1、Unit3 Im more outgoing than my sister. SectionB (2a-2e) 一、教材分析 教材 Unit3 以人的个性特征为话题。SectonA 从人物个性特征对比的角度入 手， 向学生介绍形容词和副词比较级的概念和用法；训练学生比较级句型的运用 及培养他们的语言结构意识。SectionB 以交友的话题为线索，展开对好友标准的 讨论及朋友之间的对比， 将单元所学词汇及语法结构完全融汇到阅读和书写交流 之中， 是对 SectionA 所学内容的综合运用。 本节课是第三单元 Section B(2a-2e)， 是一节阅读课。2b 阅读呈现了三个小语篇，要求找出语
2、篇中提到的三对好朋友 之间的异同。侧重阅读策略的指导,要求学生掌握并能使用阅读策略阅读文本, 获取信息(学会在语境中感知并体会词汇的含义,学会根据上下文猜测生词的含 义。) 二、学情分析 八年级学生的语言运用能力和思维能力比七年级有了进一步的发展，同时也 形成了自己的英语学习策略。经过一年多的英语学习，学生已具备一定的英语单 词和句子的基础，但知识储备差异较大。部分学生对阅读文章有畏难情绪，缺乏 自主探究的信心和能力。 学生的整体阅读能力及对阅读策略的运用能力仍处于开 发阶段。学生在认知心理方面有较强的表现欲，好奇心强，喜欢在轻松的气氛中 通过小组活动的方式进行学习。 I.Teaching A
3、ims and Demands: Knowledge Objects: Words: mirror, as long as, necessary, be different from, bring out, grade, the same as, saying, reach, touch, heart, in fact, share. Structures: A good friend is like a mirror. You dont need a lot of them as long as they are good. Thats why I like reading books an
4、d I study harder in class. Larry often helps to bring out the best in me. A true friend reaches for your hand and touches your heart. Ability Objects: (1) Train students reading skills by finding the specific information and guessing the meanings of new words from the context. Try to improve their c
5、omprehensive ability of obtaining information, analyzing problems and solving problems. (2) Encourage students to talk about friends and express their own opinions about making friends. Teaching process and Method: Guiding students to the reading part by a popular song, and help them review the Comp
6、arative Degree of adjectives and adverbs , and intrigue their learning interests by playing a guessing game. With the reading strategies of scanning、careful reading and guessing，get students to finish the reading tasks, learn and master the ways to obtain information、analyze problems and solve probl
7、ems. Moral Objects: Enable students to understand their opinions about friends and know what kind of friends they need and cherish friends around them. II.Teaching Key and Difficult Points: Teaching Key Points: 1.Enable students to understand the passages by using reading strategies. 2.Enable studen
8、ts to understand the important role of proverbs in writing and guide students to write through reading materials. Teaching Difficult Points: Enable students to master the reading strategies of scanning and understand the meanings of new words from the context. Teaching procedure: I. Lead in and revi
9、sion. 1. Enjoy a song and let students guess what is the song about? 2. Introduce my friend Lily. T: Its one of my favorite song. Every time I listen to this song, it made me think of my best friend. She is Lily. We are good friends in America. Im a little taller than her. Im as outgoing as her. We
10、both like sports and reading books. She is like a mirror. I can see myself in her. Do you know the meaning of mirror? Do you have friends in our class? 3. Play a guessing game: Describing one of your friends in our class with comparative degree and let other students guess who she/he is? Ss: He/She
11、is than me. He/She is morethan me. We both like 设计意图: 教师利用歌曲自然引入朋友这一主题，通过介绍自己的好朋友，激活 学生脑中已有的知识，扫清个别生词对阅读理解造成的障碍。 通过猜谜游戏帮助 学生建立新旧知识的结合点，吸引学生的注意力并充分激发他们的学习兴趣。 学 生在描述自己朋友的过程中，巩固了比较级的用法，增强了用英语表达的信心， 同时这一活动有助于培养其他学生的听力能力、 加深同学之间的了解、 增进友谊。 从而使学生带着兴趣及对阅读的期待展开阅读教学。 II.Reading 1.Pre-reading Discussion：Should
12、 friends be the same or different? Introduce three friends (Jeff Green, Huang Lei, Mary Smith) to students. 设计意图： 在游戏环节的基础上，通过问题驱动的方式引发学生思考自己需要什 么样的朋友，从而顺利引导学生进入阅读文本的学习。 2.While-reading 1）Listening: Match the person with the right ideas. 设计意图： 通过听力整体感知阅读文本， 初步了解 Jeff Green、 Huang Lei 及 Mary Smith 对交
13、朋友的看法，并通过创设语境渗透 as long as 的用法。本环节为学生 后续顺利地捕捉文章的关键信息做好铺垫。 2) Scanning: Passage1 （1） Read the first passage and answer questions. a. Who is Jeff Greens best friend? What are the similarities between them? b. What makes Jeff Green like reading books and study harder in class? c. Why is not easy for Je
14、ff Green to make friends? 设计意图： 通过问题驱动的方式引导学生利用寻读这一阅读策略理解第一篇文章 的细节内容。检验学生对文章细节信息的把握程度，并将重点句型的讲解融入其 中。 Passage2 （1） Read the second passage quickly, underline the comparative words and phrases. （2） Read the second passage again and complete the mind map. （3） Retell the passage with the help of mind m
15、ap. （4） Guessing: Guide the students to guess the meaning of the phrase “bring out the best in me” according to the context. 设计意图： 使学生再次运用寻读策略找出第二篇文章中含有比较级的单词和短语， 并引导学生通过小组合作的方式完成思维导图， 使学生对第二篇文章的细节有更 加深入的理解，并在此基础上运用思维导图对文本进行复述，使学生的语言知识 进一步内化并促进学生语言知识向能力的迅速转化。 有利于培养学生的语言表达 能力和记忆力，为本单元的写作课做了充分的铺垫。同时，培
16、养学生学会根据上 下文猜测生词、短语含义的能力。 Passage3 （1）Read the third passage aloud and fill in the chart. （2）Help students understand the implied meanings of “hand” and “heart” in the following proverb with the help of the context. A true friend reaches for your hand and touches your heart. Context: A: Could you ple
17、ase give me a hand? B: Sure. What do you want me to do? A: Please help me move the desk to my office. Its too heavy. 设计意图：学生大声朗读第三篇文章，旨在帮助学生加深对文章的理解，并进一 步强化学生根据上下文猜测生词含义的能力。 3.Post-reading 1) Ask students to read the passages aloud and find out more sayings and understand the important role of them
18、in these passages. 2) Extension: Share more proverbs about friends with students and let them aware the preciousness of friendship and enable them to cherish friends around them. Proverbs: A friend in need is a friend indeed. Friendship is like winethe older, the better. A life without a friend is a
19、 life without a sun. 3) Summary: Let students extract their own writing framework about their friends from the passage they have learned，and tell students it can help them to write their own passages. 设计意图：学生通过大声朗读三篇文章，再次强化对文章内容及谚语的理解。谚 语的拓展环节能够帮助学生拓宽写作思路并帮助他们养成善于积累好词好句的 习惯， 并在其中进行情感渗透， 使学生意识到友谊的宝贵并
20、能够珍惜身边的朋友。 最后以语篇为载体，将语篇教学与写作训练相衔接，最终实现以读导写、以读促 写的目的。 III. Culture corner Let students know International Friendship Day. 设计意图：语言是文化的载体，文化知识的拓展能够激发学生学习英语的兴趣， 开拓视野，进而提高跨文化交际的能力。最后升华本节课的情感目标，友谊就像 我们生命花园中的大树，因为我们爱我们的朋友，这棵友谊之树将会茁壮成长。 IVHomework 1.Translate the key phrases on your paper into English and recite them. 2.Finish 2c on P22. 3.Write a composition: My friend and I . 设计意图：巩固阅读策略，培养学生的自学能力，并为阅读课第二课时的教学及 单元写作教学做铺垫。
