whole Language Teaching Approach 五五 教学过程教学过程 Step 1 Warm-up 1、T：Today, we are going to have an interesting lesson about friends. Do you have friends? Ss：Yes! T: Do you make friends with your classmates? Ss: Ye
8、s! T: Do you know your classmates well? Ss: Yes! T: What about playing a guessing game? I will show you a picture of your classmate, You can ask me five questions to get more information about him. 呈现图片 T：As you can see, he is a little taller than me and he is as thin as me. 引导学生用一般疑问句向老师提问获取更多信息。 师
9、生互动后，学生们猜测出正确答案。 Ss: He is Lang Tianxiang! T: You got him! So smart! 并请被猜测的这名同学走上讲台。 设计意图设计意图 利用和同学的 生活照， 帮助同学们 复习比较级并激发 同学们好奇心和学 习热情。 在与同学自 然的对话中， 导入今 天上课的主题 T: So, Lang Tianxiang. Can I ask you some questions? L: Sure! T: Do you have best friends？ L: Yes, I do. T：Are you the same or different? L：.
10、 T：Do you like to make friends the same as you or different from you? L:. 并以相似的问题随机再提问其他几个同学，并得出结论： T: Just as we got to know that different people have different ideas about friends. I also have three friends: Jeff Green, Huang Lei, Mary Smith. Do you know what they are talking about now? Ss: Frien
11、ds! T: Yes, you are very smart! But they have also have different ideas about a topic The topic is：Should friends be the same or different? 用 PPT 导入今天的课题，呈现在屏幕上 Step 2 Task1: Skimming T: Match each person with their ideas. You dont have to read the passages word by word. Just look them through and t
12、ry to know the main ideas. ( 同学开始认真阅读) 一分钟后请同学们呈现答案 T: So where did you find the answers? Ss: In the first sentence. 引导同学总结: The first sentence is very important. Because it could be the main idea of the passages. Step 3 Task 2: Scanning T: Just now, we have got the three persons ideas about friends
13、. But if we want to know more details about their thoughts, we need to read the passage carefully again. Now, lets move to passage 1. ( 请同学们齐读三个问题) Ss: 1. Why does Jeff like reading books and study harder? 2. What are the same points between Jeff and Yuan Li 3. What is Jeffs idea about friends? T: T
14、o answer these questions, you had better use Scanning. That means try to find the key words in the passages. And these key words could help you to find the right answer. ( 学生们再次进行阅读 ) 两分钟后，请同学们回答 Q1&Q2. 在学生自主学习过 程中，教师充当指 导、助手的作用， 让 学生在自主学习中 感受到总结知识的 快乐 通过提示同学们查 找关键词， 使得同学 们能明确阅读的目 的， 并能快速找到想 要的答案。 通
15、过同义 引导同学们找到文章中的关键词：thats why, too, together. 并启发同学 们用新词来总结答案： 同学们找到的答案为：Jeff is quite. Yuan Li is quiet, too. They enjoy studying together. 通过句子填空，引导同学们把句子转换为：Jeff and Yuan Li are both quiet. And they both enjoy studying. T：Whats Jeffs ideas about friends? Ss: In Jeffs opinion, a good friend is like
16、 a mirror. And good friends are like books：you dont need a lot of them as long as they are good. T: Thats right. Please look at this sentence: A good friend is like a mirror. Why does he say so？( 学生困惑中，教师拿出准备好的镜子) T：Whats this in my hand? Ss: A mirror. T: When you look at the mirror, what can you se
17、e? Ss: Myself! T: Yes! So Jeff can also see himself in the mirror. That could help him to know himself better. Are you clear? Ss : Yes！ Step 4: Task 3: make a friend circle. T: We just knew Jeffs ideas about friends. But what I really want to know is your ideas about friends. Can you make sentences
18、just as Jeff does ? A good friend is like_ (请同学们模仿 Jeff 的句子，造出类似的比喻句) T：But before you go for it, I want to divide you into 8 groups. 3 students are in one group. Here are some lovely cards made by myself. Now each group can get one card from me. First, talk about the sentence in your group. Next, w
19、rite down one sentence on your group card. Finally, stick your group card on the blackboard. You can do it in 2 minutes. After doing that, each group choose one student to tell us why do they think so. 写卡片活动结束后，引导同学们把写好的卡片贴在黑板正确的位置上， 围绕成一颗巨大的心形。黑板心形的中间老师写的是：Friend Circle. 同学们制作好的句子卡片如下图所示： T: Wow, w
20、hat a beautiful Friend Circle you have just made! And now I want hear about your ideas. Lets start with Group1 句的转换， 帮助同学 复习并加深 both 的 用法的理解。 通过实物教学， 引导 同学们更好的理解 A good friend is like a mirror 的深层含 义， 帮助同学们突破 难点 布置制作班级朋友 圈的意图是： 希望通 过同学们合作探究 完成任务， 激发同学 们的想象力， 培养同 学的团队合作意识 以及学会用英语做 事情的能力。 比如为 了圆满的完成任务
21、， 同学们先要展开讨 论，然后分工合作。 小组之中有的同学 负责说， 有的同学负 责写， 有的同学负责 把卡片贴到正确的 位置上。 引导同学们 在合作当中感知成 功的快乐。 在此适当 的添加进了点情感 渗透， 因为这些卡片 是同学们和老师共 同制作完成的， 可以 贴在班级的墙壁上， 作为一份美好的回 忆。 G1: In my eyes, a good friend is like a pair of glasses because she can help me see things clearly. T；thats is a really good point ( 其他小组分别派代表说出本组
22、造的句子以及想法) ： think you really did a good job. And I am so proud of you. I like your ideas and of course like your cards . So I want to stick them on our classrooms wall. That would be a sweet memory. Do you agree? Ss: Yes! Step 5 Read passage2 carefully and fill in the chart T: Just now, we have lear
23、nt that Jeff likes to make friends the same as him. But Huang Lei does think so. He thinks its not necessary for friends to be the same. Do you remember it? Ss: Yes! T: Now, please read passage carefully and help me to fill in the chart. ( 学生开始阅读并带着目的去完成任务) 2 分钟后，请同学们回答 Jeff 和 Larry 的不同点。 教师利用 PPT，帮
24、助同学们梳理正确答案。 如图所示： 对于 Less hard-working 这个词组，同学们感到不能理解时，我的解释 是： “Less hard-working” is opposite to” more hard-working.” So “Larry is less hard-working than Huang Lei. “can also turn to be “ Huang Lei is more hard-working than Larry. “ T: So，we know that Jeff and Larry are very different. Then how can
25、 they become friends? ( 同学们开始思考并回答) 教师根据同学们各自的回答引导同学们得出结论：They bring out the best in each other and help each other. 教师更近一步帮助同学们加深对文章的理解：different friends can help us in different ways. We can also learn a lot from each other. This can help 通过布置表格任务， 引导同学们抓住重 点：既找到 Larry 和 HuangLei 不同点。 通过反义词的解释 和句子
26、转换， 帮助同 学 们 突 破Less hard-working的理解 难点 us become better and better. Step6 Sing a song and complete the sentences T: The friendship between Larry and Huang Lei makes me think of a song. The song is called You Raise Me Up. So do you want to have a rest and enjoy the song with me? Ss: Yes! ( 教师开始播放音乐视频
27、) 在总文件夹中可观看音乐视频 T: I think it is not difficult for you to sing along with the song. So I hope you can just sing it loudly with me. 学生前一部分静静欣赏，后面高潮的副歌部分开始和老师一起唱 学生欣赏完歌曲后 T: Do you like the song? Ss: Yes! T: Me too! I think it is a good song about the love between family, lovers and of course friends!
28、 And here “raise me up” also means “bring out the best in me” Do you agree? Ss: Yes! T: And I also make a little change of the lyrics. Can you help me to finish the sentences? Ss: Yes! 教师开始陈现与歌词副歌部分相关的图片，请同学们根据回忆以及图 片帮助老师把句子补充完整。 图片如下： 运用英文歌曲， 帮助 同学们更深入的理 解文章。 并能更好地 理解词组：bring out the best in me 以及
29、raise me up 的 含 义。 和老师一起唱完 歌曲后， 运用图片设 置情境， 引导同学们 回忆起歌词。 目的一 是感受英语歌词之 美。 目的二是为了引 起同学们情感上的 共鸣， 带领同学们感 受真正的友情之美。 Step 7 Read passage 3 and answer the questions T: So boys and girls, do you have the friends who can bring out the best in you or raise you up? Ss: Yes! T: Lucky you! And I know a girl named
30、 Mary Smith. She also have such a good friend. Lets see what she is saying. Please read the passage 3 carefully and answer the questions. 1. What is Mary Smiths favorite saying? 2. What is a true friend like in Marys eyes? ( 同学们开始阅读并回答) 在总结 Mary 眼中的 True friend 的时候，同学们有些缺乏条理性。 为了更直观的帮助同学们总结，我设计了以下图示
31、： 引导同学们从五官以及心灵去总结 Mary 眼中的 True friend. 在引导同学们说出正确答案后，又请同学们和老师一起一变做手势，一遍用英语 表达 True friend 的含义 为了让同学们更好地 理解词组：reach for your hand 以及 touch your heart. 我运用了 多张图片以及手势相 结合帮助同学们理解。 在同学们觉得总结困 难时，运用一张手势 图，引导同学们从各个 感官去总结朋友的含 义。跟着老师边说英语 边做手势，带领同学们 在学中做，做中学。体 验学习的快乐。 Step8 Discussion: Whats your idea about f
32、riends? T: lets review what we have learnt today! We have learnt that different people have differ ideas about making friends 1. Jeff thinks friends should be the same 2. Huang Lei thinks its not necessary for friends to be the same 3. Mary Smith doesnt care if they are the same or different as long
33、 as they are true friends. So now, I really want to know about your ideas: Do you think friends should be the same? Why? Do you think friends should be different? Why? ( 并引导同学们回忆总结表示观点的几种表达法：in my eyes, from my point of view. ( 教师给予同学们 3-5 分钟的讨论时间) 五分钟后，学生呈现 S1：As for me., friends should be the same
34、. Because they can understand my feeling easily S2: In my eyes, friends should be different. Because I can learn a lot from different friend. 。 经过大量的输入后，同 学们已经有了想表达 自己观点的愿望。通过 和同学们讨论，又能产 生新的思想的火花。在 同学们表达之前，引导 同学们回忆总结，教师 呈现有关表达观点的 词汇，帮助同学们用英 语进行更地道的表达。 Step9 Homework T： Im afraid we dont have enough
35、time for everyone to share the idea with us. So I leave it as your homework. Write a composition about your friend. 1. What does your friend look like? 2. What is your friend like 3. What are the same points between you? 4. What are the differences between you? 5. Is he/ she your true friend? Why? 通
36、过本堂课的学习，考 核同学们对本单元重 点的掌握程度：既能够 描述人们的特点，比较 人们之间的异同，以及 表达自己的择友观。 Step 10 : Enjoy an English Poem: Friends T: At the end of the class, I have a special gift for you. Do you want to see it? Ss: Yes! T: The gift is a little Poem written by me. I hope you will like it. ( 教师开始播放带轻音乐的 PPT. 内容是同学们平时在一起玩耍的照 片
37、，并在旁边附上了英文小诗) 如图所示： 通过播放同学们平时 在一起欢乐的场景，配 上合适音乐和美丽温 暖的英文小诗，引发同 学们心灵中美好温暖 的一面，引导同学们珍 惜生命中最重要的礼 物之一：朋友 教学反思：教学反思： 本次教学设计是以培养学生英语的阅读技巧思维、学生语言交际能力为中心的教学过程。课 堂教学诸环节条理清晰，目标明确，层层递进。既体现出课堂标准中侧重培养学生阅读能力 的要求，又兼顾了说、读、写全面发展的教学原则。在循序渐进的教学过程中，学生学会熟 悉课文的整体篇章结构、课文内容和新的语言知识。同时，学生通过独立分析文章和理解文 章，推理和判断能力增强，对词汇及语言形式的理解、积
38、累与运用能力也增强了。 在学习策略中，引导同学们体验不同的学习方式：比如模仿造句，改编歌词，用英文做手语， 欣赏英文小诗等方式持续激发同学们的学习热情。 在教学策略中，运用多媒体，实物，以及自制卡片，引导同学们进行合作探究，共同完成教 学设计中的任务，突破难点。 在情感教育中，潜移默化地渗透健康阳光的择友观念。引导同学们尊重人与人之间的异同， 互助友爱。 但是，在实际教学中，感觉到有些设计还是不够理想。 在同学们讨论自己的择友观时，应该先请同学们进行回忆，然后自我总结，老师最后补充。 而不是教师直接呈现。 在文化意识层面，可以多收集世界其他青少年的交友选择的资料，帮助同学们了解其他国家 的一些交友文化，培养同学们的跨国际意识。 在情感教育方面， 可以在后期引导同学们思考，自己如何成为更好的朋友。
